Using a Graphing Calculator
Part of Curriculum Unit:Diffusion & Osmosis - Trading Places
Abstract help
Students will learn the basic steps in entering data into a graphing calculator. A spreadsheet and graphing can then be done from the calculator. If the students are familiar with regression lines, they can then analyze their data.
National Standards help
Mathematics instructional programs should include attention to data analysis, statistics, and probability so that all students
Pose questions and collect, organize, and represent data to answer those questions
Interpret data using methods of exploratory data analysis
Develop and evaluate inferences, predictions, and arguments that are based on data
Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.
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Pose questions and collect, organize, and represent data to answer those questions
Interpret data using methods of exploratory data analysis
Develop and evaluate inferences, predictions, and arguments that are based on data
Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.
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Pre-requisite Skills help
All students:
Spreadsheet knowledge
Graphing knowledge
Upper level students:
Statistical analysis
Spreadsheet knowledge
Graphing knowledge
Upper level students:
Statistical analysis
Teacher Information help
If all students do not have a TI-83(Plus) calculator, check with the math department. They often have several that you can borrow.
If you have access to an LCD panel, this would make it easier for you as you go through the steps with the students the first time.
If you have access to an LCD panel, this would make it easier for you as you go through the steps with the students the first time.
Student Activity help
Using a Graphing Calculator
Introduction:
During many of your laboratories performed in science classes, you are required to collect data. Often, you must then graph this data and answer questions about your results. Once you understand the basics of spreadsheet and graphing programs that are used on computers, you can make the leap to using a graphing calculator. The following exercise leads you through the steps needed to do so. Included are how to enter data, create a graph, and analyze the data obtained including slope and regression lines.
Entering Data
A common activity involves recording the height of students in inches, then converting the data to cm. The data below show the results of such an activity.
Student Height in Inches: L1 - 70 60 63 72 70 68 71 75 72 63
Student Height in Centimeters: L2 - 177.8 152.4 160.02 182.88 177.8 172.72 180.34 190.5 182.88 160.02
Press [STAT] 1(Edit...) 77 [ENTER] 81 [ENTER] 55 [ENTER] 73 [ENTER] 58 [ENTER]
Arrow over to L2 and repeat this process with the appropriate data.
EDIT CALC TESTS L1 L2 L3 2
1:Edit 70 177.8
2:SortA< 60 152.4
3:SortD< 63 160.02
4:ClrList 72 182.88
5:SetUpEditor 70 177.8
68 172.72
71 180.34
75 190.5
72 182.88
63 160.02
L2(10) =
Sorting Data
Many times data is collected randomly and sorting is desired. this is done by pressing [STAT]2 (SortA() [2nd] L1 [,] [2nd] L2 [)] [ENTER]. (The first list in this command determines the order of the sorting, the second list becomes attached by including it in the command statement.) the results can be checked by pressing [STAT] 1 (Edit)
EDIT CALC TESTS SortA(L1,L2) L1 L2 L3 2
1:Edit Done 70 177.8
2:SortA< 60 152.4
3:SortD< 63 160.02
4:ClrList 72 182.88
5:SetUpEditor 68 172.72
70 177.8
71 180.34
75 190.5
72 182.88
63 160.02
L2(10) =
Making a Stat Plot
Press [2nd]STAT PLOT 1 (Plot1...), arrow around and make the following choices:
STAT PLOTS Plot1 Plot2 Plot3
1:Plot1...Off On Off
L1 L2 Type:
2:Plot2...Off
L1 L2 Xlist:L1
3:Plot3...Off Ylist:L2
L1 L2 Mark:
4:PlotsOff
Line1: press [ENTER] when the cursor is sitting on On to turn on the plot
Line2: select the graph type; the first type is a scatter plot; the second is a connect-the-dot plot; the third is a histogram (can you see the difference in the icons?)
Line3: Xlist defines the independent variable, e.g. list L1
Line4: Ylist defines the dependent variable
Line5: Mark identifies the symbol type for each data point. The first is a box, the second is a plus, and the third is a dot.
Automatic Window Setting (ZoomStat)
The calculator can set the optimal window for your data automatically.Press [ZOOM] and arrow down to 9:ZoomStat. Now press [ENTER].
Note: ZoomStat ONLY WORKS FOR DATA AND NOT FOR EQUATIONS.
zoom memory
3 Zoom Out
4:ZDecimal
5:ZSquare
6:ZStandard
7:ZTrig
8:ZInteger
9 ZoomStat
This graph appears the way it does because the calculator has chosen a window that maximizes the use of the screen for this data. Press [WINDOW] to see the X and Y ranges.
WINDOW
Xmin=58.5
Xmax=76.5
Xscl=2
Ymin=145.923
Ymax=196.977
Yscl=5
Xres=1
Determining an Equation Automatically
Press [STAT]arrow right to CALC and[2nd] L1 [,] [2nd]select [4](LinReg(ax+b)L2 [,]
EDIT CALC TESTS EDIT CALC TESTS LinReg(ax+b) L1,
1:Edit 1:1-Var Stats L2,
2:SortA< 2:2-Var Stats
3:SortD< 3:Med-Med
4:ClrList 4:LinReg(ax+b)
5:SetUpEditor 5:QuadReg
6:CubicReg
7: QuartReg
Next press [VARS]arrow right to Y-VARS and then press[ENTER]to select Funtion. Then [ENTER] to select Y1.
