Quadratics, #4-Data Collection
Part of Curriculum Unit:The Quadratic Function, an Introduction
Abstract help
Students will conduct a data collection. Each student will throw a ball straight up in the air and record the time
from release to hitting the ground. Each student will also record the height at which the ball is released. Using the
quadratic rule for the height of a projectile as a function of time, students will calculate their initial velocity and
using that and the initial height, complete the rule that describes their own toss.
Entering this rule in a technology tool, they can explore the graph and the table of values to answer questions
about their throw, to determine which part(s) of the graph or table actually model the experiment, to experience a
quadratic rule whose parameters have physical meaning.
from release to hitting the ground. Each student will also record the height at which the ball is released. Using the
quadratic rule for the height of a projectile as a function of time, students will calculate their initial velocity and
using that and the initial height, complete the rule that describes their own toss.
Entering this rule in a technology tool, they can explore the graph and the table of values to answer questions
about their throw, to determine which part(s) of the graph or table actually model the experiment, to experience a
quadratic rule whose parameters have physical meaning.
National Standards help
Recognize, use and learn about mathematics in contexts outside mathematics.
Recongnize and use connections among different mathematics ideas.
By associating a physical event with a mathematics rule.
By making a cross-curricular association with physics.
By looking at a function as data, graph and symbolic rule.
Recongnize and use connections among different mathematics ideas.
By associating a physical event with a mathematics rule.
By making a cross-curricular association with physics.
By looking at a function as data, graph and symbolic rule.
Pre-requisite Skills help
Solving linear equations.
Teacher Information help
You would need to have a stop watch and a tennis ball for each group. Some arrangement for measuring initial height is necessary - really can just be yardsticks (or the activity can easily be converted to meters) taped on the wall.
Arrange for an area where errant tosses are not a problem. A parking lot or driveway usually works fine.
The follow up questions really need a technology to table and graph because the numbers will be messy and by-hand will be tedious
Encourage students to toss as high as possible to make the analysis of data interesting.
Be sure students do not view graph as a picture of the toss.
Arrange for an area where errant tosses are not a problem. A parking lot or driveway usually works fine.
The follow up questions really need a technology to table and graph because the numbers will be messy and by-hand will be tedious
Encourage students to toss as high as possible to make the analysis of data interesting.
Be sure students do not view graph as a picture of the toss.
Student Activity help
Lab guide on Web page
Assessment help
Completion of the activity which involves organization and interpretation of data.
Enrichment / Alternative Activity help
If the technology is available this is an appropriate place for the familiar bouncing ball activity using a CBL or TI Ranger to collect data. The data from that activity can illustrate a linear rule (rebound as a function of drop height), quadratic (bounce height as a function of time)or exponential (rebound as a function of bounce number.)
Technology Requirements/Integration help
If available, the analysis is certainly aided by a tool that will table and draw the graph.