Prism and Sliceform
The definition of a prism is a solid geometric figure whose two end faces are similar, equal, and parallel rectilinear figures, and whose sides are parallelograms. Prisms are a huge part of geometry and to create a 3D was very eye opening as to how surface areas and perimeters are gathered. To be able to find the total area of a 3D object, it is very valuable to be able to split the shape up into smaller sections. By doing that you can use simple formulas to find the total.
After creating the prism, we made the sliceform which is a geometric model constructed from interlocking sets of planar pieces. By creating two sets of slotted pieces ("slot-from-the-top" and "slot-from-the-bottom" sets) that intersect at right angles, one can link the two sets together to form attractive models of surfaces and solids.
After creating the prism, we made the sliceform which is a geometric model constructed from interlocking sets of planar pieces. By creating two sets of slotted pieces ("slot-from-the-top" and "slot-from-the-bottom" sets) that intersect at right angles, one can link the two sets together to form attractive models of surfaces and solids.
Project Reflection
1. Did this project help solidify your understanding of perimeter, area and volume concepts or are you still struggling with these concepts?
When making the actual prism, I began to understand the concepts being focused on, but since we did not continuously focus on them, I lost the understanding I once had.
2. Did this project provide academic rigor for you?
The process of doing the calculations was very rigorous, but otherwise I found most things to require persistence because it would get very time consuming and frustrating at times.
3. What are 3 things you would have done differently when making a sliceform?
-I would put more time into the sliceform and not cram working on it into the last two days.
-Collaborate more with my partner
-Pay more attention to how the notches should be cut, so that I don't have to go back and do it a second time.
4. What would you want Cathy to do differently is she has students do this project again?
I would recommend Cathy giving a hand out to the students with directions for the best way to do a sliceform.
5. What did you enjoy most about this project? What did you enjoy least?
What I enjoyed most was the hands-on math aspect and what I enjoyed least was assembling the sliceform.
When making the actual prism, I began to understand the concepts being focused on, but since we did not continuously focus on them, I lost the understanding I once had.
2. Did this project provide academic rigor for you?
The process of doing the calculations was very rigorous, but otherwise I found most things to require persistence because it would get very time consuming and frustrating at times.
3. What are 3 things you would have done differently when making a sliceform?
-I would put more time into the sliceform and not cram working on it into the last two days.
-Collaborate more with my partner
-Pay more attention to how the notches should be cut, so that I don't have to go back and do it a second time.
4. What would you want Cathy to do differently is she has students do this project again?
I would recommend Cathy giving a hand out to the students with directions for the best way to do a sliceform.
5. What did you enjoy most about this project? What did you enjoy least?
What I enjoyed most was the hands-on math aspect and what I enjoyed least was assembling the sliceform.