jensen6

= **E-L-T-O-N '67 [:** =



Follow the directions on the Vertical Motion page, to complete each of the sections below.
**__The Word Problem__:** How would you solve for time in the problem your group was assigned? Prepare the equation to solve for time, defining the variables and supporting your choice in equation.

** A batter hits a pitched baseball when it is 3 feet off the ground. After it is hit, it moves with an initial upward velocity of 80 feet per second. If no one on the opposing team catches it, how long until it hits the ground? **
 * //1) Our word problem ://**

//**2) When an object is thrown, formula is So, the formula we would use is the one above .**//

//**3) h = height ; t = time ; v = velocity ; h-naught = initial height This is similar because height in the word problem is similar to height in the formula and velocity in the word problem is similar to velocity in the formula.

**//

//**4) So if we plug in our word problem into the formula, we would get**//

**__The Parabola:__** Use what you know about parabolas to predict the shape of the graph. What will it look like, and how do you know?

//**1) a = -16 ; b = 80 ; c = 3

2) The parabola will be down because a is a negative. (-16) While the width would be skinny.

3) C has the effect of where the vertex will go. C = y-intercept (3) So c is the y-intercept.

4) The discriminant is ( below ) . It tells us the square root of the equation. The Discriminant also tells you the number of x-axis intercepts a polynomial function has.**////**Their will be 2 roots in the answer.**//

1)
 * __The Math__:** Pretend you are the teacher, and this section is your lesson. Post the calculations required to graph the equation and find the solution, and show all the steps to doing so. Teach your audience all the important parts of the graph and explain what they mean for the problem you were given.

2&3)

4) To find out the axis of symmetry, I used the equation,** To find the y-intercept, I just plugged in the value of x into the equation. To find the vertex, you just need to pair the x-intercept & y-intercept you solved for. ( x in this problem refers to t ) (Below) Using Quadratic formula to find roots, complicated>.<
 * To find out all of this we used certain equations.

5) This is the 2nd root ( where the ball hits the ground ) 6) This is the first root( where ball is pitched )




 * __The Solution and The Meaning__:** What do the different parts of the graph mean? What does the solution mean?

1) Our solution describes how long it takes the ball to hit the ground because no one catches it.

2) The vertex represents the highest or lowest point on the parabola because it tells us if it is a maximum or a minimum and it describes how high the ball goes when it is hit.


 * 3) The y-intercept represents the height of the ball when it is in the air because you need to know initial value in the equation.

4) The roots represent the solution of an equation because they tell us the values of the parabola, in this problem the first root on the left represents when the ball is pitched and the root on the right represents when the ball hits the ground.

5) The object is in the air for 2.5 seconds. I know this because we solved the equation for x.

**__Reflection__: How did it feel to do the work and pretend to be the teacher? Do you think you understand the material more, now?Why or why not?**

Richard's Reflection:

The one thing I found difficult was doing the vertical motion quadratic formula. Next time I would check my answer on wolfram alpha, but I would also check if I did the problem right. This project has made me understand more about quadratic formulas. I think I can do vertical motion right faster than before. I feel powerful when I pretended to be a teacher. Elton's Reflection:

The thing I found difficult was that the work was too complicated. The work was too complicated because of how big the numbers were, but I still DID IT ! Next time I would ask for help and to get this project to be more smoother I would try to get all the work done on time. This project still confuses me but I understand vertical motion and quadratic equations a tiny bit better. This has helped a little bit because of the steps explaining what most of the project is about. It felt great to pretend to be the teacher i felt like the boss, FO SHO!

Andrea's Reflection:

The one thing I found difficult was the math and knowledge we already knew had to be put to the test trying to solve this time problem. The thing I would do differently next time would be getting more classification on how to get a better definition of how to clearly solve vertical motion problems. This project helped me do parabolas better but solving is still confusing this is because the problems contain big numbers and the parabolas are easy telling us roots, the y-intercept, etc. It felt redonculous being able to pretend to be a teacher. The work was effort FULL.