Geometry Honors

geometry City
geometry City

Semester One

This project was based off of the lessons on identifying types of angles and what information can be gained by knowing the angle type. This especially included the angles created by a transversal intersecting two parallel lines. The students were given a list of instructions about where to put certain aspects of the city according to the angle types and how they associate with other angles (such as the court house and a restaurant having to be at vertical angles of the street). In this unit, information was learned about transversal, alternate exterior and interior angles, corresponding angles, same-side exterior and interior angles, vertical angles, linear pairs, supplementary angles, and complementary angles, all of which (and more) were used in the designing of this city. I enjoyed creating this project because it was very interesting to see how an entire city could come together by simply knowing where to put different buildings and which angles they belong in.

In the second unit of Geometry, a large amount of information was learned about transformations. Transformations take an image and alter the position of the image in some way in order to create a new image. Mainly, the unit focused on isometric transformations, which are transformation that preserve lengths. The three isometric transformations are translation, rotation, and reflection, all of which are displayed in the project. The project required the students to have an image with ten or more points and translate, rotate, and reflect the image. In order to make the transformation easier to see, I used all four quadrants, one for each transformation. I started in Quadrant II (top left quadrant) and first made a reflection across the x axis, which brought my image into Quadrant III (bottom left quadrant). Then I used the new image and rotated it ninety degree around the origin, bringing the image into Quadrant IV. Finally, I translated the image in Quadrant IV into Quadrant I by moving all the points fourteen spaces up the y-axis. This project enhanced and stabilized my ability to make transformations, and it was a fun project to create because the final result was so colorful, even, and organized.

In this project, the goal was to create a unique and abstract piece of art using the features of a hexagon. In the unit this project was in, we studied the various aspects of different shapes and polygons. Information about interior angles, exterior angles, and how to find them was learned. Also, we practiced solving missing angle and side measures by knowing just a small amount of information. All this knowledge was especially important in creating this project because it was important to know the angle measure in order to keep all the shapes inside the circle even with each other.

Semester Two

Does Gender Affect Comic Book Preference? – JJ Janosik

Does Gender Affect Comic … Preference? – JJ Janosik

While learning about probability, I was assigned a project in which I had to conduct my own experiment to test for the independence of the likeliness of two factors. As my two variables, I chose gender (male or female) and comic book company preference (DC or Marvel). I went to over 30 people to gather data and eventually organized all the information I gathered into a two way frequency table. After checking for independence between the two variables, I found that there was somehow a relationship between them, to which I wrote down some possible ideas I had about how they could be connected. This project helped the information I learned about probability settle into my memory and showed me that many different objects, events, and actions in a person’s life can have a greater effect on seemingly unrelated aspects of that person’s life.

Acrostic Poem – SOH CAH TOA – JJ Janosik

Acrostic Poem – SOH CAH TOA – JJ Janosik

In this project, I had to create a simple acrostic poem for the abbreviation SOH CAH TOA. This abbreviation can be used to remember how to solve the trigonometric functions of sine, cosine, and tangent. I had to create an acrostic poem so that I would have another way of remembering how to solve for those trigonometric functions. The acrostic could have been a regular sentence or a funny and random sentence; since most other projects require me to be strict while presenting information, I decided to create a slightly random random sentence. In the end, this project gave me another method of remembering how to solve sine, cosine, and tangent.

This project, which was part of the circle unit, required me to create a picture focused around circles. I chose to create a snowman, as I felt I could incorporate several circles into the image. Additionally, I had to create the equation of each of the circles I drew, following the equation (x – h)2 + (y – k)2 = r2. This project gave me practice with finding the equations of circles on a graph and helped that knowledge settle into my memory.

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