Olympic Records Tutorial 1. In the address bar, enter http://olympics-records.

com/

2. Click Records

3. Under Category, find your specific sport

4. Under Year, scroll to all

5. In the table, you can organize data under events by clicking the top of the column.

Graphing: Bivariate Relationships How Fast and When?

Instructions: Students will work in groups of 3 or 4 and research Olympic records over the past 100 years from one of the following categories: 1. Cycling-men: Time trial track 2. Swimming-men: 100m butterfly 3. Swimming-women: 100m butterfly 4. Athletics-men: 100m 5. Athletics-women: 100m 6. Athletic-men: Long Jump 7. Athletic-women: Long Jump When given a topic, you must acquire data from http://olympics-records.com/. To access these records for your topics, you must follow these guidelines: 1. In the address bar, enter http://olympics-records.com/ 2. Click Records 3. Under Category, find your specific sport 4. Under Year, scroll to all 5. In the table, you can organize data under events After you managed to acquire data from your research, you must Record all times and in a T-table and plot them on a graph. Present your work on a poster. Informally fit a linear equation onto your graph that represents data. Write a rationale for the line. Predict the next world record. The following items will need to be on your poster and will be a part of your grade: 1. work presented on a poster a. title in the header of the poster b. names of group members written in the back of the poster 2. a T-table representing data 3. a corresponding graph representing data theyve acquired a. labeled axes b. coordinates for gold, silver and bronze (color coordinate the coordinates) 4. a linear function that closely matches the data 5. a rationale for using the function a. an explanation/hypothesis of why the data shows this trend b. a prediction of when the next world record will be broken c. an explanation of the prediction

Teacher Name: Mr. Perez

Student Name:

________________________________________

CATEGORY Title

4
Title is creative and clearly relates to the problem being graphed (includes dependent and independent variable). It is printed at the top of the graph. The X axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants\' names). The Y axis has a clear, neat label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). All units are described (in a key or with labels) and are appropriately sized for the data set. The linear function closely represents data values.

1
A title is not present.

Title clearly relates to A title is present at the problem being the top of the graph. graphed (includes dependent and independent variable) and is printed at the top of the graph. The X axis has a clear label that describes the units used for the independent variable. The X axis has a label.

Labeling of X axis

The X axis is not labeled.

Labeling of Y axis

The Y axis has a clear label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). Most units are described (in a key or with labels) and are appropriately sized for the data set. The linear function somewhat represents data values

The Y axis has a label.

The Y axis is not labeled.

Units

All units are described (in a key or with labels) but are not appropriately sized for the data set. The linear function does not represent the data values

Units are neither described NOR appropriately sized for the data set.

Accuracy of Line

No linear function.

Data Table

Data in the table is well organized, accurate, and easy to read.

Data in the table is Data in the table is Data in the table is organized, accurate, accurate and easy to not accurate and/or and easy to read. read. cannot be read.

Rationale

Students developed a coherent argument with evidence and used mathematics vocabulary in explanation.

Students developed Students developed a coherent argument an argument with no with some evidence evidence. without mathematics vocabulary in explanation.

Students developed an argument that was not coherent and with no evidence.

___________/28 points