The Poem's In-and-Out Table
Project Purpose-
The purpose of this project was to show knowledge and understanding about functions in mathematics. We are to show this by creating an artistic product; whether it be through music, a creative picture, or a written piece made from our own minds. We do this by incorporating a rule with the artistic piece we are doing and repeating the rule throughout the item.
The Process Used-
What I did was make a poem and a visual piece to compliment the poem. I first began makinga rule for both the poem and visual piece by looking at some of the optional mathematics nonlinear functions we could do. From the list, I chose to do logarithmic mathematics and exponential mathematics. Logarithmic mathematics is when you follow the rule b(xy)>b(x)+b(y), b representing a base number, which is commonly ten, and x and y being the terms that change. Exponential mathematics is when you have a number and at the top right number is a smaller number. That is the exponent of the term and it informs the person doing the work that the top right number is how many times you multiply the larger number by itself. When I figured out what kind of mathematics I wanted to use, I began trying to incorporate a way to combine the artistic values and the mathematics value together. For the picture, I decided to use the logarithmic mathematics for the rule or function. For the poem, the function was f(x)=2^(x-1), which means y equals two with the exponent x-1. I then solved it out to the sixth multiple so I knew the boundaries of what I was to do. The final product is shown below.
Result-
The top left picture is te graph for the poem, the top right is to find the value of x for the visual aid, and the bottom part of the paper is the two graphs made to represent the logarithmic math.
Project Purpose-
The purpose of this project was to show knowledge and understanding about functions in mathematics. We are to show this by creating an artistic product; whether it be through music, a creative picture, or a written piece made from our own minds. We do this by incorporating a rule with the artistic piece we are doing and repeating the rule throughout the item.
The Process Used-
What I did was make a poem and a visual piece to compliment the poem. I first began makinga rule for both the poem and visual piece by looking at some of the optional mathematics nonlinear functions we could do. From the list, I chose to do logarithmic mathematics and exponential mathematics. Logarithmic mathematics is when you follow the rule b(xy)>b(x)+b(y), b representing a base number, which is commonly ten, and x and y being the terms that change. Exponential mathematics is when you have a number and at the top right number is a smaller number. That is the exponent of the term and it informs the person doing the work that the top right number is how many times you multiply the larger number by itself. When I figured out what kind of mathematics I wanted to use, I began trying to incorporate a way to combine the artistic values and the mathematics value together. For the picture, I decided to use the logarithmic mathematics for the rule or function. For the poem, the function was f(x)=2^(x-1), which means y equals two with the exponent x-1. I then solved it out to the sixth multiple so I knew the boundaries of what I was to do. The final product is shown below.
Result-
The top left picture is te graph for the poem, the top right is to find the value of x for the visual aid, and the bottom part of the paper is the two graphs made to represent the logarithmic math.
The poem says,
"I
Go
Free
Up lift me
It is near yet so far
The chance of freedom which only few may get
It's in my reach and I am able to get it, however if I do there will be a consequence"
All the rules that I integrated with the project did not have a straight line throughout the whole thing, making it a nonlinear function. I wanted to do a nonlinear function to challenge myself and to learn different methods I could use in math. For the visual, the line down the middle of the paper is to qualify as the greater than sign in the inequality function I used. The poem is supposed to be having a larger indent with the next line that comes to show you that the next group of words is another line in the stanza. The left side of the picture is supposed to be darker than the right because the number of lines was the product of b(xy) or of b(x)+b(y), so the darker it is the larger the number is compared to the one next to it.This is how I showed my understanding of the concept taught in math.
Reflection-
If I could do something to improve my project, I would remember to put in the fifth line because it wasn't until much later that I realized the poem was missing a line. One thing that I really enjoyed when doing this project was the artistic incorporation we had to do because I find drawing and coloring really relaxing, so it gave me time on what to write about when I was drawings sketch of what the picture would be. I included the Havits of Heart in this project by not just stopping at the bare minimum, which is unlimited potential, I continued to try and find more ways to challenge myself, to do more so I know I was doing the best that I could when doing this.
"I
Go
Free
Up lift me
It is near yet so far
The chance of freedom which only few may get
It's in my reach and I am able to get it, however if I do there will be a consequence"
All the rules that I integrated with the project did not have a straight line throughout the whole thing, making it a nonlinear function. I wanted to do a nonlinear function to challenge myself and to learn different methods I could use in math. For the visual, the line down the middle of the paper is to qualify as the greater than sign in the inequality function I used. The poem is supposed to be having a larger indent with the next line that comes to show you that the next group of words is another line in the stanza. The left side of the picture is supposed to be darker than the right because the number of lines was the product of b(xy) or of b(x)+b(y), so the darker it is the larger the number is compared to the one next to it.This is how I showed my understanding of the concept taught in math.
Reflection-
If I could do something to improve my project, I would remember to put in the fifth line because it wasn't until much later that I realized the poem was missing a line. One thing that I really enjoyed when doing this project was the artistic incorporation we had to do because I find drawing and coloring really relaxing, so it gave me time on what to write about when I was drawings sketch of what the picture would be. I included the Havits of Heart in this project by not just stopping at the bare minimum, which is unlimited potential, I continued to try and find more ways to challenge myself, to do more so I know I was doing the best that I could when doing this.