Eggs, Bungee Jumping, and Algebra

Algebra CR - Summer 2021

An Application of Linear Modeling

Introduction
In industrial, engineering, and business applications it is
sometimes necessary to develop a mathematical model to
predict how a system, economy, or invention will perform.
The mathematical model is based on a set of sample data, and
the model that is developed is then used to predict behavior
in new situations. In this activity we will need to develop a
mathematical model (an equation) to describe the amount of
stretch there is in a bungee cord of varying length. You will be
provided with a participant (an egg) and harness, bungee
cord (several rubber bands), and a meter stick. Your goal is to
develop an equation that can be used to predict the number
of rubber bands needed to provide an exciting and safe jump from a height to be determined later
in the class. Of course, part of the thrill of bungee jumping is to see how close the participant can
come to the ground without actually hitting it!

Developing Your Model

In class, you will make many “test jumps” in order to collect data for your model. During practice,
your eggs will all be dropped from a given height so that accurate data can be collected. At this
time, the number of rubber bands will vary as you test how far each rubber band will make the
egg drop. You will carefully observe the distance the egg falls and
record the total elongation of your bungee cord for each drop. After
enough data has been collected, you will draw a scatter plot and find
the line that will best fit your data.

Exploring Your Model

Now that you have an equation, we will explore the different aspects of
our model to decipher what we’re really looking at. For example, what
does the slope of the line represent with regard to the bungee jumping
problem? What does the y-intercept represent? What r-value did your
calculator give you with your line of best fit? Is yours high or low?
What does this mean with respect to the accuracy of your model? You will need to answer all of
these questions and more after doing the linear regression on your calculator.
Testing Your Model

Toward the end of the project, we will put your model to the test. You will draw a random height
from which your participant must make his leap. You will need to decide how many rubber bands
will be required for a “safe jump.” (You may use fractional pieces of a rubber band if you’d like.)
Remember, you don’t want to kill your egg, but you do want him to have as thrilling of an
experience as possible! In order to score your jump, you will be awarded points for how close
your egg actually comes to the ground. (This is laid out in more detail in the rubric.)

Evaluating Your Model

Part of the process of developing a mathematical model is taking the time to determine its
effectiveness. Did it do what it was supposed to do? Could you have made it better in any way?
Should I have done this entire process over again because my model was not accurate at all?
These are things we will think about after the final drop is completed and the eggs have all had
the thrill of their lives. You will each write an individual reflection on your evaluation of the
project, including questions about the accuracy of your model, where error could have creeped
into your model, and if your predictions were close to what you found.

Good luck, and may the odds be ever in your favor!

 Collecting Data
1) Trials: Your first task is to collect data about how far each additional rubber band will make the
bungee cord stretch. You will start with no rubber bands, then test with one rubber band, then
with two, etc. until you have attached five rubber bands. At this stage of testing, you will do five
trials with each length of the cord. You will place the meter stick against the side of the desk and
drop the egg from the top of the meter stick, while another group member watches carefully to see
how far it drops (in centimeters). Use the chart below to organize your data. You might record
your egg drop to help catch the measurement.

Number of Amount of Amount of Amount of Amount of Amount of

Rubber Stretch: Stretch: Stretch: Stretch: Stretch:
Bands Used Trial 1 Trial 2 Trial 3 Trial 4 Trial 5

2) Averages: After you have recorded this data, you will take the average of the results from each
trial for each number of rubber bands. This will give you six data points to use in developing an
equation. Use the chart below to organize your thoughts.

Number of
Rubber 0 1 2 3 4 5
Bands Used
Average
Amount of
Stretch
3) Scatter Plot: The next task is to draw a scatter plot of your data. For this step, just plot your
averages as points on the graph below. Label your axes appropriately.

4) Line of Best Fit: The next task is sketching a line through your data points above to create a
“rough draft” of your mathematical model. Draw the line all the way through the points and across
the coordinate plane. Now write the linear equation that the line represents, using any of the
methods that you have learned.
______________________________________________

Congratulations—You have developed a rough draft mathematical model! ☺

Linear Regression and Analysis of Model

1) The first task is to form a more accurate linear model of our data using your calculator as a tool.
Follow the steps below to do a linear regression on your calculator:
i. Home
ii. 1: New Document (Save - No)
iii. 4: Lists & Spreadsheets
1. Enter Data in spreadsheet

A X B Y C

= = Put cursor here for step iv

Data Data

Data Data

iv. Click Menu

v. 4: Statistics
vi. 1: Stat Calculations
vii. 3: Linear Regression

X list X

Y list Y

Don’t Change the rest of the boxes

____________________________________________________ ______________________________________
Calculator-Generated Linear Model Correlation Coefficient (r )

2) Now that you have a final equation to use as a linear model for your data, let’s take a look at the
values for m and b. What does the slope represent in your equation? Think specifically, in regards
to this bungee project.
 What does the y-intercept represent in your equation? It might be helpful to remember the y-
intercept as the “starting point.”

