Note:
Make sure you have maps of the rail system and port system available for students to reference.
Explain the difference between a ton and a freight ton. They are different because a ton is a measurement for weight. A freight ton measures revenue based on a measurement of weight.

Each group will create their own company (encourage them to be creative with the name) with 2-4 project managers(students).

Students will focus on the overall cost of moving their product from Little Rock Port Authority (LRPA) to a particular state or country.
This is determined by the state or country that is commonly using LRPA for shipment of the product specific to their company.
EX: Huber Advanced Materials uses LSI (company on the property of LRPA) to ship Aluminum trihydrate from Little Rock to Canada.

Each group will randomly draw a card that provides their group with the following information.
Product being transported. (these products are specific to the LRPA)
Total amount of product being shipped.
Total weight of product being shipped.
Location and Distance their product will be shipped.

Each group will create a data table that supports the overall cost of shipping (this is the total amount of product being shipped) for every 100 miles by barge, rail, and semi.
These will be separate data tables for each mode of transportation that is available for shipment of their product.
Note: They are going to have to calculate the total freight-ton with the formula above and total cost to ship the product using the formula above. They can use the unit rate to complete the data table.
Examples:
If your product is going to NY, All 3 means of transportation are possible and will need to be represented by a data table and graph.
If your product is going to CO, only 2 means of transportation are possible because there are no waterways for barges. This means this group will only have 2 data tables.

Each group will create a graph with a different color for each mode of transportation.
This will be a graph very similar to the graph below. Main difference will be their graph is specific to the total cost for shipping their product.

Each group will support their data with an explanation of what is the best means of transportation for their product and what is the best cost.
Explanation supports the choice of shipment assuming time is not a barrier.

A possible extension might be that students consider 2 day shipping. How will this affect their previous claim?

Note: Don’t give the cost per ton – per mile to the students. This is the unit rate per freight ton.
The overall cost of moving one ton of freight by Semi-truck = $5.35 per ton – per mile.
Average speed 65 mph
The overall cost of moving one ton of freight by Rail = $2.53 per ton – per mile.
Average speed 30 mph
The overall cost of moving one ton of freight by Barge = $0.97 per ton – per mile.
Average speed 5 mph
Summative Presentation:
Each group will create a poster that supports their argument of the best choice for shipping their product. Each presentation must include the following.
One packaged unit of the product ready for shipment.
Weight and cost per unit. Example Moving one ton of “my product” one mile will cost my company $_____

Illustration of all three data tables that calculates the cost for shipment every 100 traveling miles for all three means of transportation. (Every 25 miles if traveling less than 500 or every 10 miles if traveling less than 150 miles)

Line graph illustrating a comparison of the cost for each option of transportation available to move their product. (Barge, rail, and semi)
Graph must fit the following criteria:
Each line should be a different color.
Graph should have a key differentiating barge, rail, and semi.
All sections labeled (and titles present)

Possible Extension:
Given the cost of making one 64 oz Jar of peanut butter ( $2.20 or $17.60 per case) Your product will be shipped from Little Rock to Fayetteville (190 miles).

Consider the cost to make the product and the overall cost to ship the product by semi truck, determine the break even point.
Question you are answering: How much peanut butter will you have to sell to start making a profit?

Possible Modifications for the activity:
Provide the student with a “formula” to determine the unit rate. I would give them a weight already in tons and an even distance to travel.
Ex: You are moving 10 tons of freight 50 miles by rail.
Show them the following equation to calculate the Freight ton and total cost.

(Tons)( total miles) = freight-ton
(Freight- ton)(overall cost of moving freight) = total cost
Data table EX:
Freight-ton
(X axis)
Total Cost
(Y axis)
Equation

0
____ _____=_____

____ _____=_____

____ _____=_____

____ _____=_____
400

400 Unit rate =_____
500
$1,265
1265 500 = unit rate

Give them a graph with X and Y axes already labeled, and have them create a line graph that represents their table.
If you have a student that has a 504 or IEP stating no presentations due severe anxiety when presenting to peers, allow them to create a video of their project.
Possible options for creating videos:
Google Meet
Flipgrid
ScreenCastify