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OPYING PERMITTED PROVIDED
TI
COPYRIGHT NOTICE IS INCLUDED
© 1997 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
G
ETTING
S
TARTED WITH
CBR
13
Activity 1—Match the graph
notes for teachers
Concepts
Function explored: linear.
MATCH introduces the real-world concepts of distance
and time—or more precisely, the concept of distance
versus
time. As students attempt to duplicate graphs
by walking while seeing their motion plotted, the
concept of position can be explored.
In Explorations, students are asked to convert their
rate of walking in meters per second to kilometers per
hours.
Once they have mastered the Distance-Time match,
challenge your students to a Velocity-Time match.
Materials
Ÿ
calculator
Ÿ
CBR
Ÿ
calculator-to-calculator cable
A TI ViewScreen
é
allows other students to watch—
and provides much of the fun of this activity.
Hints
Students really enjoy this activity. Plan adequate time
because everybody will want to try it!
This activity works best when the student who is
walking (and the entire class) can view his or her
motion projected on a wall or screen using the TI
ViewScreen.
Guide the students to walk in-line with the CBR; they
sometimes try to walk sideways (perpendicular to the
line to the CBR) or even to jump up!
Instructions suggest that the activity be done in
meters, which matches the questions on the student
activity sheet.
See pages 6–12 for hints on effective data collection.
Typical plots
Typical answers
1. time (from start of sample); seconds; 1 second;
distance (from the CBR to the object); meters;
1 meter
2. the y-intercept represents the starting distance
3. varies by student
4. backward (increase the distance between the CBR
and the object)
5. forward (decrease the distance between the CBR
and the object)
6. stand still; zero slope requires no change in y
(distance)
7. varies by graph;
@
y
à
3.3
8. varies by graph;
@
y
à
1
9. the segment with the greatest slope (positive or
negative)
10. this is a trick question—the flat segment, because
you don’t move at all!
11. walking speed; when to change direction and/or
speed
12. speed (or velocity)
13. varies by graph (example: 1.5 meters in 3 seconds)
14. varies by graph; example: 0.5 meters
à
1 second
example: (0.5 meters
à
1 second)
Q
(60 seconds
à
1 minute) = 30 meters
à
minute
example: (30 meters
à
1 minute)
Q
(60 minutes
à
1
hour) = 1800 meters
à
hour
example: (1800 meters
à
1 hour)
Q
(1 kilometer
à
1000 meter) = .18 kilometers
à
hour.
Have students compare this last number to the
velocity of a vehicle, say 96 kilometers
à
hour
(60 miles per hour).
15. varies by graph; sum of the
@
y for each line
segment.
