Your goal is to use a rocket playing golf on the first rocket golf park in your area on a piece of land outside of town. This course will be six holes (you will be designing one of the holes from start to finish with a minimum of 2 shots from the tee to the green or a maximum of 4 shots to get to from the tee to the green) and should be designed to challenge the ingenuity of the rocket golfers. You will want to create a variety of obstacles to challenge the golfer's problem-solving skills as they attempt to overcome your challenge and shoot a low score on your course.
You are part of the design team and has been given the challenge of creating one hole of a rocket golf course and calculating the shots that must be played from tee to green. The course is part of a vision involving the creation of out of the ordinary outdoor activities that also challenge the mind. The course should provide a number of unique characteristics and obstacles to challenge the golfers in a picturesque setting. A critical piece of your teams' work will be educating this audience and members of the community on the sport of rocket golf and how anyone can play this challenging sport.
Your audience will be a focus group of citizens who will potentially support your design and the members of the city government who must approve and fund your course. This audience and members of the community will need to learn about the sport of rocket golf and how anyone can play this challenging sport. They will need to be persuaded that this is a good idea and a fun and healthy way to spend some time.
Rocket golf replaces golf clubs with rockets. The rockets and launching systems are designed to reproduce shots based on the math and physics associated with the launch of the rocket. Once on the green, the player putts like in a normal game of golf. When the math and science is done correctly, the shots are very accurate. The game is mentally challenging and can be played on a beautiful rocket golf course.
When your design team chooses the location, you will need to be sure that it is an area that is safe for flying model rockets. The National Association of Rocketry has very strict safety rules. Safety will be very important!
Creating a course that is beautiful and challenging will be just as important!
Create a drawing of your proposal design for the new rocket golf course (only one hole). You will be calculating the quadratic functions for one of the holes from start to finish with a minimum of 2 shots to get from the tee to the green or a maximum of 4 shots to get from the tee to the green.
- The drawing should include trees of various sizes, water hazards and sand traps to make the course both challenging and enjoyable.
- Include dimensions of the fairway, greens and rough.
You must include the following in your presentation.
- Your design of the course.
- Your shot simulations with the initial vertical and horizontal velocities of the ball after each shot. (start point, landing point, maximum height of the ball and the time that the ball took)
- Make use of the following formula to help you determine the position of the ball at all time.
h = -16t2 + v0t + h0 where v0is the initial velocity, t is time in seconds and h0 is the initial height. Your velocity of the ball will change from shot to shot (minimum of 80m/s and maximum of 95 m/s), but the height will remain 0 if you start of the ground).
Include the maximum height of the ball and the seconds that it would take the ball to reach its maximum height.
You need to create a PowerPoint presentation or a video presentation (3-5 minutes) of the following:
1. Sketches of your golf course with the simulation of the shots.
2. Minimum Shot - distance, maximum height after how many seconds
3. Maximum Shot - distance, maximum height after how many seconds
4. Difference in the height between the balls at maximum height and why?
5. What is the minimum distance of the hole if you play 2 shots and what is the maximum distance of the hole if you should play 2 shots, (include the putting distance of 35 feet.
6. Lift your ball to an initial height on 1 m and 2 m and calculate the new distance at minimum and maximum.
Criterion C: Communicating
At the end of year 3, students should be able to:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.
Criterion D: Applying mathematics in real-life contexts
At the end of year 3, students should be able to:
i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. explain whether a solution makes sense in the context of the authentic real-life situation.
Attachment:- Integrated Math - GRASPS.rar