Day 58/67: Five Month GED, Graphing via Slope-Intercept Form, and Forensic Science

We use rate of change every day, for transporting ourselves and our needful things, for instance, perhaps without even recognizing it, but what else can an equation of a line tell us?

Today’s reading shows one application of slope-intercept form, with several more applications further down the page:

“Imagine you are a forensic scientist working in the Central Identification Lab at JPAC (the Joint POW/MIA Accounting Command). Your job is to help identify human remains believed to be U.S. military personnel reported missing in action during World War II and other conflicts. A team of your colleagues recovers skeletal remains consisting of a pelvic bone, several ribs, and a femur from a 1943 military plane crash on Vanuatu.

When the remains arrive in your lab, you photograph and measure the bones. From the shape of the pelvis, you can quickly tell that the remains most likely belong to an adult male. You note that the femur is 18.7 inches long. Bone length, especially the length of long bones like the femur, is related to an individual’s overall height. Simply put, a tall person will usually have long legs, and a short person generally has shorter legs. This relationship is so strong that you can predict an individual’s height if you know the length of one bone in the leg (Figure 1). You plug your measurement into an equation used to estimate the overall height of an adult male based on femur length:

 

H = 1.880(L) + 32.010

Does the above equation look familiar? A little hint: (standard form, and then, slope-intercept form…)

Y = m(x) + b

intercept_form_example2

 Middle of week 16/18
Day 58, Week 16
Grammar: Subject verb agreement with indefinite pronouns as subject
Math: practicing graphing with slope-intercept form
Science: history and forensic, civic (water storage), and geological uses of linear equations
Please see the Lesson plan for Day 58’s Exit Tickets
(Day 57Day 59)

Action Prompts:  

1.) Search for two different reasons that answer this question: “Why is Abu Abdullah Muhammad ibn Musa al-Khwarizmi considered the “father of algebra”?”

2.) Please tell us where your information comes from, how you know that the sources are reliable, and who funded them,

3.) Write a book, story, blog post or tweet that uses your findings, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

***************** 

Click here to read, if you like:

Narrative and Prose Nonfiction Long term plans to Do Better,     

Holistic High School Lessons and College Algebra example sets,

Shira

Creative Commons License
Shira Destinie Jones’ work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Advertisement

8 thoughts on “Day 58/67: Five Month GED, Graphing via Slope-Intercept Form, and Forensic Science

Please Share your Thoughts

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s