## Pyrotechnics

### Johnny WolfeSanta Rosa District Schools

#### Description

Pyrotechnics is the scientific name for fireworks. This word comes from Greek words meaning “fire arts.” Factoring can be used to solve such problems dealing with Pyrotechnics.

#### Objectives

Understands and explains the effects of addition, subtraction, multiplication and division on real numbers, including square roots, exponents, and appropriate inverse relationships.

Describes, analyzes and generalizes relationships, patterns, and functions using words, symbols, variables, tables and graphs.

Determines the impacts when changing parameters of given functions.

#### Materials

-Overhead transparencies (if examples are to be worked on overhead) for PYROTECHNICS (see attached file)
-PYROTECHNICS EXAMPLES (see attached file)
-PYROTECHNICS WORKSHEET (see attached file)
-PYROTECHNICS CHECKLIST (see attached file)

#### Preparations

1. Prepare transparencies (if teacher uses overhead for examples) for PYROTECHNICS EXAMPLES. (See attached file.)

2. Have marking pens (for overhead).

3. Have PYROTECHNICS EXAMPLES prepared and ready to demonstrate to students. (See attached file.)

4. Have enough copies of PYROTECHNICS WORKSHEET for each student. (See attached file.)

5. Have enough copies of PYROTECHNICS CHECKLIST for each student. (See attached file.)

#### Procedures

Prior Knowledge: Students should be familiar with basic operation skills, such as addition, subtraction, multiplication, division, exponents, fractions, decimals, area, distributive property, factoring, and the 4-step approach to solving problems(explore, plan, solve, and examine).

1. Ask the students if they have ever been to a Fourth of July celebration and watched the fireworks? Ask students what they noticed about the speed and height of the fireworks. (Get student responses. Help students understand the path of the fireworks “parabola” shape.)

2. Discuss “pyrotechnics” with students. (See #1 and #2 on attached file: PYROTECHNICS EXAMPLES.)

3. Ask students to find the following products. What patterns do they find?(Help students to start understanding the “Zero Product Property.” (See #3 and #4 on attached file: PYROTECHNICS EXAMPLES.)
a. 3(0) = 0
b. 0(-8) = 0
c. (1/2 + -1/2)(0) = 0
d. (0)(x + 2) = 0

4. Introduce the students to the “Zero Product Property.” (See #5 on attached file: PYROTECHNICS EXAMPLES.)

5. Introduce the students to the formula “h = vt – 16t2.” (See #6 on attached file: PYROTECHNICS EXAMPLES).

6. Work example #7 on attached file: PYROTECHNICS EXAMPLES. (Make sure that students understand why “0” is placed in for height.)

7. Work example #8 on attached file: PYROTECHNICS EXAMPLES. (Make sure that students understand why “0” is placed in for height.)

8. Work example #9 on attached file: PYROTECHNICS EXAMPLES. (Make sure that students understand why “336” is placed in for height instead of “0.”)

9. Work example #10 on attached file: PYROTECHNICS EXAMPLES. (Make sure students understand why “3000” is placed in for height instead of “0.”)

10. Distribute the PYROTECHNICS WORKSHEET. (See attached file.)

11. Distribute the PYROTECHNICS CHECKLIST. (See attached file.)

12. The students will write their responses on the worksheet.

13. The teacher will move from student to student observing the students work and lending assistance.

#### Assessments

The student worksheet will be collected and scored according to the PYROTECHNICS CHECKLIST. (See attached file.)

#### Extensions

Have students come up with different equations by experimenting with different heights, times, and velocities. Then have the students remove one of the quantities and exchange with another student to solve for the quantity.