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.

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. <

All students: Spreadsheet knowledge Graphing knowledge Upper level students: Statistical analysis

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.

Give the students some data to input into their calculators and then have them analyze the data.

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

TI-83 or TI-83 Plus calulators