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Real World Modeling of Linear Equations

Geometry Grades 9-12 State Standards


G.1.4 Use coordinate geometry to find slopes, parallel lines, perpendicular lines, and equations of lines. G.8.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-andcheck, solving a simpler problem, writing an equation, and working backwards.

National Technology Standards


Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions How does your lesson address this standard? Students will use data from their experimental process to create a scatter plot utilizing a spreadsheet such as Excel. They will then have Excel find the regression line and equation for the regression line. They will verify that line by finding the equation of the line first and comparing it to what Excel generates. How does your lesson address this standard? Students are using Excel to analyze their data from their experimental process and using the regression line equation to predict unknown values given certain situations.

Lesson Overview (Description)


Task 1: Students will use the incline apparatus to roll a ball bearing from different heights (which students will measure) and measure the distance the ball rolls from the bottom of the incline. They will repeat this for all five heights on the incline apparatus. Task 2: Students will then use Excel (or some other spreadsheet) to display their data. They will enter the height in the first column and the distances in the second column. They will then highlight the data and insert a scatter plot. They will then use the design tool under charts to have Excel create a line of best fit. They will then verify this equation of best fit to the line that they found using the raw data. They will then use both equation to predict the distance the ball will roll from different heights, and the height from different distances.

Students will then search the internet and find another real world situation that a linear model can be used to predict different outcomes or inputs. The experimental process is attached on the last two pages of this document. Assessments: Students will turn in their scatter plots they printed out and answer the questions at the end of the lab process.

Technology Trends
Technology Used
Student Laptops Microsoft Excel or other Spreadsheets Internet

How are other teachers using this same technology in your grades/content area? Many teachers are using Excel and spreadsheets as a way to help students to help incorporate graphical concepts. Teachers are also utilizing it to analyze real-world information that they collect or that they find on the internet. This is allowing students to visualize how math can be used in real life situations.
Links to back up your statements
http://www.slideshare.net/revnar63/using-excel-in-mathematics http://www.educationworld.com/a_tech/tech/tech079.shtml http://www.teacherlink.org/content/math/interactive/interactiveexcel.html http://jc-schools.net/tutorials/excel-activities.htm

How can you improve your lesson to include the latest technology trends? Describe how you can apply the latest technology trends to your lesson to improve upon it. I think I need to do a better job of explaining how to utilize Excel to create the scatter plot. I can create a screencast utilizing Screencasto-matic to explain to students how to use Excel. I currently try to explain it through the instructions of the lab process, but allowing students to view the screencast would be much better. This would do a better job of engaging the students and allow them to watch the video as needed. Also, I could have the students find their own data online and create another scatter plot on Excel. I think it is very important that they gather the information themselves for one part, but they could also find some data on the internet on their own and utilize that for the second part of the activity.

Also, I could use a website where the students just enter their data and it finds the linear regression without the graph. This might be another way that students could check their regression that they have created. I think plotting the data for this lesson is very important, so I wouldnt want them to just use the regression website on its own, but it might be a valuable tool to show them.

Links to back up your statements


http://www.educause.edu/ero/article/screencasting-engage-learning http://www.techsmith.com/education-tutorial-screencastcom-intro.html http://www.alcula.com/calculators/statistics/linear-regression/

Geometry Section 3-7 Lab Activity Name_______________________________________ 1. Set up the incline pipe. 2. Set up the ball to start from the lowest starting position on the incline pipe. 3. Measure the height of the starting position on the incline pipe. 4. Release the ball and then measure the distance the ball rolls from the end of the incline pipe. 5. Repeat steps three and four for the other starting positions on the incline pipe. 6. Create a table of data using Excel on your laptop. a. Label one column as the Height b. Record each of your heights from smallest to largest in this column. c. Label another column as Distance d. Record the corresponding distance in this column for each of your heights. e. Highlight your two data columns and create a Scatter Plot utilizing Excel. f. Once you create a Scatter Plot choose Layout 3 under the Chart Tools, Design g. Once the line appears (this is a regression line), right click on it and go to the format trendline menu. Click on display the equation of this line. h. Print this Scatter Plot 8. Find the slope of your line on the graph by using two points that the regression line goes through. 9. Write an equation for the regression line on your graph. 10. Does it match the equation that Excel came up with? 11. What does your x-value represent on your equation? 12. What does your y-value represent on your equation? 13. What could you use this equation for? Date____________________

Use your equation to answer 14-17. 14. What would be the distance of the roll if the initial height was 6 inches? 15. What would be the distance of the roll if the initial height was 30 inches? 16. What would the initial height have to be for the ball to roll a distance of 96 inches? 17. What would the initial height have to be for the ball to roll a distance of 360 inches? 18. Search the internet for another situation where a linear model can be used. Explain what the slope and y-intercept represent in the situation that you found.

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