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Eggs, Bungee Jumping, and Algebra

An Application of Linear Modeling

Introduction
In industrial, engineering, and business applications it is
sometimes necessary to develop a mathematical model to
predict how a system, economy, or invention will perform.
The mathematical model is based on a set of sample data, and
the model that is developed is then used to predict behavior
in new situations. In this activity we will need to develop a
mathematical model (an equation) to describe the amount of
stretch there is in a bungee cord of varying length. You will be
provided with a participant (an egg) and harness, bungee
cord (several rubber bands), and a meter stick. Your goal is to develop an equation that can be
used to predict the number of rubber bands needed to provide an exciting and safe jump from a
height to be determined later in the class. Of course, part of the thrill of bungee jumping is to see
how close the participant can come to the ground without actually hitting it!

Developing Your Model

In class, your group will make many test jumps in order to collect data for your model. During
practice, your eggs will all be dropped from a given height so that accurate data can be collected.
At this time, the number of rubber bands will vary as you test how far
each rubber band will make the egg drop. You will carefully observe
the distance the egg falls and record the total elongation of your
bungee cord for each drop. After enough data has been collected, you
will draw a scatter plot and find the line that will best fit your data.


Exploring Your Model

Now that you have an equation, we will explore the different aspects of
our model to decipher what were really looking at. For example, what
does the slope of the line represent with regard to the bungee jumping
problem? What does the y-intercept represent? What r-value did your
calculator give you with your line of best fit? Is yours high or low? What does this mean with
respect to the accuracy of your model? You will need to answer all of these questions and more
after doing the linear regression on your calculator.



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Testing Your Model

Toward the end of the project, we will put your model to the test. You will draw a random height
from which your participant must make his leap. Your group will need to decide how many
rubber bands will be required for a safe jump. (You may use fractional pieces of a rubber band
if youd like.) Remember, you dont want to kill your egg, but you do want him to have as thrilling
of an experience as possible! In order to score your jump, you will be awarded points for how
close your egg actually comes to the ground. (This is laid out in more detail in the rubric.)
Additional points will awarded to the group with the minimum ground clearance.

Evaluating Your Model
Part of the process of developing a mathematical model is taking the time to determine its
effectiveness. Did it do what it was supposed to do? Could you have made it better in any way?
Should I have done this entire process over again because my model was not accurate at all?
These are things we will think about after the final drop is completed and the eggs have all had
the thrill of their lives. You will each write an individual reflection on your evaluation of the
project, including questions about the accuracy of your model, where error could have creeped
into your model, and if your predictions were close to what you found.




Good luck, and may the odds be ever in your favor!











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Names__________________________________________
Day 1: Collecting Data
1) Your first task is to collect data about how far each additional rubber band will make the bungee
cord stretch. You will start with no rubber bands, then test with one rubber band, then with two,
etc. until you have attached five rubber bands. At this stage of testing, you will do five trials with
each length of the cord. You will place the meter stick against the side of the desk and drop the egg
from the top of the meter stick, while another group member watches carefully to see how far it
drops (in centimeters). Use the chart below to organize your data.
Number of
Rubber
Bands Used
Amount of
Stretch:
Trial 1
Amount of
Stretch:
Trial 2
Amount of
Stretch:
Trial 3
Amount of
Stretch:
Trial 4
Amount of
Stretch:
Trial 5
0

1

2

3

4

5


2) After you have recorded this data, you will take the average of the results from each trial for each
number of rubber bands. This will give you six data points to use in developing an equation. Use
the chart below to organize your thoughts.
Number of
Rubber
Bands Used
0 1 2 3 4 5
Average
Amount of
Stretch







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3) The next task for today is to draw a scatter plot of your data. For this step, all this entails is
literally just plotting your averages as points on the graph below. Label your axes appropriately.



4) The last task for today is sketching a line through your data points above to create a rough draft
of your mathematical model. Draw the line all the way through the points and across the
coordinate plane. Now write the linear equation that the line represents, using any of the methods
that we learned in the beginning of Chapter 2.





______________________________________________

CongratulationsYou have developed a rough draft mathematical model!
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Day 2: Linear Regression and Analysis of Model
1) The first task for today is to form a more accurate linear model of our data using our calculators as
tools. Follow the steps below to do a linear regression on your calculator:
i. Push STAT
ii. Select 1: Edit
iii. Enter your x-coordinates (just the averages) from the data you collected into L1
1. **You will have to push ENTER after every value you put in
iv. Go to the next column over and enter the y-coordinates (again, the averages) into L2
v. After your data is entered into L1 and L2, press 2
ND
, MODE to QUIT
vi. Push STAT again
vii. Move over to CALC
viii. Go down to 4: LinReg(ax+b)
ix. Push 2
ND
, 1
x. Push the comma button
xi. Push 2
ND
, 2
xii. Push ENTER
Record your results below.


