jensen5

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. An acorn falls 45ft. from on oak tree. How long does the mouse on the ground to move away before getting hit on the the head?//


2. This is the best equation to use because the acorn is falling. It is not being thrown. 3. T= time ; h\/0=starting point h=height 4.
 * __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:0 c:45

A is negative so the parabola is going to be upside down or a maximum. A is a whole number so the parabola will be skinny.

C represent the y-intercept, (0,45)

=



=2920

This tells us that the roots are irrational. A positive discriminant tells you there are two distinct numbers, both are real numbers.


 * __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.

This work (below) is the solution we got after we replaced T.



The best way to solve for X is to use -b/2a. We used -b/2a and changed X for the different points. We used this method because Mr. Jensen taught this.

This (below) is when we were trying to solve for T. X= -b/2a. X= -0/2(-16) X=0


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

Our solution tells us how long the acorn takes to reach the ground. The vertex and y-intercept are the same in our problem. They represent the height of the acorn from where its dropped. The roots in our graph represent how long the acorn takes for it to hit the ground. The acorn is in the air for 1.57 seconds. We know this because 1.57 is the solution from the graphs roots. The other solution doesn't make sense because -1.57 is negative and you cant have negative 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?


 * Kim's Reflection:** I found that if you don't know what to do, your group starts arguing. To make this project run smoother, I would pay attention and not agree. This project helped me understand quadratic formula better because I had to do math stuff to make a graph. Pretending to be a teacher felt weird because we don't usually use technology to learn, unless you're Mr. Hess or Mr. Jensen.


 * Dillan's Reflection:** One thing i found difficult to do was the math part. I found it difficult because i didn't know much about about vertical motion problems. What i would do next time to make the project run smoother is prepare and research on the topic so were not stumped some of the time. Doing this project helped me learn about vertical motion better because i knew barely anything about it and doing it helped a lot to learn it. I didn't really like to be the teacher because its not that fun but it was cool to be the teacher and see whats its like.

__//**Raymond's reflection**//__**:** one thing i found difficult to do was the math part. i found it difficult because i didn't really under stand parabolas. what i will do next time to make things run smoother is to learn a little more about parabolas.doing the project did help me learn more about vertical motion because it really made me think about all the formula. I guess it was okay being a teacher.