Part B (26 %): This activity is the basis for the assessment for this unit project....

 

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Part B (26 %): This activity is the basis for the assessment for this unit project. Students may choose to create a game or activity where an object will travel along a parabolic path. They should determine the creative characters and the setting for the game. Students create a minimum of three screens showing the starting point of the object (i.e. the bird) and the target (i.e. the pig) as shown in the Angry Bird example. Students use their knowledge of the transformation of equations to change the position or distance of the target in each of the screens. Then, for each screen, students provide three possible equations for parabolas of which one will lead to the object hitting the target (meaning, the target is on a point that the parabola passes through). The screens and equations should be manually created using graph paper. Students make any necessary adjustments to finalize their game before exchanging it with another group. Next, students exchange games with another group. Each group then plays the game created by their exchange group. Group members play by selecting the correct equation from those given (similar to the Angry Birds activity done). After playing the game, assess the game using the following rating chart. A rating of 0 is the lowest and 4 is the highest. Circle the number of your choice for each item. I could easily identify the moving object I could easily identify the target The parabolic equations given were believable I could identify the correct answer The game was fun to play 0 0 0 0 0 2 3 4 3 4 3 4 1 1 2 1 2 1 2 1 2 3 4 3 4 A rubric for assessment is provided to assess the project for the following elements: . Game/screens created by each group • Parabolic equations provided • Accuracy of the solution .Rating chart (from peer evaluation) Part B (26 %): This activity is the basis for the assessment for this unit project. Students may choose to create a game or activity where an object will travel along a parabolic path. They should determine the creative characters and the setting for the game. Students create a minimum of three screens showing the starting point of the object (i.e. the bird) and the target (i.e. the pig) as shown in the Angry Bird example. Students use their knowledge of the transformation of equations to change the position or distance of the target in each of the screens. Then, for each screen, students provide three possible equations for parabolas of which one will lead to the object hitting the target (meaning, the target is on a point that the parabola passes through). The screens and equations should be manually created using graph paper. Students make any necessary adjustments to finalize their game before exchanging it with another group. Next, students exchange games with another group. Each group then plays the game created by their exchange group. Group members play by selecting the correct equation from those given (similar to the Angry Birds activity done). After playing the game, assess the game using the following rating chart. A rating of 0 is the lowest and 4 is the highest. Circle the number of your choice for each item. I could easily identify the moving object I could easily identify the target The parabolic equations given were believable I could identify the correct answer The game was fun to play 0 0 0 0 0 2 3 4 3 4 3 4 1 1 2 1 2 1 2 1 2 3 4 3 4 A rubric for assessment is provided to assess the project for the following elements: . Game/screens created by each group • Parabolic equations provided • Accuracy of the solution .Rating chart (from peer evaluation)

Answer rating: 100% (QA)

ANSWER B Accuracy of the solution Accuracy of Solution The accuracy of the solution of a problem ... View the full answer