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Students design a catapult and use mathematics (quadratics) to build a function to represent their design.

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You are on page 1of 7

Goal: Build a catapult that will launch a marshmallow the farthest

distance consistently while staying within budget restrictions.

Role: You have been contracted to build a new prototype catapult

for the Up Chunkers, Chicagos most successful Punkin Chunkin

team.

Audience: Your client, who wants to know that you can stay within

budget, while hitting a target with perfect accuracy.

Situation: Use classroom resources to create a catapult capable of

shooting a marshmallow approximately 5 feet across the room.

Once your catapult is complete, use a series of test launches to

create the equation that the models the flight of your

marshmallow in standard and vertex form. Once you have your

equation, figure out how you could have adjusted your catapult for

it to hit different targets.

Product: Your team will be responsible for submitting the following

products to your clients to show that your catapult can lead them

to victory at this years Punkin Chunkin games. All forms are

attached to this sheet, which should be submitted with the rubric

for scoring.

1)Budget form

2)Data collection sheet

3)Catapult equation and reflection form

Standards: The rubric for success is on the back of this sheet. In

completing this project it is important that you be able to show

mathematical accuracy.

Group Name:

GRASPS Rubric

Catapult

Group members:

1. Working

with others

(individual)

2.

Contributions

(individual)

3. Catapult

function

4. Budget

5. Developing

an equation

6.

Transforming

the equation

7. Reflection

5

Almost always listens

to, shares with, and

supports the efforts

of others. Tries to

keep people working

well together.

3

Usually listens to,

shares, with, and

supports the efforts of

others. Does not cause

"waves" in the group.

1

Often listens to, shares

with, and supports the

efforts of others, but

sometimes is not a

good team member.

Routinely provides

useful ideas when

participating in the

group and in

classroom

discussion. A definite

leader who

contributes a lot of

effort.

Catapult functions

extraordinarily well,

holding up under

atypical stresses.

Launches

consistently (w/n 1

feet).

Budget is

successfully followed

and all materials are

accounted for.

Equation is a good

model for the data

collected. All

calculations are clear

and accurate.

The transformations

given will hit the

target and use the

appropriate starting

equation. All

calculations are clear

and accurate.

Group has reflected

thoughtfully on their

ideas when

participating in the

group and in classroom

discussion. A strong

group member who

tries hard!

Sometimes provides

useful ideas when

participating in the

group and in classroom

discussion. A

satisfactory group

member who does

what is required.

holding up under

typical stresses.

Launches fairly

consistently (w/n 2

feet).

Catapult functions

pretty well, but

deteriorates under

typical stresses. Does

not launch consistently

(more than 2 feet).

Budget is mostly

followed and most

materials are

accounted for.

Equation is a fairly

good model for the

data collected. Most

calculations are clear

and accurate.

The transformations

given will hit close to

the target or are

headed in the right

direction. Most

calculations are clear

and accurate.

Group has reflected on

their problem solving

Significantly over

budget or many

materials unaccounted

for.

Equation is not a good

model for the data.

Few calculations are

accurate or work

cannot be followed.

The transformations do

not make sense for the

targets given. Few

calculations are

accurate or work

cannot be followed.

Reflection shows little

thought about the

problem solving

process; the write-up

is neat and

organized.

more detail; the writeup is neat and

organized.

disorganized or hard to

read.

Collection Sheet

Group Name:

Group Members:

Objective: Build a catapult that will launch a die

a consistent distance. You will have 5 trial runs to

gather data and then average your data. Once

your catapult is complete, you will create the

equation that the object creates in factored form

and vertex form. Then, its competition time!!!

Averages:

Time

Height:

Distance:

Data Collection:

Horizontal Distance

Maximum Height

(estimate)

1st trial

2nd trial

3rd trial

4th trial

5th trial

Consistent

Success?

Yes

No

Data Collection Reflection: Now that you have gathered your data, describe what changes you

made between each of the trial runs. How do these changes show up in the data that you

collected above?

Hypothesis Round: Make a hypothesis about how you could change the results of your catapult

launch (e.g. using a different projectile, change the angle, etc.). Test your hypothesis and

describe the results below.

State your hypothesis:

Horizontal Distance

Maximum Height

(estimate)

Group Name:

Group Members:

Pencils- $5 for one

Popsicle Stick- $3 for one

Costs of Materials

Ribbon- $3 for 4 inches

Hemp String- $5 for 4 inches

Spoon- $5 for one

Material

Amount

Total Cost

Left of

Budget

Initial/Sign

-Of

Reflection Sheet

Group Name:

Group Members:

Use the data you collected and your understanding of quadratic functions to answer the

following questions.

1) Use the distances that you recorded from your launch to create an equation in

vertex form for your average catapult launch. It will help to draw a diagram of your

launch. Show all of your work!

2) Imagine you were trying to hit a target 10ft away from your catapult. Transform the

equation that you found so that the catapult will hit this further target and circle

the equation of your transformed function.

3) Imagine there is a target thats 10 inches up a wall. How far away from the wall will

your catapult launcher need to be from the wall in order to hit this target? Circle

your answer.

Reflections: Answer the following questions about how you developed the equations

for the previous page. Please use full sentences and write legibly (you may type your

responses if you prefer).

4) Describe how you chose or calculated the points that you used for your equation in

#1. Are you happy with the method that you used?

5) How did you figure out what transformations to use for problem #2? How do you

know that you will hit the new target?

6) How did you figure out what transformations to use for problem #3? How do you

know that you will hit the new target?

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