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Attribution Non-Commercial (BY-NC)

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GeoGebra Activity

Rate of change

Double-click on the file car_simulator.ggb.

Step 1: Play with it.

Step 1-1: Drag the blue time-slider to the right. Watch what happens both to the car at left and to the

red point that moves along the graphed line. Then drag the time slider back to tm=0.

Step 1-2: Drag the blue time-slider to the right. Watch what happens to the coordinates next to the red

point. Write a sentence explaining the relationship between the time-slider value of and the x-coordinate:

________________________________________________________________________________________

________________________________________________________________________________________

Step 1-3: Move the blue time-slider all the way to the left so that tm=0.

Step 1-4: Slowly drag the red speed-slider right and left. Watch what happens to the line.

Step 1-5: Write a sentence describing what about the line changes when you move the speed slider:

________________________________________________________________________________________

________________________________________________________________________________________

Step 1-6: Drag the red speed slider to s=15. Then drag the blue speed slider slowly to the right and

watch the cars motion. Return the time slider to tm=0. Drag the red speed slider so that s=30. Then

drag the time-slider to the right at about the same speed and watch the cars motion. Describe the

difference in the cars motion when s=15 and s=30:

________________________________________________________________________________________

________________________________________________________________________________________

Step 2: Calculate the slope of the red line.

Step 2-1: Move the red speed slider to 25.

Step 2-2: Use two points that fall on the intersections of grid lines to calculate the slope of the red line:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Step 2-3: Move the red speed slider to 50.

Step 2-4: Use two points that fall on the intersections of grid lines to calculate the slope of the red line:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Step 2-5: Compare the slopes you calculated to the value of the speed slider. What did you find?

________________________________________________________________________________________

________________________________________________________________________________________

act_geogebra_rate_of_change_01.doc

GeoGebra Activity 1

Rates of change

You drive straight away from your home at 25 miles per hour (Like our car in step 21). When you start

you are 0 miles away from home. One hour later you are 25 miles away from home. Two hours later you

are 50 miles away from home. If you had been driving 50 miles per hour, things would be different. After

one hour, you would be 50 miles from home, and after two hours you would be 100 miles from home. At

50 miles per hour, you distance from home is changing more quickly than at 25 miles per hour. The

speed is the rate your distance from home is changing. You get farther from home faster at 50 miles per

hour than you do at 25 miles per hour.

Speed is one kind of rate of change. As you saw in steps 1 and 2, speed is the slope of the graph when

the y-axis represents distance and the x-axis represents time. The slope of any graph represents how fast

the variable represented by the y-axis is changing as the variable on the x-axis changes.

Double-click on the file bike_ride.ggb.

Step 1: Get acquainted with the graph

Step 1-1: First, notice the labels on the x- and y-axes. The x-axis represents _______________ measured

in _______________. The y-axis represents _______________ measured in _______________.

Step 1-2: Look at the graph itself. How far does the cyclist ride during this trip? _______________ How

long does the whole trip take? _______________.

Step 1-3: Make a prediction about the meaning of the graph. The bike journey is broken up into four

segments. During which segment is the rider traveling the fastest? __________ During which segment is

the rider traveling the slowest? __________

Step 2: Calculate speed during the trips first segment.

Step 2-1: Re-read the last paragraph of Part 1. Its the paragraph the starts, Speed is one kind of rate of

change.

Step 2-2: Calculate the speed of the bicycle during segment A. Write the correct units next to the speed

number (e.g., inches/year, feet/hour, miles/minute, etc.).

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Step 2-3: Convert the speed you calculated in step 2-2 to miles/hour (miles per hour).

________________________________________________________________________________________

________________________________________________________________________________________

act_geogebra_rate_of_change_01.doc

GeoGebra Activity 1

Rates of change

Step 3-1: Wait! Not so fast with the slope calculations. Pick a GeoGebra tool to do it for you! Click on the

little white triangle at the bottom of the eighth icon from the left near the top of the window. Then click

on the slope tool.

Step 3-2: Click on each segment to make GeoGebra calculate its slope. Notice that GeoGebra draws slope

triangle for you. Each one has a run of 1, so the value of the rise IS your slope. Why is that?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Step 3-3: Using the slopes you discovered in step 32, calculate the speeds in miles/hour for each

segment of the bicycle trip.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Segment A: _______________

Segment B: _______________

Segment C: _______________

Segment D: _______________

Step 4: Predictions and more ...

Step 4-1: Go back and look at the predictions you made in step 1-3. Were they correct? __________

Step 4-2: Lets make two assumptions about this trip: 1) during segment A, the cyclist is riding on flat

ground and 2) during the whole trip (except segment D), the cyclist is putting in about the same amount

of effort.

Step 43: Write whether you think the cyclist is riding uphill or downhill during segments B, C and D, and

write a sentence giving your reason why.

Segment B: ______________________________________________________________________________

________________________________________________________________________________________

Segment C: ______________________________________________________________________________

________________________________________________________________________________________

Segment D: ______________________________________________________________________________

________________________________________________________________________________________

act_geogebra_rate_of_change_01.doc

GeoGebra Activity 1

Rates of change

Double-click on the file fill_er_up.ggb.

As you read earlier, speed is ONE kind of rate of change. What if the y-axis represented gallons of liquid

in a 55-gallon drum and the x-axis represented time in minutes?

Step 1: Calculate rates of change

Step 1-1: Using the same method as in Step 3-3 of Part 2, calculate the rates of change during segments

A, B and C of the graph. Include the units.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Segment A: _______________

Segment B: _______________

Segment C: _______________

Step 2: Tell a story about the rates of change

Step 2-1: Tell a story about why the rates of change are different during segments A, B and C.

Segment A: ______________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Segment B: ______________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Segment C: ______________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

If you are interested in learning how to make a simulator like the one used in this activity, copy the file

carrace.zip to your own folder. It includes everything you need to create the car simulation with

GeoGebra.

act_geogebra_rate_of_change_01.doc

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