Shock+and+Awe+--+Projectile+Motion+in+the+Crusades

=Resource=

http://www.hightechhigh.org/projects/?name=Shock%20and%20Awe:%20Projectile%20Motion%20in%20the%20Crusades&uid=ee642b3243f65796e53e4d3b7f30e5f9

=Summary=

===“Students spent a significant amount of time learning about projectile motion and quadratics, learning what quadratics are and how to work with them. Students then applied this to projectile motion, making the connection between a parabola and the path of the projectile.” ===

=CCSS Alignment for Grades 6-8=


 * ===**6.EE.9. **//Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time //**. **Students will use the distance equation (distance = rate x time) to calculate the rate at which the projectile travelled and analyze the relation between the dependent and independent variables. ===
 * ===**7.RP.2 **. //Recognize and represent proportional relationships between quantities.// Students will observe and experiment with the proportional relationship between the quantities they use in the distance equation. ===
 * ===**8.EE.5 **. //Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed//. Students will compare projectile speeds of two groups’ projectile weapons from the specified historical period. ===