Technology Standards

1T-P1:  Use the appropriate technology device to complete a task.
3T-P2:  Use a variety of technology tools for data collection and analysis to support a decision.
6T-P2:  Routinely and ethically use productivity tools, communication tools and research skills to solve a problem.

2M-P1: Contruct and draw inferences, from charts,  tables, graphs, and data plots that  summarize data from real-world situations.
2M-P2: Use appropriate technology  (e.g., graphing calculators, computer software) to display and analyze data.
2M-P3: Apply curve fitting to make predictions from data.
3M-P4:  Interpret algebraic equations.
3M-P7:  Translate among tabular, symbolic, and graphical representations of functions.

Academic

• Create a linear regression from real-life data.
• Know how to measure.
• Know the meaning of slope as a rate of change.
• Predict a solution using their trend line (line of best fit).
• Know how to convert from meters to centimeters.
• Know how to minimize experimental error.

• Use Excel to enter data, create a scatter plot, put in a trendline, and the equation of the line.
• Formulate their findings and present them to the class, using any means they desire.

E.g. PowerPoint Presentations; Word documents, including graphics; Newsletter, etc. (they can use the digital camera to take pictures of themselves doing the experiment)

       It would be helpful if the student knows how to do the skills
       required for the presentations.
                  a) How to use Word, including putting in graphics or linking
                     to the Excel document they created.
                  b) How to create a PowerPoint presentation, including
                     inserting their graph or linking to the graph.
                  c) How to create a newsletter.

     The more the student knows, the more creative they can be with their presentations.

Materials
A selection of cups. (E.g. Different heights and widths)
Measuring tapes.
Paper
Pencils
Computer with Excel, Word, and PowerPoint.
Handout of instructions and questions.
Assessment Rubric

Accommodations for Special Needs

Procedures
I will put the students in groups of three or four. I will put students with less computer knowledge with those with more
experience. My students will have already worked on creating scatter plots using Excel, so I expect them to know how to put in trend lines and equations. If your students do not know how to do this, then you could post instructions on the computer or
around the room. Before I begin the project, we will talk about the experiment and brainstorm on how to proceed. What units to measure in and that the cups cannot be mixed. The students will be given a handout that includes the instructions for the experiment and the presentations. It also includes questions they must answer within the presentations themselves and while they are listening to the presentations.

Assessment
The students will be assessed on their presentations and whether they included answers to the questions posed, using a rubric.
The rubric can be found at:
http://rubistar.4teachers.org/view_rubric.php3?id=64768

I will also include a question in the test where they have to predict solutions to a given equation, similar to those found in the
experiment.

Teacher Name: Ann Faulkner
Site: Amphi High School
Date Submitted: October 17, 2001