||Find your seat efficiently
||Meet your peers &
teacher, orient to the class, and prepare for the years’
JR: What are your goals in this class for this year?
|Complete Getting to Know You.
Return signature from the course Syllabus.
Bring two hardbound "theme books"--one for journal and one for homework.
||Define "Pi." Note: write this in your homework notebook, NOT your journal. :-)||Begin Olympic Games graph.
JR: What is the difference between a table and a list (according to a TI-83+ or TI-84+ calculator)? Note: explicate a difference rather than merely defining or describing each.
|Graph the Olympics Games data on paper. Include all relevant parts of the graph and use your graph to estimate the winning times for 2012 & 2032. Be sure to show all relevant work.|
||How confident are you in your prediction of the winning times for 2012 & 2032?||Locate the winning times
for 2012 and compare to your estimate. How did the
actual time for 2012 compare to the estimate you computed?
Share graphs in your area. After seeing all eight graphs, discuss similarities and differences.
Modeling data on the calculator.
Create an account on ClassMarker. Save your password in a secure place!!!
JR: Give several reasons why the estimates of the winning times for 2012 & 2032 varied so much across the class.
|Enter the Olympic Games
data into your calculator's lists and model as
||Open a browser page on your
computer pointed to the class Website. Open your
copy of the class syllabus.
||Take the syllabus quiz on ClassMarker.
You will have a maximum of 15 minutes. Log off the
Website and close the lid of your computer when finished.
More about modeling data on the calculator.
Graph Pressure vs. Altitude (by hand). Find a part of the data that is approximately linear, draw the line on your graph, and determine the slope of the line. Note that you are NOT being asked to model the data set!
JR: What are some other models for data besides linear, power, and exponential? Explain their similarities and differences.
|Finish the graph and question.|
||Of what benefit is the knowledge of air pressure versus altitude? Give several examples.||Graph and model the Pressure
vs. Altitude data on your calculator. Try
various models for fit and indicate which one you believe
models the data best.
JR: Use your graph to explain at what altitude air pressure will be zero. Tell how this is reasonable.
|Continue creating models for the pressure vs. altitude data.Which one(s) appear to fit the data the best? Explain.|
|Suggest a method to measure a person's forearm length using meter sticks wherein the least amount of measurement variability is introduced. You may discuss this with your table partner.||Collect personal
measurement data (height, arm span, forearm length,
foot length) for each person in class. Measure
carefully!!! Distribute the data to all class
members and Dr. Edge.
JR: List several "practical applications" in the real world that would use the outcome of today's investigation. List all "confounding conditions" (when the relationship will give the wrong answer) and explain why.
|Graph (by hand) height vs. forearm length on graph paper & create a mathematical model. Include all relevant parts of the graph and use your model to estimate the forearm length for persons 200 and 150 cm tall. Comment on your confidence in this estimate.|
||Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.||Quiz: data modeling.
JR: Explain why one would create a model for data, under what circumstances the model would be appropriate for the data, and the circumstances for which a model would not be appropriate.
|Graph (by hand) height vs. arm span on graph paper & create a mathematical model. Include all relevant parts of the graph and use your model to estimate the arm span for persons 200 and 150 cm tall. Comment on your confidence in this estimate.|
||Compare your estimates from
the last two homeworks with the students at your
4-top. Look for
||Debrief of personal
JR: Explain how "confidence" could be improved in the personal measurement investigation and how confidence relates to data collection techniques, the choice of measurement tools, and which mathematical model is employed.
|Read the Trig
Overview on Math.com. Copy the diagrams along
with the second and third tables into your homework
Remember to bring your ruler, protractor, and compass!
Please complete the Student Consent form for Mr. G's TPA requirement, regardless whether you give permission or not.
||Give an example of a trig problem you
know how to do.
||Complete the online Trigonometry
Online Test. Calculator allowed. Note:
this is NOT for a grade--it is a pre-test of your
understanding. Work all problems in your homework
When finished with the test: create an account, view your score, WRITE your score in your homework notebook, and review each problem. Mark each of your correct answers with a check-mark, each incorrect with an x-mark. Report your score to Dr. Edge.
JR: Explain how to compute where to place the foot of a 6 m ladder relative to the base of a wall so the angle the ladder makes with the ground is 60°. Include a diagram.
|Find a long, straight object, such as a
ladder. Measure its length, then lean it against a
wall. Perform the following measures