weaks6_1

**Weaks Period 6** Numbers with wings  **Ka** **it** **lyn** **Joplin** **- facilitator**  **Katie** **Hauptmann** **- Recorder**  **Ja** **zm** **in** **Pushkar** **- # cruncher**


 * __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 lacrosse player throws a ball upward from her playing stick from an initial height of 7 feet and an initial velocity of 90 feet per second. How long before the ball hits the ground? ** [[image:images.jpeg width="60" height="89" align="right"]]



This is the right equation because it is the formula used to relate time, height, and velocity of any object thrown.




 * __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 = 90 c = 7  Since a is negative the parabola will be opening downwards. The magnitude of a is a whole number therefore it will be narrower then if it were a fraction.

c is the y-intercept of the graph. Our graph is going to open downward and be somewhat skinny. Our graph will be positive.



This equation shows that the graph will be positive and have 2 solutions. This is what we can tell from our work.

**__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.** __-b__ 2a **Axis of Symmetry work shown in green. The Axis of Symmetry is the line in the very middle of the parabola.It is also x in the vertex so we plugged in x to get y.** ** In orange and purple, the equation ** ** used is the ** ** vertical motion equation with 3 substituted in for // t. //**


 * The best way to solve for x in our opinion is the quadratic formula. This is because we just have to put in our numbers and go through the steps.**

Our steps through the Quadratic formula.


 * __The Solution and The Meaning__ **

**The solution of our problem represents when the lacrosse ball hits the ground. It's highest point is 133 feet in the air. It takes 2-3 seconds for the ball to fall to the ground from that point.** **The vertex represents the highest point the ball reaches & how long the ball takes to reach that point. This is the point that the ball stops increasing height and starts decreasing.** **The roots represent the time it takes the ball to hit the ground. The negative root represents time if we could go back in time, but we can't so ignore the negative root.** **The y-intercept represents the starting height. In this instance, 7 feet.** **The ball is in the air for 5.7 seconds before it hits the ground. We know this because 5.7 is our positive root and we know the root represents the time the object took to reach the ground after being launched.**

** __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?** Jazmin ~ It was difficult to work with a group because I had to communicate and work with others. Next time I will try harder to work in the group. The project was intresting and actually helped me with vertical motion problems when I didn't even know I need help. It was easy to "be the teacher when it was presented to me step-by-step from a teacher. Kaitlyn - This project was alright when it came to difficulty. Section 1 and 2 where extremely easy. Sections 3 and 4 were the most difficult. Although it presented challenges I found the project was a little fun. I would not enjoy doing ever again in my life time because i really don't like working in groups.This project did help me even though I didn't know I needed any help with this to help me. Pretending to be a teacher made me never want to be a teacher. Although I never wanted to be a teacher anyway. I have a new found respect for teachers because I hate doing that kind of stuff. Katharyn = The steps 1 and 2 were easy but step 3 and after were more difficult. The math was hard and finding the roots. We had trouble finding the roots because we some of the math wrong.To make the project go better I would be more active in the group. I understand the quadratic formula more thanks to this project. Pretending to be the teacher was difficult because we had to explain everything that was going on, each step and how to do it simply.