1st Semester
In math this semester we learned about patterns, functions and linear equations. We learned how to complete POWs and the write-ups. As a class, we used our knowledge of functions, linear equations and graphing to understand the costs of transportation. We completed a group POW as a class about the various costs and benefits of different types of transportation. The information we gathered was presented as a large class project at exhibition night.
Math class has been hard for me and not my strongest subject. I have really enjoyed the math program at Animas High School. Although the math program here at AHS is harder and much different than what I experienced before, I feel like I got a lot more out of it. In class we don't just answer a bunch of math problems on a worksheet. We learn a concept and then apply it to real world scenarios. Problems are given to us in a variety of ways and at a variety of difficulty levels so that we can work at our own ability level. Our teacher calls it mild, spicy and extra spicy. I feel like I have accomplished more in this class than I expected of myself.
2nd Semester: Unit 3: Solve It!
How can we solve equations, and what can be beautiful about this process?
This semester we learned about solving and transforming equations. As a final project we were given the opportunity to show how we could solve a real life equation and were asked what is beautiful about the process. I created a problem based on my favorite sport, gymnastics. My problem states: Mitch wants to create the perfect pass for his gymnastics competition. He needs to determine how many cartwheels he can complete across the floor on a diagonal without stepping out of bounds. He knows that it takes running 15 feet to gain the correct momentum to execute the pass. If a cartwheel averages 11.7 feet, how many cartwheels can Mitch do if the diagonal measures 56.56 feet? I solved my problem in 3 different ways: algebra, an input/output table and a graph.
Reflection: What I am most proud of in the project is that I was able to relate math to something I love, gymnastics. Math doesn't always make sense to me. However, taking what we learned in class and applying it to something I do understand made it much easier. I struggle with word problems. It was interesting being on the other side creating the word problems (I got to create evil word problems... bwahahahah...). Another interesting experience for me was having to think about how to present the problem in a way that my friends could understand. Basically, I became the teacher. But unlike being a real teacher, my friends got to critique me and my work. In all, I learned how to create a problem that was solvable and realistic and how to apply what I learned in class to the real world.
Unit 4, The Pit and The Pendulum
Here is a selection of my work from Unit 4, “The Pit and the Pendulum,” as we explored, “Is there a plot hole in Edgar Allen’s Story “The Pit and the Pendulum?” In other words, how long would it take a heavy 30 ft pendulum to swing back and forth 12 times? More than a minute so the rats have time to free the hero?!” I’ve included a picture of my group displaying our final prediction at All School Exhibition. We calculated this by collecting data on the periods of pendulums of different lengths, writing an equation (y=0.324√x) that best fit this data, evaluating the equation for 360 inches (30 ft) and multiplying by 12 (12 swings). I also included a picture of the poster I helped to create/link to my assignment which describes how we used statistics (the normal curve standard deviation) to determine that ONLY pendulum length (not bob weight or drop angle) affects the period of a pendulum!
I am proud of this project because it was difficult for me to complete, but I finished it and made something that I could be proud of in the end. Throughout this project, there were several challenges that were hard to overcome. One of these challenges was understanding the math. Math for me is very difficult so this project was a struggle but I persevered and overcame the difficulty of learning the content. Because I persevered I was able to complete the work to the best of my ability. During our research, we learned after testing various drop lengths, angles to drop at, and weights that the pendulum could be. We learned how each affected the swing and concluded that only the length of the pendulum affected the swing. In short, this project was hard to do but was an amazing experience and showed a new type of math in a fun way.