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C Driving

1. Students will go on a 5-15 minute preplanned drive in groups of 4, with designated roles of driver, timekeeper, speedometer-reader, and recorder. 2. The group will compile drive data into a table showing speed at intervals and a graph of speed vs. time, then use the tools to calculate area estimates. 3. Individually, students must answer questions about the estimates, their accuracy, and the meaning of the calculated area, due on the date of an in-class group presentation involving all elements of the driving project.

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178 views

C Driving

1. Students will go on a 5-15 minute preplanned drive in groups of 4, with designated roles of driver, timekeeper, speedometer-reader, and recorder. 2. The group will compile drive data into a table showing speed at intervals and a graph of speed vs. time, then use the tools to calculate area estimates. 3. Individually, students must answer questions about the estimates, their accuracy, and the meaning of the calculated area, due on the date of an in-class group presentation involving all elements of the driving project.

Uploaded by

api-239856705
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Calculus

Driving Project
You are to go for a drive of between 5 and 15 minutes duration. Your route should be preplanned, and involve some variations in speed. Make it interesting (in a safe way). If you record a oneway trip somewhere, you still need to come back to class afterwards.
You must obey all traffic laws. If your data indicates speeding or another traffic safety violation,
you will lose credit.
Important: You should reset your odometer before the drive, and note the mileage at the end
or, note the total mileage before and after your drive.
You will go as a team of four people, with the following roles:
1. Driver: drives the car, and nothing else. We want this project to be done as safely as possible.
2. Timekeeper: uses a stopwatch and marks out equal units of time every ten seconds.
3. Speedometer-reader: Reads aloud the speed at each time interval.
4. Recorder: writes it all down.
After the drive, your team will compile the data to create:
a table showing speed at each time interval, and
a graph of speed vs. time
Both table and graph should be accurate, clear, and well-labeled. You may use software.
Using the table and graph, you will calculate left- and right-hand sums to estimate the area. I
recommend using a spreadsheet for this step.
As you work on this, think about and prepare to answer the following:

How close are the left- and right-hand estimates?


Which is more accurate? Why do you think so?
What is the meaning of the area?

Find a creative way to display and present your drive and the associated math to the class. Mapping,
GPS, Google Earth, or video would be cool.
All of the above is to be done with your group, to be presented in class on 2/19.
On your own, write a short explanation (3-5 paragraphs) of what you did and the math you learned.
In particular, you should answer the three bullet questions, above. Due on 2/19.
This project counts for two summative grades. Scoring rubric on the back.
Have fun, and drive safely.

Group work and presentation:


1
2
Incomplete.

Inaccurate, sloppy, or Project is on time and


late.
includes all elements:
table, graph, area
calculations.
Presentation includes
all group members.

Individual work: thinking and writing


1
2
Not all questions
addressed.

Not all questions fully All questions fully


addressed; or, late.
addressed. On time.

3.5

Project is on time and


includes all elements;
presentation includes
all group members.
Clear, informative,
and creative
presentation.
Good work.

Project is on time and


includes all elements;
presentation includes
all group members.
Very clear, highly
informative, and
wildly creative
presentation. All work
is excellent.

3.5

All questions
answered in a
thorough, thoughtful
manner.

All questions
answered in a
thorough, thoughtful
manner. Excellent
thinking and
communicating about
mathematics.

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