Taio Bushman

IMP 2
Gabler, 6th
11/08/18
Word Count: 1264

Quadratics/Fireworks Portfolio

My favorite of the forms of the quadratic that I learned during this unit was the vertex

form. I enjoy this form because it allows you to put the quadratic on a graph without much

difficulty. We learned about this on page 7 in the assignment, “Vertex Form for Parabolas”. In

this lesson we learned about how each part of the formula effects how it will look on a graph.

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𝑦 = 𝑦(𝑦 − ℎ) + 𝑦 The “a” narrows the parabola if it is greater than 1, and widens the

parabola if it less then 1 but still greater than 0 ( 0 < a < 1 ); The “a” can also flip the parabola

upside down if it is a negative number. The “h” can shift the parabola horizontally to the left or

right. This is determined by the sign before it, if the sign is a subtract sign (or negative) then the

parabola shifts to the right. If the is an addition sign (or positive) then the parabola shifts to the

left however many units the “h” is. The “k” will shift the parabola vertically, up or down. Up if

the number is positive and down if it is negative. Once you really understand this method if feels

very simple and quick. That being said factored and standard form are both also very helpful and

useful to understand.

Inside a Parabola there are many different parts. One of these are the Vertex. The vertex

of a parabola is a point on the graph at the very top or very bottom, depending on whether the

parabola is concave up or concave down. If it is at the top then the parabola is concave down and

if the vertex is at the very bottom the parabola is concave up. In an invisible line going vertically

from the vertex is the line of symmetry. The lines being graphed must be completely mirroring

each other over the line of symmetry. From the vertex the lines make a “u” or “v” shape,
sometimes this can be upside down. There is also a part of the parabola called the x - intercepts

(x-int). There are usually two of these in a parabola. These points are where the parabola meet

the x-axis on the graph. At times however you could have only one x-intercept, like if the vertex

was on the x-axis, or even no real x-intercepts at all, like if the parabola is concave down and the

vertex is below the x-axis. To solve an equation like this you would have to use imaginary

numbers.

It can be difficult to find the x-intercepts if you are not given a graph to look at, but there

is a way to solve it. From all three of the different forms we learned together in this unit. My

favorite way is transferring from vertex form to the x-intercepts. But if you simplify the

expression you can get it from factored form. From standard form the easiest or maybe just the

fastest way to get your x-intercepts is the quadratic formula. I didn’t personally learn about it this

year, but our honor students did and I’ve learned it in the past. You can also

transfer standard form into factored form or vertex form. An assignment that helped us learn this

was, “Finding Vertices and Intercepts” on page 25 and, “Let’s Factor!” on page 38. Of these two

options I prefer transfering standard form to vertex form and vertex form to our x-intercepts. The

first thing you do is divide both sides and all terms by the “a” term, this should get it to the other

side of the equation. Then you move the “c” term to the other side by adding if it’s a negative

and subtracting if it’s a positive. Then you need to complete the square, this is a process where

you draw a square with four equal sections. Outside of the box on the top you put the a term, this

usually turns out to be x. Then you add or subtract your “b” term divided in half. If you can you

put the same on the the left hand side. Then you fill in your box. Upper left hand corner is

usually x times x and if that's the case then it will be x squared. Upper right hand box would be
the divided “b” term times by the the term at the top on the outside of the left hand side. The

bottom left hand corner should be a similar experience. These three when added together should

equal your current equation. To find the last corner you get the top divided “b” term and multiply

it by side divided “b” term. You balance the equation by adding that number to both sides of the

equation. Lastly you simplify the equation into VF. To transfer vertex form to your x-intercepts

you should follow these steps. Plug in “0” for “y” then move the “k” term to the other side. You

need to divide everything by the “a” term then square root both sides. After that you just simplify

and find all x-intercepts.

For our project my group and I researched how parabolas and quadratics are used in

astronomy careers, in space. We created an equation to calculate the speed of an asteroid

crashing into earth, to determine whether it will be burned up in our atmosphere or if it will

crash, by looking at it path way and how much ground it has to cover first. We used the

calculations I described to you above to get our answer and it turned out to be a very very small

negative number. The small number we could understand, the asteroid would just be going really

slow and burn up in the atmosphere but the negative number took us a minute to figure out
because speed can’t be a negative number. After triple checking our work we realized that of

course the equation and answer might be a bit strange, we hadn’t been working with 3D

parabolas in class and this one was in space. After some consideration we agreed that the

negative number was do to a 3D angling aspect of the equation. It was a very fun project. I had a

lot of fun and learned a lot about quadratics in a career that I really admire.

I think a large set back for this unit was my prior knowledge of the subject. This was a

setback because it caused me to be disinterested and distracted by my other classes. I didn’t take

a lot of the knowledge and assignments seriously. This was a challenge because the assignments

were still important and you can always improve and I wasn’t really trying. However, when I

started trying to help the other students in my group to understand the subject better it really

forced me to pay attention. I think it also really helped me understand the subject better myself

because I had to explain it very clearly. I ended up learning a lot more about the way quadratics

and parabolas work. The method of completing the square was so much easier than the method I

was using before. I also started putting a lot of effort into what my notes and notebook look like.

I feel like it made my notes more clear and organized in my other classes as well. It has been

super helpful. That being said, I still should have taken my assignments more seriously. This

class is just as important as any of my other classes. I need it to graduate.

Thank you.