Activity 4.

1c Mathematical Modeling
Introduction
In this activity you will collect and analyze data in order to make predictions based on that data. You will use both manual and computer methods to record, manipulate, and analyze the data in order to determine mathematical relationships between quantities. These mathematical relationships can be represented graphically and by equations, also known as mathematical models. You will then use the mathematical models to make predictions related to the quantities.

Equipment
Engineering notebook Pencil Computer with Excel

Procedure
Part 1. Determine a mathematical model for the mass of puzzle pieces as a function of the number of wooden cubes in the piece. Then use the mathematical model to make predictions. 1. Record the number of cubes and mass of each of your puzzle pieces. Color of Piece Blue orange green black grey 6 5 4 5 5 Number of Cubes Mass (g) 24 20 16 20 20

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2. Graph your data points on the grid below such that the number of cubes in the puzzle piece is represented on the x-axis and the mass of the piece is indicated on the y-axis. Label the axes and indicate units.
30 25 20 15 10 5 0 0 1 2 3 4 5 6 Series1 Series2

3. Consider the data that you have graphed and answer the following. a. Would you expect that this data is linear; that is, if you were to measure the mass of other pieces with more than six cubes or fewer than four cubes, would the points fall on a straight line on the graph? Explain your answer. Yes: all cubes weigh almost the same amount b. If you were to sketch a line-of-best fit, what would be a reasonable yintercept. That is, where would the line-of-best fit cross the vertical axis? Explain your answer. I dont think the line of best fit would cross the vertical axis as the data is even on both sides c. Based on your data, what would you predict for the mass of a single wooden cube? Explain your answer or show your work. 4 grams: 24/6 cubes = 4

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4. Using your predicted y-intercept, sketch a line-of-best-fit for your data on the grid above.
30 25 20 15 10 5 0 0 1 2 3 4 5 6 Series1 Series2

5. 6. Using your line-of-best-fit, complete the following. a. Estimate the slope of your line-of-best-fit (include the appropriate units). Explain the interpretation of the slope in words. A 3:1 slope ratio in order to get the closest to all the points

b. Write an equation for your line of best fit. x= 22 OR x= y/3 c. Rewrite your equation for the line-of-best-fit in function notation where M(n) = mass of the puzzle piece and n = the number of wooden cubes. M= n*4 d. Estimate the mass of a puzzle piece that includes two wooden cubes. Show your work. 4g * 2 = 8g e. If a puzzle piece has a mass of 31.5 grams, how many wooden cubes would you predict were used to create the puzzle piece? Show your work. 8 cubes: as 8*4= 32 and that is the closest number you can get with multibles of 4

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7. Use Excel to create a scatter plot of your data and find a trend line. Input the data in tabular form. Be sure to include column headings. You do not need to include the piece color column.

Create a scatterplot of the data. Format the axes, label the axes, and title the chart as shown below.

Add a linear trend line. Set the intercept to the value you suggested in number 3 and format the trend line to forecast backward to zero cubes and forward to 12 cubes. Display the equation of the trend line on the chart.

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8. Use the equation of the trend line to answer the following. a. Rewrite the equation of the trend line using function notation where M(n) represents mass and n represents the number of cubes. M= n*4 b. What is the domain of the function? That is, what values of n make sense? Numbers between 4-6 c. What is the range of the function? 2 d. What is the slope of your trend line? Explain the interpretation of the slope in words. 3:1 the slope is gradual e. How does the slope of your line-of-best-fit compare to the slope of the trend line? Why is there a difference? The trend line is using a different function f. Predict the mass of a puzzle piece that is comprised of 9 wooden cubes. Show your work. 9*4 = 36

