Performance+Task

In this activity, students will explore multiple representations of motion including tables graphs and equations. In order to succeed students will need to create the representations and extend them to interpret the speed and location of a car at given times. Students will be asked to explain each representation as a means of proof for the defense of a fictional legal client.
 * Task Overview **

Students will be provided with a fictional map that shows the location and distances between several traffic cameras and a fictional accident scene. Students will also be provided with fictional time stamped photographs that show the time at which a car passes through each position. examples are given below.
 * Materials List **




 * Student Instructions **


 * Goal** - The goal of this activity is for you the student to use position data to determine the speed of an object, represent the motion of an object with multiple representations and use those representations to make predictions.


 * Role** - Your role in this task will be to investigate the relationship between the variables position and time for a moving object. You will use the information to present an argument that a specific automobile was speeding and likely the responsible party in a automobile crash


 * Audience** - Your final presentation including graphs, tables and equations will be presented to the "judge" (Me) and the drivers defense team (other students)who will be working to oppose your claim.


 * Situation** - On 10/11/2011 at 12:45:35 A.M. an accident occurred at the corner of Street Rd. and Road St. in Crazy City. No one was seriously injured but the driver of the ice cream truck is blaming your client for the accident and demanding that he pay for all of the fudgie wudgies lost in the crash. Although there are no traffic cameras at the location where the accident occurred, your assistant was able to provide you with photos from different intersections that show your clients car and the time that they went through the intersection. He was also able to provide you with a map of where the photos were taken.


 * Product -** You should prepare a small presentation to argue your clients innocence. Defend your client by providing and explaining evidence in the form of diagrams, tables, graphs and equations. A powerpoint presentation is suggested.


 * Standards -** Your success in this activity will be based on your ability to:

- //Interpret// and //organize// data from various resources - //Explain// and //defend// your methods for determining the speed of your clients car. (table, graph, equation)
 * //-//** //Apply// your knowledge of point slope form to develop an function that describes the position of an object as a function of time.


 * Guiding Questions (Blooms)- **

1. How can you best **organize** your data from your map and photo resources? 2. How could you **create** a graphical representation to compare the position of the car to the various times 3. Once your graph is created, **analyze** trends in the data and **explain** how you might go about writing an equation to describe this trend 4. Based on your equation, table or graph, can you **determine**, the speed or (rate of change of position) of the car. Explain how you did this 5. Based on your data, what can you **deduce** about your clients speed and proximity to the accident at 12:45:35 A.M.

**Grading Rubric**


 * || 4 (Advanced) || (3) Proficient || (2) Basic || (1) Below Basic ||
 * Table and explanation || Students explanation illustrates a deep and correct understanding of how the table models motion including a discussion of noticeable patterns in the data. || Students explanation illustrates a basic and correct understanding of how the table models motion including a discussion of noticeable patterns in the data. || Students explanation illustrates a weak but correct understanding of how the table models motion. || Students explanation illustrates a weak understanding of how the table models motion including a discussion of noticeable patterns in the data. ||
 * Graph and explanation || Students explanation illustrates a deep and correct understanding of how the graph models motion including a discussion of the meaning of slope and the y intercept. || Students explanation illustrates a basic and correct understanding of how the graph models motion including a discussion of the meaning of slope and/or the y intercept. || Students explanation illustrates a weak but correct understanding of how the graph models motion omitting a discussion of the meaning of slope and the y intercept || Students explanation illustrates a weak but correct understanding of how the graph models motion omitting a discussion of the meaning of slope and the y intercept ||
 * Function and explanation || Students explanation illustrates a deep and correct understanding of how the function models motion including a discussion of the meaning of each variable, coefficient and constant. || Students explanation illustrates a correct understanding of how the function models motion including a discussion of the meaning of most variables and constants. || Students explanation illustrates an understanding of how the function models motion including a discussion of the meaning of most variables and constants. There is minor error. || Students explanation illustrates a poor understanding of how the function models motion. ||
 * Conclusion || Student develops a correct explanation of clients innocence through creative application and extrapolation of table, graphical and function representations using correct mathematical vocabulary. || Student develops a correct explanation of clients innocence through application and extrapolation of table, graphical or function representations using correct mathematical vocabulary. || Student develops a correct but basic explanation of clients innocence using basic concepts from the representations. || Student develops basic explanation of clients innocence using basic concepts but explanation shows error in logic and/or vocabulary. ||