Introduction
This project was based off of creating an equation that displayed a parabola when graphed. We were asked to study what we had previously learned in order to create a parabolic equation that, when graphed, was wide and could resemble the structural features of most bridges. To do that, we had to enter our equation in Desmos and confirm that the parabola was wide enough. To create the parabola in AutoCAD, we had to mark the points on a self-made "graph" (starting from a central point and extending lines at a specific degree and length, then connecting each line with the spline tool in an arc formation). After we created the parabola in AutoCAD, we had to create a design with our partner and apply it to the parabola to create two different sides of the bridge. The quadratic equation used is displayed to the right.
Knowledge and Thinking
In the Puente Project, I grew in Knowledge and Thinking by learning how to create a parabolic equation and enhancing my skills in AutoCAD. In a previous project called the "Evacuation Plan", each person in the class was assigned a room in an AutoCAD drawing template of the school's layout. I was assigned Room 9 and I had to apply what I had learned in order to create an "escape route" to a designated exit area for said room. In the Puente Project, after learning how to successfully create a parabola, I created a bridge in AutoCAD. I had to complete tedious tutorials and learn about the SPLINE tool, how to create quadrilaterals, and how to create quadrilateral patterns. I also was asked to practice creating parabolas/arcs in AutoCAD from given quadratic equations. Although my bridge was based off of repeating arcs in a mirrored symmetrical pattern, I learned how to create patterns anyways. The way I excelled in Knowledge and Thinking is by applying both what I had previously learned in the semester and what I was learning to the project. I used skills I already had and skills that were new to me in order to come up with a perfectly symmetrical pattern and a bridge that could support itself.
Agency
In the middle of working on this project, winter break started. At that time, my partner had still not come up with a pattern for the bridge. When school resumed, I found out that my partner and I had gotten split into two separate classes. Mr. Millendez said that people were to complete the projects themselves if their partner had been switched. Well, since my partner still hadn't completed the pattern, I continued the project myself and didn't ask him for the pattern. I created a pattern and finished the bridge myself even though I had none of the so-called "creative juices" flowing. After I was finished, Mr. Millendez checked it over and made sure I had the correct equation and the correct format for the bridge. Finally, I was able to start on other CADD and math activities early and I was able to assist other students with areas they had difficulty understanding within the project and AutoCAD.
How did you take ownership over your learning?
I took ownership over my learning by pursuing the rest of the project after my partner's schedule had been switched and applying every single skill I had acquired during the first semester. In the Agency Rubric, I went from "For a task or project, identifies what is known, what needs to be learned, and how hard it will be; but may not use a strategy to tackle the task or does not monitor how well the strategy is working" (emerging), to "For a task or project, identifies what is known, what needs to be learned, and how hard it will be; selects an appropriate strategy and takes steps to tackle the task; and monitors and adjusts based on how well the approach and effort are working" (advanced). When my partner left, I realized that I had to complete both parts of the project myself. After I had completed it, I also recognized what my role was in the classroom. Another area I improved in is also stated in the Agency Rubric, which was from "Analyzes individual role in the ups and downs of the classroom and home community" (proficient) to "Monitors and adjusts individual role to positively influence the ups and downs of the classroom and home community" (advanced). I wasn't helping others understand the parabolic equations or explaining AutoCAD but, after Mr. Millendez suggested I go around and help, then I was immediately motivated to make sure I could help as many peers as possible. By connecting with my peers and having adequate comprehension of the required programs we use, I am able to contribute to both my success and others' at SNTHS.
This project was based off of creating an equation that displayed a parabola when graphed. We were asked to study what we had previously learned in order to create a parabolic equation that, when graphed, was wide and could resemble the structural features of most bridges. To do that, we had to enter our equation in Desmos and confirm that the parabola was wide enough. To create the parabola in AutoCAD, we had to mark the points on a self-made "graph" (starting from a central point and extending lines at a specific degree and length, then connecting each line with the spline tool in an arc formation). After we created the parabola in AutoCAD, we had to create a design with our partner and apply it to the parabola to create two different sides of the bridge. The quadratic equation used is displayed to the right.
Knowledge and Thinking
In the Puente Project, I grew in Knowledge and Thinking by learning how to create a parabolic equation and enhancing my skills in AutoCAD. In a previous project called the "Evacuation Plan", each person in the class was assigned a room in an AutoCAD drawing template of the school's layout. I was assigned Room 9 and I had to apply what I had learned in order to create an "escape route" to a designated exit area for said room. In the Puente Project, after learning how to successfully create a parabola, I created a bridge in AutoCAD. I had to complete tedious tutorials and learn about the SPLINE tool, how to create quadrilaterals, and how to create quadrilateral patterns. I also was asked to practice creating parabolas/arcs in AutoCAD from given quadratic equations. Although my bridge was based off of repeating arcs in a mirrored symmetrical pattern, I learned how to create patterns anyways. The way I excelled in Knowledge and Thinking is by applying both what I had previously learned in the semester and what I was learning to the project. I used skills I already had and skills that were new to me in order to come up with a perfectly symmetrical pattern and a bridge that could support itself.
Agency
In the middle of working on this project, winter break started. At that time, my partner had still not come up with a pattern for the bridge. When school resumed, I found out that my partner and I had gotten split into two separate classes. Mr. Millendez said that people were to complete the projects themselves if their partner had been switched. Well, since my partner still hadn't completed the pattern, I continued the project myself and didn't ask him for the pattern. I created a pattern and finished the bridge myself even though I had none of the so-called "creative juices" flowing. After I was finished, Mr. Millendez checked it over and made sure I had the correct equation and the correct format for the bridge. Finally, I was able to start on other CADD and math activities early and I was able to assist other students with areas they had difficulty understanding within the project and AutoCAD.
How did you take ownership over your learning?
I took ownership over my learning by pursuing the rest of the project after my partner's schedule had been switched and applying every single skill I had acquired during the first semester. In the Agency Rubric, I went from "For a task or project, identifies what is known, what needs to be learned, and how hard it will be; but may not use a strategy to tackle the task or does not monitor how well the strategy is working" (emerging), to "For a task or project, identifies what is known, what needs to be learned, and how hard it will be; selects an appropriate strategy and takes steps to tackle the task; and monitors and adjusts based on how well the approach and effort are working" (advanced). When my partner left, I realized that I had to complete both parts of the project myself. After I had completed it, I also recognized what my role was in the classroom. Another area I improved in is also stated in the Agency Rubric, which was from "Analyzes individual role in the ups and downs of the classroom and home community" (proficient) to "Monitors and adjusts individual role to positively influence the ups and downs of the classroom and home community" (advanced). I wasn't helping others understand the parabolic equations or explaining AutoCAD but, after Mr. Millendez suggested I go around and help, then I was immediately motivated to make sure I could help as many peers as possible. By connecting with my peers and having adequate comprehension of the required programs we use, I am able to contribute to both my success and others' at SNTHS.
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