jensen3

Rice &+ Beans (=

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.

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? Formula for something being thrown. In our case it would be a lacrosse player throwing a ball. : Standard Form: initial height in feet. In our equation h would equal 7. V= initial velocity in feet/seconds.(90) h= the height of the object at any given point in time(ball hits the ground) : h=0

A=-16 B=90 C=7
 * __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?

When 'A' is a negative, the vertex is a maximum. : Our graph would be upside down. When 'A' is a whole number the parabola is skinny. : Our graph would be skinny. 'C' changes the y-intercept. The y- coordinant of the point where a line crosses the y-axis. : 7 Quadratic Formula: Discriminant: =positive discriminant: two solutions. +5/5
 * __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.

Quadratic Formula: OR Axis of Symmetry: Equation: +5/5

1. Describe what your solution means to your vertical motion problem. How long it will take for the ball to hit the ground. It will take 5.6 seconds for the ball to hit the ground. 2. What does the vertex represent? Why? "A" which is whether the graph folds up/down. The vertex represents how high the ball goes while in the air. 3. What does the y-intercept represent? Why? The height which the ball is being thrown. 4. What do the roots represent? Why? "T" represents the time it takes for the ball to hit the ground. With one of the roots you can find the second one by using the axis of symmetry. The negative root doesn't mean anything because it is a negative.The second root represents when the ball hits the ground. 5. How long is the object in the air? How do you know? The object is in the air for 5.6 seconds. We know because when you look at the distance between the y-intercept and the second root.
 * __The Solution and The Meaning__:** What do the different parts of the graph mean? What does the solution mean?

+5/5


 * __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?

__Vivian:__ I found the graphing was difficult. I didn't know how to find the vertex and the points. What i would do differently next time for it to go a little smoother is take out more old worksheets from that chapter to help us remember what to do. Doing this project had helped me with vertical motion a little bit more than before because I had my group members help me understand it. It felt confusing because i didn't really understand it at first. It didn't feel like I was a teacher at all.

__Amy:__ I found figuring out the roots was difficult because we had to plug in a lot of numbers. Next time I would pay more attention to the numbers.This project helped me understand the quadratic formula more because it helped me realized how important the steps are. It made me realize that if you leave out a step you can end up with an answer that's way off. I didn't feel like I was the teacher at all because i didn't even understand it at first. It took me awhile to figure it out.

__Gerardo:__ These last few weeks I found out that graphing wasn't easy as i thought. it was difficult for me to find the different roots and the points on the graph. This was hard for me because I didn't think we needed to do as much work to find it. Next time I would probably not go to as many field trips because every time I came back i would be lost and feel like I don't do as much. This project did help me understand quadratic equations and vertical motion better because like Vivian said we had partners so we could learn the things we didn't know and teach them what I know, It felt good.