makerPBL - Projecting Parabolas – SCOPES-DF

### Lesson Details

Subjects
Age Ranges
Fab Tools
Standards
HSA.CED.A1, HSA.CED.A2, Fab-Fabrication.1, Fab-Design.1, Fab-Safety.2, Fab-Modeling.2
Author
Additional Contributors

You need to login or register to bookmark/favorite this content.

### Author

Jennifer Mitchell
K-12 teacher

### Summary

The Unit is designed to introduce/reinforce the student’s knowledge of quadratic functions. The unit will begin with PHET simulations on the characteristics of quadratic functions, applying their knowledge to digitally fabricate a parabola, and then using the parabola’s graph to identify all of the key features to determine its equation.

## The Instructions

### Essential Question and Hook Event

Using the hook event, introduce students to the essential question, "How might we, as structural engineers, design and use a 3D model of a parabola, to derive the corresponding quadratic equation?"

Quadratic Blindness: Students will be asked to collect data, they are required to take or record at least 10 sites/events that involve quadratics around them. If students have no idea what a quadratic is they may have to do a little research on their own first. Then students will report their findings and watch a video on how Quadratics are used in careers.

### Scaffolding and Class Activities

Students will use simulations, games, and online activities to reinforce their knowledge of quadratics and its key features.

Class Activities

• PHET simulations (at least 9 activities)
• Investigating graphs of Quadratic Functions
• Desmos- creating quadratic functions
• Angry Birds- projection of an object
• Spring Board textbook

Station Activities

• Solving real-world quadratic problems
• Spot it: Pinterest activity
• Foldable and flowcharts
• Students will build a catapult to place a particular object into a specified area

Workshops

• These will be driven by using Nearpod and/or Educreation. Online/apps that can be used to address student learning, re-teaching components of how to solve quadratic function.

﻿

### Digital Fabrication and Final Product

Students or student groups will be able to use any digital fabrication tools they choose to create a model of a parabola found in the real world. Then they will graph that parabola and identify its key features to determine its equation.

Guidelines:

How might we, as structural engineers, design and use a 3D model of a parabola, to derive the corresponding quadratic equation?

You are turning in 2 things by the end:

1. Product (created in e-lab)

2. Analysis and Student Reflection

Here are the following guidelines:

• Your product
• Must include a product YOU created from tools in the elab.
• If you are using wood simply drawing something on a piece of wood and cutting it out with the scroll saw is not acceptable; if you are using the 3-D printer simply dropping and dragging pre-created items is not acceptable; BE CREATIVE
• You must submit an analysis after you finish your product
• Typed, 12 times new roman, double spaced, 100 word min. Or neatly written
• Things to touch upon
• Drawing of your product on a coordinate plane
• Identify at least 5 points that is a solution to the graph.
• Depending on your graph, label each of the following on your graphs:
• Quadratics- find vertex, x and y intercepts, AOS, identify maximum/minimum points, write equation in standard form, vertex form, and factored form.
• Polynomials- x and y intercepts, identify absolute maximum/minimum points, identify relative maximum/minimum points, write the equation in standard form, identify the increasing and decreasing intervals

Student Reflection:

• What changes could be made to improve the product if it had to be done again.
• What challenges were faced when creating the products

﻿

SUBMISSION: Products will be placed on display in room during class, analysis, and student reflection will be turned into teacher by _____.

## Standards

• (HSA.CED.A1): Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• (HSA.CED.A2): Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
• (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.
• (Fab-Safety.2): I can operate equipment in a Fab Lab following safety protocols.
• (Fab-Modeling.2): I can construct compound shapes and multi-part components ready for physical production using multiple representations.

## Contact us

Having trouble? Let us know by completing the form below. We'll do our best to get your issues resolved quickly.

"*" indicates required fields

Name*
Email*
This field is for validation purposes and should be left unchanged.
?