What is pi??
Objective:
The objective of this lab is to explore the meaning and value for pi. Through hands-on labs and experiments we want the students to define pi.
Procedure:
We want the students to explore, through experimentation, the value of pi. So, leave this lab open ended. Tell them to measure the radius and circumferences of at least 3 different circles using 3 different measurement techniques. The first measurement will be using a tape measure. The second will be using a tape measure and string. The third will be using the TI-83 and the CBR (one can only measure circumference using the CBR.) The teacher will need to supply 7to 8 different types of circles (be creative here), rulers, string, TI-83, and the CBR.
Students will collect and analyze the data they received to see if they notice a pattern. Perhaps, tell them to consider circumference divided by radius. Notice something??
A few questions to consider:
1) After you complete and analyze 3 different measurements—does a pattern exist?
2) Do significant digits matter?
3) Do the units of measurement matter?
4) How do you define this number you are receiving?
5) How does mathematics define and symbolize this pi concept?
What is pi??
Student copy
Objective:
The objective of this lab is to explore the meaning and value for pi. Through hands-on labs and experiments we want the students to define pi.
Procedure:
We want the students to explore, through experimentation, the value of pi. Measure the radius and circumferences of at least 3 different circles using 3 different measurement techniques. The first measurement will be using a tape measure. The second will be using a tape measure and string. The third will be using the TI-83 and the CBR (one can only measure circumference using the CBR.) The teacher supplies 7to 8 different types of circles, rulers, string, TI-83, and the CBR.
Students will collect and analyze the data they received to see if they notice a pattern. Consider the circumference divided by the radius (C/R). Notice something?? You are to write a solution satisfying the writing across the curriculum standards. These questions aren’t exhausted – think of others??
A few questions to consider:
1) After you complete and analyze 3 different measurements—does a pattern exist?
2) Do significant digits matter?
3) Do the units of measurement matter?
4) How do you define this number you are receiving?
5) How does mathematics define and symbolize this pi concept?