Previously, we looked at the features of quadratic functions and their graphs. We will now use this knowledge as we look at some physical situations that can be modeled by quadratic equations.
Perhaps the most common real-world occurrence of a quadratic equation is the motion of a falling object. When you throw a ball at an angle or hit it with a bat, the path it takes as it falls back to the ground is very close to a parabola (unless it is affected by a strong wind).
Quadratic functions of the form $y=ax^2+bx+c$y=ax2+bx+c that model objects falling under gravity may use $x$x to represent the horizontal position of the object. Other times, $x$x or $t$t may represent the time taken to reach a particular height $y$y. Make sure to pay attention to what the variables in the model represent!
The area formulas of various shapes can also be modeled by quadratic functions. For example, the area of a square of length $x$x is given by $A=x^2$A=x2, and the area of a circle of radius $r$r is given by $A=\pi r^2$A=πr2.
There are many other situations that can be modeled by quadratic equations. The braking distance $d$d of a car is related to its speed $x$x by a quadratic equation of the form $d=ax^2+bx$d=ax2+bx.
When using an equation to model a physical situation, the context is important when interpreting the results. For example, when modeling a physical situation with a parabola, the context can give meaning to the features of the parabola, such as the intercepts and the turning point.
If we think about the example of throwing a ball, we can model this using an equation of the form $y=ax^2+bx+c$y=ax2+bx+c, where $y$y is the height of the ball at time $x$x. In this model:
When modeling the path of a ball using a parabola, we can highlight the important features, as shown below. We also restrict the curve to positive times and heights, because only these values exist within this context.
When we use mathematics to model real contexts, we should always consider any practical limitations. For example, the area of a square only makes sense when the side length is positive (that is, for $x>0$x>0), even though the parabola $A=x^2$A=x2 that models it can take negative values.
The formula for the surface area of a sphere is $S=4\pi r^2$S=4πr2, where $r$r is the radius in centimeters.
Fill in the following table of values for $S=4\pi r^2$S=4πr2, giving your answers correct to two decimal places.
Choose the graph that correctly shows $S=4\pi r^2$S=4πr2.
Use the graph from part (b) to approximate the surface area of a sphere of radius $5.5$5.5 cm.
Now use the graph from part (b) to approximate the radius of a sphere that has a surface area of $804$804 cm2.
A ball is thrown into the air at an angle. The height $y$y (in meters) of the ball at time $x$x (in seconds) is modeled by the equation $y=20x-5x^2$y=20x−5x2.
The graph of this relationship is shown below.
How long does it take for the ball to return to the ground?
What does the $y$y-value of the turning point represent?
For what $x$x-values does this model make sense?
Identify and interpret key characteristics of functions represented graphically, with tables and with algebraic symbolism to solve problems.
Translate between equivalent forms of functions.