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Kappa
3/19/08
Kappa
3/14/08
Problem Statement
On the day of the CAT-nival, Andre Howard plans to jump off of the Farrell
Ferris Wheel. At the same time there is a cart of water that is traveling from the
left of the wheel to right. And, Andre’s objective is to jump off of the FF Wheel
and land in to the cart of water. My job, is to figure out how long Andre should be
on the FF wheel before be dives so that he’ll land exactly into the pool. Also, my
that my calculations are correct and that Andre will be alive after the jump is done
I know and found out that the Farrell Ferris Wheel has a 50foot radius,
which means that the wheel also has a 100-feet diameter (but we won’t be using
that bit of information in this problem). The FF Wheel is on a 15 feet stand, which
makes the distance from the center of the wheel to the ground 65 feet. I also
know that the FF wheel isn’t sporadic and that it turns at a constant speed,
which, makes one complete turn in 40 seconds. The wheel also completes this
turn counter clockwise. The cart of water that Andre is jumping into is 240 feet to
the left of the FF wheel. The cart moves 15feet per second and has a water level
of 8 feet off of the ground. I also know that Andre is standing at the 3’o clock
problem. I can either use Guess and Check, or I can try to figure out another
way.
Sydney Sun
Kappa
3/16/08
Work Section
In solving the unit problem, there were a lot of equations that were
involved in the process. But, the thing is the main equation that we used was
time, the 9 is degrees per second, the 15 is the rate of the pool, and the -240 is
the starting point of the pool. The final equation is made up of the equation for
The first equation that I had figured out/used is the equation for falling
time. I had gotten this equation from our very first class work. The equation is
t=√h/16. In this equation “t” stands for time, which is the thing that I was looking
for. The “h” stands for height, which the distance that the object is from the
ground. The 16 is half of the rate that and object falls at—32— everything falls at
the same rate against gravity, and that rate is 16. The process that I took find
Steps
The second equation that I had found was the equation for height, which,
is h(t)=65+50sin(9t). Once again “h” is height, “t” is time, and 9 is the degrees
per second. The 65 represents 65ft, which is the center of the Ferris wheel to the
ground, and the 50 represents the radius of the Ferris Wheel. Those 2 numbers
were given to us. Also, in the unit problem, we used sine and cosine because
they are 2 trigonometry functions that would help us find the triangle that will be
created between the ground, the height and where Andre will be. Also, Cosine
(vertical).
Sin
e
50 Ft
Cosine
65 ft
cart
Also, Trigonometry is the study of how the sides and angles of a triangle are
related to each other. So, one would assume that Trig only has to do with
triangles, but trig also has to do with circles because, If the length of the
hypotenuse(longest side of a triangle) is exactly one unit, we call the circle that
enter it into the calculator as it was, but it didn’t work. Later on I figured out that I
had to change the equation according to PEMDAS because that is how the
calculator will read it. That was a step that I had to my original plan, or I wouldn’t
have been able to solve the Unit Problem. So, I had to figure out where each
just graphed it and the calculator found the point of intersection, which was
Sydney Sun
Kappa
3/16/08
Answer Section
X= 12.282855
Y= -17.54771
I know my answer is right because I had correctly altered the Final Equation
that the graphing calculators follow PEMDAS, I know that I got the answer
correct. Before that I also know that I got the answer right because all of the
equations that I used were also correct the falling time equation and height
equation were both correct and I also used Sine and Cosine correctly. So, I did
not make a mathematical mistake on my path to solving the Unit problem and
Sydney Sun
Kappa
3/18/08
Reflection
When I had first gotten the problem I thought it was going to be the
hardest problem that I would ever solve in my life. I was never really comfortable
with Trig. I didn’t understand Sine and Cosine I couldn’t really even differentiate
between the different sides of the triangle. So, I was really nervous embarking
on the unit problem. But after I had finished the first class work and the first
home work and the 2nd and the 3rd I realized that I was doing pretty well and I
actually understood what I was doing as long as I concentrated and didn’t over
think and over complicate things. Then, when we all as a class went over
everything that we had done and how they all connect with one another I
understood what I had to do. Then after we had done all of the work that we did,
and we started the Unit Circle I knew that I didn’t want to do guess and check.
Mostly because I knew that I didn’t have the patience for it and I thought that
there had to be another way because the entire time we were figuring out the
class work you (Ms. Farrell) always told us not to over complicate things. Also, at
the bottom of the page PEMDAS was written there and I thought that there had
to be a reason why that was there and there had to be a connection and after
I learned that one of the initial inaccuracies that I had in my original plan
was that I didn’t take into account how the Calculator computates. It actually
took me a while before I figured out that that was the problem I was having. I
kept on entering the equation into the calculator. Then I realized the issue and
the thing with PEMDAS, and I made the alterations and I got the right answer. I
feel like part of the reason why I did waste so much time, was because I didn’t
think my plan through as well as I could have. I should have thought about every
variable that would affect my plan before I started, but I didn’t, so I had to find the
wheel changes. It would change my final answer because the Ferris wheel
would either be faster or slower and that would change the degrees per second.
So, anywhere in the equation that has a 9, it would change, and that would effect
the time at which Andre would be dropped, and the relationship between the
2 real world situations that I could apply this math to are, 1) in the future if
I decide to open my open cookie company and get and work a cookie conveyer
belt I have to figure out how fast I need to collect cookies keeping the cookie
stamp and the belt in mind so that I don’t back up the cookies. The other real
world example if I go to a BBQ and we all decide to play a game where people
form 2 lines face one another and throw footballs toward the center where 1
person would have to run through. I could use this math to figure out the speed
that the 2 rows would throw the ball at and when it will hit me so that I can avoid