9-12
Students will analyze and graph the data taken.
9-12
The methods explored in the measuring of cardiac output can be applied to other situations. Two of these situations are described here. The first examines the sediments flowing from the Des Moines River near Saylorville, Iowa. The second situation investigates the measurement of blood flow through the brain.
9-12
In the first lesson, students make a conjecture about how the intensity of light changes as a function of the depth of the ocean. A video clip is used to prompt thinking, and students propose a graph that represents light intensity vs. depth.
9-12
To test their conjectures, students gather data using one of three
different methods: using a simulated online dive; covering a tank with
plexiglass to simulate ocean water; or, incrementally filling a column
with water to simulate increasing depth.
9-12
This lesson contains extension activities that can be used as follow-ups to the light intensity investigation. The extensions rely on exponential models, but each uses a different context.
9-12
Sea gulls and crows feed on various types of mollusks by lifting them into the air and dropping them onto a rock to break open their shells. Biologists have observed that northwestern crows consistently drop a type of mollusk called a whelk from a mean height of about 5 meters. The crows appear to be selective; they pick up only large-sized whelks. They are also persistent. For instance, one crow was observed to drop a single whelk 20 times. Scientists have suggested that this behavior is an example of decision-making in optimal foraging.
9-12
Sea gulls and crows feed on various types of mollusks by lifting them
into the air and dropping them onto a rock to break open their shells.
Biologists have observed that northwestern crows consistently drop a
type of mollusk called a whelk from a mean height of about 5 meters.
The crows appear to be selective; they pick up only large-sized whelks.
They are also persistent. For instance, one crow was observed to drop a
single whelk 20 times. Scientists have suggested that this behavior is
an example of decision-making in optimal foraging.
Pre-K-2
Problems such as those in this activity help develop what students already know in preparation for writing equations and learning ways to solve for variables. Students use mathematical models to explore quantitative relationships. When presented with pictures of pan balances with one or more objects in each pan, they communicate relationships between the weights of the objects by comparing the balanced and unbalanced pans.
6-8
This activity uses a series of related arithmetic experiences to prompt
students to generalize into more abstract ideas. In particular,
students explore arithmetic statements leading to a result that is the
factoring pattern for the difference of two squares. A geometric
interpretation of the familiar formula is also included. This lesson
plan was adapted from an article by David Slavit, which appeared in the
February 2001 edition of
Mathematics Teaching in the Middle School.
9-12
As you review student work in this unit, it is important to remember
the mathematical objectives/expectations of this Unit Plan that are
stated in
Principles and Standards for School Mathematics.
