S E M I N A R S
d a y o n eFirst, we looked at some sequences to find the pattern and following number. The last sequence was the fibonacci sequence which we then defined and found the appropriate ratio: the golden ratio. We played an online simulator to help us to find the ratio: 1.61803. Next, we looked at some spirals, and then pictures to point out where we saw elements of fibonacci, whether it be the number of petals, the shape of spirals, or number of circles. We talked about why this number seems to show up everywhere, and why other numbers seem to show up sometimes as well. Then, we split into groups to look at spirals and fibonacci numbers in person. Some of the students used washi tapes to count spirals in 3 directions on a pineapple, some students counted two sets of spirals on pinecones, while some counted flower petals and arranged them in fibonacci or other natural shapes. Finally, we came back to the larger group to discuss what we found, how plants find the fibonacci sequence, and why fibonacci matters.
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d a y t w oFirst, we defined 3D printing, and talked about the details of how it works. Then, we walked through the many kinds of 3D printers, and some things that we can make. We talked about cool things that have been created like houses and prosthetic legs, but also some smaller things like a simple phone stand. We talked in depth about the 3D printer creation and history, and how it works today. Then, we talked about the opportunities 3D printing has in the future, and how it is beneficial to the Earth and society. Next, I handed out some examples of things you can 3D print that I made on my own 3D printer, and I showed students a 3D printer I brought to class. We briefly talked about some of the math that is involved in 3D printing, and then I taught students how to use a designing program to design something they might want to 3D print. For the rest of the class, the students created their own 3D designs on a program called Tinkercad (find in Resources). Students created everything from a flower with fibonacci numbers to a miniature instrument.
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The IdeaI've loved math all my life. But as I grew up, I noticed a lot of negative connotations of math: people called it boring, useless, non-relatable, and impossible. Doing this project has always been the plan, but it has evolved a lot since the initial idea years ago. Originally, the plan was to focus my efforts on recreating the Science magnet into a STEM magnet and teaching a few seminars to kick off the change. But upon further discussion and the arrival of the COVID-19 pandemic, I shifted my plans to be more teaching oriented with a focus on boosting students' understanding of math as something relatable and as part of the real world in hopes that students will have an easier time engaging, thus having deeper understandings, and thus enjoying math more. Math is so incredibly important because we use math in every part of life, from cooking to cleaning to scheduling to tipping to taxes. A big issue with math curriculum in schools is that it fails to represent math in a way that students can understand is relevant. For example, we learn how to find a percentage of something, but there is a lack of explanation for why percentages are important and how to use them in every day situations. My goal with this project was to get the next generation of students invested in math in a way that they are able to go into the world with an in depth understanding about the relevance of math, so they can change the curriculum and all students can learn and benefit from the long-detested math classroom.
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