4.

Sport
Al INTERPRETING POINTS
Suppose you were to choose, at random. 1(X) people and measure
how heavy they are. You then ask them to perform in 3 sports; As you work through this booklet, discuss your answers w iih sour
High Jumping. Weight Lifting and Darts. neighbours and try to come to some agreement.
Sketch scattergraphs to show how you would expect the results to I. The Bus Stop Queue
appear. and explain each graph. underneath. Clearly state any
assumptions you make. Who is represented by each point on the scatitrgrapli. below!

Max Max Max

Height Weight Score
Jumped Lifted with
3 darts C.
Body weight Body weight

Alice Brenda Cath~ 1)cniiis I izol I icd;i (in iii

These four shapes each have an area of 36 square untis.
~ Label four points on the graph below. with the letters
A. B. C and D.
/.‘
Can you draw a fifth shape. with an area ot 36 square units, to I. 2•
correspond to the other point? Explain.
Draw a scattergraph to sho~ Age
nery reciangle with an area of 36 . . 4. 5.
square units. height 6.
* Finally, what happens if you . 7.
include all shapes. with the same Height —

area, on your graph? v~idtli

lire for Mathematical Education. University of NottinL!ham 985

 2. Two Aircraft 3. Telephone Calls
One weekend,
Five people made telephone
calls to various part of the
country.
They recorded both the cost of
their calls, and the length of
time they were on the
The following quick sketch graphs describe two light aircraft, A telephone, on the graph below:
and B: (note: the graphs have not been drawn accurately)
Cost Cruising Range Cost i ‘~
•B Speed of • John • Barbara
call
•A Clare
Vi
Age Size Passenger Capacity • David • Sanjay
The first graph shows that aircraft B is more expensive than
aircraft A. What else does it say? > Duration of call
* Are the following statements true or false?
* Who was ringing long-distance? Explain your reasonin
“The older aircraft is cheaper”? carefully.
“The faster aircraft is smaller”? * Who was making a local call? Again, explain.
“The larger aircraft is older”? * Which people were dialling roughly the same distance
“The cheaper aircraft carries fewer passengers”? Explain.
* Copy the graphs below. On each graph, mark and label two * Copy the graph and mark other points which show peopl
points to represent A and B. making local calls of different durations.
* If you made a similar graph showing every phone call made i
Age Size
Britain during one particular week-end, what would it loo
like? Draw a sketch, and clearly state any assumptions yo
make.
Cruising Speed Range
2 3

Shell Centre for Malhemaiieal Educalion. Univershy ofNottingham. 985.

 Finally. discuss and write about this problem A2 ARE GRAPHS JUST PICTURES?

Golf Shot
Which Sport?
Which sport will produce a graph like this?

Speed

Time
Choose the best answer from the following and explain exactly
how it fits the graph. . \
Write down reasons why you reject alternatives I-low does the speed of the ball change as it flies through the air ii
this amazing golf shot?

* Discuss this situation with your neighbour, and write down ~

Fishing clear description stating how you both think the speed of thc
Pole Vaulting golf ball changes.
100 metre Sprint *
Now sketch a rough graph
Sky Diving to illustrate your
Golf ThATAPIc.TURI1
description: OF 13IE 1’fl1N1~N ~
Archery
Javelin Throwing L~ttvFELLOFF?~~~k
High Jumping
High Diving Speed
Snooker of
Drag Racing the
Water Skiing ball

Time alter the ball is

hit by the goliclub.

