Personal Lesson Plan Template

Teacher: Johnathan Harvell Date: 04/03-04/07

School: Rocky Mountain High School Grade Level: 9-12th
Content Area: Mathematics- Algebra II (STEM: Parabolic Functions)
Title: Going Para with Newton: Parabolic Functions and Motion Lesson #: 2 of 2
Unpacking the Standard
Academic Standard:
NCTM F-BF 1.a: Determine an explicit expression, a recursive process, or steps for
calculation from a context.
NCTM F-LE 2: Construct linear and exponential functions, including arithmetic and
geometric sequences, given a graph, a description of a relationship, or two input-output pairs
(include reading these from a table).
NCTM F-LE 3: Observe using graphs and tables that a quantity increasing exponentially
eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a
polynomial function.
NGSS HS-PS2-1: Analyze data to support the claim that Newtons second law of motion
describes the mathematical relationship among the net force on a macroscopic object, its mass,
and its acceleration.
Understandings:
Determine the appropriate amount of significant figures of data, and recognize
rounding error by the act of carrying decimal places throughout all calculations.
Collect appropriate data regarding position, velocity, and acceleration that can be
further manipulated for predictions.
Sketch a line of best fit of accumulated data and explain how the line of best fit is
suitable for the data.
Define the line of best fit using the standard parabolic and vertex form equation models
with correct significant figures
Analyze the fitted data, and utilize the created linear equation model for prompted
predictions
Express the parabolic nature of the fitted data in sentences, and discuss what steps are
needed to properly acquire, fit, and predict certain data.
Evidence Outcomes: Inquiry Outcomes:
I can construct and compare linear, What phenomena can be modeled with
quadratic, and exponential models and particular functions?
solve problems; this means, I can What elementary function or functions
identify situations in which a quantity best represent a given scatter plot of
grows or decays by a constant percent two-variable data?
rate per unit interval relative to How can Newtons Laws of Motion
another. be represented mathematically?
I can gather, analyze and interpret
data and create graphs regarding
position, velocity and acceleration of
moving objects; this means, I can
develop, communicate and justify an
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evidence-based analysis of the forces

acting on an object and the resultant
acceleration produced by a net force
List of Assessments:
Successful Completion of the entire Bouncing Ball Laboratory worksheet
Successful Completion of Applied Parabolics: Motion worksheet
Lesson Quiz #2: Application of Parabolic Functions (Motion problems)

Planning the Activity

Name of Activity: Bouncing Ball Laboratory and Extra Practice
Purpose: In this activity, students will Time of Activity: 90 minutes (Two 45 min class
participate in a scientific laboratory periods)
activity, where the students record the
motion of a bouncing ball based on 1st Class Period:
intervals of distance and time. The Bouncing Ball Laboratory
students will use sophisticated motion
detectors to help them with their 2nd Class Period:
assignment (if able), or resort to visual Applied Parabolics: Motion Worksheet
approximation by use of a meter stick
and stopwatch. With their accumulated
data, the students will numerically and
graphically model the motion of the ball
that they observed during their lab, and
explain the motion of the ball with
mathematical reasoning. The students
should find the balls motion is
oscillatory (series of parabolic
functions) with diminishing returns. The
students will then apply their knowledge
of motion and quadratics to perform
further practice problems.
Anticipatory Set: Anticipatory Set Goals:
Bouncing Ball Laboratory Students will begin to understand that there
Activity are physical phenomena/ uses of quadratic
functions; thus, they will associate a
particular academic value to understanding
how to interpret and manipulate quadratic
functions.
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Materials Needed: Differentiation:

