In Problem 1.1, You Tested Paper Bridges of Various Thicknesses. You Found That Thicker

Problem 1.2 Testing Bridge Lengths Name______

In problem 1.1, you tested paper bridges of various thicknesses. You found that thicker bridges are stronger than thinner bridges. In this problem, you will do an experiment to find out how the length and strength of a bridge are related.

A. Conduct the bridge-length experiment on page 8 of your book to find the breaking weight for bridge lengths 4, 6, 8, 9, and 11 inches. Record your data in the table below.

Bridge Length 4 6 8 9 11 (Inches) Breaking Weight (pennies)

B. Make a graph of your data with bridge length on the x-axis and breaking weight on the y-axis.

C. 1. Describe the general relationship between bridge length and breaking weight in detail. Give specific information about how the weight held changes as the length changes.

______2. How is that relationship seen in the table? ______3. How is that relationship seen in the graph? ______

D. 1. Use your data to predict the breaking weights for bridges of length 3, 10, 12. Show or explain how you made those predictions in an organized fashion.

2. On a scale of 1 to 5, how confident are you in those predictions and what would you have to do to be more confident? (Explain in detail.)

______D. Compare your data from this experiment with the data from the bridge-thickness experiment in 1.1.

1. How is the relationship between bridge thickness and breaking weight similar to the relationship between bridge length and breaking weight?

______2. How is the relationship different?

______

E. Suppose you were and engineer working on the 35W bridge reconstruction. How would the results of this experiment and the bridge thickness experiment affect your design? ______Name: ______Criterion B: Investigating Patterns

Assessment:

Level of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below.

1-2 The student:  applies, with some guidance, mathematical problem solving techniques to recognize simple patterns. 3-4 The student:  selects and applies mathematical problem solving techniques to recognize patterns,  suggests relationships or general rules. 5-6 The student:  selects and applies mathematical problem solving techniques to recognize patterns,  describes them as relationships or general rules,  draws conclusions consistent with findings. 7-8 The student:  selects and applies mathematical problem solving techniques to recognize patterns,  describes them as relationships or general rules,  draws conclusions consistent with findings,  provides clear, detailed justifications. Student Reflection: I think I earned a score of ______for Investigating Patterns because ______Teacher Score: ______(Do not write here! Teacher will score you.) Name: ______Criterion D: Reflection in Mathematics

Assessment:

Level of Descriptor Achievement 0 The student does reach a standard described by any of the descriptors given below.

1-2 The student:  Attempts to explain whether his or her results make sense in the context of the problem and attempts to describe the importance of his or her findings in connection to real life.

3-4 The student:  Correctly but briefly explains whether his or her results make sense in the context of the problem and describes the importance of his or her findings in connection to real life.  Attempts to justify the degree of accuracy of his or her results where appropriate. 5-6 The student:  Critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life.  Justifies the degree of accuracy of his or her results where appropriate.  Suggests improvements to the method when necessary. Student Reflection: I think I earned a score of ______for Reflection in Mathematics because ______Teacher Score: ______(Do not write here! Teacher will score you.)