Barbie Bungees Again

  • Barbie Bungees Again

    8th grade and High School Statistics / Algebra

    Description

    Students will collect and analyze data to help them predict the longest bungee cord that Barbie can use safely.

    Hook

    The teacher should find a video showing a real bungee jump and lead a discussion on what makes a good bungee jump. After this discussion, present the scenario about Barbie and her bungee jump.

    Barbie is interested in going bungee jumping. Since she is a thrill seeker, she would like to have the longest jump possible, without hitting the ground. Help Barbie decide how long the bungee cord must be to give her the most fun without getting injured.

    Lessons

    Lesson 1 of 3
    Students will collect and present data for dropping a Barbie (or other object) from a set height using rubber bands in order to make predictions.
    Lesson 2 of 3
    Find the line of best fit for the Barbie Bungee data, interpret the slope and y-intercept, and understand the correlation coefficient.
    Lesson 3 of 3
    Help Barbie make a better prediction for her bungee jump by using a line of best fit and analyzing residuals.

    ARC Assessement

    Technology Resources


  • Comments

  • 1 Comments

    • Avatar

      I think this is such a creative and unique way to engage students and to make real-life connections to these topics. Thank you so much for sharing! Definitely saving this activity for later use!

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  • Ratings

  •  Average 5 out of 5
  • ARC Global Essential Question(s)

    How can you build the longest bungee cord for Barbie that keeps her safe?

    Keywords

    Barbie bungee, linear regression, modeling, scatter plot, outlier, line of best fit (least squares regression line), residual, slope, y-intercept, correlation, causation, correlation coefficient, sum of the area of squared residuals, interpolation, extrapolation, prediction

    Vocabulary

    • scatter plot
    • outliers
    • line of best fit (least squares regression line)
    • residual
    • slope
    • y-intercept
    • correlation
    • causation
    • correlation coefficient
    • sum of the area of the squared residuals
    • interpolation
    • extrapolation
    • prediction

    Standards

    CCSS, Content Standards to Domain Level

    • 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
    • 8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
    • 8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
    • S-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
    • S-ID.B.6.a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
    • S-ID.B.6.b Informally assess the fit of a function by plotting and analyzing residuals.
    • S-ID.B.6.c Fit a linear function for a scatter plot that suggests a linear association.
    • S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
    • S-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
    • S-ID.C.9 Distinguish between correlation and causation.
    • F.IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

    CCSS, Standards for Mathematical Practices

    • SMP 1 Make sense of problems and persevere in solving them.
    • SMP 2 Reason abstractly and quantitatively.
    • SMP 3 Construct viable arguments and critique the reasoning of others.
    • SMP 4 Model with mathematics.
    • SMP 5 Use appropriate tools strategically.

    Effective PtA, highlighted Effective Teaching Practice and/or Guiding Principle CCSS

    • Implement tasks that promote reasoning and problem solving.
    • Use and connect mathematical representations.
    • Facilitate meaningful mathematical discourse.
    • Pose purposeful questions.
    • Elicit and use evidence of student thinking.

    Contributors

    Original author: Samuel E. Zordak
    Illuminations lesson: Barbie Bungee
    CRDT team: Luke Wilcox, Deidra Baker, Jerel Welker, Michelle Greene and Lindsey Gallas