Madelaine's Blog

My Riverside Rapid Digital Portfolio

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Desmos Art Functions Portrait 2018 Semester 1

For this math graphing project we had to create a self portrait using functions. To create these equations I loosely based them off of the equations we’ve seen in our work throughout the unit. With the listed equations that were also given to us I input numbers that would move the line or shape to where I wished for it to be. There were challenges along the way with creating the equations, it wasn’t all too easy to have everything where you wanted it to be and it often took multiple times to get everything where you wanted it to be. It also took a couple attempts to get the perfect size of whatever I was creating next. After a couple equations you start getting used to creating the equations and you get the hang of it. While I was creating the body/dress I didn’t know how to get it to be filled with colour until I looked back to how I did the eyes and face and realized I just had to change one symbol! At the beginning I was struggling to get any shape to the way it was supposed to and asked my friends and even Ms.McArthur if I really couldn’t understand. My strategies were to take the basic formulas and just adjust to my needs. This assignment helped me develop a deeper understanding for relations and functions with graphs as I got to experiment with the different equations and see and test the results.

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Math 10 – Graphing a Moving Object

 

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Flag Pole Lab Math 2018

The flagpole lab was meant for the class to work in partners to determine the height of the flagpole outside of our school. We went out to the flags and chose how far away we were to stand from the base of the flag pole using a trundle wheel to measure the distance. Emily Dickson was my partner and we decided to stand 5.2 meters away from the flagpole. While Emily was looking through the clinometer, I stood on the side and waited for the weight to steady to read the angle of elevation. Once we got the measurements we headed back to class to finish my calculations. We had to use trigonometry to determine the height of the flagpole. We had the angle, 41.5 degrees and the adjacent side length of 5.2 meters. We used tan in our calculation to find the height, then had to add the height of Emily’s eye to the ground and add that to the previous answer to come up with the total height of the flagpole, 5.93 meters. Using trigonometry is useful because if we have the right tools such as a clinometer, we can quickly and easily calculate side lengths or even angles if we have the right requirements.

 

 

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