Projector with computer (to play Up-Field Students:
video) Students can be given further instruction on
White board w/ markers evaluating the motion of a ball that bounces,
Coloring pencils and then rolls downhill numerically and
Bouncy Balls graphically, similar to the basic bouncing
Motion detector (if able to ball activity
obtain) Students can begin working on the Applied
Stop Watches Parabolics: Motion worksheet
Meter Sticks Students can be given more advance motion
Tape problems in regards to stellar orbits and
circular motion (centripetal force).
Prompt students to derive Newtons Laws
of Motion through the data that they
accumulated, and describe the reason
behind the balls diminishing returns from a
physical science standpoint (gravity, loss of
momentum- inelastic collisions).
Down-field students:
Students can be allowed motion detector for
laboratory activity, so that they may have a
better visual understanding of the balls
motion while it is happening in front of
them.
Students could be shown how to set up
functions, data tables, etc on their calculator
one-on-one, so that their knowledge of
technology doesnt impede their progression
during the activity.
Students could be shown the difference in
linear and quadratic motion of a ball via a
ball rolling down a hill and a ball bouncing
directly through physical demonstrations.
Students can be given worksheets that
already have established graphs with
appropriate labeling to help guide how to
form scatter plot for the data they are
accumulating.
Students can be given more time, either
individually or one-on-one time, to go
through the steps of solving the applied
motion problems.
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Performing the Activity

Procedure: 1st Class Period: 45 minutes
Instructor:
10 mins: Students perform Quiz #1
5 mins: Introduction to Bouncing
Ball Laboratory
25 mins: Observe and help students
perform Bouncing Ball Laboratory.
5 mins: Class cleans up laboratory,
and have students return to their seats
Procedure: 2nd Class Period: 45 minutes
Instructor:
5 mins: Review with students on their
findings in the Bouncing Ball
Activity, allow for any further
questions of confusion
30 mins: Observe and help students
with Applied Parabolics: Motion
worksheet problems (is homework if
they dont finish in class)
10 mins: Have students complete Quiz
#2
Students:
10 mins: Performing Quiz #1
30 mins: Students are performing
Bouncing Ball Laboratory by
following instructions set by instructor
via verbally and written within the
worksheet.
5 mins: Cleaning up their laboratory
workspaces, and returning to their
respective seating.
5 mins: Vocalize their conclusions of
the laboratory, and verbalize any
further confusion that they are
experiencing.
Students:
5 mins: Students verbalize their
findings for the Bouncing Ball
Laboratory, ask clarifying concept
questions if needed.
30 mins: Students work in groups of
3-4 to work through problems on
Applied Parabolics: Motion
worksheet
10 mins: Students perform Quiz #2

Closure:
Promote thought/discussion in how parabolic functions are related to Newtons Laws
of Motion (using a cannon projectile and bouncing ball as examples).
Clarify the use of quadratics in modeling physical phenomena, such as motion, and
demonstrate the importance of interpreting data represented on one or more developed
graphs/tables
Lead students to convert their perception of motion in a manner that they can
mathematically describe numerically, graphically, symbolically, and verbally.
Assessment:
Students submit their completed Bouncing Ball Laboratory worksheet in on the
beginning of the 2rd class period in this lesson.
Students will complete Parabolic Quiz #1 on the beginning of the 1rd class period in
this lesson.
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Students submit their completed Applied Parabolics: Motion worksheet at the

beginning of the 1st period of the next lesson/class day (will be able to use it on Quiz
#2 as further guidance).
Students complete Parabolic Quiz #2 at the end of the 2nd class period of this lesson.
Student complete Parabolic Unit Test within the next few class periods after the end of
the unit

Lesson Reflection
Was the lesson successful? Why or why not?
What needs to be changed about the lesson? Why?
What shouldnt be changed about the lesson? Why?
How does this lesson set up for the next lesson of the standard?
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Bouncing Ball Laboratory Worksheet