Shell Centre br Maihemancal Fducabion. University of Nottingham. 19H5

 Peter attempted the golf question
and produced a graph like this:
Speed
* Comment on it. of ball
* Can you suggest why Peter This next activity will help you to see how well you have drawn
your sketch graph.
drew his graph like this?
Time after ball is hit
* Can you see any connection between Fold this booklet so that you cannot see the picture of the roller-
Peter’s attempt and coaster track.
the cartoon on page 1?
Try t~ answer the following questions using only your sketch
Now try the problem below: graph.
A B Roller-coaster * Along which parts of the track was the roller-coaster travelling
quickly? slowly?
* Was the roller-coaster travelling faster at B or D?
D or F? C or
‘—I • Where was the roller-coaster accelerating (speeding up)?
-‘I
decelerating (slowing down)?
Check your answers to these questions by looking back at the
The picture above shows the track of a roller-coaster, which is picture of the roller-coaster track. If you find any mistakes.
travelling at a slow constant speed between A and B. l-Io~ will redraw your sketch graph. (It is better to use a fresh diagram than
the speed of (his roller-coaster van as ii travels along the track
from A to 0? to try and correct your first attempt.)
* Now invent some roller-coaster tracks of your own.
Describe your answer both in words and by sketching a
graph in your hook. Sketch a graph for each one, on a separate sheet of paper. Pass
only the sketch graphs to your neighbour.
Speed of the Can she reconstruct the shape of the original roller-coaster
Roller-coaster tracks?
* Do you notice any connection between the shape of a roller-
i~-~- I I I I coaster track, and the shape of its graph? If so write down an
A B C D E F G explanation.
Distance travelled along the track Are there any exceptions?

Slid t (‘cii rc or M a I hcmai,cal Lducaiion. U 01’ crsii~ of Non ingharn. 1985

 Sketch graphs to illustrate the following statements. Label A3 SKETCHING GRAPHS FROM WORDS
your axes with the variables shown in brackets. For the last
Picking Strawberries
statement you are asked to sketch two graphs on the same
axes. The more people we get to heLp,
the sooner we’Ll finish picking
“In the spring, my lawn grew very quickly and it needed cutting these strawberries.
every week, but since we have had this hot dry spell it needs
cutting less frequently.”
(length of grass/time)
r
5TRAWgERRY
-IL
-IL
PICKERS
“When doing a jigsaw puzzle, I usually spend the first half an WANTED,,~
hour or so just sorting out the edge pieces. When I have collected
together all the ones I can find, I construct a border around the
edge of the table. Then I start to fillin the border with the centre * Using axes like the ones below, sketch a graph to illustrate this
pieces. At first this is very slow going but the more pieces you put situation.
00 in, the less you have to sort through and so the faster you get.”
GO
L’J (number of pieces put in jigsaw/time). Total time it
will take to
finish the
“The Australian cottony cushion scale insect was accidentally job
introduced into America in 1868 and increased in number until it
seemed about to destroy the Californian citrus orchards where it Number of people picking strawberries
lived. Its natural predator, a ladybird, was artificially introduced
in 1889 and this quickly reduced the scale insect population. * Compare your graph with those drawn by your neighbours.
Later, DDT was used to try to cut down the scale insect Try to come to some agreement over.a correct version.
population still further. However, the net result was to increase
their numbers as, unfortunately, the ladybird was far more * Write down an explanation of how you arrived at your answer
susceptible to DDT than the scale insect! For the first time in fifty In particular, answer the following three questions.
years the scale insect again became a serious problem.”
Use the same axes. — should the graph ‘slope upwards’ or ‘slope downwards”
(scale insect population/time); (ladybird population/time). Why?
— should the graph be a straight line? Why?
— should the graph meet the axes? If so, where?
1 If not, why not?

©ShelI Centre ror Maihema lea (Ion. UniversflyotNottingham. I9~S,

 Choose the best graph to fit each of the ten situations 9. the speed of a girl vary on a swing?
described below. (Particular graphs may fit more than 10. the speed of a ball vary as it bounces along?
one situation.) Copy the graph, label your axes and
explain your choice, stating any assumptions you make.
(a) (c)
If you cannot find the graph you want, draw your own
version.

1. “Prices are now rising more slowly than at any time during
the last five years.”
2. “I quite enjoy cold milk or hot milk, but I loathe lukewarm
milk!”
3. “The smaller the boxes are, then the more boxes we can load
into the van.”
4. “After the concert there was a stunned silence. Then one
person in the audience began to clap. Gradually, those
around her joined in and soon everyone was applauding and
-~ cheering.”
‘~ 5. “If cinema admission charges are too low, then the owners
will lose money. On the other hand, if they are too high then
few people will attend and again they will lose. A cinema
must therefore charge a moderate price in order to stay
profitable.”
In the following situations, you have to decide what
happens. Explain them carefully in words, and choose the
best graph, as before.

