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Independent and Dependent Variables

This document defines independent and dependent variables and provides an activity using pendulums to demonstrate their relationship. Students conduct experiments swinging pendulums of different lengths and weights to determine how these variables affect the number of swings over time. They record their data and represent it in graphs to identify the independent variable (length) and dependent variable (number of swings). The goal is for students to understand that the independent variable is what is deliberately changed in an experiment, while the dependent variable is what responds to or depends on the changes to the independent variable.

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1K views

Independent and Dependent Variables

This document defines independent and dependent variables and provides an activity using pendulums to demonstrate their relationship. Students conduct experiments swinging pendulums of different lengths and weights to determine how these variables affect the number of swings over time. They record their data and represent it in graphs to identify the independent variable (length) and dependent variable (number of swings). The goal is for students to understand that the independent variable is what is deliberately changed in an experiment, while the dependent variable is what responds to or depends on the changes to the independent variable.

Uploaded by

Vuduc123
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Independent and Dependent

Variables
(This lesson derived from Math Connects: Patterns, Functions, and Algebra)
Reporting category Patterns, Functions, and Algebra
Overview Students differentiate between dependent and
independent variables.
Related Standard of Learning 8.18

Objectives
• The student will apply the following algebraic terms appropriately: domain, range,
independent variable, and dependent variable
• The student will identify examples of domain, range, independent variable, and
dependent variable
• The student will determine the independent variable of a relationship
• The student will determine the dependent variable of a relationship.

Materials needed
• Three pendulums of different lengths (38 cm, longer than 38 cm, shorter than 38
cm) with a penny taped to the swinging end of each for weight

Instructional activity
Part I
1. Allow the students to watch the video from Math Connects: “Patterns, Functions,
and Algebra.”
2. Ask the students, “Have you ever had a cuckoo clock or grandfather clock? Did you
watch the mechanism? Did you ever have to make an adjustment to speed up or
slow down the time?” The activity in this class will help students understand the
pendulum action of the clock mechanism while they explore data in a variety of
graph forms. In addition, the concept of variable will be extended, and the
relationship between dependent and independent variables will be explored.
3. The basis of the activity and graphs will establish the occurrence of algebra
concepts in everyday life.
4. Have students conduct an experiment with their swingers (pendulums), following
these steps:
a. Tape a pencil to the edge of a desk or table.
b. Place the 38 cm swinger on the pencil (loop it over the pencil).
c. Hold the pendulum parallel to the table. Release it and count the number
of swings (a swing is defined as a complete back and forth movement) that
occur during 15 seconds. Record your results.
d. Hold the 38 cm swinger at a 45-degree angle from the edge of the table.
Conduct the experiment again. Record your results.
e. Place a second penny on the end of the 38 cm swinger, and repeat the
experiment as in step c.
f. With your longer swinger, follow the directions in steps c, d, and e.
g. With your shorter swinger, follow the directions in steps c, d, and e.

Questions for reflection


• Why was it important to add a penny and to change the angle of the swinger in our
experiment?
• How are graphs useful as information sources?
Part II
1. Tell the students that the purpose of part II is to prepare pendulums to determine
which variables, if any, affect their behavior.
2. After students make swingers, have each tape a pencil to the edge of the desk.
3. Ask students to predict how many times they think the swinger will swing in 15
seconds.
4. Have a mock start: say “ready, set . . .”
5. Wait for students to ask two questions: How high? (even with desk edge) What
constitutes a cycle? (back and return)
6. Answer these questions, then allow them to swing while you keep time.
7. Students should get 12 swings, but an occasional 11 or 13 is okay.
8. Ask students what they could change in their swinger system that would affect the
number of swings. (Students should suggest weight, release position, and/or length.)
9. Introduce concept of variable — anything that can be changed that might affect the
overall outcome of the experiment.
10. Write variable on board and define.
11. Review setup for the pendulum: introduce the “standard pendulum system.” The
standard here is 38 cm string, one penny, parallel to table, 15 seconds.
12. Introduce the idea of an experiment — an experiment is an investigation designed
to see how a variable affects the outcome of an event. A controlled experiment is
one in which one variable is changed and the outcome is compared to the standard.
13. Have students perform the two experiments to test the variables: (a) weight: add a
second penny and swing for 15 seconds. (b) release position: release at a 45-degree
angle from desk edge. Before each experiment, have students predict what they
think will happen. Students should again get 12 swings in each experiment.
14. Hang pendulums on swinger number line. (All on number 12.)
15. Have students make new swingers, each with varying lengths.
16. Have students swing the pendulums for 15 seconds, then hang on number line.
17. Draw a chalk line curve under the swingers on the number line. Point out that this is
a concrete graph.
18. Make a picture graph — next level of abstraction. This is the representational level
of abstraction. Have students draw the swingers exactly as they see them on the
board.
19. Make a two-coordinate graph — the next level of abstraction, known as symbolic.
Nothing looks or feels like the real swingers — everything is resolved to numbers.
Students plot points representing the length of each swinger and the number of
times it swung in 15 seconds. Have them place independent variables — what they
know before the experiment — on the x-axis and place dependent variables —
what they find out — on the y-axis.

Follow-up/extension
• Algebra, Data, and Probability Explorations for the Middle School, Dale Seymour
Publications
Activity 1-1 Bouncing a Tennis Ball Variables and Patterns
Activity 1-4 Packing the Tennis Balls Variables and Patterns
• NCTM Addenda Series Patterns and Functions “Information from Graphs” p. 58-
60.
NCTM Addenda Series Developing Number Sense Activity 43 p. 47.
NCTM Curriculum and Evaluation Standards, p. 101 (Figure 8.4)
• As a classroom activity, ask students to write about what one or more of these
graphs might show. Then, students could take all the descriptions and, without
looking at the graphs, draw a graph they think represents the description and use the
vocabulary in this lesson on dependent and independent variables. Students would
indeed be communicating and connecting while they are using logical reasoning.

Sample assessment

• Fill a cup with M&M’s . Count them to determine the initial sample size (n). This
will be the value for t = 0.
 
• Shake the cup and pour out the M&M’s on the paper. Remove all the M&M’s

with an “M” showing. Count the remaining M&M’s . This will be the value of n at
t = 1.

• Put the remaining M&M’s in the cup, shake and pour out on the paper. Remove all
 
M&M’s with an “M” showing. Count the remaining M&M’s . This is the value of
n at t = 2.

• Repeat the process until there are no M&M’s with an “M” showing. You may now
eat your experiment.
• Take the values from the table and graph them.

Table of Values for M&M’s Experiment

• Explain in your own words what t and n represent.


• What generalizations can you make from the chart?
• What relationship do you notice to the swingers in the experiment?

Follow-up/extension
• Explain in your own words the difference between an independent variable and a
dependent variable. Use an example and/or draw a picture if it helps you to
communicate your thinking.
• When would a manual approach to solving a problem be more appropriate than
using technology? Is one more useful than the other? When would using technology
be more useful? Give an example(s).

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