User manual ARIANE TEC SCHEMA

[. . . ] McNay teacher, Quincy Junior High School, Quincy, Illinois Melissa Nast teacher, Arlington, Texas Louise Nutzman teacher, Sugar Land Middle School, Sugar Land, Texas Aletha Paskett teacher, Indian Hills Middle School, Sandy, Utah Claudia Schmitt teacher, Oquirrh Elementary School, West Jordan, Utah Karen Wilcox teacher, Columbus, Ohio Important notice regarding book materials Texas Instruments makes no warranty, either expressed or implied, including but not limited to any implied warranties of merchantability and fitness for a particular purpose, regarding any programs or book materials and makes such materials available solely on an “as-is” basis. In no event shall Texas Instruments be liable to anyone for special, collateral, incidental, or consequential damages in connection with or arising out of the purchase or use of these materials, and the sole and exclusive liability of Texas Instruments, regardless of the form of action, shall not exceed the purchase price of this book. Moreover, Texas Instruments shall not be liable for any claim of any kind whatsoever against the use of these materials by any other party. Permission is hereby granted to teachers to reprint or photocopy in classroom, workshop, or seminar quantities the pages or sheets in this work that carry a Texas Instruments copyright notice. [. . . ] You may also need to check the Y= editor to clear or turn off any functions (& :). students should Á Yourto set up the learn how WINDOW, but you can use ( 7:ZoomStat to get the ideal WINDOW values. © 1998 ARIANE INCORPORATED 38 Using the TEC: A Guide for Teachers Geometry Wrap-up Have students compare their team’s picture graph with another team’s picture. Have them discuss with their partner and the other team whether or not the graphs are exactly alike and why or why not. can ) Á Students" topressthe and then view coordinates of each point of their picture. Assessment Suggestions ♦ Ask: What was represented by the numbers in L1 and L2?♦ Have students write a journal entry explaining what they learned. Extensions ♦ Have students draw their own picture and label the ordered pairs. ♦ Have students change the appearance of the dolphin without changing the data in the lists. ♦ Have students explore what happens if they reverse the x- and y-coordinates. (Change which list is the Xlist and which is the Ylist in the Stat Plot setup. ) ♦ If students want to store their picture to recall at another time, 1. Access the DRAW STO menu and select StorePic. 2""b © 1998 ARIANE INCORPORATED Geometry Activity 7: The Dolphin 39 3. Access the VARS menu and select Picture. At PICTURE, select where you want to store your picture. Y= (amount of water collected in one hour) ¦ X 9. Enter the equation in the Y= editor (&). Example If your calculation were two cups of water per hour, your equation would be Y = 2X (Z I). (See screen at the right. ) may help Á A T-chart see the change. students Á The TEC displays theas an multiplication symbol asterisk ¦. 10. To view this graph, set up an appropriate, friendly viewing window. ' Enter the numbers as shown in the screen at the right. (For more information about the viewing window, see “Setting the Window Format” and “Defining Window Values” in the Function Graphing chapter of the TEC Guidebook . ) by the TI@X Á 73, is determinedwhat you depending on entered for Xmin and Xmax. © 1998 ARIANE INCORPORATED Measurement and Geometry Activity 8: Drip, Drip, Drip 43 11. or " to trace until X=0 Ask: What is the value of Y?Now look at this same information in a table. - f (above the ' key) The screen should look like the one at the right. [. . . ] Select the pie chart Ï (second row, first from left) and continue setting up the plot as in the picture at the right. 19. and " to view data © 1998 ARIANE INCORPORATED 76 Using the TEC: A Guide for Teachers Probability and Statistics 21. Have students sketch their graphs on paper for their report (or use TEC TI-GRAPH LINKé to print their graphs to color and label). Have students write analyses of their information. [. . . ]