weaks6_4

= = **MATHAHOLICS** Luke is the facilitator,Shelby is the recorder,Both are the math crunchers

Follow the directions on the Vertical Motion[[image:file:///Users/student/Desktop/Picture%201.png]]
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page, to complete each of the sections below.
h= is the ending hight v= the velocity t= the time of the equation = the initial hight (beginning) this math is called the discriminant!!!!
 * __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. [[image:file:///Users/student/Desktop/Picture%201.png]] 2) A gymnast dismounts the uneven parallel bars at a height of 8 feet with an initial upward velocity of 8 feet per second. How many seconds will take her to reach the ground?

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== == A=-16 B=8 C=8 "A" will have the parabola open down ward since it is negative and the vertex will be the maximum of the graph. the magnitude will have the parabola very narrow. "C"Will show where the parabola will hit the y-intercept. The graph would have one side across the y-intercept This equation is solved using the discriminant, the discriminant shows how many roots (is the where the parabola crosses the x-axis) are on the graph. If there is positive answer there will be 2 roots, if the answer is 0 than there will be 1 root, and if the answer is negative there are no roots. The answer 576 means we have two roots.
 * __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?
 * __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.

AoS: We find the Axis of Symmetry by using the formula:AoS is the invisible line that divides the parabola in half, and the AoS will always have the vertex point on it.



Vertex:

[[image:file/view/Y_for_vertex_6_4.png width="234" height="198"]]




[[image:4_quad_part_2.png width="299" height="278"]]
We use the quadratic formula to help find the roots and the time of which the object has fallen. The roots are the -1/2 and 1 and they say the + time the object hits the ground. the -1/2 means nothing to our word problem. The word problem only involves the first quadrant because our gymnast cannot go back in time since it is impossible unless she has a time machine.

Our solution to the problem is the time taken for the gymnast to hit the ground which is 1 second. Our Vertex on the graph represents the point were our gymnast's highest point of the jump and its also the point were the the gymnast stops rising and starts falling. The Y-intercept is the point were the gymnast's original hight where she starts her jump which is 8 feet because the y-intercept represents zero seconds in time meaning she started her jump at the Y-intercept of the graph since the time hasen't started yet. The roots represents how long it took the gymnast to hit the ground since the ground is zero. Where the object lands across the x-axis should tell us when she hit the ground after jumping from the 8 foot mark. The gymnast was in the air for 1 second. We figured this out by using the quadratic formula and by looking at the graph that was created using the Quadratic formula.
 * __The Solution a__****__nd The Meaning__:** What do the different parts of the graph mean? What does the solution mean?

Luke's reflection The events that happened following the start of this project was disastrous. Immediately after Ms. Weaks instructed the class to get our computer, problems popped up. People forgot there pass words, some can't get on the internet, they can't upload pictures, Etc. In my opinion we should not do this ever again it wasn't difficult it was just horribly organized. I liked the project not the computers if I had more knowledge on computers or more exposure to it I probably would have done the project a little bit more smooth and efficient. The project refreshed my memory very much because we did not just answer the problem we explained it, graphed it, every thing possible that might happen in a real life situation, and it gave me a really good challenge. It really did not feel like I was the teacher but instead it felt like I was doing something for all ages to see and learn and I also felt like a scientist trying to calculate the acrobat's trajectory. Shelby's reflection  I thought that finding the roots with the quadratic formula and the time was really difficult because towrds the end the roots were in fractions and we kept getting the wrong answers. Until the a tutor came and helped us. finding the time was sort of hard because we didn't know that it would be he positive root until the tutor helped us. To make this project run more smoothly by cheking our work the first time with the tutor and not wait. the project did help me understand both the quadractic formula and the V.M. equathions. and im glad this helped me find all the products of the porabala.thank you Mrs.Weaks!!!!
 * __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?