weaks4_3

Team Name: AcutE-pi
= 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. ==

** 1.You throw a shoe downward with an initial velocity of -10 feet per second out of a window in an attempt to hit some obnoxious heckler on the street 50 feet below. He sees it coming and avoids it. How long does it take the shoe to hit the ground **?

"v" is the initial velocity in feet/seconds on the object when it was thrown. "v" relates to the problem because I am throwing a shoe downward to hit an annoying person at that velocity at -10.
=== "h" with the subscript 0 is the initial height in feet from which the object was thrown. "h" with the subscript 0 relates to the problem because it is the beginning point of the problem. ===

4.[[image:standard_form.png width="404" height="58"]] This is the equation written in standard form.
= __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= -10, c= 50
=== 2. We think the graph will have a curve that is going down, and the width is very narrow.The "a" will effect the graph with its sign (+ and -) by changing the position of the parabola's curve. If it it positive, the curve will rise, if it is negative, the curve will descend. The magnitude of the graph, of a whole number or a fraction, will change the width of the graph. So for example if the "a" of the graph is 1/2, the width of the graph will be wider than the graph that has an "a" of 4. Since "a" in our problem is -16, then the curve will be descend and the width will be very narrow in our graph. === === 3. The "c" will effect the y-intercept of the graph. For an example, if the "c" is 3, then the initial velocity will be higher than with 0 as "c" because it shows where the starting point of the parabola is and where the person is throwing the shoe. ===

===4. The answer of the discriminant is more than zero and positive, than the graph of the quadratic function intercepts the x-axis in two points. Also, the quadratic equation has two solutions. ===

= **__The Math__:pretend you re 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 to the graph.** = = = = =











y-intercept: (0,50)
== The best way to determine for the x is using the quadratic formula because the roots need two solutions and the quadratic formula provides two solutions. Our answers compare with the roots on the graph by having two possible times that the shoe hits the ground. The quadratic formula is the best way to find our two solutions because since it is already a formula, it has all of our variables to plug in. ==

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

The shoe is in the air for 1.5 seconds. There were two solutions to the problem, a positive and a negative one. So since, their cannot be a negative time it has to be the positive one.
= **__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? = == Yesmeli: The one thing I found difficult was to find what the y-intercept represents because it was a little bit confusing. Next time, to make the project run smoother I would not let Haley and Hanh sit together because they argue about whose correct and whose not. This project helped me to understand quadratic equations and vertical motion more because I got more practice. Also, because I got to use the quadratic formula in a word problem. When i was pretending to be the teacher it felt great because I felt that everything I said was right. Working on the problem was confusing and difficult but satisfying. == == Hanh: The one thing that made it difficult to do was to find out what the y-intercept represent and why it represent that because it was confusing and we didn't understand what it represent. What i would have done to make things go more smoothly is to try to cooperate with Haley since things didn't go well with us during the project. Yes, this project did help me understand quadratic equations better because now I understand it easier than before and it is easier to me now. Pretending to be the teacher felt great because you can even learn somethings when you are the teacher (pretending) and you can understand the concepts of the quadratic equations. == == Haley:One thing that I found difficult was explaining why the different parts of the graph meant. I knew what they represented, but I didn't know how to explain in words. Next time, I would review and memorize more to prepare to solve the equation. This project helped me understand more on quadratic equations and vertical motion more better because I didn't really understand it when we were taking notes on this for vertical motion, quadratic equations it was easier for me in this project. During the work and pretending to be the teacher was tiring and challenging. It felt nice to be on the other side of the classroom, I felt more leadership and wise for a while. Doing the work had obstacles, but it turned out alright. ==