Math and Science in Motion: Activities for Middle …

1 Math and Science in motion : Activities for Middle SchoolChris BrueningsenBrunswick school , Greenwich, CTElisa BrueningsenSacred Heart school , Greenwich, CTBill BowerThe Kiski school , Saltsburg, PAImportant notice regarding book materialsTexas Instruments makes no warranty, either expressed or implied, including but notlimited to any implied warranties of merchantability and fitness for a particular purpose,regarding any programs or book materials and makes such materials available solely onan as-is basis. In no event shall Texas Instruments be liable to anyone for special,collateral, incidental, or consequential damages in connection with or arising out of thepurchase or use of these materials, and the sole and exclusive liability of TexasInstruments, regardless of the form of action, shall not exceed the purchase price of thisbook.

2 Moreover, Texas Instruments shall not be liable for any claim of any kindwhatsoever against the use of these materials by any other is hereby granted to teachers to reprint or photocopy in classroom,workshop, or seminar quantities the pages or sheets in this work that carry a TexasInstruments copyright notice. These pages are designed to be reproduced by teachersfor use in their classes, workshops, or seminars, provided each copy made shows thecopyright notice. Such copies may not be sold, and further distribution is expresslyprohibited. Except as authorized above, prior written permission must be obtained fromTexas Instruments Incorporated to reproduce or transmit this work or portions thereof inany other form or by any other electronic or mechanical means, including anyinformation storage or retrieval system, unless expressly permitted by federal copyrightlaw.

3 Send inquiries to this Instruments IncorporatedP. O. Box 149149, M/S 2151 Austin, TX 78714-9149 Attention: Contracts ManagerWe invite your comments and suggestions about this book. Call us at 1-800-TI-CARES orsend e-mail to Also, you can call or send e-mail to request informationabout other current and future publications from Texas the TI World Wide Web home page. The web address is: 1997 Texas Instruments Incorporated. All rights in the United States of : 1-886309-13-2 ContentsActivity 1: Which Way?1 Math: slope conceptsScience: basic motion conceptsActivity 2: Match Me!5 Math: linear graphs; slope conceptsScience: basic motion concepts; speed and velocityActivity 3: What s Your Speed?9 Math: slope conceptsScience: basic motion concepts; speed and velocityActivity 4: Slow Down Speed Up13 Math: slope conceptsScience: basic motion concepts; speed, velocity, and accelerationActivity 5: Shape Up!

4 19 Math: slope conceptsScience: basic motion concepts; velocity and accelerationActivity 6: Slippery Slope 23 Math: calculating the slope of a lineScience: speed and velocityActivity 7: Walk the Line29 Math: linear equations; slope and interceptScience: time, distance, and velocityActivity 8: Bouncing Ball33 Math: ratios; percents; exponential relationsScience: restitution; rebound conceptsActivity 9: Measure Up!39 Math: descriptive statistics; box-and-whisker plotsScience: biological characteristics of a populationActivity 10: Swing Thing45 Math: sinusoidal graphs; period; frequencyScience: factors that effect the period of a pendulumActivity 11: Curve Ball49 Math: quadratic equations; parabolasScience: gravity; free fallActivity 12: Falling Down53 Math: slope, calculating average speedScience: average speed, air resistance, effect of mass on average speedAppendix A: Teacher Information59 Index87 PrefaceThis workbook is intended to provide Middle school students with aninteractive and visual means of exploring math and Science concepts.

5 Theactivities are written to use the Texas Instruments TI-82 or TI-83 graphingcalculator in conjunction with the Calculator-Based Ranger (CBR ).The CBR collects motion data that is retrieved and analyzed on thecalculator. The keystrokes outlined in the activity procedures are commonto the TI-82 and TI-83, and you should notice no difference in Activities in this book cover a wide range of topics. Some requiremathematical computation while others are purely qualitative in variety makes the investigations accessible to students of manylevels and Activities are organized in worksheet format with backgroundinformation and step-by-step keystrokes. Space is provided for studentsto record data and calculations, and questions are included to extend thelesson. Answers to the activity questions and helpful notes are suppliedto teachers in Appendix a final note, we want to express our gratitude to all those peoplewho were instrumental in the production of this workbook.

