# Brief Sprint

### Brief Sprint Lesson Plan Algebra 1 Level

Objective: The student will be able to manipulate distance formulas and solve simple literal equations for the identified variable. The student will observe the rate of change of motion over a given time interval.

Engage: Discuss how long it takes to get to school via bus or car. Discuss the differences in distances as well as the differences in the mode of transportation. Discuss the effect of weather conditions on the amount of time it takes to travel the same distance. Note: For the purpose of this experiment, the time of day traffic levels needs to be eliminated., i.e. rush hour would be negated.

Explore: Group Experiment
1. Take students to a large area that can be marked in desired distance intervals (i.e. track).
2. Select randomly (from students wishing to participate) 4 students to perform 4 different movement activities.
3. Have student selected perform one of the activities listed below, until all four activities have been performed (each one by a different student).
ACTIVITY A: Walk at brisk pace 50 meters.
ACTIVITY B: Run 50 meters.
ACTIVITY C: Skateboard 50 meters.
ACTIVITY D: Bike ride 100 meters.
(NOTE: Students could measure and mark the distances desired as time and measuring supplies allow.) Have student perform activity while being timed with a stopwatch. ALL students should record time and distance on their own data sheet.

Explain Students should take data back to classroom and calculate rate for each activity using the formula d=rt. Discuss and compare rates for each type of activity.
Elaborate:

Equipment
motion detector
EA-100
CFX-9850G
data communication cable
tape
meter stick

4. Perform experiment as follows:
• Secure the motion detector so that it is flat on a table top and perpendicular to the table top. The cone of detection should be aimed at the walker.
• Connect the motion detector to the EA-100 using the SONIC port.
• Mark a distance of 50 cm on the floor in front of the motion detector. This is the starting point for the walker.
• Let one student practice walking AWAY FROM the motion detector in a straight line and at a STEADY PACE. (Note: The faster the student walks will change the incline of the line graphed.)
• When the student has practiced enough to feel comfortable with walking, begin set up of EA-100.
• To operate the EA-100 manually, use the following keystrokes:
```KEYSTROKE 		EXPLANATION
a.  Press[SHIFT][MODE]	"Set-up"
b.  Press [DATALOG] until "5 Sec" appears	"Next"  Press [DATALOG] several
times until the sample time you want
appears (5 Sec)
c.  Press[TRIGGER]	Chooses the 5 Sec as the time
d.  Press[DATALOG] until "50" appears	Press [DATALOG] several times until
the number of sample points you want
appears (50)
e.   Press[TRIGGER]	Chooses 50 as the number of samples
f.    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.
g.   Press[TRIGGER]	Selects time consideration.
Press[TRIGGER]	Begins sampling. This means that it is time to begin the walker.  The student 	must achieve his steady rate 	immediately in order to show a constant
rate of change.
```
5. Retrieve the data from the EA-100:
a. Connect EA-100 to CFX-9850G using the data communication link.
b. Turn on CFX-9850G and choose Run (1) from the menu.
c. Press SHIFT VARS {PRGM}
d. Press F6 (>) , then I/O {F4}
e. Press Recu (F4) {Receive( }
f. Press OPTN, List {F1}, List {F1} ,1, close Parenthesis { ) }
g. Press SHIFT EXE {¿ }
h. Press Recu (F4) {Receive( }
i. Press OPTN, List {F1}, List {F1} ,2, close Parenthesis { ) }
j. Press EXE
6. The data should now be listed in List 1 and List 2.
7. For the next part of the procedure you will be operating in the STAT menu.
a. After entering the STAT menu, you should find List 1 through List 2. Press GRAPH {F1}
b. Press SEL {F4}
c. StatGraph 1 : DrawOn
d. EXIT
e. Press SET {F6}
Graph Type: xyline
Xlist : List 1
Ylist : List 2
Frequency : 1
Mark Type : ×
Graph Color: CHOICE
f. EXIT
g. GRPH 1 {F1}

Evaluate Using the graph from the calculator, have the students sketch (freehand) a graph representing the data, noting any significant changes. From the data list have each student choose an x-value (Time) and a y-value (Distance) and determine the rate of the participant for their group. Students should then compare their "RATES" with other group members. This value should be the same, thus giving the group the slope of the line of the data.

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