Post a Comment. Pages Home edutech Virtual Filing Cabinet. My students did them by hand in the old days, and even on TI's not easy after that.
This is the first time I ever did the project using Desmos, and it was a huge success. My students exceeded my expectations. Not only did students make great pictures, they did some pretty awesome math in the intersection part. And they told me that they really understood translating and conics so much better! Here are some pictures of their work. What was even cooler is that some learned about trig curves and polar curves and how to rotate conics, even though they did not learn that in class.
And my other students, who saw the projects on display, were so impressed with their work! They wanted to know how the graphs were made, etc. Above are parts of projects--I didn't take every picture because it would have been a lot.
Below is one full project, with the graphs made on Desmos colored in, the equations, and the points of intersection shown on Desmos and done algebraically. And here is a close-up of one student's intersection work. In addition, my students worked super hard on their projects and have gotten very upset when they see their projects copied online after I showcase their work on this blog.
Labels: algebra 2 honorsConics ProjectDesmosintersection of conics. Newer Post Older Post Home. Subscribe to: Post Comments Atom.Create a visual picture by graphing a series of functions. Students should choose some image to recreate and then use various different functions to graph out the picture. Multiple functions of different types should be utilized within the project and a list of all of the functions used should be included.
We drew out an elephant using 15 different functions and the Tufts logo using 87 functions. We utilized the online graphing tool Desmos to plot out our functions before hand drawing everything. To view our creations on Desmos, click on either of two graphs below.
We wanted the students to have to play around with various types of functions and see how functions change depending on how you change coefficients within an equation. We decided we would have them draw out a picture using functions and this would challenge the students to choose what functions would best draw the picture. The students would also interactively learn how to scale and translate functions as they needed to move and resize plots.
Students would also use limits to plot specific sections of their functions. Key questions: What do I want to draw? What functions will I need to use? How can I move, change, or resize functions to fit my drawing? We decided to draw out an elephant and the Tufts logo. Both pictures are very difficult and require a lot of functions, but we wanted to create pictures that would display the full effect of the project.
We decided to use the online graphing tool Desmos to play with our functions until we could decide on the final equations. Desmos is free and very easy to use, but a graphing calculator could also be used. We first found pictures of the Tufts logo and elephant to model our drawings after. We then began using Desmos to graph out our pictures. To create the kinds of curves we needed in our images we planned on incorporating certain types of functions. For example, the head of the elephant was made using a quintic function because we needed a function that would provide a good number of inflection points.In this project, you get to combine your mathematical knowledge with your artistic creativity.
You must use at least 25 functions. You can add shading by using inequalities. Your masterpiece is due at the beginning of class Monday, November The winner will get a special prize! The results far exceeded my expectations. The students threw themselves into the task with amazing enthusiasm. They learned all about restricting domains of functions, using inequalities for shading, and transformations. One student even researched how to rotate conic sections, and shared her new knowledge with her classmates.
They provide a brief but excellent user guide that can be downloaded hereas well as lots of video tutorials. In the Beauty and the Beast one, the student used equations to create it, and it is simply spectacular! Here are the rest of their creations.
Clicking on a thumbnail brings up the full-size image. This is wonderful. We also worked a bit on our Redditbots a while ago. It was a lot of work because we had to create a guide along with itbut it was tons of fun. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email.Tuesday, June 7, Desmos Art Project.
For our first project in Tech Tools, I had to create an image in Desmos using graphs. Desmos is a website that produces an online graphing calculator. This calculator lets you graph just about any equation or inequality a user can think of. A user can insert an image and find functions to trace it, create lessons, or just have fun playing with the graphs.
For the week one assignment, I had to create a drawing using at least 50 different equations by tracing an inputted image. This was really tricky for me. I used the image of Minnie Mouse to trace. When I first started, it was extremely easy.
The basic shape of Minnie's head is just circles. I put in the general formula for a circle and created sliders.Sonar vs fish finder
These sliders let me change the center and the radius of the circle easily. This project was extremely fun yet stressful.
It took me forever to find the perfect equations to match the lines on the images. Using Desmos in Tech Tools has given me plenty of ideas to use it in my future math classroom.
Explore math with Desmos.
I could have students do the same project that I just did or have them create their own drawings. Overall, this was a great assignment and learning experience for me!
Subscribe to: Posts Atom.At Desmos, our mission is to help every student learn math and love learning math. And with our Activity Builder, you can even create your own! Get started with the video on the right, then dive deeper with the resources below. Ready to build your masterpiece?
