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This document provides instructions for completing a GeoGebra activity involving rates of change. It includes 3 parts that explore rates of change in the context of: 1) A simulated car moving at different speeds; 2) A cyclist's bike ride with varying speeds; 3) Filling a drum with liquid at different rates. Students are guided to calculate slopes and rates of change, make predictions, and describe relationships between variables that change at different constant or varying rates.
This document provides instructions for completing a GeoGebra activity involving rates of change. It includes 3 parts that explore rates of change in the context of: 1) A simulated car moving at different speeds; 2) A cyclist's bike ride with varying speeds; 3) Filling a drum with liquid at different rates. Students are guided to calculate slopes and rates of change, make predictions, and describe relationships between variables that change at different constant or varying rates.
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This document provides instructions for completing a GeoGebra activity involving rates of change. It includes 3 parts that explore rates of change in the context of: 1) A simulated car moving at different speeds; 2) A cyclist's bike ride with varying speeds; 3) Filling a drum with liquid at different rates. Students are guided to calculate slopes and rates of change, make predictions, and describe relationships between variables that change at different constant or varying rates.
Hak Cipta:
Attribution Non-Commercial (BY-NC)
Format Tersedia
Unduh sebagai PDF, TXT atau baca online dari Scribd
Name ________________________________________ Per.
_________ Date _____________________
GeoGebra Activity Rate of change
Part 1: Car simulation
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
What is rate 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.
Part 2: Bike ride
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: Calculate speed during the trips remaining segment.
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
Part 3: Fill er up, Mac.
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: ______________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Want to learn more?
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.
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