A.4.11.2 Time on the Swing
- Author:
- LeonMilewski
A child gets on a swing in a playground, swings for 30 seconds, and then gets off the swing.
1. Here are descriptions of four functions in the situation and four graphs representing them. The independent variable in each function is time, measured in seconds.
Match each function with a graph that could represent it. Then, label the axes with the appropriate variables. Be prepared to explain how you make your matches.
Function h: The height of the swing, in feet, as a function of time since the child gets on the swing
Function r: The amount of time left on the swing as a function of time since the child gets on the swing
Function d: The distance, in feet, of the swing from the top beam (from which the swing is suspended) as a function of time since the child gets on the swing
Function s: The total number of times an adult pushes the swing as a function of time since the child gets on the swing
2. On each graph, mark one or two points that—if you have the coordinates—could help you determine the domain and range of the function. Be prepared to explain why you chose those points.
1. Here are descriptions of four functions in the situation and four graphs representing them. The independent variable in each function is time, measured in seconds.
Match each function with a graph that could represent it. Then, label the axes with the appropriate variables. Be prepared to explain how you make your matches.
Function h: The height of the swing, in feet, as a function of time since the child gets on the swing
Function r: The amount of time left on the swing as a function of time since the child gets on the swing
Function d: The distance, in feet, of the swing from the top beam (from which the swing is suspended) as a function of time since the child gets on the swing
Function s: The total number of times an adult pushes the swing as a function of time since the child gets on the swing
2. On each graph, mark one or two points that—if you have the coordinates—could help you determine the domain and range of the function. Be prepared to explain why you chose those points.3. Once you receive the information you need from your teacher, describe the domain and range that would be reasonable for each function in this situation.