VARS Y-VARS VARS Y-VARS FUNCTION
1:Window 1:Function 1:Y1
2:Zoom 2:Parametric 2:Y2
3:GDB
Introduction:
During many of your laboratories performed in science classes, you are required to collect data. Often, you must then graph this data and answer questions about your results. Once you understand the basics of spreadsheet and graphing programs that are used on computers, you can make the leap to using a graphing calculator. The following exercise leads you through the steps needed to do so. Included are how to enter data, create a graph, and analyze the data obtained including slope and regression lines.
Entering Data
A common activity involves recording the height of students in inches, then converting the data to cm. The data below show the results of such an activity.
Student Height in Inches: L1 - 70 60 63 72 70 68 71 75 72 63
Student Height in Centimeters: L2 - 177.8 152.4 160.02 182.88 177.8 172.72 180.34 190.5 182.88 160.02
Press [STAT] 1(Edit...) 77 [ENTER] 81 [ENTER] 55 [ENTER] 73 [ENTER] 58 [ENTER]
Arrow over to L2 and repeat this process with the appropriate data.
EDIT CALC TESTS L1 L2 L3 2
1:Edit 70 177.8
2:SortA< 60 152.4
3:SortD< 63 160.02
4:ClrList 72 182.88
5:SetUpEditor 70 177.8
68 172.72
71 180.34
75 190.5
72 182.88
63 160.02
L2(10) =
Sorting Data
Many times data is collected randomly and sorting is desired. this is done by pressing [STAT]2 (SortA() [2nd] L1 [,] [2nd] L2 [)] [ENTER]. (The first list in this command determines the order of the sorting, the second list becomes attached by including it in the command statement.) the results can be checked by pressing [STAT] 1 (Edit)
EDIT CALC TESTS SortA(L1,L2) L1 L2 L3 2
1:Edit Done 70 177.8
2:SortA< 60 152.4
3:SortD< 63 160.02
4:ClrList 72 182.88
5:SetUpEditor 68 172.72
70 177.8
71 180.34
75 190.5
72 182.88
63 160.02
L2(10) =
Making a Stat Plot
Press [2nd]STAT PLOT 1 (Plot1...), arrow around and make the following choices:
STAT PLOTS Plot1 Plot2 Plot3
1:Plot1...Off On Off
L1 L2 Type:
2:Plot2...Off
L1 L2 Xlist:L1
3:Plot3...Off Ylist:L2
L1 L2 Mark:
4:PlotsOff
Line1: press [ENTER] when the cursor is sitting on On to turn on the plot
Line2: select the graph type; the first type is a scatter plot; the second is a connect-the-dot plot; the third is a histogram (can you see the difference in the icons?)
Line3: Xlist defines the independent variable, e.g. list L1
Line4: Ylist defines the dependent variable
Line5: Mark identifies the symbol type for each data point. The first is a box, the second is a plus, and the third is a dot.
Automatic Window Setting (ZoomStat)
The calculator can set the optimal window for your data automatically.Press [ZOOM] and arrow down to 9:ZoomStat. Now press [ENTER].
Note: ZoomStat ONLY WORKS FOR DATA AND NOT FOR EQUATIONS.
zoom memory
3 Zoom Out
4:ZDecimal
5:ZSquare
6:ZStandard
7:ZTrig
8:ZInteger
9 ZoomStat
This graph appears the way it does because the calculator has chosen a window that maximizes the use of the screen for this data. Press [WINDOW] to see the X and Y ranges.
WINDOW
Xmin=58.5
Xmax=76.5
Xscl=2
Ymin=145.923
Ymax=196.977
Yscl=5
Xres=1
Determining an Equation Automatically
Press [STAT]arrow right to CALC and[2nd] L1 [,] [2nd]select [4](LinReg(ax+b)L2 [,]
EDIT CALC TESTS EDIT CALC TESTS LinReg(ax+b) L1,
1:Edit 1:1-Var Stats L2,
2:SortA< 2:2-Var Stats
3:SortD< 3:Med-Med
4:ClrList 4:LinReg(ax+b)
5:SetUpEditor 5:QuadReg
6:CubicReg
7: QuartReg
Next press [VARS]arrow right to Y-VARS and then press[ENTER]to select Funtion. Then [ENTER] to select Y1.
VARS Y-VARS VARS Y-VARS FUNCTION
1:Window 1:Function 1:Y1
2:Zoom 2:Parametric 2:Y2
3:GDB
Assessment help
Give the students some data to input into their calculators and then have them analyze the data.
Enrichment / Alternative Activity help
NA
Technology Requirements/Integration help
TI-83 or TI-83 Plus calulators