I use desmos whenever we need to look at functions through graphs, tables, points, etc. Typically my A1 students just watch while sitting at their desks. I also have the graphs saved before class; and then just turn on/off graphs as needed. My students have watched me use desmos, but today was their day.
We did a bouncing ball experiment to get data points so they could find a line of best fit to predict bouncing it from a much higher height. We are trying to prepare ourselves for Bungee Barbie next week. I handed out laptops, meter sticks, and tennis balls. I gave them explicit directions about the experiment but released them once it came to using desmos.
Here is what they discovered:
- they could zoom in and out on their data
- they could type in all points in one table or one by one
- they could turn off points that they do not think were correctly measured from their experiment
- they could graph multiple lines to determine which one was best fit
- they could trace their line to get their result for the higher height
- they could email me their results and so I could print their graphs out
I didn’t have one student ask me how to use desmos, but I did have a group ask if they could input their graph in point-slope form or convert it to slope intercept form (as needed with a TI-84).
It was a huge success and I am already looking into getting other investigations for next year!