g. If a puzzle piece had a mass of 49 grams, how many wooden cubes would it contain? Show your work. 11 cubes; 11*4 =48
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h. Is the trend line a good representation of the relationship between the number of wooden cubes and the weight of the puzzle? Justify your answer. No; the data is already present without the trend line Part 2. Identify a mathematical model to represent the mass of puzzle pieces if larger wooden blocks are used. Then use the mathematical model to make predictions. X= Mass * number 9. Assume that a puzzle cube was rebuilt using 1 in. cubes rather than in. cubes and the following masses were recorded for the pieces. Number of cubes 4 5 6 6 6 Complete each of the following. a. Create a scatterplot and find a trend line for the data using Excel. Print a copy of your worksheet that includes Table of data Scatterplot with properly formatted axes, axes labels and units, and an appropriate chart title Trend line and its equation displayed on the scatterplot
70 60 50 40 cubes 30 20 10 0 0 1 2 3 4 5 6 grams

Mass (g) 39 47 57 58 57

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b. Write the equation relating number of cubes to mass in function notation. Be sure to define your variable.

c. What is the slope of the line (include units)? Explain the interpretation of the slope in words.

d. How does the slope of this function (relating the number of 1 in. cubes to mass) compare to the slope of the function you found in number 5 (relating the number of in. cubes to mass)? Explain the difference.

e. Use the function to predict the mass of a puzzle piece (using 1 in. cubes) if the piece includes 8 cubes. Show your work.

f. If a puzzle piece 95 grams, how many 1 in. cubes are most likely included in the piece? Show your work.

Part 3. Find a mathematical model to represent the minimum jump height of a BMX bike as a function of the bike mass. Then use the mathematical model to make predictions. 10. An engineer is redesigning a BMX bike. He is interested in how the mass of the bike affects the height that the bike reaches when the rider gets air or jumps the bike off of a ramp. He asked an experienced rider to test bikes of various masses and recorded the following minimum jump heights. Bike Mass (lbm) 19 19.5 20 20.5 21 22 22.5 23 Minimum Jump Height (in.) 83.5 82.0 79.2 77.1 74.9 73.3 71.0 68.1
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23.5 24

65.8 64.2

Use this data to complete each of the following. a. Create a scatterplot and find a trend line for the data using Excel. Print a copy of your worksheet that includes the following: Table of data Scatterplot with properly formatted axes, axes labels and units, and an appropriate chart title Trend line and its equation displayed on the scatterplot

b. Write the equation relating Bike Mass to Minimum Jump Height in function notation. Be sure to define your variable.

c. What is the domain of the function? Explain.

d. What is the range of the function?

e. What is the slope of the line (include units). Is the slope positive or negative? Explain the interpretation of the slope in words.

f. If the engineer designed a bike that weighs 18 pounds, predict the minimum jump height. Give your answer in inches (to the nearest hundredth of an inch) and feet and inches (to the nearest inch). Show your work.

g. If the engineer designed a bike that weighs1 pound, predict the minimum jump height. Give your answer in inches to the nearest hundredth of an inch and feet and inches to the nearest inch. Show your work.

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h. Does the predicted height for a one pound bike make sense? Is this function a good predictor for minimum jump heights at all bike masses? Explain.

i.

If the minimum jump height of 89.7 inches is recorded, predict the estimated mass of the bike. Show your work.

Extend Your Learning

11. Assume that you will build your puzzle cube from 2 cm cubes of solid gold and each cube had a mass of 153 g. Address each of the following. a. Give a mathematical model (in function notation) that would represent the mass of a puzzle piece depending on the number of gold cubes used in the piece. Define your variables.

b. What would be the mass of a puzzle piece that is comprised of four gold cubes?

c. If gold sells for $60/g, what is the four-cube gold puzzle piece worth?

d. How many gold cubes would you expect to be included in a puzzle piece that weighs 1071 g?

Conclusion
1. What is the advantage of using Excel for data analysis?

2. What precautions should you take to make accurate predictions?

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3. What is a function? Explain why the mathematical models that you found in this activity are functions.

4. Are all lines functions? Explain.

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