6 Jim Stephensand Jan Mosteller of Brunswick school ; Paul Carrillo, John Good, PatHatcher, and Julie Hewlett of Texas Instruments tested the Activities inthis workbook and provided many helpful comments and also to Jeanie Anirudhan, Susan Gullord, Nelah McComsey, andDianna Tidwell of Texas Instruments who supervised the production ofthis workbook and helped with the editing and formatting process. Chris Brueningsen Elisa Brueningsen Bill BowerAbout the AuthorsCHRIS BRUENINGSEN is a teacher and Chairman of the MathematicsDepartment at Brunswick school in Greenwich, Connecticut. He receivedThe Presidential Award for Excellence in Mathematics Teaching in has written a number of articles for professional journals and speaksat math and Science conferences BRUENINGSEN teaches Science and math and is Chairman of theMathematics Department at Convent of the Sacred Heart school inGreenwich, Connecticut.

7 She has taught math and Science to students ingrades 6-12 and has conducted numerous technology trainingworkshops for Middle and high school BOWER is a teacher and Chairman of the Mathematics Departmentat The Kiski school in Saltsburg, Pennsylvania. He regularly conductsgraphing calculator and CBR workshops for Middle and high schoolteachers at local, state, and national meetings. He has taught all levels ofsecondary authors are all active in professional development programs formiddle and secondary math and Science teachers and instruct summerworkshops through the Teachers Teaching with Technology , they have collaborated to write Real World Math with the CBLS ystem and Discovering Math on the TI-92, both Texas Instrumentspublications. 1997 TEXAS INSTRUMENTS INCORPORATEDO bjectivesIn this activity you will: Discover what type of shapes can be plotted as a result of your motion infront of the CBR.

8 Observe which shapes can and cannot be made with a Distance-Time plot. Determine a rule for which shapes can be made by walking in front of 'll Need CBR unit TI-82 or TI-83 and calculator-to-CBR cableCBR Setup1. Connect the CBR to the calculator using the link Turn on your calculator. If you have not already loaded the RANGER program into your calculator, follow these y [LINK] ~ . The calculator displays Waiting .. the transfer button on the Run the RANGER program on your ^..Name _____Date_____. Shape Up!The direction you move, the speed you travel, and the rateat which you change your direction and speed all have aneffect on the shape of a Distance-Time plot. Would it bepossible to use these factors to plot specific shapes on thecalculator while moving in front of the CBR?

9 Is it possible toplot any shape you desire on the screen? What determinesif a shape can be plotted by your motion in front of theCBR?ACTIVITY 520 Math and Science in motion 1997 TEXAS INSTRUMENTS INCORPORATED4. From the MAIN MENU, select 2: SET With the selector arrow (4) at START NOW, press .Collecting the Data and Looking at the ResultsIn this activity you will move in front of the CBR applying what you knowabout Distance-Time plots to create different shapes. You must take careonly to move back and forth in front of the CBR and never to the side. Thisensures that the CBR will record your Describe how you would have to move in front of the CBR in order tocreate a plot that resembles a mountain with a plateau on Create the plot described above bywalking in front of the CBR as describedin your answer to number 1.

10 Press to start. As you walk, you should try tomatch the plot. If you are satisfied withthe resulting plot, sketch it on the axes tothe right. If not, press , choose3: REPEAT SAMPLE, and then repeat Did the plot in number 2 produce the desired shape? Describe anyproblems that you encountered while trying to make the plot and whetheror not the problems could be eliminated in another Describe the way you would move to create a mountain with a sharp could your motion make the sides of the mountain steeper?_____5. Press , choose 3: REPEAT SAMPLE. Using the method described innumber 4, walk in front of the CBR and create a mountain rangeconsisting of at least two mountains, both with sharp peaks of equalheights. Make the sides of the second mountain steeper than those of 5: Shape Up21 1997 TEXAS INSTRUMENTS INCORPORATEDP ress when you are ready to you are satisfied with the resulting plot,sketch it on the axes to the right.