USING THE Calculator Based Ranger (CBR) IN NEW AND A …
USING THE TI - Calculator Based Ranger (CBR) IN FUN AND A NEW VARIETY OF WAYS
[pic] [pic]
The CBR has typically been used to create a variety of different graphs. This allows a student to explore the following relationships:
• Distance vs. Time
[pic]
• Velocity vs. Time (not from the same data)
[pic]
• Acceleration vs. Time (not from the same data)
[pic]
Note: that the data shown in the graphs above are rather different. At the same time the only graph that is clear enough to read is the distance vs. time graph. The other two are fairly difficult to read.
We can also explore distance vs. time in a couple of other manners:
• With a dynamic bar graph, and,
[pic]
• And dynamic meter
[pic]
These settings allow the student to use the CBR as kind of an electronic yard stick or meter stick.
To explore our dynamic data collected using either of these manners (bar graph or meter) at the following menu we choose “1: GAUGE”:
[pic]
This choice presents us with the following options:
[pic]
We want to highlight our options by pressing the “ENTER” key the following options:
• Probe: Sonic
• Type: Bar or meter (your choice based on what information you’d like to show)
• Min: 0 (since we’re not likely to have negative distance)
• Max: Greater than 10 (15 is a nice choice)
• Units: Meters (M) or Feet (Ft) – your choice
• Directions: On or Off – you may want them On for your first time out but if you want them Off this is all you would be missing:
[pic] which is what you should already know (that we want the devices linked).
And Finally,
• Go… Which gets the unit to start taking measurements
While the unit is measuring the distance the student can hit “ENTER” to set Reference points that are stored in the calculator’s memory
The data is stored with the following list names:
|Probe: |X – Values |Y – Values |
|Temp |L TREF |L TEMP |
|Light |L LREF |L LIGHT |
|Volt |L VREF |L VOLT |
|Sonic |L DREF |L DIST |
To access these lists: Press the “STAT” button
And you will see the following options
[pic]
We want 1: EDIT
[pic]
If the lists are not empty arrow up until the list you’d like to use looks like the following:
[pic] then press “2nd” “LIST” [pic] then arrow down to find your X and Y values in the case of the CBR:
[pic] We want X as DREF and Y as DIST, like so [pic] [pic] Just press “ENTER” to register them into each list. Now we can analyze them in a table format or plot them using “STAT PLOT” which will be covered in a later chapter of this document.
Exercises:
Using the Ranger program chosen from the following menu:
[pic]
Please explain in the box provided what motions you made to create each graph (or a close approximation), if you cannot create a graph explain why:
|[pic] | |
|[pic] | |
|[pic] | |
|[pic] | |
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More Exercises:
Try measuring the physical distance of a room. Can you use this information to determine the area of that room?
Check the accuracy of the CBR by using a meter stick or yard stick or tape measure to determine the “actual” distance from the CBR to the wall. Are there any discrepancies?
Where does this fit in your curriculum?
Anywhere you explore graphing it is a very good lesson on using distance versus time graphs and establishing the foundation of determining the concept of rate. For example a student can notice that the average speed over an interval is
Change in Y (Distance) over the Change in X (Time).
They can designate starting points on X and Make note of the values of X and Y and then choose an ending point again making note of X and Y. They can determine the speed over that interval.
Example:
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