1. The Pressure of Hitting Two Birds with One Stone Elizabeth Ludy & Leann Iacuone John W. North High School

2. Goals:  Overall:  To develop an understanding of ways to use science concepts in math.  To investigate how equipment can be used in both the math and science classroom.  To brainstorm how to break down barriers to collaborate with science teachers.

3. Task 1 – Gas, Pressure and Volume  What do you need?  Math Teacher  Science Teacher  Materials to Collect Data  Method to Collect Data

4. Let’s Get Started 1. Get a TI Nspire Calculator and Gas Pressure Sensor. 2. Hook up Gas Pressure Sensor. 3. Plug Easy Link into top of calculator 4. Connect Gas Pressure sensor to Easy Link 5. Pull syringe out to 10 mL 6. Gently Screw Syringe into Gas Pressure Sensor

5. Let’s Get Started Cont…. 7. Turn on TI Nspire Calculator 8. On Calculator go to Erlenmeyer flask (icon at bottom). 9. Find Mode: a. Click on Mode b. Select “Events with Entry”

6. Let’s Get Started Cont…. 10. Hit the play button and press the syringe in to 5 mL and hold there until the pressure stabilizes. 11. Hit the camera button to take a picture of the pressure point. 12. Type in 5 mL which will be your “X” axis. 13. Press ok.

7. Let’s Get Started Cont…. 14. Press the syringe into 7.5 mL, let it stabilize. 15. Hit the camera button to take a picture of the pressure point. 16. Type in 7.5 mL which will be your “X” axis. 17. Press ok.

8. Let’s Get Started Cont…. 19. Repeat the process for the following volumes. a. 10 ml b. 12.5 ml c. 15 ml d. 17.5 ml e. 20 ml

9. Let’s Analyze  What kind of mathematical relationship exists based on the graph you see?  To add a line of best fit:  Click Menu  Click on Analyze  Click on Curve Fit  Click on Power

10. Task 2: The Pressure of Hitting Two Birds with One Stone  We are going to use the calculator to plot information and work on a Line of Best Fit Model example.  We are going to enter data into a spreadsheet.  Column A is Year and B is # of pairs  Enter all the information

11. Task 2 continued  After entering all the information, hit the menu button  3: Data  9:Quick graph  X is the year; Y is the pairs  While the curser is above the graph hit Menu  4: Analyze  6: Regression  Play with the different types of lines to get the line of best fit! (This is a great time to talk about why there can be a couple different answers but one truly fits better.)

12. Task 2 continued  Press CTRL left arrow to return to the Lists & Spreadsheets on 1.1  Press Menu  4: Statistics  1: Stat Calculations  7: cubic regression  Choose X list: year  Choose Y list: number of pairs  Save RegEqn to: f1

13. Task 2 continued  We could look through the table, but for this example lets answer some questions on the handout. YearNumber of PairsYearNumber of Pairs 1963 487 1993 4015 1974 791 1994 4449 1981 1188 1995 4712 1984 1757 1996 5094 1986 1875 1997 5295 1987 2238 1998 5748 1988 2475 1999 6404 1989 2680 2000 6471 1990 3035 2005 7066 1991 3399 2006 9789 1992 3749

14.  Describe the changes in the number of breeding pairs after DDT was banned.  What kind of predictions can we make about the path of bald eagle pairs? Lets look at the question.

15. Answers and Predictions  How many bald eagle pairs should we expect to see in the year 2020?  To answer these questions lets go back to our calculators.  Press HOME  Go to Calculator and click on it(Since we stored the regressing equation in f1, we can use it to do some projections.)  Type F1( the parenthesis come in pairs so () showed up  Type in 2020 inside the parenthesis and hit enter

16. More questions?  How many years will it take for the bald eagle pairs to be at 13,000?  Here we have two options we can look at the table or we can do some educated guessing!  Here is where the students can play with the calculators a bit and realize it will actually do more than add and subtract!

17. How can you connect?  With students?  With another math teacher?  With another science teacher?  With your site administrators?  With your district administrators?

18. Resources  Gasque, Betty. (2014). T3 Conference Presentation  Texas Instuments. http://education.ti.com/en/us/activity http://education.ti.com/en/us/activity  Vernier Probeware: Physical Science with Activities

19. Questions? Contact Information Liz Ludy John W. North High School Riverside Unified School District ewilson@rusd.k12.ca.us Leann Iacuone John W. North High School Riverside Unified School District liacuone@rusd.k12.ca.us

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