Today you will learn: Learn how to collect data for graphs. Learn how to graph and analyze data. Daily Goals Class Work Chapter 1.1.3 Pg 19 # 1-24 through.

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Today you will learn: Learn how to collect data for graphs. Learn how to graph and analyze data. Daily Goals Class Work Chapter Pg 19 # 1-24 through 1-29 Homework Chapter Pg to 1-40

1.1.4 How Can I Use Data to Solve a Problem NEWTON’S REVENGE Have you heard about Newton’s Revenge, the new roller coaster? It is so big, fast, and scary that rumors about it are already spreading. Some people are worried about the tunnel that thrills riders with its low ceiling. The closest the ceiling of the tunnel ever comes to the seat of the roller-coaster car is 200 cm. Although no accidents have been reported yet, it is said that very tall riders have stopped riding the roller coaster. Your Task: Consider how you could determine whether the tunnel is actually safe for any rider, no matter how tall. Discuss the questions below with your team. Be ready to share your responses with the rest of the class.

1.1.4 Discussion Points What is this problem about? What is it asking you to do? What information can help you answer this question? How can you get the information you need?

1.1.4 Discussion Points One way to determine if the roller coaster is safe is to collect and analyze data. a.Collect data from each member of your team. Each member of the team needs to be measured twice. First, have one team member stand and have another team member measure his or her height. Second, have the same student sit in a chair or desk, raise his or her arms so that they are stretched as far as possible above his or her head, and measure the distance from the seat of the chair to his or her fingertips (called “the reach”). All measurements should be in centimeters. Each person should record the team’s data in a table like the one above.

1.1.4 Discussion Points One way to determine if the roller coaster is safe is to collect and analyze data. b. Send one person up to record your team’s data on the class table. Then add the rest of the class data to your own table. You may want to save your data using Newton's Revenge Student eTool (Desmos).Newton's Revenge Student eTool c.Each person should put his or her initials on a sticky dot, then graph his or her own height vs. reach point on the class graph.

1.1.4 Discussion Points Use the class graph to answer the questions below. a.Are there any dots that you think show human error? That is, are there any dots that appear to be graphed incorrectly or that someone may have measured incorrectly? Explain why or why not. b.Is a person’s reach related to his or her height? That is, what seems to be true about the reach of taller people? Explain. c.Since a person’s reach depends on his or her height, the reach is called the dependent quantity (or variable) and the height the independent quantity (or variable). Examine the class graph of the data from problem On which axis was the independent data represented? On which axis was the dependent data represented? d.Is there a trend in the data? How can you generalize the trend?

1.1.4 Discussion Points Everyone is complaining about how the teacher made the class graph. a.Jorge is confused about how the teacher decided to set up the graph. “Why is it a 1 st -quadrant graph instead of a 4-quadrant graph?” Answer Jorge’s question. In general, how should you decide what kind of graph to use? b.Lauren is annoyed with the x-axis. “Why didn’t the teacher just use the numbers from the table?” she whined. “Why count by twenties?” What do you think? c.Hosai thinks that the graph is TOO BIG. “The dots are all mashed together! Why did the teacher begin both the x- and y-axes at zero? Anyone that short would never be allowed on the roller coaster. Why not just start closer to the smallest numbers on the table?” she asked. What do you think? d.Sunita says the graph is TOO SMALL! “If we’re supposed to be using this data to check if the coaster is safe for really tall people, the graph has to have room to graph tall people’s dots too.” Do you agree? If so, how much room do you think is needed?

1.1.4 Discussion Points Everyone is complaining about how the teacher made the class graph. a.Jorge is confused about how the teacher decided to set up the graph. “Why is it a 1 st -quadrant graph instead of a 4-quadrant graph?” Answer Jorge’s question. In general, how should you decide what kind of graph to use? b.Lauren is annoyed with the x-axis. “Why didn’t the teacher just use the numbers from the table?” she whined. “Why count by twenties?” What do you think? c.Hosai thinks that the graph is TOO BIG. “The dots are all mashed together! Why did the teacher begin both the x- and y-axes at zero? Anyone that short would never be allowed on the roller coaster. Why not just start closer to the smallest numbers on the table?” she asked. What do you think? d.Sunita says the graph is TOO SMALL! “If we’re supposed to be using this data to check if the coaster is safe for really tall people, the graph has to have room to graph tall people’s dots too.” Do you agree? If so, how much room do you think is needed?

1.1.4 Discussion Points Using all of your ideas from problem 1-27, make your own graph that will help you determine whether the ride is safe for very tall people. An example of a “very tall” person is Yao Ming, who retired from the NBA in He was one of the tallest NBA players in history, measuring 7 feet 6 inches (about cm) tall. Is the roller coaster safe for him? Explain.

1.1.4 Discussion Points Is the roller coaster safe for all riders? Prepare a poster that shows and justifies your team’s answer to this question. Every team poster should include: A large, clear graph. A complete, clear, and convincing explanation of why your team thinks the ride is or is not safe for all riders.