jensen8

=King Kong=

Follow the directions on the Vertical Motion page, to complete each of the sections below.

 * __The W__****__ord 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.

 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 him to reach the ground? This equation is correct because the gymnast jumps into the air before he starts falling. So we used the formula for object is thrown.





The variable A in our parabola is a negative giving the parabola a maximum vertex, the number is also kind of high so it will be a narrow parabola, C controls the y intercept so the y intercept will be 8. The calculated discriminant in our problem was 576 indicating our parabola will 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? **Variables**


 * 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.

== == = =
 * Solve for x**
 * Solve for y**
 * Solve for y**

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The vertex is the point at which the gymnast started falling. The roots were where he would have landed and how long it would have taken him. The Y-intercept was his the point where he launched off the pole. the gymnast was only off the ground for 1 second. We used the quadratic formula to find out exactly how far from the starting the object would have landed, we solved the formula for thrown vertical motion for the time, and we used The variable C to find the y intercept.
 * Solution and Meaning**

=**Reflection**=

Elmer 1. One thing i found difficult to do was the graphing 2. Figure out all the answer on paper so then i could copy them down to the computer 3. Yes it did because i didn't understand how to do quadratic equations and now i do 4. It felt good to do the work and figure out the answer

Glen:
 * 1) one thing i found hard to do was dividing up the work because one of us had all the work on paper so when he was not here and the computer unavailable we did not have any way of doing our work
 * 2) to make the project run smoother could be when we were doing the graph work the computer did the work for us so it was harder to show work
 * 3) i do think that this project helped me because i always had trouble with this and this project helped me a lot because it is now easier
 * 4) it was different because i don't normally do that but it made me show more work so i started to understand it more

Andrew: I think this was kind of hard because we had to do so many different steps on so many different programs in each part of the project. I think the whole thing would have went a little smoother if Mr. Jensen had been there he whole time, we could have done the project a lot faster. But the project really did help me with my vertical motion and understanding of the quadratic formula. Acting like a teacher was just like explaining a really long and hard equation.