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The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Time of 10 Length of String in Swings in Inches Seconds 1 23456ro1234 7 8 9 10 11 12 13 14 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 5.87 Time in seconds 7 6 5 32 1 0 0 5 10 Length in inches 15 Write two or more questions about the scatterplot for each of the three graph-reading levels. Answer each question (to the extent possible).

The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Time of 10 Length of String in Swings in Inches Seconds 1 23456ro1234 7 8 9 10 11 12 13 14 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 5.87 Time in seconds 7 6 5 32 1 0 0 5 10 Length in inches 15 Write two or more questions about the scatterplot for each of the three graph-reading levels. Answer each question (to the extent possible).

Algebra & Trigonometry with Analytic Geometry
Algebra & Trigonometry with Analytic Geometry
13th Edition
ISBN:9781133382119
Author:Swokowski
Publisher:Swokowski
Chapter6: The Trigonometric Functions
Section6.1: Angles
Problem 55E
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CCSS CCSS SMP4, 5.G.2, 8.SP.1, 8.SP.2 A fifth-grader's science fair project investigated the relationship between the length of a pendulum and the time it takes the pendulum to swing back and forth. The student made a pendulum by tying a heavy washer to a string and attaching the string to the top of a triangular frame, as shown in the diagram below. The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Length of String in Inches 1 2 3 4 5 6 7 8 9 10 二 12 13 14 Time of 10 Swings in Seconds. 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 C00 Time in seconds 7 6 5 T N 1 0 0 is 5 10 15
Transcribed Image Text:CCSS CCSS SMP4, 5.G.2, 8.SP.1, 8.SP.2 A fifth-grader's science fair project investigated the relationship between the length of a pendulum and the time it takes the pendulum to swing back and forth. The student made a pendulum by tying a heavy washer to a string and attaching the string to the top of a triangular frame, as shown in the diagram below. The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Length of String in Inches 1 2 3 4 5 6 7 8 9 10 二 12 13 14 Time of 10 Swings in Seconds. 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 C00 Time in seconds 7 6 5 T N 1 0 0 is 5 10 15
The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Length of Time of 10 Swings in String in Inches Seconds 1 2 3 4 90106∞vaSA 5 7 8 10 11 12 13 14 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 5.87 Time in seconds 7 6 10 st 3 N 1 0 0 5 10 Length in inches 15 Write two or more questions about the scatterplot for each of the three graph-reading levels. Answer each question (to the extent possible).
Transcribed Image Text:The length of the string could be varied. The table and scatterplot below show how long it took the pendulum to swing back and forth 10 times for various lengths of the string. (Several measurements were taken and averaged.) Length of Time of 10 Swings in String in Inches Seconds 1 2 3 4 90106∞vaSA 5 7 8 10 11 12 13 14 2.61 2.97 3.04 3.41 3.96 4.13 4.22 4.5 4.64 5.13 5.32 5.56 5.62 5.87 Time in seconds 7 6 10 st 3 N 1 0 0 5 10 Length in inches 15 Write two or more questions about the scatterplot for each of the three graph-reading levels. Answer each question (to the extent possible).
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