Popsicle Stick Catapult Activity

Description

Students will work in small groups to build miniature catapults. They will use these catapults to make generalizations about the relationship between the distance that the catapult is pulled back and the distance that the object travels in a parabolic path.

Mathematics Florida Standards

MAFS.912.F-IF.3.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.

MAFS.912.F-IF.1.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Objectives

Students will be able to:

• Represent the path of the object that is catapulted graphically.
• Make generalizations about the pull distance on the catapult and the distance that the object flies.

Time required: 20 minutes

Materials needed (per group):

• 6 Popsicle sticks
• 5 rubber bands
• Plastic bottle cap
• Superglue
• Mini pom-poms or projectile of your choice
• Ruler (with cm)

Lesson preparation

• Superglue one bottle cap to the end of one Popsicle stick. You will need one per group.
• Draw a line on the floor or table where students will stand to launch their projectiles.

Popsicle Stick Catapult Activity

Part 1

Name ___________________________________ Date_____________________________________

Challenge yourselves to use the elements of medieval technology to build a mini-catapult and fill the air with projectiles.

Each group will experiment with making a catapult using Popsicle sticks, rubber bands, and everyday materials. Then groups will face off to see which contraption has the best combined accuracy and quadratic function trajectories. Make sure to shoot from the labeled shooting line on the floor or table.

Materials needed:

• 6 Popsicle sticks
• 5 rubber bands
• Plastic bottle cap
• Superglue
• Mini pom-poms or projectile of your choice
• Ruler (with cm)

Steps:

• Gather your materials.
• Stack four Popsicle sticks together. Using a rubber band at each end, tie the bundle together tightly.
• Place the remaining two Popsicle sticks together. Bundle only one end together using an additional rubber band. Because your bottle cap has already been secured, use the Popsicle stick with the bottle cap as the top stick in this set.
• Pry the unbundled end open enough to be able to slide the set of four sticks in between perpendicularly to form a cross. Slide the bundle of four sticks down as closely as you can get it to the rubber band holding the two sticks together.
• Secure the body to the wings (diagonally at the point where the Popsicle sticks intersect) by criss-crossing a rubber band from the back of the right wing to the front of the left several times. Repeat with the final rubber band.
• Place your projectile in the cap. Hold the set of four sticks with one hand and, with the other hand, push down on the angled stick just behind the projectile.
• Release your projectile.
• Measure the distance that the projectile traveled.

Popsicle Stick Catapult Activity

Part 2

1.Sketch a graph that represents the path of the objects you catapulted. Label your axes.

• What does the y-intercept represent?
• What does the x-intercept represent?

2. Does the distance that the catapult is pulled back and down affect how far the projectile travels? Test and record your data below:

3. Conclusion: State what your test results show about this relationship between pull distance and distance the projectile travels.
Reflection questions for teachers

• What mathematical connections do you believe students will make?
• What questions could you ask students to further develop these connections?
• What are some challenges in implementing this activity?
• What can you do to overcome these challenges?