this is my self portrait

My equations: For the basic head shape, nose and eyes I used a circle relation and a quadratic equation to form a more prominent chin. For the hair and mouth I again used two quadratic equations, for the eyebrows I used a trigonometric equation, neck and shoulders used a cubic equation and the shirt uses just a basic linear equation.

My struggles: When doing this assignment I really struggled with the eyebrows. When I initially tried to make them I tried to use a square root function (y=√x), but I couldn’t use that formula to make my right eyebrow properly no matter how hard I tried, so I eventually ended up getting help online by finding someone else’s portrait and based my equation off of that one. I ended up using a trigonometric function instead which required a lot of trial and error but eventually I got the right shape.

Aha Moments: I wouldn’t say I had any aha moments, but something that really moved things along for me was when I discovered how to use domain and range to shorten my graph so that it had a start and end point.

Help: I got some really helpful tips from my online source on how to use the sine ratio on my graph to properly shape even eyebrows as well as how to do the inverse eyebrow on the right side.

Strategies: The main strategy I had was to use negatives and positives in front of different parts of the equation to create a mirror image for the other side of the face. I found this really helpful to not only speed up the process but also make sure that my features were all symmetrical.

What I learned: The biggest takeaway I have from this project is the shapes that various functions and relations will take when graphed. This is something that will be extremely useful to me in the rest of my math experience throughout high school, before graphing on desmos I had no clue the shape most relations or functions would take and now I can look at an equation and have a relatively clear idea of what shape it might take.

Flag Pole Lab-Math 10-2019


In this Lab we were able to measure the Flagpole outside of the school using trigonometric expressions. Using a clinometer we found a rough estimation of the angle from the flagpole to our point on the ground, and used a trundle wheel to calculate our distance from the flagpole. Our final result was 10.4 meters tall, after adding Angelo’s eye height off of the ground.

Biotechnology Solution Fluency

TED Talk–The Science of Cells that Never get Old

Ethics and Biotechnology Template



Solution Fluency Presentation


After completing this project and presenting my research and solution to a small group I think I can say that me and my partner completed this project very well. We worked extremely well together and collaborated to come up with an end project that I believe we are both very proud of. Something that went well were the actual presentation itself, it went very smoothly and I believe that we bounced off of each others thoughts to create a full project. Something that I think could have been improved for the future is adding more visuals to our presentation, to clarify any confusing concepts. As a whole I think that this was one of the best and most successful projects I have done to date, probably from the extra guidance and help we received from the Solution Fluency presentation and teacher support.


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Conger, Krista. “Telomere Extension Turns Back Aging Clock in Cultured Human Cells, Study Finds.” Stanford Medicine News Center, 7 July 2013,

Corbyn, Zoë. “Elizabeth Blackburn on the Telomere Effect: ‘It’s about Keeping Healthier for Longer’.” The Guardian, Guardian News and Media, 29 Jan. 2017,