Appendix
A
Table 1
Initial Technology Skill Survey Results
| |
|
Criteria* |
| No. |
Question |
SA |
A |
NS |
D |
SD |
| 1. |
The graphing
calculator activities have increased my enjoyment in learning math
and science. |
5 |
13 |
4 |
1 |
0 |
| 2. |
The graphing
calculator activities make science and math more interesting. |
15 |
7 |
1 |
0 |
0 |
| 3. |
I know how to
enter and delete a list using the graphing calculator. |
20 |
2 |
1 |
0 |
0 |
| 4. |
I know how to
use the main menu of the graphing calculator to perform several jobs. |
18 |
2 |
3 |
0 |
0 |
| 5. |
I can create
pictures using the graphing calculator. |
16 |
4 |
1 |
2 |
0 |
| 6. |
I know how to
write my own program using the graphing calculator. |
4 |
4 |
8 |
2 |
5 |
| 7. |
I can transfer
programs from one graphing calculator to another. |
10 |
5 |
5 |
0 |
3 |
| 8. |
I know how to
use the graphing calculator and data analyzer to determine the voltage
of some foods. |
14 |
7 |
2 |
0 |
0 |
|
Note.
Criteria: SA=Strongly Agree; A=Agree; NS=Not Sure; D=Disagree;
SD=Strongly Disagree. Total number of students surveyed = 23. |
Appendix
B
Table 2
Final Technology Skill Survey Results
| |
|
Criteria* |
| No. |
Question |
SA |
A |
NS |
D |
SD |
| 1. |
The data collection
activities using the probes and motion detectors increased my enjoyment
in learning math and science. |
7 |
12 |
0 |
0 |
0 |
| 2. |
The data collection
activities make science and math more interesting. |
9 |
9 |
1 |
0 |
0 |
| 3. |
By using the
data analyzer, probes (voltage & temp.) and motion detector, I
can easily collect and analyze data. |
12 |
7 |
0 |
0 |
0 |
| 4. |
I know how to
use the graphing calculator to show data collected using the data
analyzer, probes, and motion detector. |
16 |
2 |
1 |
0 |
0 |
| 5. |
I can create
graphs using the data collected on the graphing calculator. |
18 |
1 |
0 |
0 |
0 |
| 6. |
I know how to
use the motion detector to determine bounce of a ball. |
12 |
7 |
0 |
0 |
0 |
| 7. |
I can determine
changes in temperature and using temperature probes. |
14 |
4 |
1 |
0 |
0 |
| 8. |
I am able to
solve problems using the graphing calculator, data analyzer, probes
(voltage & temp.) and motion detector. |
10 |
8 |
1 |
0 |
0 |
|
Note.
Criteria: SA=Strongly Agree; A=Agree; NS=Not Sure; D=Disagree;
SD=Strongly Disagree. Total number of students surveyed = 19. |
Appendix C
Carnival Game Activity
Goal: To
understand the notion of fair versus unfair games and probability.
We are hosting our
first class carnival. You have just been hired to develop a game for
the carnival. As operators of the games you will determine the design
of your game and the general rules. You should design a fair game so
that your classmates will have an opportunity to win. The estimated
odds of winning for your games should be 1:4 (1 out of 4 tries a person
should be able to win at your game.)
Instructions
- You will work in cooperative
groups of three or four to create a game for the carnival. You are
responsible for developing the game rules and making sure that the
game is fair. You should design your game so that the players have
a 1 out of 4 chance of player winning.
- You will be assigned roles
during the carnival to make sure that each of you has the opportunity
to play the games.
- Game operator:
person operating the game
- Record keeper:
person records the number of the players that win and lose on
tally sheet
Carnival
Tally Sheet
| Player Name |
Wins |
Losses |
Frequency of
Wins |
Frequency of
Losses |
| |
|
|
|
|
| |
|
|
|
|
| |
|
|
|
|
| Total number
of Players |
Total number
of tickets |
| |
|
Answer
the following questions:
-
Using the information above determine the total frequency of winners
and the total frequency of losers for your game. (Place data in List
1) Using a pie chart determine the percentage of winners and losers
for your game.
-
Using the information in List 1 create a bar chart.
-
Describe in your own words, which graph, pie chart or bar chart, (or
you may suggest another graph that you can create on the graphing
calculator using the data from the tally sheet), will allow you to
determine the fairness of your game?
Appendix
D
Data
Analysis System
Data
Analysis System is a data collection tool developed by Casio. This system
was created to compete with the Texas Instruments CBL and CBL2 (2001)
data gathering devices. This real-time data collection tool is composed
of the EA100 data analyzer, Casio graphing calculator (FX7400G plus)
and sensor probes to measure temperature, light, voltage, and motion
(Casio, 2001). The three components of the Data Analysis System have
specific functions in collecting and graphing real-time data. Similar
to the CBLs, the Data Analysis System is capable of transforming a graphing
calculator into a mini-science laboratory (Wetzel, 2000). Figure 1 displays
the features of the Data Analysis System (Casio, 2001).
Figure
1. Photograph of the Casio Data Analysis System. In the photograph
depicted, a temperature probe linked to the EA100 data analyzer,
which is also connected to the graphing calculator collects temperature
readings of a substance in the beaker.
|
