The project my group did on our hyperboloid structure was one of the most memorable presentations I will have done during this program, and this I know for sure. I knew immediately I wanted to do the hyperboloid structure from the beginning, since it was the one that stuck out most to me.
Building the structure was inspiring as it did not take us long to figure out our own method of creating it. It was very easy to find the materials as well, as the skewers were from a market and the rubber bands were from a beauty supply store! Instead of the method shown online using paper to hold the skewers, we attached pairs of the skewers together and added more and more to the attached sets. We worked on two different models in order to find out which model would work better. Doing this allowed us to see faults in one model and see the strengths in the other. It was a great chance to work as a team, as me and Jacob worked on one model, while Etienne and Deeya worked on the other. Instead of two people, or one person, working on one model, we did something so everyone could work together!
The math art project we did has large correlation to conics – taught in secondary mathematics. When teaching this subject, it may be helpful for students to create the structure in order to better understand conics like hyperboloids and paraboloids. It would be a great way to teach and to learn the subject. Students could do extensions of their own in order to gain further understanding as well.
Furthermore, I feel that students of many ages can gain something from an experience of building our structure. It is simple enough that younger children can build it, as well as older students in later years of secondary school.
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