weaks4_6

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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.

 You drop your keys from a window 30 feet above the ground to your friend below. Your friend misses them. How many seconds did it take for the keys to reach the ground? = = =We chose this equation because the object is being dropped not thrown.= h = the height of the object at any given point in time t = time the object is in motion (in seconds) c = the initial height (in feet) from which the ball was dropped or launched

**__ 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?

a=-16 b=0 c=30
=The variable //a// affects the parabola by changing the width. The smaller the a is, the wider the parabola is. If the //a// is positive, the parabola is upwards. If the //a// is negative, the parabola is downward. Since a is negative in our equation, our parabola would open downward. The parabola would be skinny. So what's this mean for YOUR equation? = = Fixed =

=The variable c affects the parabola by changing the y intercept of the parabola. It means that out object was drop from a higher starting point. C is where the key was dropped, 30Ft on top of a house. Which means what for your equation? = = Fixed = First, we started with the discriminant. = = Then, we replaced the variables: a=-16 b=0 c=30 to the discriminant. == Next, we took out the 0 squared because 0 squared = 0. After, we multiply -4 and -16 to get 64. Lastly, we multiply 64 and 30 and we got out final answer, 1920. Discriminant would give us two solution. = what is this and why are you doing it? Explain! Fixed = **__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. =The formula for the axis of symmetry is -b over 2a. For our equation 0 is the b and -16 is the a. When we plug the numbers in we got 0 as the axis of symmetry. After we got the axis of symmetry we plug that into the original equation and got 30 as our y coordinate. Our vertex is (0,30). We found out that the best way for us to solve for the roots was using the quadratic formula. The root is (1.4) and (-1.4).=

== = Where is your graph and labeled information, as well as explanation? Late. Fixed (it was there before) =

**__The Solution and The Meaning__:** What do the different parts of the graph mean? What does the solution mean? 1) The solution equals the time in seconds that it takes for a key to drop out of a house. In our equation, it takes 1.4 seconds for the key to drop from a 30ft house. **What does is MEAN?** Fixed 2) The vertex represents the starting point of how high the object was dropped. In our problem, the starting point was 30ft, therefor the vertex represents the starting point of how high the object was dropped. **What does is MEAN?** Fixed 3)The y-intercept represent the h sub 0. H sub 0 is the initial height of our problem. The initial height was 30 Ft. **What does is MEAN?** Fixed 4) The root represent the time it took to hit the ground. The negative root doesn't apply because there is no such thing as negative time. 5) The object was in the air for 1.4 seconds because we use the quadratic formula to figure out the time. **__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? Tommy:I think that explaining how the graph is alike the equation was difficult. Also being a teacher and explaining how the solution means comparing to the word problem. I think the the word problem should be much more simpler. This does help me because it helped remember the quadratic formula and the vertical motion equation. It didn't feel any different to work like a teacher and pretend to be a teacher. But it was hard to be a teacher because of the explanation part.

Nhi: One thing I found difficult was to figure out the x-axis and graph the equation because I didn't really know how to do it and I forgot. I would use all the information I know to figure out. I have learned a lot of things in this project. Doing this project help me understand better about quadratic equation and vertical motion It helps me review what I've learn. I felt difficult doing the work like a teacher and pretend to be a teacher.

Vinh: The one thing I found difficult was when we were graphing and finding the vertex. I found this part was difficult because we forgot the formula. Next time I would read the question better so things would run smoother. We lost some time because we had to go back and redo some stuff because we didn't read the question correctly. Yes doing this project did help me because it reminded me of the formula. It feels sorta weird to be a teacher. **All of you need to add a lot to these summaries! 5 sentences is NOT ENOUGH!** Fixed