Activity 1: Walking Graphs. Answer the following questions based on your experiences in the Student Activity: Walk This Way.
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1 I. Foundations for Functions 3.1 Interpreting Distance versus Graphs: Activity 1 Activity 1: Walking Graphs Answer the following questions based on your experiences in the Student Activity: Walk This Way. 1. How did you know where to start walking for each graph? 2. How did you know how long to walk for each segment? 3. How did you know when to walk toward the motion detector? Use the words and in your answer. 4. How did you know when to walk away from the motion detector? Use the words and in your answer. 5. How did you know when to walk slowly? 6. How did you know when to walk quickly? 7. How did you know when to stand still? TEXTEAMS Algebra I: 2000 and Beyond Spring
2 I. Foundations for Functions 3.1 Interpreting Distance versus Graphs: Activity 2 Activity 2: Walking More Graphs Practice walking the following graphs using a motion detector and a graphing calculator. Describe the walk that you used to produce each graph TEXTEAMS Algebra I: 2000 and Beyond Spring
3 I. Foundations for Functions 3.2 Interpreting Velocity versus Graphs: Activity 1 Activity 1: Matching Velocity Graphs Practice walking the following graphs using a motion detector and a graphing calculator. Describe the walk that you used to produce each graph. a. b. c. d. e. TEXTEAMS Algebra I: 2000 and Beyond Spring
4 I. Foundations for Functions 3.2 Interpreting Velocity versus Graphs: Activity 1 1. How did you know when to walk slowly? 2. How did you know when to walk quickly? 3. How did you know when to slow down? 4. How did you know when to speed up? 5. How did you know when to walk away from the motion detector? 6. How did you know when to walk toward the motion detector? 7. How did you know when to stop? 8. How did you know where to start walking for each graph? 9. How did you know what speed to start walking? TEXTEAMS Algebra I: 2000 and Beyond Spring
5 I. Foundations for Functions 3.2 Interpreting Velocity versus Graphs: Activity 2 Activity 2: Connecting Distance and Velocity Graphs Read the following directions and sketch your prediction of the resulting graphs. Then collect the data (for about 4 seconds.) 1. Start about 1.5 feet in front of the motion detector and walk away quickly for about 2 seconds. Stand still for 1 second and then walk toward the motion detector slowly for the remaining. Predict : a. Distance versus b. Velocity versus The actual results: c. Distance versus d. Velocity versus Label the following sections in the graphs above: A. The walker is standing still. B. The walker is slowing down. C. The walker is speeding up. D. The walker is traveling at a quicker rate. E. The walker is traveling at a slower rate. TEXTEAMS Algebra I: 2000 and Beyond Spring
6 I. Foundations for Functions 3.2 Interpreting Velocity versus Graphs: Activity 2 2. Start about 5 feet in front of the motion detector and walk toward the motion detector slowly for about 1 second. Stand still for 1 second and then walk away from the motion detector quickly for the remaining. Predict : a. Distance versus b. Velocity versus The actual results: c. Distance versus d. Velocity versus Label the following sections in the graphs above: A. The walker is standing still. B. The walker is slowing down. C. The walker is speeding up. D. The walker is traveling at a quicker rate. E. The walker is traveling at a slower rate. TEXTEAMS Algebra I: 2000 and Beyond Spring
7 I. Foundations for Functions 3.2 Interpreting Velocity versus Graphs: Reflect and Apply Reflect and Apply Make up two different stories based on the graph below. One story should be based on the graph representing over. The other story should be based on the graph representing velocity over. Story for versus : Story for velocity versus : TEXTEAMS Algebra I: 2000 and Beyond Spring
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