They will understand how to define separate functions for different segments of the roller coaster ride based on height restrictions, speed variations, and design preferences.
Mastering Piecewise Functions: Students will learn to create and manipulate piecewise functions to design roller coaster paths. 
Through hands-on activities and projects using Desmos, students will apply their understanding of parent functions (linear, absolute value, quadratic, cubic) to model realistic roller coaster paths.
They will analyze the behavior of these functions and use critical thinking skills to optimize designs for maximum excitement and safety.
Students will enhance their graphing skills using Desmos, learning how to plot complex functions and visualize them as roller coaster tracks.
They will interpret graphs to identify key points such as maximum heights, minimum slopes, and points of intersection, ensuring their roller coasters adhere to specified design criteria
Throughout the course, students will develop confidence in presenting their roller coaster designs to peers, emphasizing clear communication of mathematical concepts and design choices.
They will receive feedback on their projects, fostering improvement in both mathematical understanding and presentation skills.
These goals ensure that students not only gain proficiency in using piecewise functions and Desmos but also cultivate creativity, problem-solving abilities, and effective communication—skills applicable across various academic and professional contexts

1 - 2 每週課外時間
Homework
頻率: 包括
回饋: 包括
細節: I will recommend a few problems to help with mastery. But it is not required.
Assessment
頻率: 包括
細節: Assessment Description:

The culmination of this course is the creation of a roller coaster path using the concepts learned throughout the class. Students will receive a detailed project description outlining requirements such as incorporating parent functions into a single piecewise defined function, specifying the minimum and maximum heights of the coaster, determining its length, and comparing it to real-world coasters (e.g., tallest or longest).

Project Requirements and Scoring:

Students will be provided with a scoring rubric to guide them in meeting project expectations and receiving constructive feedback. This rubric is designed to encourage thoroughness and creativity in their designs, regardless of whether they choose to create a digital or physical project at home.

Presentation Day:

To showcase their work, students will participate in a presentation day where they will present their roller coaster designs. This event will foster peer interaction, as students will have the opportunity to question their classmates about their designs and provide feedback.

Assessment Role and Types:

Assessments in this class are primarily project-based, focusing on applying mathematical concepts practically. The main assessment is the final roller coaster project, which integrates knowledge of piecewise functions, graphing skills using Desmos, and real-world comparisons. Students will have the flexibility to choose between digital or physical project formats.

Frequency and Requirements:

The final project is a required assessment for all students and will be completed outside of regular class hours. It allows students to demonstrate their understanding and creativity in applying mathematical principles to real-world scenarios. Feedback and critique provided through the scoring rubric and peer interactions during the presentation day will enhance learning and encourage iterative improvement in their designs.

This structure ensures that assessments are meaningful, engaging, and aligned with the course objectives, promoting both individual achievement and collaborative learning experiences.