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# Catapult GRASPS

## Unit 3: Building Quadratic Functions

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
it to hit different targets.
Product: Your team will be responsible for submitting the following
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
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

## Usually provides useful

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.

## Catapult functions well,

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
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

problem solving
process; the write-up
is neat and
organized.

## process but could use

more detail; the writeup is neat and
organized.

## project; the write-up is

disorganized or hard to

## //35 points ASSESSMENT WEIGHT

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

## Time in the Air

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.
Horizontal Distance

Maximum Height
(estimate)

Group Name:
Group Members:

## Rubber Bands- \$1 for one

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

## Catapult Quadratic Project, Equation &

Reflection Sheet
Group Name:
Group Members:
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