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Lessons / Activities : Lessons EA-100

Are You Inclined?

Maxine Edwards and Mary Teal
The Center for Advancement of Teaching

Are You Inclined?
Lesson Plan
Algebra 1 Level

Objective: The student will be able to plot points in a parabolic curve based on the relationship of distance and time of a moving object. To manipulate the literal equation d =rt for all variables.

Engage: Show students a series of time-lapse photography shots of the same object. Discuss the changes that are visible over time. Then show students a series of photos of the same object but at progressive distances. Discuss the similarities and differences of these pictures.

    Explore: Complete the following activity using the EA-100

    Equipment
    Motion Detector
    EA-100
    CFX-9850G+
    Plastic car or large plastic ball
    Flat wooden board approx. 8 ft long and 1 ft. wide
    Several books to support end of ramp
    Data communication cable

  1. Perform experiment as follows:
    The final ramp should be constructed so that the rolling object can be propelled up the ramp and return to the bottom of the ramp within the allotted time period.
    Place the motion detector 2 ft. from the end of the ramp, so that the rolling object is within the cone of detection of the motion detector.
    Make sure the motion detector is plugged into the SONIC port of the EA-100. DO NOT connect the EA-100 to the calculator. To operate the EA-100 manually, use the following keystrokes:
    Keystroke Explanation
    1. Press[SHIFT][MODE]
    		 "Set-up"
    1. Press [DATALOG] until "50 mSec" appears "Next"  
    		Press [DATALOG] several times until the sample time you want appears (50 mSec)
    1. Press[TRIGGER]
    		 Chooses the 50 mSec as the time
    1. Press[DATALOG] until "100" appears
    		Press [DATALOG] several times until the number of sample points you want appears (100)
    1. Press[TRIGGER]
    		 Chooses 50 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
    1. Press[TRIGGER]
    		 Begins sampling.  This means to begin decreasing and increasing the amount of light with the dimmer switch

     

  2. 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 {ø }
    8. Press Recu (F4) {Receive( }
    9. Press OPTN, List {F1}, List {F1} ,2, close Parenthesis { ) }
    10. Press EXE
  3. The data should now be listed in List 1 and List 2.
  4. 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.
    2. Press GRAPH {F1} f. 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: Students could now graph by hand the graph obtained from the experiment. Students would label x and y axis of the graph to show the relationship of distance over time. From this point, the teacher should review the literal equation d = rt and the progressive transformations. Students would be given a worksheet which is a chart of columns of data labeled Distance (d), Rate (r) and Time (t). From this chart the student would manipulate the literal equations, solving for each unknown variable.

Elaborate:Give students a map of the United States. Have them predict any variable, given specific values, i.e. the time it takes to drive 50 mph and cover the distance between Washington and Miami.

Evaluate Student groups will be given a US map, a specific number of hours to travel, and a specified rate of speed. The group will choose a city on the East Coast to be the departure site and a city on the West Coast to be the arrival site. Students would plan a trip between the two cities which would pass through the maximum number of states possible. Verification of passing through a state would be listing of the cities passes through in any given state. Student trips would not vary ± 30 minutes from the specified time. Evaluations will be based on the student presentations and written product.

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

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