You are on page 1of 9

High Dive Unit

Problem: Can We
Save Andre?
By: John Carreon
Block Lambda
Problem Statement
Dakarai, Leah, and John C. are planning a CAT-nival as a part of the CAT

graduation fundraiser. There is a stunt that Kaid, Sheryl, and Andre will perform. The

stunt they are planning to do is, Andre is being held by Sheryl and Kaid on a Ferris

Wheel and they are going to drop him in a moving pool of water. This proposal is to find

out what would be the exact time Andre should drop. The information I had to gather is

how fast the wheel is moving as well as the cart, the height of the wheel, the depth of the

pool and the position Andre will start at. From the mid point of the Ferris Wheel to the

floor is 65ft, the radius of the wheel is 50ft, and the wheel moves 40sec for a whole 360

degrees turn. The pool of water is 240ft from the midpoint on the left side of the wheel, it

is moving at 15ft per sec. The pool of water is 8ft deep. Andre starts at the 3o’clock

position.

So the math involved in this problem will be a lot of trig and physics concepts.

Some of the concepts consist of the velocity and time of Andre falling, and the velocity

of the cart moving. Using trig to find where Andre will drop at on the ground, and also

his height where he will be, also using the height to find out the time it takes for him to

fall. I will also have to get a good understanding of the unit circle which is a circle with a

radius of 1 that has the same points on it as the wheel. On the unit circle I have to

understand what the x-value is and what is the y-value and connect it back to the

problem. Based on guess and check I would come up for a time for him to jump off the

wheel after the wheel has started at 3o’clock.

So then the first step in order to solve this problem is to find out where Andre will

land for him to hit the pool. Then I would have to find out how long it will take him to
fall in to the pool of water. Then I would multiply the number I got from Andre’s total

time in the air to the rate of the cart to get the distance the cart will travel in the time it

takes him to land. Then I would add it to the x-value and it should add up to 240ft. I will

keep inputting different numbers until I get the right distance. However, I will not pick

any number over 16sec because it takes 16sec for the cart to reach the midpoint of the

wheel. When I do get closer to the answer I will input the equation in to a graphing

calculator to find the intersecting point of the two equations I will be using, this point will

tell me where he will land and his height.

Work
Doing this unit problem requires a lot understanding of the subject so before I can

fully show the last equation I will tell you the equation you need and the concepts you

have to understand.

The first equation is to find the time it takes for Andre to fall on to the ground

from any height: √(h/16) = t or √(h)/4 = t. H is to represent the height of which he is

going to fall at. 16 or 4 represent the rate of gravity that objects fall at the original rate

which falls at 32ft. However, you need to have the average speed to find out the time or

the height. If an object is traveling with a constant acceleration, then its average speed

over any time interval is the average of its beginning speed and its final speed during that

time interval. This equation can also be used to find the height when need if you change it

to: 16t²=h. You use 16 because the initial velocity at rest is 0 and when you have the

average of 0 and 32 you get 16, which is the constant acceleration.

The next equation is to find Andre’s height at any given point on the Ferris

Wheel: 50sin(9t)+65. T is for any given time after 3o’clock, by using 50 you take in

consideration the radius of the wheel, and by using 65 which is the height of the wheel
from the midpoint to the ground. The 9 is for the number of degrees the wheel will pass

in one second. Sin is the y-value on the unit circle. The unit circle is a circle that shows

the degrees and it has a radius of 1. By modeling the unit circle of the y-value you can

find the height.

Any triangle will be able to be inputted in to the circle as the radius will equal one

of the sides of the triangle which would be the hypotenuse. And by making it a 90-degree

angle you can find one side using sin then adding 65 you can find the height.

Sin function on the graph is

The next equation is to help find out where he is going to land: 50cos(9t). T is for

the amount of time the wheel has moved after the 3o’clock position. 9 is the angular

speed, which is the amount of degrees for the wheel to move for ever sec. By multiplying

50 you take in account of the radius of the wheel. Cos is related to the x-value on the unit

circle. By looking at the unit circle above you can see that the same triangle formation

can be used to find x which is the same x plane as the wheel. So by using cos we can find

the x-value of the wheel and find out where he is going to land.

Cos on a graph is

The next thing I would have to find out is the time it takes for the cart to move or

a certain distance: 15t=d. 15 is the rate that the cart moves per second. T is time and d is

distance. The next thing to know is the total time Andre will spend in the air which is

wheel time plus fall time which is W+F = total air time.

Now that we know all these equations I will combine them all so that I can take in

all the factors of this equation: -240+15(W+(√(50sin(9t)+57)/4))=50cos(9t). This

equation is the final equation that I will use to find out when Andre will be let go by

Sheryl and Kaid. The first part of the equation is a combination of 50sin(9t)+65, √(h)/4,
and 15t=d. the 15 comes from the rate at which the cart is moving. The -240 is the

position of the cart on the x-plane. (W+(√(50sin(9t)+57)/4)) is the time that Andre will

have to wait in order to fall and his falling time. W is the time he is on the wheel waiting

to fall. (√(50sin(9t)+57)/4) is the equation of which he is falling. It is a variation of the

height equation. It’s different because you are not using 65. The reason you have to use

57 is because you have to take account in Andre will not fall on the ground but on top of

the water. So by subtracting 8 you take in count of the height of the pool from the ground.

