November 15

DesmosPortraitMath10FPC2019

Link to the Desmos page

I found this assignment to be one of the most interesting assignments we have done yet. What we had to do is use math equations and put them in Desmos and try to create a self-portrait with them. I spent a lot of time on my portrait and I am very happy with the results. Although there are a few things I would change I was overall content with my portrait.

My first step to doing this project was I pictured in my head what I wanted my portrait to look like and then I proceeded to do a rough draft on a piece of paper. My drawing on paper looked absolutely horrible except for the shoulders and neck so I decided to do that first on Desmos and I tried to duplicate my drawing. I spent around an hour doing just doing the shoulders and neck and trying to perfect that. It took me a long time to get the curve I wanted in the shoulders and the size of them as well. After I had done the shoulders and neck I decided that I wanted to start with my face. I had tried to just do a circle and add a coefficient so it made it like an oval but I didn’t like the look of it and didn’t think it looked like my face at all and it looked horrible if you added ears so I knew I had to try something else. So, I decided that for the jawline that I would use a parabola and then connect it with the rest of the head with my ears. I lined up the parabola perfectly and my only regret is that I made the jaw a little too wide which caused my entire face to be wider. Then my next step after this was adding ears, to do this I used circles that I had added coefficients and played around with the domain and range to make them look like how real ears would look without them looking crazy and unrealistic. After all of this, I decided to work on the hairline for my head to do this I used many series of circles and found a good combination. The sideburns that are on both sides of my head are both part of the same circle that I cut the range to make them look like sideburns. I then used another cirlce and made it a very flat circle to use as the top of my hairline. Then it was time to add hair, to do this I used many cirlces and placed them around my hair and then I used the domain and range to make them look like my hair is flicking to the side like it normally does. Then to add a little bit I added a few trigonometry equations just to say I used them and it looked really good. I was very happy with how the hair turned out but it was a little bit taller then my hair normally looks like now. After I had done all of the outlines of my chest, head, and hair, it was time to start doing the facial features. For the facial features, I used a lot more different kinds of equations. For the eyebrows, I used a square root equation and a circle equation. For the eyes, I used circle equations, parabola equations, and an inequality. For the nose, I used cubic equations and linear equations. Then finally for the mouth, I used 2 parabolas.

I think I did a very good job on this project and I do think it does look like me but I do think the face is a little too wide and I should’ve made it a bit skinnier but I would have to change everything if I wanted to change that now. I am also very happy with the shoulders and that took me a very long time and I got them to be exactly how I wanted them.

The biggest challenges that I faced while doing this project were doing the shoulders and the hair. The shoulders were difficult because I had no idea how I would do it and when it finally worked I was really happy and felt accomplished. With the hair it took me a long time because I had to make a bunch of circles and then make the domain and range different on every single one and the circles had to be placed in different spots so there was no equation that I copied more than once for the hair.

This assignment has helped me understand the graphs and relations a lot because I got to learn and mess around with them to learn what their properties are and how they work. For example, I learned that if you raise the coefficient for x for the equation of a circle, the circle will get thinner. By doing this assignment I am much more comfortable working with graphs and relations and I really enjoyed doing this project.

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November 10

Graphing Story 2019

Here is the video I made for our graphing story. We decided to do the height of the bottom of a ball from the ground.


To make this graph it was very difficult because of the number of times the ball hit the ground so I watched the video several times and came up with the following coordinates for the graph of when the ball hit the ground and when the ball was at its peak.

Here is the sheet with the graph and the rest of the information. The graph is a straight line because the ball goes at a constant speed from when it hits the ground to its peak in the air, so that’s why the graph isn’t curvy.

September 25

Flag Pole Lab Math 10 2019

Data and calculations

For this assignment, we had to measure the height of a flag pole using trigonometry.  To do this you couldn’t just measure the height because it was too tall to use a measuring tape and normally measure it. So to do this we had to use trigonometry and make right-angle triangles and get different measurements to find the height of the flag pole. So to make this calculation we had to first find the measurement of the ground to my eyes. Our measurement for this was 155cm. So then once we had that calculation we measured the length from the flagpole to where I was standing and it was exactly 600cm (6 meters).Then after that measurement, I looked through the clinometer to find the level of elevation from my eye level to the very top of the flag pole. This measurement was 56 degrees. This is what a drawing with these measurements would look like:

Then we got back to the class and proceeded to use trigonometry to find the height of the flagpole.

This is the equation I used to find the height of the flagpole:

So for this assignment, Ara and I came up with the conclusion that the flagpole is 10.44 meters (or 1044 centimeters) in height.

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Reflection

There were a lot of factors in this lab to make our answer inaccurate but still close to the real height. First off, the ground wasn’t level at all so we had to find the best spot where we thought it was the most level and use that spot for our measurement. This messes it up because it has to be perfectly level to be a right-angle triangle and so because the ground isn’t level it makes it so the right angle triangle is slightly off which messes up your measurements and calculations. Because if you are on a flat surface then it works, but if you are lower then the flat surface then you are looking higher up and the angle is different then what it is supposed to be. The next factor is that the equipment we were using was homemade equipment so it was never going to be super accurate. It was made out of paper and some screws and so you couldn’t get a completely accurate measurement out of it. With these 2 factors in mind, it is realistic that we are slightly off the actual answer with our answer.

After speaking with several groups, the answers varied from 8 meters to 12 meters. This shows how inaccurate the measuring can be and that we did an ok job because our final answer was near the middle with 10.44 meters. Xavier and Jayda’s group got 9.24 as their answer except they said it is probably off because they believe they didn’t accurately measure the distance between them and the flagpole.

Trigonometry is great because it can help you measure parts of a right-angle triangle with very little measurements. You have to make sure that it is a right angle triangle for it to work and all you need to know is an angle that isn’t the 90-degree angle and then the measurement of 1 side and you can find the measurements and angles of all the other sides. You can find the other angles by simply subtraction 2 angles from 180 to get the last angle. And then to find the length of the sides, you can use the angles and the side length to find the other side lengths by using the trig ratios (sine, cosine, tangent). An example of this is what we just did where we had the angle which was 56 degrees and we had 1 length which was 600cm and we could figure out another length using the trig ratio tangent.

 

September 12

Infinite Thoughts

Infinite Thoughts

What I know about infinity is that it isn’t a real number and that it is just a concept for an endless amount of numbers. I also know that you can always add 1 to infinity to make the concept work. For example, if you’re arguing with your friends and they say they know a bigger number then you and they say infinity, you can just reply with infinity plus 1 and you will always win. Although if then they reply with infinity plus 2 then it can continue to infinity and it’s just a battle of patience.

While watching these 2 videos in class I learned that there are different sizes and different types of infinity. For example, there is the countable infinity which can be counted by us and then there are the noncountable infinities.

Also, something that I found really cool is that there is an infinite number of infinities. For example between the number 1 and 2, you can have an infinite number of decimals patterns which make an infinite amount of infinities because there is an infinite amount of infinity between 1 and 2 but then there is also the rest of the countable infinities that infinity can fit into.

September 9

Love Poem to Prime Numbers

The following is my love poem to prime numbers.

 

As a number goes, 5 is prime.
The way they steal your heart is such a crime.
You’ll find it only has 2 factors
which makes him a big attractor
Because that’s how prime numbers work all the time

 

I hope you enjoyed my limerick poem.

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