weaks5_1



Math Queens Weaks Period 5 Facilitator: Geneen Recorder: Jasmine Number Cruncher: Estefania

Follow the directions on the Vertical Motion page, to complete each of the sections below.
Problem: A peregrine falcon dives toward a pigeon on the ground. When the falcon is at a height of 100 feet, the pigeon sees the falcon, which is diving at 220 feet per second. Estimate to the nearest tenth of a second the time the pigeon has to escape. **Where is your problem, and picture associated with it?**
 * __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.



1)Vertical motion 2) The object is being thrown, because it does have an extra force. That's why it is the correct equation. 3) h= is the ground = 0 t=time=how long it takes the falcon to reach the pigeon. v= velocity= 220 h0= 100=the height the falcon starts to the ground 4)



1) 2) A will affect the graph because it makes the graph either become a maximum or a minimum. The magnitude of the graph is affected because when the number is smaller than it makes the graph wider and when the number is bigger it makes the graph narrower. In our problem "A" will affect the graph because it would make our graph narrow. It will also affect the graph because it will make the graph a maximum because it is negative. 3) C will affect the graph by where the y-intercept will be located. In our problem the y-intercept will be located on 100 feet. 4) Discriminant:
 * __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?

= because the answer for the discriminant is positive the graph has __2 roots__.


 * __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.
 * Equation:**
 * AoS Equation:** The AoS is a invisible line that cuts the parabola in half.
 * Vertex:** The vertex is the highest or lowest point of the parabola.
 * Graph:**


 * Method: We used the quadratic formula because it is easier to use because it is more familiar.**


 * Quadratic Formula:**

1) The solution describes the time the pigeon has to move before the falcon reaches it. 2) The vertex does not represent anything because the time is negative, which means the time does not exist. 3) The y-intercept represents were the falcon started. 4) The roots represent how long the pigeon has to move. The roots help find the time the pigeon has. 5) The falcon is in the air 0.5 seconds and -14 seconds. We know that the falcon is in the air .5 seconds because when you solve the problem thats the answer. The -14 seconds doesn't matter because you can't have negative time.
 * __The Solution and The Meaning__:** What do the different parts of the graph mean? What does the solution mean?


 * __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?

1) One thing I found difficult was figuring out how "a" effects the graph, because I never really understood how "a" effects the graph. 2) The thing that I would do different next time is to make the project run smoother, by reviewing the graphing chapters. 3) Doing this project helped me understand how to do vertical motion equations and quadratic equations better than before because the group did step by step. 4) When we pretended to be the teacher it was confusing because we had to make sure the people get it, not only the group.
 * Jasmine:**

1) One thing I found difficult was to find the vertex because I had forgotten how to solve for the vertex. 2) The thing that I would do next time to make the project run smoother would be to have our notes out just in case we would need them. 3) Doing this project did help me have a better knowledge because we had to dig deeper and answer specific questions. 4) When we pretended to be a teacher I felt the responsibility to make sure we actually give this to students. In other words that the students could actually learn and do the work.
 * Estefania:**

1) One thing I found difficult was finding the roots and vertex because people kept telling us different equations. 2) The thing that I would do differently next time is to make the project run smoother I would have the book opened and our roots. 3) Doing this project kind of helped me understand quadratic equations and it did help me understand vertical motion. It kind of helped me with quadratic equation because we took our time and did it step by step. That's also why it helped me understand vertical motion . 4) When we pretended to be the teacher I felt in charge, but then when you are the teacher you have to make sure your answer is right, so that was the confusing part of acting as the teacher.
 * Geneen:**