√(h)/4 in the equation is used to find the height of which he is falling. So by replacing H

for the equation to find Andre’s height, you are able to find out the time it takes for him

to fall at any position on the wheel. So the way you solve for this equation -

240+15(W+(√(50sin(9t)+57)/4))=50cos(9t) is to do the things in prentices with in the

prentices so the 9t first. Then do (√(50sin(9t)+57)/4 and then add w to the number. Then

multiply it by 15 and then solve both sides and make sure they equal each other.

So here are a few ones I did by using guess and check.

13 sec
50cos(13x9)=-22.69952499

11.5sec
50cos(11.5x9)=-11.67226819
15(11.5+(√(50sin(9x11.5)+57)/4))= 211.0390724+11.67226819=222.7113406 (less than
240)

12.25sec
50cos(12.25x9)=-17.30585285
15(12.25+(√(50sin(9x12.25)+57)/4))= 221.9760158+17.30585285=239.2818686 (almost
240)

12.284sec
50cos(12.284x9)=-17.55613513
15(12.284+(√(50sin(9x12.284)+57)/4))= 222.468883+17.55613513=
240.02501813(almost 240)

In putting in to the calculator and finding the intersection 12.282855

-240+15(12.282855+(√(50sin(9x12.282855)+57)/4))=50cos(9x12.282855) they will
equal to -17.54771461

For Andre to safely land in to the pool of water Sheryl and Kaid has to let Andre

go at 12.282855 sec after the 3o’clock position. The answer I go using guess and check is

12.284 with about 240.048 very close to 240. I also plugged in the equation to make sure

I was getting the right numbers. Then I inputted both parts of the equation on the

graphing calculator. Then by using the graphing calculator I look for where the 2

equations intersect. The y-value point is where Andre will land on the x-plain of the

wheel, and by looking at the x-value on the graph, that will tell me the time. After getting

the time I inputted the number in the calculator and it is 222.452294253 then adding

17.54771461 equals to 240.00000886. Even if it isn’t 240 exactly it maybe cause I don’t

have all the decimals to add it to make sure but this is the exact number that Andre should

be let go at which is 12.282855.

Reflection

During the process of solving compared to learning the math for this problem was

a whole lot easier then having to do that math my self and solving it. Learning the

equations and the concepts in order to understand the math to solve this problem wasn’t

hard for me. I had an easy time connecting everything and applying it to the work I have

done. But when it came time to solve the problem it got I wouldn’t say it was hard for me

but confusing. I understood what I needed to know in order to solve the problem, I just

didn’t know what kind of process I had to do it in. At first I wanted to work backwards
and see if I can solve it that way, but that didn’t work out so well. It just got really messy

and it came to the point where I didn’t even know what I was doing anymore. So I

decided on using guess and check.

Before using guess and check I already knew I could find it easily by inputting it

in to the calculator but that wouldn’t really teach me anything but how to press buttons.

So what I decided was getting as close to the answer as possible by using guess and

check and then inputting it in to get the final answer and comparing to what I had already

got from my work. What I thought about during this process is what I can do in order to

solve this as simply using what I know about the problem. But everything I thought of

didn’t really make sense or when I thought of it I was just thinking about what I could

alter in order to find the answer. One thing I thought about is what if Andre had to fall at

a certain time and we where able to control the speed of the cart, what would be the

answer then. Or if Andre had to land in a certain place and we had to find out the time

and the height of where that would be on wheel. This is I thought of before I guessed and

checked.

I was wondering what if I gave Andre a certain point to land. Would I be able to

find out the time he has to fall and where on the wheel does he have to fall from. When I

was trying it out nothing really worked and it just made me get confused even more.

When I got back to the original way I was trying to solve it, it became easier and I

understood what I had to do. But if I look at it from a real point of view, of things that

could affect where or how Andre is going to fall even if I did get all my equations right.

One factor would be the wind, if the wind blows Andre away from where he is suppose to

land then he could get really hurt. Or even if the wind caused him to slow down while he
is falling, the cart would move faster and he would hit the ground as well. I think before

doing a stunt like this you should consider all the facts.

Doing this problem made me understand some of the concepts more. I thought of

how people in war would be shot down or bomb other places, and their strategist who

would plan out where they need to bomb during the war and the timing they had. The

moving planes and they had to get the timing of the bomb as well as how long they had to

get out of the area. That may be a little to extreme. But the math and concept used in this

problem has really taught me a lot about some of the things around us such as the weather

and men and women having to predict where the rain clouds will fall and how long it will

take to get there.

Doing this unit problem is one of the most confusing things I had to solve, but

after a few hours of brain storming it was ok and I had an easier time in the end. Going

about and trying to solve the things we did in order to understand everything in this

problem was a lot. I feel like it was a lot to take in and a lot to apply in to one thing. I

think to really have a solid answer and being able to teach it you have to really

understand the topic and not just overlooking things that you can skip. Every single part

of the equations and concepts had to be pulled together and use them and think about

them at the same time. This shows how much we are able to take in as students and how