The Hit
Bat Length Activity

Bat Type Activity
Bat Length Activity
Coefficient of Restitution (COR) Exploration
Graphing Calculator Activity

Overview of Lesson

This activity is designed to explore how different bat lengths affect the hitting distance of the ball. Students will use a baseball bat with tape markings (hitting lengths) to observe the effects on hitting distances.

Goal

Students will learn a relatively easy way to determine the effect bat length has on hitting distance.

Objectives

• The students will determine the average hitting distance for each bat length.

• The students will plot a graph of average hitting distances versus bat length.

• The students will draw conclusions about the effectiveness of various bat lengths based on the data collection and graphs they have made.

• The students will make inferences about the energy transformations that occur between a ball and bat, and how these vary with different batting lengths.

Ohio Academic Content Standards

Materials

• Wooden bats with tape markings every 3 inches beginning at the end of the barrel

• Tape measure

• Batting tees

• Softballs

Procedure

1. Divide students into groups of three. Assign each student one of the following specific tasks to begin the activity: batter, ball spotter/retriever, tape measurer. These job assignments will rotate after each student has hit the ball five times (one rotation for each bat length).

2. One student begins by hitting the ball off the tee a total of five times (batter). The ball spotter marks the location where the ball lands, and the tape measurer records the distance into the groups data table.

3. Rotate students until each group member has hit the ball five times for each batting length.

4. Have each group determine the average hitting distance for each batting length, and plot a bar graph of average hitting distance (y-axis) versus batting length (x-axis).

5. As an extension, each group can average its data with the entire class and plot a class graph. Discuss any differences between the groups' graphs and the class graph. Why do scientists always take so many samples of data before drawing conclusions?

Evaluation

This activity can be evaluated using informal observations as students work together to perform the tasks. This is also an activity in which a formal evaluation can be registered by assessing the students on their ability to accurately collect data, plot graphs and reach conclusions. See Appendix B to evaluate graph.