Introduction: Our assessment project integrates the content areas of Math and Physics.

Students will learn the arithmetic behind projectile motion through understanding the
Projectile Prediction, relationship between position, velocity, and acceleration graphs and their respective functions. They will apply their knowledge in taking the derivative of and integrating functions
to predict information about a launched projectile. Students will also develop abilities in taking measurements and collecting data in order to make calculations and predictions
Launch, & Analysis about the motional of their launched projectile. Student predictions will be physically tested and analyzed for accuracy and reasoning.

Standards/Objectives: Standards/Objectives:
Standard: 2. Patterns, Functions, and Algebraic Structures: Make sound predictions and generalizations based on Standard 1- Physical Science: Observe, explain, and predict natural phenomena governed by Newton's laws of motion,
patterns and relationships that arise from numbers, shapes, symbols, and data acknowledging the limitations of their application to very small or very fast objects
b. Interpret functions that arise in applications in terms of the context. (CCSS: F-IF) a. Gather, analyze, and interpret data and create graphs regarding position, velocity and acceleration of
i. For a function that models a relationship between two quantities, interpret key features of graphs and moving objects (DOK 1-3)
tables in terms of the quantities, and sketch graphs showing key features[i] given a verbal description of the b. Develop, communicate, and justify an evidence-based analysis of the forces acting on an object and the
relationship. ★ (CCSS: F-IF.4) resultant acceleration produced by a net force (DOK 1-3)
iii. Calculate and interpret the average rate of change[iii] of a function over a specified interval. Estimate Essential Understandings: Physics
the rate of change from a graph.★ (CCSS: F-IF.6) 1. The forces acting on an object at any given time and that force affects acceleration.
[i] Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative 2. The ability to make predictions based on data collected and mathematical calculations.
maximums and minimums; symmetries; end behavior; and periodicity. (CCSS: F-IF.4) 3. Understand the meaning and difference of position, velocity, and acceleration by comparison and analysis of
Essential Understandings: position, velocity, and acceleration graphs.
1. Comprehension of rate of change of a function is important preparation for the study of calculus. 4. Understand how mass affects torque, angular acceleration, and subsequently the initial speed of a launched
2. The ability to analyze a function for the intercepts, asymptotes, domain, range, and local and global projectile .
behavior provides insights into the situations modeled by the function. Inquiry Questions:
3. The understanding of the relationship between variables in a function allows people to use functions to 1. How can forces be acting on an object without changing the object’s motion?
model relationships in the real world such as compound interest, population growth and decay, projectile 2. How can collect data and measurements to generate position graphs? velocity and acceleration graphs?
motion, or payment plans. 3. What information must we know in order to predict the motion of a projectile?
4. Physicists use basic linear and quadratic functions to model the motion of projectiles. 4. What is the difference between mass and weight? How does weight change with distance and gravity? Why
Inquiry Questions: is mass constant throughout the universe?
1. What phenomena can be modeled with particular functions? Possible Misconceptions:
Possible Misconceptions:
● The difference between velocity and speed Math ●
●
The difference between acceleration/velocity & angular acceleration/angular velocity.
The difference between mass and weight.
● Confusing the position, velocity, and acceleration graphs Formative Assessments:
Formative Assessments: 1. While working through a guided investition of data collection, students (in their same groups) will work over
1. Given a velocity function and its graph, students will work in groups to derive the function and graph of its two class periods to measure the need values and calculate the initial launch velocity and angle of their
position and acceleration. Then groups will come up with a real-life scenario these graphs describe and uniquely weighted ball by creating position, velocity, and acceleration graphs. Before moving on, each group
share out. will justify, with their instructor, their reasoning and calculations for what they think to be their initial velocity.
2. Given the position, velocity, and acceleration graphs all on one coordinate plane, students can work in 2. Each group will create a poster diagram of their projectile, including data collected and calculations from the
groups to figure out which one is which and they must justify their reasoning. catapult (ie arm length, initial and final angle, time, etc), initial velocity, predicted landing position, and any
other pertinent information collected throughout the investigation.

Summative: Students will use various physics concepts, equations, and relationships to determine the flight path of a launched ball. Students will work in groups of three to predict where a ball will land when launched horizontally across the football field. Each
group is given a different weighted ball. In mathematics, students will predict the graphs of the position, velocity, and acceleration of their projectile and provide reasoning. In physics, each group will work through an investigation to help them collect the data
needed in order to make predictions about where their ball will land. Students will take measurements of the catapult and use concepts of torque, inertia, angular acceleration, and angular velocity, to calculate the initial speed of their projectile along with the
angle of launch (if not assumed to be horizontal). Student will use the initial speed and angle of the projectile, and other key equations, to calculate and predict the final landing position of their ball. Students will go out to the football field and will be able to test
their hypothesis. The launch will be recorded via video to track the ball throughout the air to create the position, velocity, and acceleration graphs for the ball. The final landing position for the ball of each group will also be measured. Students will compare the
data collected to their predictions and create written mathematical and physical explanations for why or why not their predictions were correct. Students will also examine other group data in order to extrapolate how mass affected torque and initial velocity.
 A B
Predictions Students clearly and neatly show all
their calculations and work in how
they arrived at their predictions of
where the ball with land, how fast it
will be moving, and the ball’s
acceleration. Students are able to
explain how forces and the laws of
motion affect position, velocity, and
acceleration graphs, and are able to
verbally explain their meaning.
Justification of Students fully explain the accuracy of
Results their predictions and why or why not
the predictions were correct. Students
are able explain possible errors made
in regards to their predictions and why
these errors affected their results.
Students discuss what they would do
differently next time.
Collaboration Each member of the group effectively
contributed and is able to fully and
clearly support their predictions and
explain its accuracy.
Students make all predictions
regarding final position, velocity,
and acceleration, but not all
calculations are clearly
shown/explained. Students are
able to verbalize the meaning of
position, velocity, and
acceleration graphs along with
how they are affected by the
laws of motion and forces.
Students explain the accuracy of
their prediction and provide
some, but not a complete,
explanation of how and why/why
not their prediction was correct.
Students point out possible
errors, but do not explain how
theses errors affected the
results.
Each member of the group
effectively contributed, but not
each group member is able to
clearly explain their predictions
and reasoning.
C D
Not all predictions are There is no work or
made. The position, support shown for how
velocity, and the group arrived at
acceleration graphs are their prediction.
mixed up. Students are Students are unable to
unclear on how the explain the
laws of motion and relationships between
forces affect velocity, motion, force, position,
acceleration, and velocity, and
position. acceleration.
Students partially Students only state if
explain the accuracy of their prediction was
their prediction and right or wrong but
provide little provide no
explanation of how/why explanation.
their prediction was
correct. Sources of
error were not
mentioned.
Not all members of the Student did not
group contributed respectfully collaborate
equally. in sharing their ideas
and making
predictions.