# The Math and Science of Bowling

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2 The Math and Science of Bowling REPORT GRADING RUBRIC Report Question 1 (double 2 Not answered or minimally answered. (0-4 Some information provided, but not fully answered. Mathematical concepts not fully demonstrated. (5-8 Fully and accurately answered. Thoughtful response which demonstrates a strong grasp of mathematical concepts. ( (double TOTAL (100 Possible

4 BOWLING MOTION, FORCES AND NEWTON S LAWS This report is your final assessment for Chapter #19. Your report is worth a test grade. The following questions should be answered in paragraph form, typed neatly, and placed on your display board. Science: Chapter 1, Lesson #1. 1. Completely describe the motion of the bowling ball. Use the following words in your description: motion, reference point, distance, displacement, speed, velocity, and acceleration. (10 2. Draw a graph of position vs. velocity. Draw a graph of position vs. acceleration. (Use the attached graph) Use the graph to describe how the speed, velocity, and acceleration of the ball related? (20 3. When is the ball accelerating? When is the acceleration zero? (5 4. You throw a 4 kg bowling ball and it rolls down the lane at 6 m/s. What was the acceleration of the ball if it took you 3 seconds to throw the ball? (Hint: use the formula for calculating acceleration on page 695 of the textbook.) (10 5. For the situation described above, how much force did you exert on the ball? (Hint: Use Newton s second law of motion.) (10 Science: Chapter 1, Lesson #2: 6. Assuming there is no friction on the bowling alley; explain why the ball would roll at a constant velocity. (5 7. What role does friction play in the motion of the ball? (10 Science: Chapter 1, Lesson #3: 8. Which would be harder to stop? A 5 kg ball rolling at 6 m/s or a 10 kg ball rolling at 6 m/s? Why? Explain fully. (10 9. Assuming no friction, when are the forces on the bowling ball balanced? Unbalanced? Explain fully. ( What would happen to the acceleration of the ball if the force you apply stays the same, but the mass of the ball changes? (10

5 Lesson Plan: The Math and Science of Bowling Grade Level: 7 th /8th Math Content Standards: (Common Core) Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots and justify your choice of display Describe how additional data, particularly outliers, added to a data set may affect the mean, median, and mode. Science Content Standards: Process Standards: Standard 3: Construct viable arguments and critique the reasoning of others. Standard 4: Model with mathematics. Standard 6: Attend to precision. Description of Activity: This project is used to anchor the Data Analysis and Statistics unit. The unit will last approximately 10 class periods. The unit will start with a bowling field trip. The students will collect and calculate their scores for a minimum of two games. During the next two weeks students will study measures of central tendency, data representation, and data interpretation. The final assessment will be a tri-fold display board and report describing the math and science of bowling. Students will use their individual and class data to explore and describe their bowling experience from a science and mathematical perspective. They will construct and justify arguments comparing their bowling scores to those of their classmates. Students will have an opportunity to evaluate/critique/and grade their classmates projects. Assessment: See attached project description and grading rubrics..

6 SCIENCE REPORT GRADING RUBRIC The Math and Science of Bowling Report Question Not answered or minimally answered. Some information provided, but not fully answered. Scientific concepts not fully explained. Fully and accurately answered. Thoughtful response which demonstrates a strong grasp of scientific concepts. SCORE 1 (10 POINTS) 2 (20 POINTS) 3 (5 POINTS) 4 (10 POINTS) 5 (10 POINTS) 6 (5 POINTS) 7 (10 POINTS) 8 (10 POINTS) 9 (10 POINTS) 10 (10 POINTS) TOTAL (100 Possible

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