As an activity before our spring break, the Calculus class put its knowledge of finding volumes of revolution to, well, find volumes of things. It was easy to find different containers to use for this - a sample:

We used Geogebra to place points and model the profile of the containers using polynomials. There were many rich discussions about wise placement of points and which polynomials make more sense to use. One involved the subtle differences between these two profiles and what they meant for the resulting volume through calculus methods:

The task was to predict the volume and then use flasks and graduated cylinders to accurately measure the volume. Lowest error wins. I was happy though that by the end, nobody really cared about 'winning'. They were motivated themselves to theorize why their calculated answer was above or below, and then adjust their model to test their theories and see how their answer changes.

As usual, I have editorial reflections:

- If I had students calculating the volume by hand by integration every time, they would have been much more reluctant to adjust their answers and figure out why the discrepancies existed. Integration within Geogebra was key to this being successful. Technology greases the rails of mathematical experimentation in a way that nothing else does.
- There were a few many lessons that needed to happen along the way as the students worked. They figured out that the images had to be scaled to match the dimensions in Geogebra to the actual dimensions of the object. They figured out that measurements were necessary to make this work. The task demanded that the mathematical tools be developed, so I showed them what they needed to do as needed. It would have been a lot more boring and algorithmic if I had done all of the presentation work up front, and then they just followed steps.
- There were many opportunities for reinforcing the fundamentals of the Calculus concepts through the activity. This is a tangible example of application - the actual volume is either close to the calculated volume or not - there's a great deal more meaning built up here that solidifies the abstraction of volume of revolution. There were several 'aha' moments and I saw them happen. That felt great.

Hi Evan, I found this post while reading the internet this weekend and it just happens that I'm at the end of a unit centered around solids and surfaces of revolution. I adapted your idea to this project I'm assigning today. I'll let you know how it goes!

https://docs.google.com/a/putneyschool.org/document/d/1JCEzX12zB_cTJApwdlM_zwCUcMxtVTmdPRxBcd4lvZo/edit#

Awesome - please do!