Height of a Zero Gravity Parabolic Flight Math 1010 Intermediate Algebra Group Project Heother J Bailey Have you ever wondered what it might feel like to float weightless in space? One way to try itoutis to fly on aspeciat | aircraft that astronauts use to train for their trips to space. Both NASA and the Russian Space Agency have been fiying these for years. The way this is accomplished is to fly toa high altitude, drop down to gain speed, and then start a large casi parabolic path up in the sky. For a time ranging from 10 to 20 seconds, along the top part of the parabolic fight, an environment simulating zero gravity s created within the plane. This effect can cause some nausea in the participants, giving rise to the name “Vomit Comet”, the plane used by NASA for zero-G parabolic training flights. Currently there is a private company that will sell you a zero-G ride, though it is bit expensive, around $5000. Your Name This lab will have you take a look at the parabolic path to try to determine the maximum altitude the plane reaches. First, you will work with data given about the parabola to come up with a quadratic model for the flight. Then you will work to find the maximum value of the model. Now for the data: Height of a Zero-G Flight t Seconds After Starting a Parabolic Flight Path Time cin seconds 2 10 20 Height A in feet 30,506 31,250 29,300 To find the quadratic model, you will be plugging the data into the model h = at? +bt+c. ‘The data points given are just like x and y values, where the x value is the time t in seconds and the y value is the altitude h in feet. Plug these into the model and you will get equations with a, band. Part 1: Write your 3 by 3 system of equations for a, b, and c. Equation 1) 4a#2b+c=30506 Equation 2) 100a+10b+c=31250 Equation 3) 400a+20b+c=29300Part 2: Solve this system. Make sure to show your work. Equation 1) 4042b+e=30506 ‘Subtract 4a and 2b from both sides to isolate c Answer 310506-4a: Plug in c=(30506-4a-2b) to equation 2 Equation 2) 100a+10b»(30506-40-2b) =31250 Combine like terms 96a+8b+30506-31250 ‘Subtract 96a and 30506 from both sides, then divide both sides by 8 to isolate b Answer: 12a Plug in ¢=(30506-4a-2b) and b=(93-12a) to equation 3 Equation 3) 400+20(93-12a) +[30506-4a-2(93-12a)] =29300 Combine like terms 180a+32180=29300 Subtract 32180 from both sides, then divide both sides by 180 to isolate @ Answer: a= -16 Plug in -16) to previous Answer for b b= 93- 12(-16) Solve New Answer 85, Plug in (285) and a= (-16) to previous answer for © C= 30506- 4(-16)- 2(285) Solve 30,000 Part 3: Using your solutions to the system from part 2 to form your quadratic model of the data. -16 be 285 c= 30,000 ‘Quadratic Model: -16t+285t+30,000Part 4: Find the maximum value of the quadratic function. Make sure to show your work. -16t? + 285t + 30,000 Factor out -16 from the first two terms to get into correct form to complete the square -16(t? -17.8125 +__) +30,000 Complete the square within the parentheses 17.8125 8.90625 (8.90625) ? = 79.32128906 Balance the equation -16(t?-17.8125+79.32128906) +30,000 + -16(79.32128906) Rewrite the balanced equation in simplified vertex form ~16(t-8.90625) ? + 31269.14063, ‘The vertex is (8.90625, 31269.14063) with the maximum height of 31269.14063 ft at 8.90625 seconds. X intercepts: -16(t-8.90625) ? + 31269.14063 = 0 Subtract 31269.1406 from both sides, then divide both sides by -16 to isolate the raised term (t-8.90625) ? = 1954.3125 ‘Take the square root from both sides to eliminate the exponent 8.90625 = 4 19543125, ‘Add or subtract 8.90625 to both sides to isolate t Answer: t= 53.11385681 Answer: t= -35.30135681 We do not need the negative number since we are not starting before 0 seconds. The positive X intercept is (53.11385681,0) Yintercept: Plug in 0 for tin the original quadratic model (0) =-16(0)° + 285(0) + 30000 Solve Answer: f{0) = 30000 The Y intercept is (0, 30000)Part 5: Sketch the parabola. Label the given data plus the maximum point. A good way to start labeling your axes is to have the lower left point be (0, 25000) {o.s0e, 3126 ee ee Part 6: Reflective Writing. Give some other examples of real-life problems that could be solved using this same strategy? Did this project change the way you think about how math can be applied to the real world? Write one paragraph stating what ideas changed and why. If this project did not change the way you think, write how this project gave further evidence to support your existing opinion about applying math. Be specific. | bet that this same parabolic formula could be used to build a rollercoaster to find the max. height and speed thrusting upward to reach the zero-gravity effect before coming back down again. Or in a crime scene to figure out the trajectory of a bullet, to find where it came from. I'm sure there are computer programs that could figure out this stuff for you too, instead of trying to work it out by hand. Just as there are computer programs to draw an accurate graph of the equation (or trajectory). Although, it is good to know that there is a way to work out this type of problem without computers. After all, what if your captured by terrorists and must come up with a way to escape a cement cell by projecting yourself in an upward motion somehow toward a window, without hitting the ceiling. (Just kidding, | watch too many movies). My ideas haven't changed much that this math can be used in the real world. | have always known this, just never knew how someone came up with the formulas. Also, the more | understand the formulas, the more | remember which one to use for what scenario. This formula works, but I don’t understand why.