Here's how to use each Activity Builder component. Graph components are the core element of most Desmos activities. Use them alone, or combine them with other components like note and input.
The table component allows students to explore connections between multiple representations—graph to table, table to equation, text to table, and more! Sketch components offer an easy way to gather informal student thinking. With three background options blank, graph, and custom image the possibilities are endless. With the media component, adding images and video to your activity is a piece of cake. Click to upload, or simply use our drag-and-drop feature.
Add text, math, or a combination. Marbleslides is a delightful way for students to explore connections between the graphs and equations of lines, parabolas, and more. Now you can add marbleslides challenges to your own activities!
You can activate marbleslides on the Desmos Labs page. You can activate card sort on the Desmos Labs page. Desmos Learn Desmos. Video Tutorials Ready to build your masterpiece?
Graph Graph components are the core element of most Desmos activities. View Examples. Table The table component allows students to explore connections between multiple representations—graph to table, table to equation, text to table, and more! Sketch Sketch components offer an easy way to gather informal student thinking. Media With the media component, adding images and video to your activity is a piece of cake.
Marbleslides Marbleslides is a delightful way for students to explore connections between the graphs and equations of lines, parabolas, and more. Create a New Activity.This semester I gave my Grade 12s a term project to practice function transformations. I began by sourcing the MTBoS to see who had ventured down this road before.
Luckily, several had and they had great advice regarding how to structure the task.Istar a9 plus
I use Desmos regularly in class, so it was not a huge stretch for them to pick up the tool. I did show them how to restrict domain and range although most of them stuck exclusively to domain.Tory lanez reverb
I gave them the project as we began to talk about function transformations, and they had 3. They complained, but the results were fantastic. Pointer 1 : It was important that students copied a piece of art this was typically a cartoon of sorts. No lines are arbitrarily chosen.Amc automatic transmissions
Pointer 2 : Illustrate how a variety of functions could model the same segment of line. When I do it again, I may even have weekly challenges as they are introduced to more and more function variety. Something small. With all that out of the way, here are the materials I used:.
I was skeptical throughout the process because they resisted giving me updates on their progress. On the whole, they were fantastically done.Moominvalley episode 2
Now that I and you have samples of work, it will go all the smoother the next time. Since the initial class, I have made a few refinements to the process.
Most notably, I no longer require them to pre-draw the piece of art.
Create a Picture using Functions
I found that this encouraged them to choose very simplistic images, and their drawing did not connect well to the understanding of function transformations. In particular, I found that students used the language of function transformations when working with the technology, and hardly at all when they drew by hand. Posted: January 25, May 25, by natbanting. Thanks for sharing.April edit: interested in how I present this activity, and many others, to teachers?
Here on the blog, the conic sections project we use at my HS in Algebra 2 is one of the most popular posts, generating lots of hits and e-mails to me asking for more information. I am just now grading conic sections projects for this year, and want to share some new additions to the project, and a rubric you can use. The projects are all over my living room now, just waiting to be graded.
For the newbies to this project — the concept is simple: use equations you have used, specifically conic sections, to draw something.
The Desmos calculator is perfect for this task, and students turn in their graph-based picture, then a completed, colored picture. In the past, students printed their equations and submitted them. This year, students instead shared a link to their Desmos product using Edmodo. Also, using folders has improved student organization, making it easier to locate and edit crucial equations. In my conics unit, students learn to solve both linear-conic and conic-conic systems.
This year, I asked students to choose two systems from their drawing and verify the intersection points. This served as a personal review of the chapter, and students had an investment in linking the algebra they had learned to their picture. Last year, I participated in a Desmos webinar where I explained the evolution of the conics project. For the webinar, one of our sophomore students recorded a screencast where she explained an aspect of her picture. Having a student comment and reflect on their work was so powerful that I made it a requirement for all students this year.
Many students chose ScreenCastOMatic to record, and the reflections were excellent. Edmodo was used to share links, though some students had tech issues which I will work to head off earlier the next time I give this project. Below is a screencast from Nick, who was kind enough to allow me to share his work with you:. I have received many e-mails from folks asking for guidelines and a rubric for this project, and am happy to share with you a more detailed document.
Feel free to use any part of it, and let me know how it works in your classroom! Download the project description and rubric. My first blog post on the conics project.Graphing Doraemon using Desmos! 좌표평면에 도라에몽 그리기!
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