Walking the Line: Using Motion Sensors to Graph Slope - Part 1
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Walking the Line: Using Motion Sensors to Graph Slope - Part 1
Traci Seto - Joseph Kerr Middle School
Subject Area - Math (Algebra)
Grade Level - Middle School
Overview: To make the abstract concept of the relationship between motion and slope more concrete, students will connect the everyday, physical activity of walking to a graphing activity.
Objectives:
•Students will make connections of slope (rate of change) of a line to motion of an object (distance vs time).
Lesson Video Link: http://www.secctv.org/video/content/egusd/hsn/hsn-kerr-algebra-part1.mov
Procedure:
•Set up motion detector, overhead or document camera, and teacher workstation. Explain the hardware set up to students and give a brief explanation on how the motion sensor works. Pass out Student Worksheet 1.
•Explain possible student walking conditions:
1. Start at the CBR (motion sensor) and walk away at a slow steady rate.
2. Start at the CBR and walk away at a fast steady rate.
3. Start at opposite end of room and walk towards CBR at slow rate.
4. Start at the CBR and walk away at a slow steady rate at 3 meters stop for 2 seconds then walk at a faster rate to the end.
5. Start at the CBR and walk away at a fast steady rate, at 3 meters stop for 2 second then walk at a slow rate to the end.
6. Start at the CBR and walk away at a fast steady rate turn around at 4 meters and walk back towards CBR at a slow rate.
7. Start at the CBR and walk away at a slow rate speeding up over the 5-meter walk.
•Ask for student volunteers to demonstrate one - or a combination - of the above walking conditions. For each walk:
• have students describe the walk in words
• have students make a prediction about the graph and share their prediction
• have student volunteers walk according to the conditions in the teacher section.
• observe the graph of the motion and sketch the graph on the worksheet
• copy the data points information for student table
• calculate the slope (after the data has been collected of all walks)
•After students have made and shared predictions for each walk, project (on overhead or document cam) and discuss the graph.
•Use trace function to get 4 representative data points. Data points should be significant graph events (places where slope is changing). Note: slopes can be calculated after all of the motion information has been collected.
Note: This lesson has been adapted from a workshop by Gail Standiford for CMETS Middle Grades Summer Institute 2002.
Materials:
•TI83+ Teacher’s edition with overhead panel and motion detector
•Computer with TI Graph Link 83+ (optional)
Lesson Resources:
•Student Worksheet 1
Standards
ISTE NETS:
•Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
•Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Common Core Standards – Mathematics
•Grade 7 - Analyze proportional relationships and use them to solve real-world and mathematical problems
•Grade 8 - Understand the connections between proportional relationships, lines, and linear equations.
•Algebra I - Create equations that describe numbers or relationships; represent and solve equations and inequalities graphically.
California Content Standards for Mathematics
7th Grade
•Algebra and Functions 1.5 - Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.
•Algebra and Functions 3.3 - Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.
Algebra I
•Algebra 6.0 – Students graph a linear equation and compute the x- and y- intercepts.
Less
Traci Seto - Joseph Kerr Middle School
Subject Area - Math (Algebra)
Grade Level - Middle School
Overview: To make the abstract concept of the relationship between motion and slope more concrete, students will connect the everyday, physical activity of walking to a graphing activity.
Objectives:
•Students will make connections of slope (rate of change) of a line to motion of an object (distance vs time).
Lesson Video Link: http://www.secctv.org/video/content/egusd/hsn/hsn-kerr-algebra-part1.mov
Procedure:
•Set up motion detector, overhead or document camera, and teacher workstation. Explain the hardware set up to students and give a brief explanation on how the motion sensor works. Pass out Student Worksheet 1.
•Explain possible student walking conditions:
1. Start at the CBR (motion sensor) and walk away at a slow steady rate.
2. Start at the CBR and walk away at a fast steady rate.
3. Start at opposite end of room and walk towards CBR at slow rate.
4. Start at the CBR and walk away at a slow steady rate at 3 meters stop for 2 seconds then walk at a faster rate to the end.
5. Start at the CBR and walk away at a fast steady rate, at 3 meters stop for 2 second then walk at a slow rate to the end.
6. Start at the CBR and walk away at a fast steady rate turn around at 4 meters and walk back towards CBR at a slow rate.
7. Start at the CBR and walk away at a slow rate speeding up over the 5-meter walk.
•Ask for student volunteers to demonstrate one - or a combination - of the above walking conditions. For each walk:
• have students describe the walk in words
• have students make a prediction about the graph and share their prediction
• have student volunteers walk according to the conditions in the teacher section.
• observe the graph of the motion and sketch the graph on the worksheet
• copy the data points information for student table
• calculate the slope (after the data has been collected of all walks)
•After students have made and shared predictions for each walk, project (on overhead or document cam) and discuss the graph.
•Use trace function to get 4 representative data points. Data points should be significant graph events (places where slope is changing). Note: slopes can be calculated after all of the motion information has been collected.
Note: This lesson has been adapted from a workshop by Gail Standiford for CMETS Middle Grades Summer Institute 2002.
Materials:
•TI83+ Teacher’s edition with overhead panel and motion detector
•Computer with TI Graph Link 83+ (optional)
Lesson Resources:
•Student Worksheet 1
Standards
ISTE NETS:
•Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
•Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Common Core Standards – Mathematics
•Grade 7 - Analyze proportional relationships and use them to solve real-world and mathematical problems
•Grade 8 - Understand the connections between proportional relationships, lines, and linear equations.
•Algebra I - Create equations that describe numbers or relationships; represent and solve equations and inequalities graphically.
California Content Standards for Mathematics
7th Grade
•Algebra and Functions 1.5 - Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.
•Algebra and Functions 3.3 - Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.
Algebra I
•Algebra 6.0 – Students graph a linear equation and compute the x- and y- intercepts.
Less
Learning Registry Activity
Bookmarks
Topics and Grades
Grade: 7 to 8
Topics: Algebra & Functions, Algebra I, Mathematics
Resource Pedagogy
Resource Type/Classification:
- Teacher Materials
Tool for: Teachers
Beneficiary: Students, Teachers