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All About a Bounce Act 3: Quadratics

All About a Bounce Act 3: Quadratics. A Kern High School District Task.

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All About a Bounce Act 3: Quadratics

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  1. All About a BounceAct 3: Quadratics A Kern High School District Task

  2. Remember Act II of “All About A Bounce”? We learned that we can construct graphical and symbolic models of a ball’s bounce given two points as long as one of the points is the vertex. Can we create models of the ball’s flight with just the points where the ball hits the ground? They seem like pretty important points too.

  3. I. Predictions a. Why can or can’t we use the zeroes to write an equation?

  4. II. Ball Bounce This time, I only need two volunteers who will record where the ball hits the ground. a. Record the zeroes: ________and________. b. Estimate the vertex.

  5. III. Activity a. Use intercept form to write the equation that models the ball’s flight b. Use technology to find the maximum height of the ball’s bounce.

  6. c. Think about the actual path of the ball. Does your maximum seem valid? Why or why not?

  7. IV. Writing the Equation for our Path • What areyour estimates of the vertex? a. How can we change the equation so that the graph is closer to what we observed?

  8. b. Is there only one parabola that can go through the two points where the ball hit the ground?

  9. c. What do all five variables in the form y=a(x-p)(x-q) represent? d. We already know the zeroes, according to the equation what do we need in order to isolate the a value?

  10. e. Like always I am the only one paying attention and I saw the ball pass through the point… Write an equation of the parabola and find the maximum height the ball reached. f. Compare your equations and height with your group and other groups.

  11. V. Rule of FourTeacher Solution Click Here • How does your Rule of 4 compare to other groups? • You can write an equation in intercept from as long as you’re given _________________. • Class discussion…

  12. IV. Summary Questions a. How is an equation in intercept form related to its graph? b. The ball bounces off the ground at two and seven feet from where you stand. It passes by the wall at four feet out and six feet high. Write the equation in intercept form and vertex form. c. If the ball still hit the same two points on the ground but bounced higher, how would the equation change?

  13. Summary Questions Continued d. Kimber and Monica are two members of two different teams. They discovered that both teams have the same zeroes, which makes them think they must have the same equations and graphs. However, their teams have different results. Explain why?

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