Embedded Files
Han, Vlad, Ou - Sundial Project.pdfSundial Project
Sundial Project
As an optional extra-credit project, as a group of three or four, we were tasked to research a Sundial, its meaning and history, how to create one, plan and design it, and test out our build, seeing if it works correctly or not.
While only weighted out of four, it was both challenging and fun. I found it quite useful to help myself learn about Sundials and how they work, more about engineering and my hobbies, and how it connects to today and to myself.
At first, we wanted to 3D print the design but chose to change it into a DIY-style build in the end. After we settled on this, we built the sundial using a compass, acrylic cardboard, a metal struct (as the gnomon), and a hemi-circle style given it is only sunny for twelve hours in a day. It then had to align the Sundial with our geolocation and latitude, 30 degrees. Therefore, we spaced out each hour numeral 30 degrees.
In hindsight, the Sundial worked flawlessly, getting the time down to almost the minute. Our teacher was also very impressed with the build and quality of it. Although we did have some internal problems and arguments, I think it went well and I really learned a lot from this experience. For more information, check the document above.
Wenhan Benjamin Ding - Quarter 2 Exam Review.pdfQuarter 2 Exam Review
Quarter 2 Exam Review
Topics Covered:
Quadratics
Polynomials & Functions
Exponential Functions
Surds
During Quarter 2, we covered several topics. The topics themselves felt pretty easy. While we learned about functions and polynomials, I still felt that it was easy, more middle-school level, especially due to the curriculum and the one-path academics, I barely felt I learned at all and just did it for the grade, as I knew much of the topics very well.
I think that next time, I, and others in my position, should be able to get OPTIONAL challenges and grow // build our understanding further than the curriculum. In the end, it was helpful for memorizing and practicing for the Quarter 2 exam.
Wenhan Benjamin Ding - Absolute Trigonometric Graph Worksheet.pdfQuarter 4 - Absolute Trigonometry
Quarter 4 - Absolute Trigonometry
During Quarter 4, we learned about Trigonometric Functions. Specifically, we learned the basics of Trigonometry, Sine, Cosine, and Tangent, Graphing the Functions, Inverse Trigonometric Functions (arcsin, arccos, arctan), and absolute graphs.
The left is a worksheet on Absolute Trigonometric Functions & Graphing. In simple terms, in any absolute trigonometric function, for example, y = |a sin x + c|, the minimum value would be 0 unless the c-value was outside the absolute sign of | |.
This assignment was given to broaden our knowledge of Trigonometry and learn how absolute signs affect Trigonometric Functions and Graphs. Personally, I found this pretty easy, as it is the same as a normal trigonometric graph but any negative points, x < 0, would become positive. Moreover, I have learned quite a bit of Trigonometry before and found this quite basic and easy, not at all the challenge(s) I expected. But, either way, this has helped my understanding and taught me more about the range, graphing, and interpretation of the equation(s).
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