Description:
For the unit 2 project, the cost of travel, we were answering the unit question, “What’s the best way to transport yourself around, based on personal needs and individual and environmental costs?”. And we were given a choice of how we wanted to present our answer to this question. I chose for my presentation to be a stop-animation film. In my film, I covered all of the costs of buying and maintaining a vehicle, from all of the monetary costs to the environmental costs. Throughout my presentation, I also included multiple ways to represent the costs, with pictures and equations. My final answer to the unit question is that for me the most economical and environmental choice of transportation would be an electric car and a bike. In this project, I was able to apply my learnings from unit 2 to a real life situation that most definitely will affect me one day. Unit 1: Patterns Portfolio :Description:
The Unit 1 Patterns portfolio represents all of the work did and what we learned in unit one Patterns. Throughout this unit, we worked our way to answer the unit question, “Where do we find patterns, how do we represent them, and why do they matter?” which I answered in the cover letter. The other parts of the portfolio are the extension question, where we came up with our own real-life question that had to do with patterns and equations. And the third part was the unit reflection, which was compiled from reflections that we had written throughout unit one starting back in September so that we could see our advancement in knowledge of patterns and how to apply them to real-world scenarios. The portfolio also includes additional work that did in the patterns unit and an extra example of work that we are proud of. I included a picture of a poster that I created with a group. It shows the different ways to represent equations and patterns, and our mastery of the skills. Unit 3: Solve it! |
Reflection:
I enjoyed this project and the unit, I think that the costs of travel, both monetary and environmental, is a very interesting subject. Overall I didn't have much trouble with the project, it helped that I could connect the things we were learning to something important that I know I'll use aging in my lifetime. I even put my parents' cars into an equation and a graph. The thing I'm most proud of in this project is that I was able to explain the equation I used in a visual form, and I think in a way that most people will be able to understand fairly easily. Reflection:
I think the thing I am most proud of in my project was my extension question. I took a lot of time trying to think up a scenario that would be important in real life so that it was relevant and not boring. After I completed this project I realized how easy it was to apply patterns and equations to real life, and I began to look for equations in real life and found ways to include equations in things outside of math, like a paper I was writing. I also learned how to apply equations to real life to help me solve them, instead of them seeming like totally abstract concepts. At first, I had trouble understanding how equations and graphs are connected, but after I started playing around with Desmos I was able to see patterns in the graph and how they represent the equation. Reflection:
When we first started this project I really wanted to challenge myself, so I chose a quadratic equation. But I had some trouble with trying to factor out then Un-factor the equation, and getting it exactly how I wanted it on the graph was a bit difficult too. Yet, I continued to persevere, which is part of the beauty of solving my equation and equations in general. Now that I know that I can combat challenging and complex equations and now I know different tips and tricks to solving equations, I feel like I’ve broadened my comfort circle. Through this project I realized that equations are very easily connected to real life scenarios and that they don't have to be such abstract things. Which in my opinion, makes them actually quite enjoyable to solve! Description:
With this poster I answered the unit 3 “solve it” unit question: “How can we solve equations, and what can be beautiful about this process?”. To answer the unit question I used a quadratic equation with the scenario, Jens is part of the Danish Olympics team for pole vaulting, he wants to know how the speed he runs will affect the height of each jump. He wants to know how fast he will have to run (x) to have the highest point of his jump be 20 feet (y). I put the corresponding graph, table, and algebraic equation on the poster to help answer Jens question. (pronounced yan) |