Activity: Forensic formulas
AOs |
Indicators |
Learning outcomes |
Snapshot |
Learning experience
Cross curricular |
Assessment |
Spotlight |
Links
Purpose
Students will relate tables, equations and graphs to find relationships in a forensic context.
Achievement objectives
- NA6-5 Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns.
- NA6-7 Relate graphs, tables, and equations to linear, quadratic, and simple exponential relationships found in number and spatial patterns.
- NA6-8 Relate rate of change to the gradient of a graph.
Indicators
- Solves problems which can be modelled by linear equations and inequations, quadratic and simple exponential equations, and interprets solutions in context.
- Uses algebra and graphing for solving linear equations and inequations.
- Makes connections between representations such as number patterns, spatial patterns, tables, equations and graphs.
- Understands that change of one variable with respect to another can be represented in various forms such as a table, an equation, or in words.
Specific learning outcomes
Describing forensic data using tables, formulas and graphs.
Diagnostic snapshot(s)
Forensic scientists use formulas like those below to find the height of people from their tibia bone.
| MALE
| FEMALE
|
| H = 81.788 + 2.4t
| H = 72.64 + 2.5t
|
Guiding questions:
- What other information can you get from the formulas in this table?
- Can you draw a graph of these formulas?
- What do the formula mean? (gradient? y-intercept?)
- Why are there two different formulas?
- How would you go about testing these formulas?
TOP
Planned learning experiences
-
Activity: Measuring bones to predict height (worksheet)
- Students collect own data and test whether the above formulas are true (extensions – children vs adults/amount of data required).
- Students collect data on radius/humerus bones and generate a formula of their own to predict height.
- Students compare their formula to the following:
| MALE
| FEMALE
|
| H = 73.66 + 3.0h H = 80.518 + 3.7r
| H = 65.024 + 3.1h H = 73.406 + 3.9r
|
- Recap of drawing linear graphs from formula.
- Linking gradient of graph to the ‘m’ in y = mx + c to its meaning in this context (use of academic language).
- Discussion about correlation / scatter plots, leading to linear relationships.
Possible adaptations to the activity
This task is linked to finding models of ‘real-life’ data.
Conjectures about body measurements could also be made from a picture of Vitruvian man, and the link between proportions such as width of the shoulders is a quarter of a person’s height to data and equations such as h = 4 and w = 14h.
The activity could be extended into a look at the body measurements and Vitruvian man from a statistics focus. See
CensusAtSchool: Masterpiece 2;
CensusAtSchool: Masterpiece 3.
Cross curricular links
- Science – Physics AO / AS
- Art – Use of canons for sculpture
Planned assessment
This teaching and learning activity could lead towards assessment in the following achievement standards:
If a statistics focus was taken then the following achievement standard could also be considered:
Spotlight on
Pedagogy
- Enhancing the relevance of new learning:
- Encouraging students to explain their thinking.
- Structuring mathematical discussion and argument.
- Making connections to prior learning and experience:
- Checking prior knowledge using a variety of diagnostic strategies.
- Providing real-life problems in which the context is relevant to students.
- E-learning:
- Using technology to explore concepts.
Key competencies
- Thinking:
- Students hypothesis, investigate, analyse and evaluate.
- Students deal with uncertainty and variation, they seek patterns and generalisations.
- Using language, symbols, and text link:
- Students use the language of algebra to communicate and reason.
- Students use symbols and diagrams to solve problems.
Values
- Students will be encouraged to value innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively.
Māori/Pasifika
-
Ka Hikitia
-
Pasifika Education Plan
- Caution: In some cultures forensic information could be seen as inappropriate, so the context could be adapted to a focus from the Vitruvian Man angle.
- Exploration of dimensions of sculpture in these cultures would also be a good starting point.
Planning for content and language learning
- ESOL Online -
The ESOL Principles
- Provide multiple opportunities for authentic language use with a focus on students using academic language:
- Is the language focus on key language?
- Do I make sure the students have many opportunities to notice and use new language?
Links
Download a Word version of this activity:
Last updated September 9, 2018
TOP
