In this lesson students will use a slinky to help them evaluate the safety of bungee jumping. They will record their results by accurately graphing; make a best-fit line and calculating the slope of their line. Based on this information, students will make a prediction and draw conclusions about the safety of bungee jumping and how to apply that to real life when constructing a bungee jumping ride. The students will be able to collect data and analyze it by apply scientific and mathematical reasoning to the real life situation of bungee jumping.

Data

Best Fit Line

Slope

Slope-Intercept Form

mass

directly proportional 

- If students are already familiar with these terms then this is an extension activity.

1. The students will follow the procedures to conduct an experiment and record their data accordingly.
2. The students will accurately graph their data and include labels for each axis on the graph as well as title their graph.
3. The students will use their graph to describe their data in words and then make predictions using their data.
4. The students will demonstrate a “best fit” line on their graphs and use this to help them make predictions.
5. The students will find the slope of their line and then write it in slope-intercept form.

One to two 50 minute periods

(If using the extension activity, please allow three 50 minute periods for this lesson).

Each student will need the pre-assessment (please see attached) before beginning the lab.

Each pair of students needs the following:

• 1 bungee cord (a plastic mini Slinky spring cut in half)
• 2 meter sticks
• 30  m&m’s
• 2 paperclips
• 1 paper cup
• Graph paper
• Lab Sheet (please see attached)
• Pencil
• Enough Red and Green cups for one per partner group
• Electronic balance
• Lab Evaluation Rubric (please see attached)

If completing the extension activity, each pair of students will need the following:

• a computer
• "A Bungee Jumping Extra" worksheet (please see attached)
• www.Pixton.com and sign up for a teacher account! (You can sign up for a 30 day free trial). This will allow you to add your students and give them a one-time activation code so only you can see their comics!  If not, then they can create their own accounts, but it will be public.

 

Students will learn a variety of skills such as conceptual understanding of data collection, graphing, best fit lines and how to interpret data as well as procedural knowledge of how to organize and graph the data as well as make predictions.  In addition to the core standards, this lesson includes problem solving, reasoning and making connections. 

 

** Before beginning the activity, use the pre-assessment below to establish students’ prior knowledge.  Gifted students will be able to complete all tasks accurately graphing and answering all questions in full, complete sentences with 90% accuracy.  For struggling learners you may want to do a pre-lesson on graphing, measurement, data collection and using an electronic balance.

1.  Have the students do a think-pair share:  Think about the scariest amusement park ride they have ever been on or one they have seen but are afraid to try.  Have the students imagine they have been asked to be the first human tester of that ride… Now turn to a partner (A and B should already be established) and tell them how that makes them feel (A’s go first, then B’s).

Do a modified Whip Around and have every third individual share a reaction.

Now, have partner groups develop a list of questions would they ask prior to “riding the ride”.  Share questions using Random Reporter (pull names or numbers from a set of Popsicle Sticks to heighten the expectation of accountability). 

2.  Tell the students an amusement park wants to introduce the thrill of bungee jumping to their guests.  The idea is that people would like to jump from really high up with an elastic cord tied to themselves so they can bounce up and down from the end of the cord.  The amusement park has called on us to help them plan and test the bungee jumping before anyone can get on the ride.

3.  Review the vocabulary that will be used during the lesson - Data, Best Fit Line, Slope, Slope-Intercept Form, mass, directly proportional by using random reporter to have the students give a definition or example of the term.  This time can also be used to fix any misconceptions with a term or what it means. 

4.  Teach the students what a best fit line is and what it looks like using an example graph. 

5.  Explain to the students that before we start the lab to help the amusement park we need to go over a few guidelines to help us to work in our groups.  Hand out a copy of the rubric to the students and go over/explain to the students what is expected when working in a lab group so they know how to get the highest amount of points when doing the lab. 

6.  Either place the students in groups of two or, if you feel it’s appropriate, have the students pick a lab partner.

7.  Have the students independently in pairs set up the experiment by reading the directions in their lab sheet.  Assist if necessary.   

8.  Have all students start by measuring the distance from the bottom of the cup to the floor with no M&M’s.  Record the distance in the data chart.

9.  Have the students use an electronic scale to measure the mass of the m&m’s and record in the data table below.

10.  Continue measuring the mass of the M&m’s then add one M&M at a time to cup and record both the mass and distance in the data chart.

10.  Graph the data with Number of the M&M’s on the x axis (horizontal) and the distance on the y axis (vertical). 

11.  Have the students analyze the data.  What correlation does the graph have?  How can you tell?  As you add M&M’s to the cup, what happens to the distance to the floor?  How many cm does the distance on the floor decrease each time you add a M&M?  Have the students analyze the data on their own or with their partners.  Then have them write a paragraph in complete sentences to describe the results.

 

As students are working, you can have green and red cups sitting on the desks.  If students are successfully working their way through the lab, they should have the green cup on top.  If they have a question or get stuck, instruct the to put the red cup on top and continue to try and figure out the problem, you will be around shortly. Since partner groups will be working at varying paces, there are natural stops in the lab.  When a partner group comes to that stop, they should also put the red cup on top so that I can formatively assess their accuracy up to that point in the lab.  Pairs can continue to analyze until teacher makes it around to every pair.

 

12.  With their partners, guide the students to add a best fit line to their graphs for the data. 

Ask the students how the information relates to their best fit line on the graph? 

Have the students analyze the information on their own or with their partners and answer the question in full complete sentences.

13.  Have the students describe in words how to determine the distance from the floor (y) if you know the weight (x).

14.  Have students make a prediction on how many M&M’s you can put in the cup so the bungee cup comes as close to the floor as possible without hitting the floor.  Then have students test their predictions.

15. Using two points on the best fit line, calculate the slope of the line and then write the equation for your best fit line in slope intercept form.  (y= mx +b)

16.  Ticket out the Door:  Why is it important to test the bungee before you jump?  How did our lab help us to test out our bungees (aka: what data did we use to prove that it’s safe)?  Tell me one new thing you learned from our lab today.

• Upon completion of this activity, below level learners will be able to graph data and describe the data in words either written or verbally.  They will also be able to make predications and relate the information to a real life situation. 
• Regular education learners will be able to graph data and describe the data in words written and verbally.  They will also use best fit lines to make predications and relate their predication to a real life situation.
• Enhanced or advanced level learners will also be able to graph data and analyze the data in words written and verbally explained.  In addition, they will use best fit lines to determine the slope of line and make predications while relating it to a real life situation.

• www.Pixton.com - sign up for a teacher account! (You can sign up for a 30 day free trial). This will allow you to add your students and give them a one-time activation code so only you can see their comics!  If not, then they can create their own accounts, but it will be public.
• Pre-Assessment Bungee Jumping M&M's.doc
• Bungee Jumping M&M's Lab Sheet.doc
• Bungee Jumping M&M's Lab Rubric.doc
• Ticket Out the Door.doc  (There are two on each sheet)
• Bungee Jumping Extra.doc
  
  
  
  
  

data collection graphing data best fit line making predictions slope slope-intercept form gifted and talented IU 11

Tina Warfel - Columbia Borough School District & IU 11

August 01, 2013