Algebra
Project – Catapult Trajectory (Quadratic Functions) – Project Outline
Name ____________________________
Date ___________________ Per ______
Catapult Trajectory (Quadratic Functions)
Project Standard (Common Core State Standard)
A-CED; 1. 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.
Project Introduction
To go along with other subjects at Suzanne gearing you towards the Renaissance Faire, this project will have you
construct a catapult. Catapults were vital parts of medieval siege warfare and could be used as a somewhat reliable
method to knock down fortifications. In this project, you will construct a catapult with whatever you would like but it
has to be able to launch a gumball (vending machine size). Commonly found household items that can be used are
pencils, rulers, rubber bands, tape, glue, a plastic spoon, and more. You can also buy supplies such as craft sticks, but
please keep the spending to a minimum. Once you have your supplies, you will construct and test your catapult. You
will have to find the parabolic arch of your catapult and create a quadratic algorithm and graph to help aid you with
certain tasks at the end of the project. Tasks may include using the catapult to strike an object at ground level and at a
certain height (like on top of a castle wall).
This project will be done in groups of 4 (or 5 if there are extra people).
Project Supplies
Household supplies to create the base of the catapult (recommended)
Store bought items to create the base of the catapult (not recommended)
Measuring Tape (highly recommended, but I have yard sticks)
Project Schedule (3 Days)
Day 1 (HOMEWORK: Bring supplies and finish group draft)
[1.] Brainstorm and Draft – Individually, you will consider the supplies needed to make your catapult. Your will then
sketch a draft of what your catapult will look like, using sketches of actual items (pencil, rubber band, craft stick, etc).
[2.] Discuss and Finalize – As a group, discuss each other’s sketches and agree to a design, whether it be a design from a
group member or a newly draft design.
[3.] List Supplies and Assign – As a group, create a list of needed supplies and assign group members to bring them in.
Day 2 (HOMEWORK: Reflection, Part 1 and 2)
[1.] Construct – With the supplies brought from home, build your catapult. Be sure that your catapult can successfully
launch a gumball.
Day 3 (HOMEWORK: Reflection, Part 3 and 4)
[1.] Complete Construction – Spend less than 5 minutes to complete any last minute construction on the catapult.
[2.] Test and Measure Max Distance – With a working catapult, test the distance your catapult will launch the gumball.
Be sure you test it several times to get a good consistent measure of the max distance. (use inches)
[3.] Test and Measure Max Height – With a good understanding of the max distance, test the maximum height of the
flight of the gumball. You can measure the height by launching the gumball against a wall and measuring the wall.
Be sure you test it several times to get a good consistent measure of the max height. Once you find the max height,
measure the distance away you are from the wall. (use inches)
[4.] Form the Quadratic Function – With the roots (distance at 0 and max distance), and with the vertex (distance away
from wall, max height), you will create the quadratic function. Find the amplitude (a) using this formula: y = a(x –
root)(x – root), where the x and y is the coordinates of your vertex. Substitute the amplitude back into the formula
to find the quadratic function. Then simplify the function into standard form.
[5.] Graph the Function – With your quadratic function, create a parabola.
[6.] Target Goals – With your graph, you will be given tasks to hit certain targets at various heights with your catapult.
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Project Rubric
Name ____________________________
Date ___________________ Per ______
Project Rubric
Category
Excellent
Good
Poor
Incomplete
Working with
Others
Student was an active
group member,
listening to
suggestions of others
and working
cooperatively. (60 pts)
Catapult has been
constructed and all
parts are functional at
the end of the project.
(60 pts)
Answers are detailed,
written in complete
sentences with
correct grammar. (60
pts)
Student was an active
partner but had
trouble listening to
others and/or working
cooperatively. (45 pts)
Student cooperated
with others, but
needed prompting to
stay on task. (30 pts)
Student did not work
effectively with others
and/or had issues
with cooperation. (0
pts)
Catapult has been
constructed and most
parts are functional at
the end of the project.
(45 pts)
Answers are detailed
but contain
grammatical errors or
incomplete sentences.
(45 pts)
Catapult has been
constructed, but parts
are loose or falling
apart. (30 pts)
Catapult was not
completed (0 pts)
Answers are written
in complete sentences
and are grammatically
correct, but are not
detailed. (30 pts)
Quadratic
Function and
Graph
Quadratic function
was created using the
roots and vertex. All
work is shown. Graph
is complete. (60 pts)
Quadratic function
was created using the
roots and vertex. Not
all work is shown.
Graph is complete.
(45 pts)
Target Goal
All target goals met.
(60 pts)
Most target goals
met. (60 pts)
Quadratic function
was created using the
roots and vertex.
Either work shown is
missing key parts or
graph is missing key
parts. (30 pts)
Half of the target
goals met. (45 pts)
Answers are not
written in complete
sentences, give little
detail, and/or not all
questions were
answered, (0 pts)
Either the quadratic
function is not
complete or the graph
is not complete. (0
pts)
Construction
Reflection
Answers
Comments:
Your
Score
Less than half of the
target goals met. (30
pts)
Total: ________/ 300 points
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Individual Draft
Name ____________________________
Date ___________________ Per ______
Individual Draft
Directions: Draw a sketch of the catapult that you would like to build. Label the household items you would, as you
make your draft.
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Group Draft
Name ____________________________
Date ___________________ Per ______
Group Draft
Directions: Draw a sketch of what you group had decided to use. If your group decided to use your draft, then just
write on this side (USING MY DRAFT).
List of Supplies Needed (use another page if you need more space)
Item
Assigned to Who
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Reflection
Name ____________________________
Date ___________________ Per ______
Reflection, Part 1 and 2
Part 1 – Self Assessment
1) After one day of construction, did your group complete the catapult?
yes
OR
no
(choose one)
2) If your group did NOT complete the catapult, what were the reasons why your group couldn’t finish? Give
examples.
3) If your group did complete the catapult, what active roles or reasons help steer your group to finish? Give
examples.
Part 2 - Predictions
4) Whether or not your catapult is completed, how far do you think your catapult will launch a gumball? What
evidence do you think supports your prediction?
5) Whether or not your catapult is completed, how high do you think your catapult will launch a gumball? What
evidence do you think supports your prediction?
6) Whether or not your catapult is completed, talk about how sturdy you built your catapult? What evidence do
you think supports your prediction?
7) Whether or not your catapult is completed, predict if your catapult will consistently maintain the same flight of
the gumball after being launched? What evidence do you think supports your prediction?
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Reflection
Name ____________________________
Date ___________________ Per ______
Reflection, Part 3 and 4
Part 3 – Wrap Up
8) Was your quadratic function able to help you your targets?
yes
OR
no
(choose one)
9) If it wasn’t able to help, what factors caused it to be off? Give examples.
10) If it was able to help, what could you have done to improve your catapult’s accuracy?
11) Explain what are real world uses of the roots and height of the quadratic function.
Part 4 – Teamwork
12) Did you and your group work well together? Why or why not?
13) How much effort do you think you put into this project? Explain with examples of what you did or not do?
14) If you had to give YOURSELF a grade on this project, what grade would it be and why?
15) If you had to give YOUR GROUP MEMBERS a grade on this project, what grade would it be and why?
Algebra
Project – Catapult Trajectory (Quadratic Functions) – Graphing
Graphing Worksheet
You can do scratch work on the back of this sheet.
Name ____________________________
Date ___________________ Per ______