Match the Graph

Motion Detector Application

Description

In this activity, the participants will gain a stronger understanding of the physical meaning of graphs and the data on them.

Objectives (Lessons to be learned)

· Students should be able to see a graph and understand physically what it means.

· Students should be able to duplicate the graphs that they see using the CBR.

Sunshine State Standards/Benchmarks

· MA.D.1.4.1. describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables, tables, and graphs.

· MA.E.1.4.1. interprets data that has been collected, organized, and displayed in charts, tables, and plots.

Bodies of Knowledge (Approved September 2007)

· MA.912.A.2.2 Interpret a graph representing a real-world situation

· MA.912.A.2.3 Describe the concept of a function, use function notation, determine whether a given relation is a function, and link equations to functions

Relevance

This activity gives the students a change to understand physically how to read a graph and not just mathematically. This skill proves to be a critical part of understanding almost anything in life such as engineering, business, and life in general!

Tools Needed

· TI Graphing Calculator

· TI Navigator

· TI Calculator-Based Ranger (CBR 2)

Learning Challenges

Inquiry Questions

1. Is this graph possible to duplicate?

2. If the graph can be duplicated, what physically needs to be done in order to do it?

Conclusion Statement

Students should be able to look at any graph and explain what it means physically.

The “Aha!” Moments

1. When the student notices that they have to move faster or accelerate in order to “catch up” to an exponentially increasing plot giving them the feeling of acceleration and what it means in terms of velocity and time.

2. When the student notices that, “Hey, I can’t travel back in time like some of these plots say to do!!’

Inquiry Procedure/Assignment

The participants of this activity should be placed in groups and each group should be given a calculator with the motion detector and software all ready to go. Explain how the motion detector works and that their main objective is to look at the given graph and match it using the motion detector. Have the participants look at the given graph and ask themselves, is this graph possible to duplicate with the tools they have? Explain that the plots are in meters on the y-axis and seconds on the x-axis and what this physically means. Have the participants plan out their attempt to duplicate the graph and then do so. The plots to be duplicated are shown below (Each vertical axis is going to be distance in meters and the horizontal axis will be time in seconds).

Using the CBR, duplicate the graphs given to you below. Below each graph, write a small explanation on how you went about matching the graphs.

Graph 1: ______

Graph 2: ______

Graph 3: ______

Graph 4: ______

Graph 5: ______

Graph 6: ______

Graph 7: ______

Graph 8: ______

Graph 9: ______

Graph 10: ______

Graph 11: ______

Graph 12: ______

Graph 13: ______

Graph 14: ______

Graph 15: ______

Graph 16: ______

Graph 17: ______

Graph 18: ______

Try and have the participants all do one graph at a time and then move on to the next all together. This way, you as the teacher can observe what is happening on the navigator, discuss the results and ask the participants questions about what they are doing.

For graphs 1-10, have the students state whether the graph is a reasonable representation of an application or not and circle any problem areas on the graph.

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Algebra