In this video segment from Cyberchase, Harry visits a fire station and learns some facts about firefighting. He then decides to train to become a firefighter, but first he must pass both written and physical tests. To practice for the physical part of the test, he works out on a stair climbing machine in shorts and a t-shirt. He keeps track of his steps per minute on a line graph. He does the same exercise during his test, but this time he's suited up in full fireman’s gear. He and his training instructor compare the results represented by each line graph.
Here are some Frame, Focus and Follow-up suggestions for using this video in a math lesson.
What is Frame, Focus and Follow-up?
Frame: Let’s say that as part of your exercise routine you complete a set of jumping jacks. You want to graph how many jumping jacks you can do in five minutes. You are also interested in looking to see if the number of jumping jacks you do in the first minute is the same as in the second, third, fourth and fifth minutes. What kind of graph would you use to display this data? How would you go about setting up a graph like this?
Focus: In this video segment, Harry creates two line graphs that show his performance results on the stair climber, both with and without fireman’s gear on. What kind of information do the two graphs provide? How does he compare the results of each graph?
Follow Up: What does the first graph show about Harry’s performance on the stair climber? What does the second graph show about Harry’s performance? What kind of information is best displayed using line graphs?
HARRY: Wow, that's a beauty!
DAVE: Thanks. It certainly gets enough work. We go out on about 3,000 calls a year!
HARRY: There are that many fires?
DAVE: No, some are false alarms set off by smoke detectors. Some are small fires, but even small fires can turn into big ones in seconds.
HARRY: Since you're all guys you get to leave your clothes all over. Nice.
DAVE: False. Firefighters are men and women and that's not a mess. When we get a call, we only have seconds to respond, so we just step into the boots, pull up the overalls and we're good to go.
HARRY: I've decided to become one of New York City's Bravest -- a Firefighter. But in order to pass the test I've been studying... practicing...
HARRY: And because firefighters have to be in tiptop shape, I've been working out. When I first started training, my rate, the number of steps per minute, wasn't very good Today, I reached my goal: more than 60 steps per minute, and I kept that pace for five minutes.
DAVE: I'll grade this while you get ready for the physical part of the test.
HARRY: Great. Here is the line graph of my last workout.
DAVE: This looks very good. I'll enter this data in the computer. See you in the gym. Where's your exercise gear?
HARRY: I'm wearing it.
DAVE: This is a test to see if you can run up the steps of a burning building, not play volleyball at the beach. Go get suited up.
Harry, you did very well on the written part of the test. But let me show you the results from the physical exam. This is a line graph from when you were in shorts and sneakers. Here are the results from when you were dressed in firefighter's gear. What can you tell me about these two graphs?
HARRY: Well, without all the heavy clothing I reached more than 85 steps per minute, and then maintained a rate of more than 60 steps per minute for five minutes.
DAVE: What can you tell from the other graph?
HARRY: Well, with the gear, I peaked at around 43 steps per minute, went down to 38, and then I stopped.
DAVE: That's very good!
HARRY: I passed?
DAVE: No, you didn't, but you really know your graphs. If you want to help people, there are a lot of other jobs.
HARRY: Really? Could I still slide down the pole?
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.