Name __________________________ Period_______ Date_______________
In this lesson you will learn how to interpret points on the x and y axis of a graph, find the rate of change on the graph, and relate the term slope to rate of change.
Every time you take a step, you are moving a rate that might be constant or changing. You are also changing your position relative to where you started, with each step that you take. Today you are going to create some graphs of motion and (on worksheet #2) find the linear equation that matches your movement. The Calculator Based Ranger (CBR) is going to collect the data for you and the TI-83 will display the data. Choose a partner to work with for this lesson.
 |
 |
 |
 |
| Press the APPS button and choose CBL/CBR. | From the Main Menu choose the Ranger (#3). | Choose SETUP/SAMPLE (#1). |
-
To change any of the choices, press ENTER until the desired entry appears. We will collect the data in non-real time mode (which means you will see the graph after the data is collected), 10 seconds is the time for this activity (you can adjust if needed), DIST is what we would like displayed, begin on ENTER, smoothing will be LIGHT, and use FEET for the units of measure.
- One partner can run the calculator and hold the CBR, while the other walks. It is best to begin by standing close to the CBR and either walking backward away from it or with your back to the CBR, walk forward away from it. This will create a positive slope, which is a good place to start. When the first graph is finished, the other partner can connect his/her TI-83+ to the CBR and create a graph.
 |
The walker will want to walk slowly. 10 seconds is a long time and you want to walk so you produce a straight line as shown at the right. |  |
 |
| The walker can position him/herself in front of the CBR, ready to walk. | The display will look somewhat like the one above. | You can move the cursor along the plot to see the change in your position. |
-
Press ENTER after the graph is created and you can either repeat the sample, go back to the main menu, or select a particular domain to view. We are going to find the equation of the line that has been created.
- Sketch the graph from the calculator on the plot that appears to the right. As you TRACE along your plot you will notice the x and y values changing.
The x values represent the walker's _______ while the y values represent the walker's _________________.
What was the starting distance from the CBR? ______
What was the ending distance from the CBR? ______
What was the total distance walked? _______ - How could you find out how fast you walked? ______________________________________________
- Speed is the rate of change at a location over a period of time. Do you think that there is a relationship between speed and slope of a line? __________________
- How would you define slope in the context of this situation? ______________________________________
- Look at the plot of your motion. Sketch a plot of someone that would walk faster than you did.
What are some of the differences in the two plots?_____________________________________________________
- Using a dotted line, sketch what you think the motion of someone who would walk slower than you.
- How would you change your walk to create a line that pointed in the downward direction? __________________________________________________________
- Could you walk to produce a horizontal line? _________ Give reasons for your answer. ______________________________________________________________________________________
- For each of the graphs below, describe the motion of the walker.
 |
 |
 |
 |
The Integrating Technology into Math Instruction webpages project is partially funded by a grant from The Boeing Company. Integrating Technology into Math Instruction is a project of +PLUS+ and is displayed on the Los Angeles Educational Partnership Learning Exchange. +PLUS+ is an initiative of the Los Angeles Educational Partnership.
Updated June 2000