Teacher: |
So, the relationship, and here it's
between... |

Student : |
Radius and height. |

Teacher: |
Radius and height, so you can see
the relationship here, right, which is what? |

Teacher: |
Ben, what's the relationship here? |

Student1: |
The relationship between height and...
between the radius and the height. |

Teacher: |
What is the relationship? |

Teacher: |
Well, we said you made a graph to
show the relationship, |

Teacher: |
so everyone should be able to tell
us the relationship. Stu2? |

Student2: |
As the radius increases, the height
decreases. |

Teacher: |
As the radius increases, the height
decreases. |

Teacher: |
So by now, you should know that that
is correct, but not enough information, |

Teacher: |
because that could mean it's linear,
right? So, if you say as the radius increases |

Teacher: |
the height decreases, that could
be linear, and we know that this isn't linear. |

Teacher: |
So, how could you give more information
for that? Stu3? |

Student3: |
It's an inverse relationship. |

Teacher: |
It's not an inverse relationship,
necessarily. Okay? |

Teacher: |
You need some more information to
make it inverse. It might be inverse. |

Teacher: |
What can you say by looking at that?
As the radius increases, |

Teacher: |
how do you know its not linear? Stu4? |

Student4: |
Because when the radius increases,
it increases by a constant rate, |

Student4: |
and when the height decreases, it
doesn't decrease by a constant rate. |

Teacher: |
Okay, a little more information. |

Teacher: |
I'm still not getting a really good
description of this graph. Stu5? |

Student5: |
Well, I don't know how to explain
this, but it goes down faster in the beginning, |

Student5: |
then it levels off. |

Teacher: |
Okay, so as the radius increases,
the height... |

Student5: |
Decreases. |

Teacher: |
Decreases how, Stu5? You said it
beautifully. |

Student5: |
Faster in the beginning, then it
levels off at the end. |

Teacher: |
Exactly. Now, because they chose
a scale that only went up to six, |

Teacher: |
what are you limited as far as using
this graph? |

Teacher: |
And I think Stu3 referred to it earlier.
How does this limit you |

Teacher: |
since the radius only goes up to
six? Stu6? |

Student6: |
You can't see how it continues on? |

Teacher: |
Exactly. If you only go up to the
limit that you have, you can't really see any more. |

Teacher: |
And so you might want to go a little
beyond where you're assigned, so you can check it out. |