Project 2
Evaluation 32 First Year Algebra 1 (MTHH 031 060)
Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!
Use online submission
Now it is time to complete the second Project for this course. Be sure to follow all the directions carefully when completing your Project.
This project contains a possible 100 points and counts for 8% of your final course grade. To complete this project, and submit it electronically, you will need to download and save this editable copy of the project on your computer, complete it using your word processing program, and save it in either .pdf or .doc format for uploading. This project contains activities, as well as questions for you to answer. Follow all the directions carefully. You will not receive all the points possible if you do not answer each question completely. Feel free to add more space or extra pages to this project if you need them.
Part A – Direct Measurement (possible 35 points)
Materials needed: clear jar or bottle, liquid measure container (measuring cup, 1 or 2 ounce container, tablespoon, or other liquid measuring device with which you can clearly determine how much liquid you are using), water, ruler (marked in centimeters or inches), graph paper. Note: this project calls for using ounces of liquid. If your measuring cup does not measure in ounces, you need to determine what scale it does measure in, and let your teacher know what measurements you will be using for this project: ounces, tablespoons, cubic centimeters, etc.) If using other than ounces, just substitute your unit of measure for ounces in the instructions. If your ruler is not marked in centimeters, use inches as your measurement (don’t forget to estimate the fractions of an inch). Measurements used:
1. Before collecting any data, guess and write down your response to whether the VOLUME of water and the HEIGHT of water in a jar are directly or inversely related quantities. 2. Pour 2 oz of water into the jar and measure the height. Record the data in the following table. Add 2 more oz and measure the height again. Repeat the process two more times.
Volume (oz) Height (cm)
2
4
6
8
3. Graph the data on a coordinate plane with axes for volume and height. Let the x-axis be the volume, and the y-axis be the height. Be sure to mark your axes. Does your scatter plot show a positive, negative, or no correlation?
4. Recall that a line approximating a scatter plot is called a trend line. Draw a trend line for your plot on the graph, and use your graph to describe the relationship between volume and height. Was your guess in step 1 correct? 5. How could you use your graph to estimate what the height would be for a volume of 3 oz?
Part B – Patterns in Folding (possible 25 points)
Materials needed: paper (standard-sized works best, however you can use any size you have).
1. Fold a sheet of paper in half, how many regions are formed? 2. How many regions are formed when you fold the paper in half twice? Three times? What pattern do you notice between the number of folds and the number of regions? 3. a. Write an expression for the number of regions formed when the paper if folded in half n times. b. use it to predict the number of regions formed after 10 folds, 100 folds. 4. a. Write an expression for the portion of the whole sheet represented by one region after n folds. b. Use your expression to predict the portion of the whole sheet represented by one region after 10 folds, 100 folds. 5. How are the expressions you wrote in 3(a) and 4(a) related? Describe how each quantity increases or decreases as the number of folds increases.
Part C — Forensics (possible 40 points) Your bones tell a lot about your body. Archaeologists and forensic scientists study bones to estimate a person’s height, build, and age. These data are helpful in learning about ancient people and in solving crimes. The lengths of major bones, such as the humerus, radius, and tibia, can be substituted into formulas to estimate a person’s height. The tibia is the inner and thicker of the two bones between the knee and the ankle, the humerus extends from the shoulder to the elbow, and the radius connects the wrist to the elbow. As you work through the following activities, you will collect data from your friends and from adults. You will use formulas to analyze the data and predict heights. Then you will decide how to organize and display your results in graphs and spreadsheets. Materials:
• Calculator • Tape measure or ruler • Graph paper
1. Gathering Information In this part of the project, you will collect, and graph data. Measure the length of your radius bone to the nearest half inch.
Collect the measurements for at least 5 other people (classmates, friends, or adults). and display it in a chart of your own devising.
Write a description of the data.
Graph the data on the following graph.
Calculate the mean, median, and mode for the data you collected.
2. Calculations Scientists use the formulas in the table at the right to approximate a person’s height H, in inches, when they know the length of the tibia t, the humerus h, or the radius r.
a. Calculate your height using the bone lengths of your tibia, humerus, and radius bone lengths.
b. Are the calculated heights close to your actual height? Explain.
3. Investigations
a. An archaeologist found an 18-inch tibia on the site of an American colonial farm. Do you think it belonged to a man or woman? Why? b. Choose one radius measurement from the data you collected for question 1. Calculate the person’s height. Can you tell whose height you have found? Explain.
Detailed instructions for submitting projects for grading can be found under the Project Submission link on the WayCool homepage and in the front of the print course materials. Each activity in this project will be graded using the correct answers and the following rubric:
1 234Part A PointsPart B PointsPart C PointsKnowledge and UnderstandingDemonstrates little understanding of the main concepts.Demonstrates a partial understanding of the main concepts.Demonstrates an good understanding of the main concepts.Demonstrates a thorough understanding of the main concepts.Data and OrganizationVery weak evidence of organization; data incompleteOrganization needs to improve; data incomplete.Organized; most data included.Well organized; data complete.Data and ComputationsMost mathematical computations are incomplete or incorrect.A significant portion of the mathematical computations are incomplete or incorrect.Most mathematical computations are complete and correct.All mathematical computations are complete and correct.Analysis and Synthesis Very little evidence of analysis. Some educated guesses. Explanations are weak.
Analyzes the problem with some success, explanations need to improve.Analysis of the problem is evident, with clear and complete explanations.Thorough analysis of the problem with clear and complete explanations that go beyond the initial requirements.Total Points
Project 1 PAGE \* MERGEFORMAT 6 MTHH 031 059
Project 2 MTHH 031