Name_______________________ Date___________ Class Period_____________
Partners_________________________________________________________________
Scientists constantly use mathematical functions to help demonstrate the many physical
phenomena that they may encounter within their respective laboratories. In this learning
laboratory, you are going to apply your knowledge of mathematical functions to help determine
the motion of a bouncing ball, and be able to accurate interprets the balls motion over various
periods of time.
Form up into groups of 3-4, and complete this laboratory worksheet together; however,
every person is responsible to turn in their own copy of the worksheet. So, make sure that
you collaborate to get the best answers for each question in this worksheet!
You will need: a bouncy ball, a meter stick, a stop watch, colored pencils, some tape, a
writing utensil and your calculator.
First, tape you meter stick somewhere that it can lie vertically going from the floor (you
may need to tape it to the leg of a table). After getting the meter stick taped, make sure that your
stop watch is working correctly (you are gonna be pressing the stop watch pretty quickly!). If
you would like to use your phone as a stop watch, you are more than welcome to use that
(especially if it has the lap function on it).
Now, with your apparatus set up, you will need one person keeping track of the total
height of the ball from the ground as it bounces, and at least one person keeping track of the time
of each interval in which the ball bounces off the ground. If you have four people, I would
recommend two teams of two, so you can check each others data at the end of the experiment.
The amount of time that you want to observe the ball to bounce is completely up to you!
Keep in mind of how you think time optimizes the experiment; for example, would your rather
watch the ball bounce for 1 second or 10 seconds? 10 seconds or 30 seconds?
Use the table below to keep track of your data points. As you may have noticed, I have
only labeled columns with X and Y. You will have to identify the quantities that these
variables signify, and will be using the data points to create a graphical representation of the
bouncing balls motion with appropriate labels. So, make sure you pick the right quanities for
each variable! Hint: X is the independent variable, and Y is the dependent variable.
After you have completed the data table, and created the corresponding motion graph
(use colored pencils if you want!), read and answer the questions as the end of the worksheet. Let
me know if you have any problems or questions regarding this activity, otherwise:

GO DISCOVER!!!!
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X= Y=
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1. Based on the data that you accumulated and the graph that you created, how would
you describe the physical motion of the bouncing ball in mathematical terms?

2. What did you notice in the balls physical motion as time progressed? Is this what
you expected? Why or why not?

3. Is this motion comparable to a ball rolling down the hill? Explain using mathematical
reasoning (i.e table, graph, equations, etc).

4. Using your data and your calculator, create an equation that models the physical
motion of the bouncing ball that you observed. How does this compare to the rest of
the class? Is it similar or different? Elaborate.
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Applied Parabolics: Motion

Name______________________________ Date_____________ Class Period____________
Newtons Laws of Motion can be represented in a variety of ways. With parabolic motion, the
most common equations that is used is:

1
2 + 0 + 0 =
2

1
2 + 0 + 0 =
2

where (x) and (y) dictate horizontal and vertical motion components respectively, while (a) is
acceleration of the object or gravity (9.8 m/s), (t) is time, and (V0) is the initial velocity of the
object. Using these equations, answer the following questions:
1. Suppose we place a cannon at the end of a football field, and want to see how far we can
shoot a cannon ball with our cannon.
a. If we know that our cannon can shoot with an initial velocity (30 m/s, 15 m/s),
what is the maximum distance horizontally could we shoot our cannonball?
Assume that acceleration of ball is zero.

b. What would be the maximum vertical distance that we could shoot our
cannonball? Hint: What is the acceleration of the ball at its vertex?

c. What do believe the dependent motion of the cannonball? The independent

motion of cannonball? Explain using mathematical reasoning.
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2. Suppose we modified our cannon with something that will allow it to shoot further;
however, we dont know how fast the cannon will initial shoot the cannonball.
a. How would you set up an experimental apparatus to determine the initial velocity
of the cannonball shot from the modified cannon?

b. We shoot the cannonball, and find that the cannonball lands 90 meters away from
the cannon after 2.5 seconds. What is the initial horizontal velocity? Assume the
acceleration of the ball is zero.

c. What is the initial horizontal velocity? What is the maximum horizontal distance?

d. Compare your answers for 2b and 2c to your answers for 1a and 1b. Did the
modification help the efficiency of the cannon? Why or why not? Use your results
to support your claim.
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3. Now that we know the initial velocity of our cannonball, the maximum height, and
maximum horizontal distance that our modified cannon can allow us to reach. We would
like to see if we would be able to modify the cannon even more to see if the cannonball
can go further.
a. If we would want to reach a maximum horizontal distance of the cannon of 300
m/s at our current initial velocity and within 10 seconds, how fast would the
cannonball need to be accelerating during its travel?

b. Suppose we want to shoot the ball to a maximum vertical distance of 100 m, and
the initial velocity of the modified cannon doesnt change within 5 seconds. What
is the vertical acceleration of the ball during its travel? How many times greater is
this acceleration than gravity?

c. Suppose we want to shoot our cannon at a maximum horizontal distance of 1000

m at an initial velocity of 45 m/s from the end of the football field. Assuming no
air resistance and the acceleration of the cannonball being 1 m/s, at what time
would the cannonball hit the ground?