How does...
6. the cost of a bag of potatoes depend on its weight?
7. the diameter of a balloon vary as air is slowly released from
it?
8. the time for running a race depend upon the length of the
race?
2 3

h,r \1,jjI,cni.iipc~iI I dut.iiic,n. t npvcr’uI~ NotungIn.ni. 19H5,

 The Big 4% heel A4 SKETCHING GRAPHS FROM PICTURES
The Big Wheel in the
diagram turns round Motor Racing
once every 20 seconds.
On the same pair of
axes, sketch two A
graphs to show how
both the height of car
A and the height of car
B will vary during a
minute.
How do you think the speed of a racing car
Describe how your graphs will change if (he whcel
will vary as it travels on the second lap
(urns more quickly.
around each of the three circuits drawn
Orbits below? (S = starting point)
Each of the diagrams below shows a spacecraft orbiting a
planet at a constant speed. ~s ~
Sketch two graphs to show how the distance of the
spacecraft from the planet will vary with time.
Circuit I Circuit 2 Circuit 3
7
a Explain your answer in each case both in words
and with a sketch graph. State clearly any
assumptions that you make.

(
$ Using a dotted line on the same\
axes, show how your graphs ~ Speed
I

will change if the speed of the ~

spacecraft increases as it gets
nearer to the planet. -~ Distance along track

Now invent your own orbits and sketch their graphs. Compare your graphs with those produced by
your neighbours. Try to produce three graphs
on a veparate slicer of paper. Give only your graphs
which you all agree are correct.
to sour neighbour. Can she reconstruct the orbits
irom the graphs alone!

Shell (enire br Mathematical Education, fly fNottingham, 1985.

 Look again at the graph you drew for the third circuit. In The graph below shows how the speed of a racing car varies
order to discover how good your sketch is, apswer the during the second lap of a race.
following questions looking only at your sketch graph.
When you have done this, check your answer by looking
back at the picture of the circuit. If you find any mistakes
redraw your sketch graph.
Speed

— Is the car on the first or second lap?

— How many bends are there on the circuit?

— Which bend is the most dangerous?

Distance along the track

— Which “straight” portion of the circuit is the longest? Which of these circuits was it going round?
Which is the shortest?

— Does the car begin the third lap with the same speed
as it began the second? Should it?

Now invent a racing circuit of your own with, at most,

four bends.
Sketch a graph o.n a separate sheet ofpaper to show how
the speed of a car will vary as it goes around your circuit.
Pass only your graph to your neighbour.
srv~cv]
Can she reconstruct the shape of the original racing
circuit? Discuss this problem with your neighbours.
Write down your reasons each time you reject a circuit.

2 3

Shell Centre for Muihemailcal Education. UniversiiyofNowngham. 19N5

 * Draw sketch graphs for the following sequence of A5 LOOKING AT GRADIENTS
bottles.
Filling Bottles

In order to callibrate a bottle so that it

may be used to measure liquids, it is
necessary to know how the height of
the liquid depends upon the volume in
the bottle.
* Using your sketches explain why a bottle with straight sloping The graph belowshows how the height
of liquid in beaker X varies as water is
sides does not give a straight line graph (ie: explain why the ink steadily dripped into it. Copy the
bottle does not correspond to graph g). graph, and on the same diagram, show
the height-volume relationship for
* Invent your own bottles and sketch their graphs on a separate beakers A and B.
sheet of paper.

Li
4-

~j Pass only the graphs to your neighbour.

Can he reconstruct the shape of the original bottles using only U
~ your graphs?
If not, try to discover what errors are being made.
Beaker X AS Volume
* Is it possible to draw two different bottles which give the same Sketch two more graphs for C and D.
height-volume graph?

Li ~LJ
4-
Try to draw some examples.
U
x
BeakerX C D Volume
And two more for E and F...

BcakerX E
~Lzz~ Volume

©SheII Centre or at emacica ucation. niversity o ottingham. 1985.