____________________________________________________ ______________________________________
Calculator-Generated Linear Model Correlation Coefficient ()

2) Now that you have a final equation to use as a linear model for your data, lets take a look at the
values for m and b. What does the slope represent in your equation? Think specifically, in regards
to this bungee project.





What does the y-intercept represent in your equation? It might be helpful to remember the y-
intercept as the starting point.






3) Explain the meaning of the correlation coefficient that you calculated. Is it weak? Strong? Positive?
Negative? What does that mean in terms of this project?




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4) Graph your average data points on the graph below again, just like you did on Day 1. Except this
time, graph the line that you created together with the line that your calculator created. Again,
remember to label your axes.



5) Use your linear model to predict (or extrapolate) how many rubber bands would be required if
you had to drop the egg 80 centimeters. Show all work.



6) What if you had to drop the egg 100 centimeters?



7) How many rubber bands would it take to drop the egg 150 centimeters?

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Day 3: Testing Your Model!

1) What height did your group draw? ________________________

2) Show all work below for how you will determine how many rubber bands to use when dropping
your egg.




3) What heights did you drop your egg to? ______________________________________________________

4) What is the average of these three heights? ________________________



















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Reflection

Your individual reflection should be turned in as a typed paper in paragraph form. Although this is not
English class, I still expect all of you to write in a professional manner, as if you were presenting your
findings and your analysis to your colleagues. Grammar, punctuation, spelling, organization, analysis, and
adequate detail will be evaluated as well as the mathematics involved.
An outline of what your paper should include is listed below:
I. Introduction
a. Who was in your group? What data did you collect? What tools did you use to collect that
data? What was the goal of the project? What information did you need to have to reach
that goal?
II. Body (at least two paragraphs long)
a. What was the final model you used to make predictions? What were the independent and
dependent variables? What would be a reasonable domain and range? When collecting
data, why did we find the average of several trials instead of simply using the data collected
from one trial at each stage?
b. How similar was your model to the calculators model? Look back at the graph from Day 2.
Are your lines close to each other? What was your correlation coefficient? Are you happy
with this value? If it was not a perfect 1, where did the error come from in your data
collection? How many points do you think are necessary to do a reliable linear regression?
III. Conclusions
a. What was the easiest part of this project for you? What was the most difficult part? Would
you recommend that this project be done again with the next class?

Bonus points will be added to your reflection score (up to 3) for the correct use of the vocabulary terms
learned in this lesson: correlation, correlation coefficient, linear regression, linear model, line of best fit,
scatter plot, independent variable, dependent variable, domain, range, slope, y-intercept, error,
extrapolation.

**This reflection, along with the rest of your project packet, is due on
Monday, October 6.**





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Grading Rubric

Timeliness
of
Project
Packet
3: Project was
turned in on
time, with the
rest of the class.
2: Project was
turned in one
day late without
a legitimate
reason.
1: Project was
turned in two or
more days late
inexcusably.
Quality of
Work
Completed
in Packet
15: All problems
were completed
and 100%
correct; The
students
knowledge of
linear modeling
is very clear
13: A few
minor
mistakes; The
students
knowledge of
linear
modeling is
mostly evident
10: Several
mistakes; The
students
knowledge of
linear modeling
is hazy
7: Many
mistakes
throughout;
The students
knowledge of
linear modeling
is lacking
3: Work is
incomplete or
drastically
wrong; The
students
knowledge of
linear modeling
is not there at all
Test Day
Results
7: Jump was
within 5
centimeters of
ground
6: Jump was
within 5.1-10
centimeters of
ground
5: Jump was
within 10.1-15
centimeters of
ground OR egg
touched the
ground with
only a slight
crack
4: Jump was
within 15.1-20
centimeters of
the ground
3: Jump was
within 20.1-30
centimeters of
the ground OR
egg hit the
ground with a
large crack or
dent
**Three bonus
points will be
given to the
group that gets
closest to the
ground without
touching!**
2: Jump was
within 30.1-40
centimeters of
the ground
1: Jump was
more than 40
centimeters
from the ground
OR egg hit the
ground and was
shattered
Reflection 15: Report
contains no
errors; all
questions are
answered
clearly and
thoroughly
13: Report is
missing some
information or
contains small
errors
10: Report
contains several
errors and
thoughts are
unclear
7: Report
contains major
errors or lacks
key
information;
very difficult to
read
5: Report does
not follow
guidelines;
student
obviously does
not understand
linear modeling
Work Ethic 5: Student was
consistently on-
task and
contributed
equally to the
group
4: Student
needed to be
reminded once
or twice to
keep working
3: Student was
often off-task
and did not
contribute
equally to the
group
2: Student was
disruptive to
others and
copied several
problems onto
their own sheet
1: Student was
not on-task at all
and was seen
copying all work
from group
members
Points Possible _45_ Points Earned ___________ Final Grade ______