3) Explain the meaning of the correlation coefficient that you calculated. Is it weak? Strong? Positive?
Negative? What does that mean in terms of this project?

4) Graph your average data points on the graph below again, just like you did in the “Collecting Data”
Category. Except this time, graph the line that you created together with the line that your
calculator created. Again, remember to label your axes.
5) Use your linear model to predict (or extrapolate) how many rubber bands would be required if
you had to drop the egg 80 centimeters. Show all work.

6) What if you had to drop the egg 100 centimeters?

7) How many rubber bands would it take to drop the egg 150 centimeters?

Testing Your Model!

1) You will draw from the jar a height to drop your egg from. You will get 3 drops at that height. You
might record your egg drop to help catch the measurement.

2) What height did you draw? ________________________

3) Show all work below for how you will determine how many rubber bands to use when dropping
your egg.

4) What heights did you drop your egg to? _____________ ___________________ _________________

5) What is the average of these three heights? ________________________

 Reflection

Your individual reflection should be turned in as a typed paper in paragraph form. Although this is not
English class, I still expect all of you to write in a professional manner, as if you were presenting your
findings and your analysis to your colleagues. Grammar, punctuation, spelling, organization, analysis, and
adequate detail will be evaluated as well as the mathematics involved.
An outline of what your paper should include is listed below:
I. Introduction
a. Who was in your group? What data did you collect? What tools did you use to collect that
data? What was the goal of the project? What information did you need to have to reach
that goal?
II. Body (at least two paragraphs long)
a. What was the final model you used to make predictions? What were the independent and
dependent variables? What would be a reasonable domain and range? When collecting
data, why did we find the average of several trials instead of simply using the data collected
from one trial at each stage?
b. How similar was your model to the calculator’s model? Look back at the graph from Day 2.
Are your lines close to each other? What was your correlation coefficient? Are you happy
with this value? If it was not a perfect “1,” where did the error come from in your data
collection? How many points do you think are necessary to do a reliable linear regression?
III. Conclusions
a. What was the easiest part of this project for you? What was the most difficult part? Would
you recommend that this project be done again with the next class?

Bonus points will be added to your reflection score (up to 3) for the correct use of the vocabulary terms
learned in this lesson: correlation, correlation coefficient, linear regression, linear model, line of best fit,
scatter plot, independent variable, dependent variable, domain, range, slope, y-intercept, error,
extrapolation.

**This reflection, along with the rest of your project packet, must be
turned in to complete assignment and receive credit.**
 Grading Rubric

Timeliness 3: Project was 2: Project was 1: Project was

of turned in on turned in one turned in two or
time, with the day late without more days late
Project
rest of the class. a legitimate inexcusably.
Packet
reason.
Quality of 15: All problems 13: A few 10: Several 7: Many 3: Work is
Work were completed minor mistakes; The mistakes incomplete or
Completed and 100% mistakes; The student’s throughout; drastically
in Packet correct; The student’s knowledge of The student’s wrong; The
student’s knowledge of linear modeling knowledge of student’s
knowledge of linear is hazy linear modeling knowledge of
linear modeling modeling is is lacking linear modeling
is very clear mostly evident is not there at all
Test Day 7: Jump was 6: Jump was 5: Jump was 4: Jump was 3: Jump was
Results within 5 within 5.1-10 within 10.1-15 within 15.1-20 within 20.1-30
centimeters of centimeters of centimeters of centimeters of centimeters of
ground ground ground OR egg the ground the ground OR
touched the egg hit the
ground with ground with a
only a slight large crack or
crack dent
**Three bonus 2: Jump was 1: Jump was
points will be within 30.1-40 more than 40
given to the centimeters of centimeters
group that gets the ground from the ground
closest to the OR egg hit the
ground without ground and was
touching!** shattered
Reflection 15: Report 13: Report is 10: Report 7: Report 5: Report does
contains no missing some contains several contains major not follow
errors; all information or errors and errors or lacks guidelines;
questions are contains small thoughts are key student
answered errors unclear information; obviously does
clearly and very difficult to not understand
thoroughly read linear modeling
Work Ethic 5: Student was 4: Student 3: Student was 2: Student was 1: Student was
consistently on- needed to be often off-task disruptive to not on-task at all
 task and reminded once and did not others and and was seen
contributed or twice to contribute copied several copying all work
equally to the keep working equally to the problems onto from group
group group their own sheet members

Points Possible _45_ Points Earned ___________ Final Grade ______