 4. Sharks and Fish INTERPRETING POINTS
I. School Reports
13e low is a simplified description of
what can happen when two species 1~Iex has ba~ ew6.tnia4 t°3y a.u fon~
-4
interact. The sharks are the a.,d H.45 hAS ‘a a-~
predators and the fish are the prey. po~v t4C0a.aamt pf.s-(.o.r.a.n Ce

The situation in statement A has t3

been represented on the graph by a ____________

point. o.tit pupiL, as 1w e~J

(MoAt darfy shows, 6t4 hjtr C cc.,irata
H ow does this point move as time a.,s bü,a~ous t~ ~
goes by? pnr. Witk nia. t~,t, she ~ a~a
ca Ut4 sa$jat. _______

Number of sharks
(predators) t.ka t,.41. a.-d. dssnva
4k.s ,nojviouj ea-,...ata,,. .a,.U
Wt~L Dn -

D&o,sL Aszs wu.4~~ .4asenah&aFdL

Number of fish (prey)
(A) Due to the absence of many sharks, there is an abundant
supply of fish in the area.
(B) Sensing a plentiful supply of fish for food, sharks enter the
4$ ~‘a &n d’a tw,~a
taa.~~

Each school report is represented by one of the points in the graph

.a..Jt

a rca. below. Label four points with the names Alex. Suzy. Catherine and
(C) The sharks eat many of the fish until.. David. Make up a school report for the remaining point.
(D) . .the fish population is insufficient to support all the sharks.
.

Many sharks therefore decide to leave.

(E) With few sharks around, the fish population increases once .
again.
Effort .~
(F) The area now contains enough food to support more sharks, so
they return. 4
• 5

(G) and begin to eat the fish ... until. ______________________

Examination mark
4

©SheII Centre For Mahematieal Edoch~Ion. University of Nottingham. 1985

 2. Is Height Hereditary? 3. BagS of Sugar

n an experiment. 192 fathers and sons were measured.

The sons were measured when they had attained their full adult
eight.)
What can you say about points A and B? Cost D
What conclusions can be drawn from this graph? A
. 8.

. . . . S
Weight
72 . .
e • S
. . Each point on this graph represents a bag of sugar.
. . .
• •5S S
(a) Which bag is the heaviest?
. .
• S • S S (b) Which bag is the cheapest?
• . •
•
55J S.
•

55
S SS•

S
S
. • (c) Which bags are the same weight?
• • S. S S • S (d) Which bags are the same price?
• .
S • • •5 (e) Which of F or C would give better value for money?
•
• •
.
S.

S
How can you tell?
.
A • S
• S S
(f) Which of B or C would give better value for money?
. • S•
• • • . How can you tell?
. .
I •
•
• S.

•5 S
S (g) Which two bags would give the same value for money?
• S S • .
How can you tell?
S S . . S

. •
• . S
•
64 S

• I

I I I
62 64 66 68 70 12
Height of father (inches)

;helI Centre for Mathematical Education. University of Nottingham. 1985.

 SKETCHING (;RAPHS FROM WORI)S
Sketch graphs to illustrate the following situations.
You have to decide on the variables and the relationships Hoisting the flag
involved. Label your axes carefully, and explain your
graphs in words underneath. Every morning, on the summer camp, the youngest boy scout has
to hoist a flag to the top of the flagpole.
o~ does (i) Explain in words what each of the graphs below would mean.
(ii) Which graph shows this situation most realistically? Explain.
Your height vary with age?
(iii) Which graph is the least realistic? Explain.
The amount of dough needed to make a pu/a depend upon its
diameter?
The amount of daylight we get depend upon the time of year? Height of (a) I-Ic igh I (b)
The number of people in a supermarket ~ary during a typical flag Ii a g
Sat urday?
The speed of a pole-vaulter vary during a typical jump?
The waler level in your bathtub vary. before, during and alter
you take a bath? ~ini e
4 I tue

Height ol [leight of
flag Hag

0 0
q I inie
C)
Height of (e) height ol (f)
flag

1 n~e I iine

hell Centre for Mathematical Education. University ol Nottingham. 985.

 1
Choose the best graph to describe each of the situations
listed below. Co~y the graph and label (he axes clearly with
the variables shown in brackets. If you cannot lind (he graph
you want, then draw your own version and explain it fully.

