## Rocketry

Referring to the Habits of a Mathematician the first domain I feel like I gained strength in is generating multiple means in approaching a problem; brainstorm plans. This is a strength because during my rocket project I had to create multiple plans in order to create a new rocket from scratch. My weakness in this domain was to identify and apply appropriate mathematical tools. The reason for this is during the rocket project I didn’t start using some of the math tools until I was almost done with the project.

I used my strength of restating the problem in a different way to add to our understanding with the domain communicating, thinking in a clear and accessible way. I did this by showing how I did the mathematical equations and by using visuals so the audience could understand it better. My weakness was to solicit contributions from quieter members of the group. I should have solicit contributions because more feedback would have been beneficial.

With the domain recognizing and resolving errors, I used my strength to generate a new idea from a logical error because after I created my 5-foot tall rocket I had an idea to create a rocket from scratch. The logical error during this came from when I realized how I could not do math on a 5-foot tall rocket so I had to scale it down. My weakness was to attend to precision and detail -- correct computational errors. Through my math recordings I ended up losing my work because of a computer error so I had to redo some of the math making it so it was correct.

My strength for reflecting and synthesizing was to provide justification for an idea or process. My project connects to the real world because if rockets aren’t built properly, there could be huge consequences. My weakness was to connect abstract idea to real world example. This is my weakness because I did not create something new to the world; rockets have already been created.

I was able to come up with the original idea of figuring out how much force it takes to push a motor all the way through the rocket. I figured this out by using mathematical equations and trial and error. Another original idea was creating a smaller rocket from scratch using various materials I found at home.

I researched and applied techniques from online experts into my project by using their mathematical equations to figure out how much force it takes to push a motor through the rocket.

I shaped my project without my teacher’s help because I originally want to do something in regards to rockets. Because I have had a hobby in rocketry, I decided to shape my project around rockets.

A challenge I tackled on my own was having to build the 5-foot tall rocket. I had to use a tremendous amount of materials. I overcame this through perseverance. Because of my experience with building rockets I didn’t need that much help. I did need help with getting through the mathematical equations and I received help from my teacher.

My project started out somewhat difficult or too ambitious because of the amount of items that I had to glue together and put into the rocket. But as the project progressed I noticed that it started getting a little too easy because I finished my 5-foot tall rocket two weeks early. I dedicated the last two weeks to creating a new rocket from scratch and a new goal.

The principles of mathematics that I applied to my project was calculus. I applied this through my mini rocket by figuring how much force it takes to push the motor through the rocket body.

I used my strength of restating the problem in a different way to add to our understanding with the domain communicating, thinking in a clear and accessible way. I did this by showing how I did the mathematical equations and by using visuals so the audience could understand it better. My weakness was to solicit contributions from quieter members of the group. I should have solicit contributions because more feedback would have been beneficial.

With the domain recognizing and resolving errors, I used my strength to generate a new idea from a logical error because after I created my 5-foot tall rocket I had an idea to create a rocket from scratch. The logical error during this came from when I realized how I could not do math on a 5-foot tall rocket so I had to scale it down. My weakness was to attend to precision and detail -- correct computational errors. Through my math recordings I ended up losing my work because of a computer error so I had to redo some of the math making it so it was correct.

My strength for reflecting and synthesizing was to provide justification for an idea or process. My project connects to the real world because if rockets aren’t built properly, there could be huge consequences. My weakness was to connect abstract idea to real world example. This is my weakness because I did not create something new to the world; rockets have already been created.

I was able to come up with the original idea of figuring out how much force it takes to push a motor all the way through the rocket. I figured this out by using mathematical equations and trial and error. Another original idea was creating a smaller rocket from scratch using various materials I found at home.

I researched and applied techniques from online experts into my project by using their mathematical equations to figure out how much force it takes to push a motor through the rocket.

I shaped my project without my teacher’s help because I originally want to do something in regards to rockets. Because I have had a hobby in rocketry, I decided to shape my project around rockets.

A challenge I tackled on my own was having to build the 5-foot tall rocket. I had to use a tremendous amount of materials. I overcame this through perseverance. Because of my experience with building rockets I didn’t need that much help. I did need help with getting through the mathematical equations and I received help from my teacher.

My project started out somewhat difficult or too ambitious because of the amount of items that I had to glue together and put into the rocket. But as the project progressed I noticed that it started getting a little too easy because I finished my 5-foot tall rocket two weeks early. I dedicated the last two weeks to creating a new rocket from scratch and a new goal.

The principles of mathematics that I applied to my project was calculus. I applied this through my mini rocket by figuring how much force it takes to push the motor through the rocket body.

## Semester Reflection

The skill I mastered the most throughout this semester was perfect square trinomials. An example of my work is in exploration 19, problem 2. It asks us to go into a certain equation, decipher it and work the steps backward. I had difficulty with this skill at first, but the one exercise that helped me overcome the difficulty was talking to the teacher and classmates this habit of a mathmetiction is Respond to the ideas of others - ask clarifying questions, and build on promising ideas. During these equations in exploration 19, I had to use critical thinking and step-by-step problem solving in order to solve the problem. The reason why this problem was a challenge had to due with lack of knowledge. But the more I dove into the problem, the easier it became. By solving the problem step-by-step, it reduced the amount of stress.

## Spread Sheet Workshop

What is the spreadsheet workshop? Well the spreadsheet workshop is a project were we as students had to pick a topic that was in our best interests to research. From that we had to go into Google sheets and create a table or tables that showed/ demonstrated what our project was about.

Project Reflection

The first calculation I have in my spreadsheet workshop is =B3-C3-D3+E3. This equation equivalates to the amount a bike cost at the beginning, any repairs made to the bike, any upgrades made and equivalating that to how much it was sold for. The second calculation is =G3/B3. This equation has a lot to do with the ending value and its percentage of any lost value. The third calculation is =B3*(2.71^-0.214/F3). In this equation, the end value relates to the amount of money that was lost per year on an individual bike.

The first calculation I have in my spreadsheet workshop is =B3-C3-D3+E3. This equation equivalates to the amount a bike cost at the beginning, any repairs made to the bike, any upgrades made and equivalating that to how much it was sold for. The second calculation is =G3/B3. This equation has a lot to do with the ending value and its percentage of any lost value. The third calculation is =B3*(2.71^-0.214/F3). In this equation, the end value relates to the amount of money that was lost per year on an individual bike.

Part 2

Part 1