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A rock is dropped from the top floor of a 500-foot tall building. A camera captures the distance the rock traveled, in feet, after each second.
She wrote down:
Then, she noticed that 1, 4, 9, 16, and 25 are and .
Some students may question why the distances are positive when the rock is falling. In earlier grades, negative numbers represented on a vertical number line may have been associated with an arrow pointing down. Emphasize that the values shown in the picture tell us how far the rock fell and not the direction in which it was falling.
Discuss the equation that students wrote for the last question. If not already mentioned by students, point out that the suggests a quadratic relationship between elapsed time and the distance that a falling object travels. Ask students:
Explain to students that we have only a few data points to go by in this case, and the quadratic expression is a simplified model, but that quadratic functions are generally used to model the movement of falling objects. We will see this expression appearing in some other contexts in which gravity affects the quantities being studied.
Arrange students in groups of 2, and suggest that they check in with each other after trying each question. To facilitate peer discussion, consider displaying sentence stems or questions that students could use, such as:
Galileo Galilei, an Italian scientist, and other medieval scholars studied the motion of free-falling objects. The law they discovered can be expressed by the equation , which gives the distance fallen in feet, , as a function of time, , in seconds.
An object is dropped from a height of 576 feet.
To find out where the object is after the first few seconds after it was dropped, Elena and Diego created different tables.
Elena’s table:
| time (seconds) | distance fallen (feet) |
|---|---|
| 0 | 0 |
| 1 | 16 |
| 2 | 64 |
| 3 | |
| 4 | |
Diego’s table:
| time (seconds) | distance from the ground (feet) |
|---|---|
| 0 | 576 |
| 1 | 560 |
| 2 | 512 |
| 3 | |
| 4 | |
To help students make sense of the two functions, compare and contrast their representations (tables, equations, and graphs), and discuss the connections between them. Ask questions such as:
Display graphs that represent the two functions and make sure that students can interpret them. For example, they should see that the -intercept of each graph corresponds to the starting value of each function before the object is dropped.
They should also notice that the difference in distance between successive seconds gets larger in both cases, hence the curving graphs. (If the differences were constant, the graphs would have been straight lines.)
Display the embedded applet for all to see. Ask students how the graph of the height of the object is related to the path that the object takes as it falls.