) The weightlifter held the bar over his head for a few unsteady
seconds, and then with a violent crash he dropped it. (height of
bar/time)

~) When I started to learn the guitar, I initially made very rapid

progress. But I have found that the better you get, the more
difficult it is to improve still further. (proficiency/amount of
practice)

If schoolwork is too easy, you don’t learn anything from doing

it. On the other hand, if it is so difficult that you cannot
understand it, again you don’t learn. That is why it is so
important to pitch work at the right level of difficulty.
(educational value/difficulty of work)

When jogging, I try to stan off slowly, build up to a comfortable

speed and then slow down gradually as I near the end of a
session. (distance/time)

) “In general, larger animals live longer than smaller animals and
their hearts beat slower. With twenty-five million heartbeats
per life as a rule .of thumb, we find that the rat lives for only
three years, the rabbit seven and the elephant and whale even
longer. As respiration is coupled with heartbeat—usually one
breath is taken every four heartbeats—the rate of breathing also Now make up three stories of your own to accompany three
decreases with increasing size. (heart rate/life span) of the remaining graphs. Pass your stories to your
neighbour. Can they choose the correct graphs to go with
the stories?
) As for 5, except the variables are (heart rate/breathing rate)
2 3

Shell Cenire for Mathematical Education. University ot Nc,Iaini,haoi 19NS

 SKET(IIIN(; CRAPIISFROM P1(11 iu~:s In theaccompanylnghookla,particlcsaiemovingajonganumhcr
Parlicics and Paths of different paths.
Qr
For each situation:
* Sketch a rough graph to show how the distance from B will vary
with the distance from A.
Qq Qt

I0

Distance
from B
(cm)
B 5
A
n the diagram above, there are 5 particles labelled p. q, r, sand t.
Without measuring, can you label each point on the graph below
with the correct letter?
0 5 10
Now check your answer by measurement Distance from A (cm)
(A and Bare 6cm apart)

10 * Check your answer by measuring various positions, recording

your answers in a table and by plotting a few points accurately.
~Thsta~ce * Try to find a formula which describes the relationship between

(cm) the two distances.

Continue exploring other paths and their graphs.
Write up all your findings.
0 5 10 4
Distance from A (cm)

Shell Centre for Mathematical Educaijon. UrnversicyotNottingham, 1985.

 A B
Graph Diagram
x
In this diagram. particle xis moving slowly along the path shown by
the dotted line, from left to right.
EU
* Sketch a graph w show how the distance from B relates to (he
distance from A during this motion. ~,I0
a
0
I

b e
10 c A
Distance
from B d
(cm) 5 10
Distance from A (cm)
k) 5
‘C

0 10 Try to mark the positions of the five particles a. b, c, d and eon th

Distance from A (cm) right hand diagram (b has been done for you).
* Check your answer by measuring various Which positions are impossible to mark? Why is this? Try u
positions and *

recording them in the table: mark other points on the graph which would give impossibli
positions on the diagram. Shade in these forbidden regions oi
Distance from A the graph.
(cm)
* One position of particle b has been shown. Is this the onl’
E)istance from position which is 4 cm from both A and B? Mark in any othe
(cm) possible positions for particle b.
* Which points on the graph give only one possible position on th~
Write down any formulae that you can find which fit yourgraph.
diagram?
2 3

Slit_il ( enire fur M;iIlicrn~iipc;il lduc,ilpnn_ L nivcrsii~ ul Niilltngham. urns

 SKETCHING GRAPHS FROM PICTURES (contd)

(vi) Particles and Paths

A
(I) .

/
I
I
I

•I I
S
/
S /
S
4. F B
—— ——

/
,GTr *4
S

continue exploring other (ii) I ~

I
and their graphs.
up all your Iindings I A

I
I
I
/
S
\
4.

,0
F-

5
©SheII Centre for Mathematical Education, University of Nottingham, 1985.
 (iii) 4- ‘S
6’ ‘5

‘5
/ ‘5
/
/
/ I’
I
A 13
I
I
I ‘
/
\ /
/
,
‘5-
—

(Iv) —
-—
— —— —
—Q~ —
A

S.
S.
F •4

I
I
I
I
A B

‘ I
/
I
/
S. /
‘S F

——
I
6
©ShelI Centre for Mathematical Education, University of Nottingham. 1985.