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Lessons / Activities : Lessons EA-100 : Beam Me Up Scotty

Maxine Edwards and Mary Teal
The Center for Advancement of TeachingBeam Me Up Scotty
Lesson Plan
Algebra 1 Level


Objective: To collect, interpret and relate data. Find mean, mode and frequency for assimilated data.

Engage: Have students discuss athletic events which require jumping a specific or preferred height. Discuss which athletes they think are the best jumpers.

Explore:

  1. Perform experiment as follows:
    Equipment
    light probe
    EA-100
    CFX-9850G+
    2 Wooden blocks
    light source -small beam flashlight
    tape
    Data communication cable
    Place light probe securely on wooden block. Repeat procedure for the flashlight. Place blocks on the floor.
    Place the light probe facing the flashlight far enough apart for a person to jump between them.
    Align the light probe with the center of the light source. Have the light on to verify alignment.
    Make sure that the light probe is plugged into the CH1 port on the EA-100.
    To operate the EA-100 manually, use the following keystrokes.
  1. Keystroke Explanation
    1. Press[SHIFT][MODE]
    		 "Set-up"
    1. Press [DATALOG] until "1 Sec" appears "Next"   Press [DATALOG] several times until the sample time you want appears (1 Sec)
    		  
    1. Press[TRIGGER]
    		 Chooses the 1 Sec as the time
    1. Press[DATALOG] until "10" appears Press [DATALOG] several times until the number of sample points you want appears (10)
    		  
    1. Press[TRIGGER]
    		 Chooses 10 as the number of samples
    1. Press [DATALOG] until 1 appears "Next" Press [DATALOG] until you see the time consideration you want.
    		In this case, the time will be collected as data.
    1. Press[TRIGGER]
    		 Selects time consideration
  2. The EA-100 display should show READY and that it is registering the amount of light from the flashlight. Alignment is CRITICAL.

    Have student stand between the light probe and the flashlight so that the EA-100 registers -LO- .

    As soon as the student presses TRIGGER, jumper should begin jumping (preferably 4 jumps during the allotted time).

    Sampling is completed when the EA-100 displays DONE.


  4. Retrieve the data from the EA-100:
    1. Connect EA-100 to CFX-9850G+ using the data communication link.
    2. Turn on CFX-9850G+ and choose Run (1) from the menu.
    3. Press SHIFT VARS {PRGM}
    4. Press F6 (>) , then I/O {F4}
    5. Press Recu (F4) {Receive( }
    6. Press OPTN, List {F1}, List {F1} ,1, close Parenthesis { ) }
    7. Press SHIFT EXE {¯ }
    8. Press Recu (F4) {Receive( }
    9. Press OPTN, List {F1}, List {F1} ,2, close Parenthesis { ) }
    10. Press EXE
  5. The data should now be listed in List 1 and List 2.
  6. For the next part of the procedure you will be operating in the STAT menu.
    1. After entering the STAT menu, you should find List 1 and List 2. Press GRAPH {F1}
    2. Press SEL {F4}
    3. StatGraph 1 : DrawOn
    4. EXIT
    5. Press SET {F6}
      Graph Type: xyline
      Xlist : List 1
      Ylist : List 2
      Frequency : 1
      Mark Type : ?
      Graph Color: CHOICE
    6. EXIT
    7. GRPH 1 {F1}
Explain:Have students plot the graph of the "jump". (Please note that the y-variable is measuring the light intensity while the jumper is in the air. For the purposes of this activity this value is not important.) Have students find the difference between the first two consecutive x values. This will be the amount of time the student was in the air. After repeating process for each pair of consecutive x values, student will find the average time in the air.

Elaborate: For all students in the class, compile the average hang times recorded. Use this information to have students find the mean, median, mode and frequency of the data. Data can be used to introduce histograms using the STAT mode of the CFX-9850G+.
Evaluate: Have students write a paragraph about the procedures explored in this activity. Students should be challenged to explain the reasons for using a histogram instead of a linear representation.

Developed by:
Maxine Edwards and Mary Teal
Butler High School Matthews, NC

additional help from:
Neal Farley
Independence High School
Charlotte, NC