GRADE 8

UNIT: Math - Ratio and Proportion
THEME: Human Face of Mathematics - Mathematics in Aboriginal Culture

EQUIPMENT

• atlatl and dart of various lengths (For example 0.5m, 1 m, 1.5 m, 2 m)
• pylon (or other easily seen target that cannot damage or be damaged by the dart)
• measuring tape
• coloured tape
• distance & speed chart
• calculator
• computers with a spreadsheet program

PREREQUISITE KNOWLEDGE:
Math - Ratio and Proportion

R-3 use the concept of rate to compare different quantities

R-8 compare ratios and rates

Calculate velocity

LEARNING OUTCOMES:
Math - Data Management

R-4 construct ratios and rates from real-life examples

Teacher Set Up

1. Using the coloured tape, mark off a circle with a diameter of 2 m and a throw line about 10 m from the perimeter of the circle. Place the pylon in the centre of the circle
2. Divide the class into groups of no less than 4. For each group you will need one student to throw the dart, one student to measure the distance thrown, one student to time the flight of the dart and another to record the data. One student from each group will throw the dart for the sake of consistency.

Student Instructions

Hypotheses

1. After your teacher demonstrates how to use the atlatl, create a hypotheses on which length of dart will be able to travel the farthest, be the most accurate and will travel the fastest.

Speed of the Dart

1. After your teacher demonstrates how to use the atlatl, create a hypotheses on which length of dart they think will travel the fastest.
2. Record the distance and time traveled for each length.
3. Time the dart from the time it leaves the atlatl until it lands on the ground.
4. Throw the shortest dart about 5 times each as far as possible, not crossing the line.
5. Measure each throw from the line to see how far the dart traveled.
6. Repeat for each length of dart.

Data Analysis

1. Calculate the speed for each throw
2. Determine which length of dart traveled the fastest.
3. Compare your results to your hypotheses.
4. Represent data graphically from a spreadsheet by choosing the appropriate graph type. Justify the type of graph you used.
5. Determine which dart length had traveled the fastest.
6. As a group answer the following questions:
   How does the physical attributes of the person throwing the atlatl effect the experiment?
   What other factors would effect the experiment?
   How could the results differ for different people throwing the dart?

Closure

1. Each group presents their findings from the experiment.
2. As a class, form conjectures as why different groups may have had different results and how the experiment could be changed to have more accurate results.

Lessons for Atlatl Users with Some Experience - Grade 8 PDF

Lessons for Beginner Atlatl Users - Grade 8

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