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Amusement Park Project

The document provides details for an honors precalculus assignment where students will create an amusement park project using different types of functions. Students are asked to design at least 5 roller coasters using a minimum of 3 functions each, as well as at least 3 train designs using geometry and functions. They must graph the roller coasters and include a blueprint of the entire park layout. The project aims to have students analyze and combine functions to model real-world designs, and will take multiple class periods to complete. Students will be assessed using a provided rubric focusing on the number and complexity of designs, accurate graphing, and an overall creative park blueprint.

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1K views5 pages

Amusement Park Project

The document provides details for an honors precalculus assignment where students will create an amusement park project using different types of functions. Students are asked to design at least 5 roller coasters using a minimum of 3 functions each, as well as at least 3 train designs using geometry and functions. They must graph the roller coasters and include a blueprint of the entire park layout. The project aims to have students analyze and combine functions to model real-world designs, and will take multiple class periods to complete. Students will be assessed using a provided rubric focusing on the number and complexity of designs, accurate graphing, and an overall creative park blueprint.

Uploaded by

api-509212845
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Amusement Park Project

Class: Honors PreCalculus

Grade Level: 11th/12th Grade

Unit: Sine, Cosine, and Tangent

Teacher: Ms. Brynn Jacobi

Objectives
The students will be able to:
- Analyze how different types of functions behave.
- Create a roller coaster by combining different functions.

Common Core State Standard(s)-CCSS


1. Distinguish between situations that can be modeled with linear functions and with
exponential functions (F-LE)
c. Recognize situations in which a quantity grows or decays by a constant percent rate per
unit interval relative to another

Iowa Core Curriculum-Subject Area Standard


Model periodic phenomena with trigonometric functions
5. Choose trigonometric functions to model periodic phenomena with specified
amplitude, frequency, and midline.★ (F-TF.5.)
**Students will need to adjust the functions to get the height (or amplitude) they want in
their coaster.

21st Century Skill(s)


Think Creatively
 Use a wide range of idea creation techniques (such as brainstorming)
* * the students will be brainstorming their ideas before they use equations for create them.

Essential Question
How can equations and functions be used to create things in the real world?

Anticipatory Set (10 minutes)


Review how the different types of parent functions behave:
- Linear, Quadratic, cubic, quartic, quintic, sine, cosine, tangent, arcsine, arccosine,
arctangent (attached below)
https://www.youtube.com/watch?v=qQyAneaKClQ (video about roller coasters and their
creation)

Teaching: Activities (75 minutes)


The students will be creating their own amusement park, using their knowledge of the behavior
of different type of functions to create a minimum of 5 different roller coasters that each have a
minimum of 3 different functions in its construction. As the students construct their coasters,
they will be graphing the equations on 8.5x11 coordinate sheets and connecting them to create
their whole coaster.

Requirements (more details in the rubric attached below):


- At least 5 coasters with at least 3 functions each
- At least 3 car/train designs using geometry and functions
- The coasters must be graphed and all pages taped in the consecutive order
- A blueprint must be created that maps out the whole park (where all of the coasters are
and where other buildings will be- food, bathroom, etc.)
o A legend must be included for the scaling measurements, along with names of
each of the coasters and the park.
- BE CREATIVE‼ Add whatever you think would be in your ideal park. For example, you
could even add water slides if you can design them with functions!

https://www.youtube.com/watch?v=dBdj7Lcz2Xc&list=PL1FA7DB9C5A00B2DA (Video 1
and 2 from this playlist can be played in the beginning as they work, to allow students to get
some ideas and brainstorm what their coasters might look like)
https://www.youtube.com/watch?v=EOMDDESvbm8 (this video shows how roller coasters are
used for practical purposes, such as in movies for special effects)

Closure (5 minutes)
- Check in with the students to see what progress they have made.
- See if there are any clarifying questions or if students have a problem they can’t solve (if
there is a problem they can’t find the answer to, see if a classmate can help them before
you)
- Students can share out any struggles they experienced and how they overcame them, to
provide assistance to their classmates if they end up have the same or a similar problem.

Independent Practice

Keep working on the project. This project will cover at least two full class periods, so their
homework outside will be to continue working.

Assessment

The students will turn in their finished project to be graded based on the provided rubric.

Materials
Graph Paper, pencils, tape, computer (if students what to look up ideas)
Amusement Park Rubric

CATEGORY 4 Excellent 3 Almost There 2 Emerging 1 Poor 0 Not Evident


The student The student created The student created 1 The student The student did not
Roller created at least 5 3 or 4 coasters with 3 or 2 coasters with 3 created 1 or 2 create any
coasters with at functions each functions each coasters with less complete coasters
Coasters least 3 functions OR OR than 3 functions
each. The student created The student created 3 each
5 coasters with less or 4 coasters with less
than 3 functions each than 3 functions each
The student The student created The student created 1 The student The student did not
Car/Train created at least 3 2 coaster cars/trains coaster cars/trains created 1 coaster create any
coaster cars/trains using geometry and using geometry and car/train but didn’t complete coaster
Designs using both functions for each functions for each use BOTH cars/trains
geometry and OR OR geometry and
functions for each. The student created The student created 2 functions
3 coaster cars/trains coaster cars/trains but
but didn’t use BOTH didn’t use BOTH
geometry and geometry and
functions functions
The student The student created The student created The student The student did not
Graphs of created complete complete graphs of 3 complete graphs of 2 created complete create complete
graphs of at least or 4 coasters with coasters with function graphs of 1 any graphs of
Roller 5 coasters with function labels labels coasters with coasters with
Coasters function labels function labels function labels

The student The student The student completed The student The student did not
Blueprint of completed a completed a a blueprint of their park completed a complete a
blueprint of their blueprint of their park including less than half blueprint with 1 blueprint
Park park including all including almost all of their coasters and coaster and a few
(additional 1/2 coasters and coasters and buildings with a scaling buildings with a
point off if no buildings with a buildings with a legend scaling legend
scaling legend) scaling legend scaling legend
All coasters and Most coasters and Some coasters and There is evidence There is no effort to
Creativity cars are creative cars are creative and cars are creative and of an effort to be be creative.
and original original original creative

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