Year 9 - Cats & Dogs Task

 
In this task you will be looking at the ways that different animals age, compared with
humans.
 
 
1. Use the CONVERT program and select option 1: SPOT to convert between dog
years to human years. Construct a table to show your data.

Cat and Dog years Human years cats Human years dogs
1* 15 15
2 24 21
4 32 29
6 40 37
8 48 45
10 56 53
12 64 57
 
2. Use Desmos to help you graph your data and include your graphs in your
report.

3. Describe what you notice about the graph you obtain.

 The lines are parallel until spots line decreases at the point (12, 57). The first
year of their age is there as a guide to see how cats and dogs age, its also
there because the aging changes over time.

4. Find an equation (or maybe more than one!) to represent this data,
remembering to define your variables clearly.
Fifi: y=16 x +15
1.1
Spot: y= X + 15
2

Explain for which values of the independent variable each of these equations
is valid.
 

5. Use your graph and/or equation to help you find the human equivalent of the
age of a dog that is:
 
a. 1 year and 3 months old= 19 years old
 
a. 10 years and 4 months old=115 years old
 
a. 20 years old= 142 years old
 
a. 35 years old= 153 years old
 
6. How accurate do you think your answers to question 5 are?

Before you answer the next question, watch the video below.

 
Dog Years - How to Calculate Dog Years - Ask the Expert | Dr David Randall
Flexpet
 
 7. Thinking about what you saw in the video, discuss how valid your findings
really.

The graph below has been made in a similar way, using “human ages” of cats:

8. Discuss the similarities or differences between cats´ ages and dogs´ ages. 
The first year of a dog and cats life is equal to 15 human years, the second year of
age is and additional nine years for both and then second year and onwards is four
years for a cat and five for a dog.

Criterion C: Communicating
 
 Achievement Level descriptor
level
 0 The student does not reach a standard described by any of the
descriptors below.

  The student is able to:

  i. use limited mathematical language
 1–2
ii. use limited forms of mathematical representation to present
information
iii. communicate through lines of reasoning that are difficult to
interpret.

  The student is able to:

  i. use some appropriate mathematical language
 
ii. use different forms of mathematical representation to present
3–4
information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always clear
iv. adequately organize information using a logical structure.

  The student is able to:

  i. usually use appropriate mathematical language
 
ii. usually use different forms of mathematical representation to present
 
information correctly
5–6
iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although not
always coherent or complete
v. present work that is usually organized using a logical structure.

  The student is able to:

  i. consistently use appropriate mathematical language
 
ii. use different forms of mathematical representation to consistently
7–8
present information correctly
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and
coherent
v. present work that is consistently organized using a logical structure.
 
 Define variables clearly
 Present graphs correctly, using captions and labelling axes
 Use equations of lines and use correct piecewise function notation, where
appropriate
 Communicate reasoning clearly and completely
 Organize work logically, using headings where appropriate
Criterion D: Applying Mathematics in Real-Life Contexts
 
 Achievement  Level descriptor
level
 0 The student does not reach a standard described by any of the
descriptors below.

  The student is able to:

  i. identify some of the elements of the authentic real-life situation
 1–2
ii. apply mathematical strategies to find a solution to the authentic
real-life situation, with limited success.

  The student is able to:

  i. identify the relevant elements of the authentic real-life situation
 
ii. select, with some success, adequate mathematical strategies to
 
model the authentic real-life situation
 3–4
iii. apply mathematical strategies to reach a solution to the authentic
real- life situation
iv. describe whether the solution makes sense in the context of the
authentic real-life situation.

  The student is able to:

  i. identify the relevant elements of the authentic real-life situation
 
ii. select adequate mathematical strategies to model the authentic
  
real-life situation
5–6
iii. apply the selected mathematical strategies to reach a valid solution
to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the
authentic real-life situation.

  The student is able to:

  i. identify the relevant elements of the authentic real-life situation
   ii. select appropriate mathematical strategies to model the authentic
7–8 real- life situation
iii. apply the selected mathematical strategies to reach a correct
solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the
authentic real-life situation.
 
 Generate an appropriate amount of data using the CONVERT program
 Use appropriate strategies and find a correct model to represent the conversions
between Dog and Cat ages into "human equivalent" ages
 Explain to what extent the models are valid
 Explain whether developing these models make sense, using evidence found in
research