paper to do for visual math

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timer Asked: Nov 7th, 2016

Question Description

i need proposal and paper

all details are in attachment.

i need quality work please

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ArtCenter College of Design Exercise 6 HSCI-201 Visual Math Final Term Project Proposal As we are getting closer to the end of the term, each student is now tasked with choosing a topic, approach, and form for the Final Term Project. This eventual work will show the student's ability to perform focused research, synthesize and explore an original idea within the context of the chosen topic, and fabricate a demonstration object to illustrate, explain, or otherwise symbolize the concept (or set of concepts) being presented. The thrust of the Final Project should be drawn from the topics (and related branches) explored in or suggested by the Visual Math class. As a reminder of the rough outline of the project, each student's final submission must include a written summary of both the research and the object's fabrication (-5 pages, total) as well as the "object" itself, to be discussed informally in class during the final meeting of the Term. For this assignment, each student is required to write a one-page proposal of the work they plan to do for the Final Term Project. The content of this Proposal may include, but is not limited to: . Topic of focused research, and some discussion of background, personal interest, and open questions. Why this particular topic? Rough ideas for where the original idea is going to lead the student, perhaps citing details of personal practice and reasons for going in that particular direction. • How does the original idea connect to the focused research topic? • General ideas for the demo object/illustrative manipulative. What will be built, and how will it be fabricated? Why was that particular form chosen, and what is hoped to be explained by showing it in class? (Students may think of this section as a "mini proposal" for their object.) Citations/references that the instructor would find helpful in further explaining the student's interest and direction. (It is also helpful to begin assembling references at this early point!) Illustrations, sketches, and representations of appropriate visual interest and guidance. Some students might not yet know exactly what their "original idea" is, nor the nature of their demonstration object. In these cases a brief discussion of options is warranted, along with a rough description of what kind of demonstration/illustrative manipulative would be appropriate and, more to the point, buildable by the student. Students should expect to stay focused relatively closely on the topic chosen for the purposes of this proposal, although the form and function of the object may change over time. ..000 T-Mobile 57% 3:25 PM A doted.artcenter.edu Some Guiding Ideas to Focus Your Research 2 of 2 su2014 ©2014 J. Reiter, unless otherwise noted 1 The point will be to work with an interesting topic from within the Visual Math context that affects personal or professional work, personal interest, society in general, or any other impact the student might discover. Each student's work with his/her topic should lead to some synthesis of new ideas and/or an analysis or critique of an existing theoretical framework. This might perhaps involve an expansion or challenge of a previous researcher's work. In this way, and combined with sufficient research to support drawn conclusions, each student may strive to become a “local expert" of sorts in each topic area. The purpose of the project is to inform peers of this research work and provide an interesting, compelling, and even controversial summary of a new idea. Additionally, the student should not forget the virtue of research for its own sake. In the end, the summary should be a detailed, well-researched summary of an interesting topic with explanatory illustrations, explanations, and examples. Allowing the accompanying object to be a teaching/illustrative tool will expand the points that are made in the written work. Selected, Suggested Topics (non-exhaustive): The history and origin of numbers/counting; invention of the number zero The nature of irrational numbers: pi, phi, e, and the stories that surround them; “Mystical” numbers and their mathematical properties Dimensions and non-Euclidean geometry; the “Shape of Space"; Parallel Universes Computers and math; thinking in the digital domain; information technology, communications, and data compression Fractals, self-similar geometries, and Fibonacci; the mathematics of self-assembling machines, epidemiology and the spread of disease Waves, color, and light; optics and digital imaging Statistics, measurement, and error; human factors and probability; impact of probability and statistics on design Anything else thought appropriate within the Visual Math context; for guidance, do a casual internet search (especially using the resources posted on dotEd) or ask the instructor for suggestions. ..000 T-Mobile 3:25 PM 01 57% doted.artcenter.edu HSCI-201 Visual Math Artcenter conege ur Design Final Research Project This term will conclude with a short research project, focused on a topic of each student's own choosing. Each student shall perform independent, solo research and produce submitted work. Please see the course dotEd site for information on due dates, etc. The submitted work that will be graded will consist of a specific set of items: 1. An object, created by the student, meant to represent an aspect or feature of the field (or subfield) that is being studied. The quality, type, and composition of the object are up to each student's discretion. It may be mechanical, sculptural, illustrative, abstract, or some combination of all of these and more). It must be largely original and fabricated by the student (i.e., not purchased or otherwise obtained in its form without student creative effort). The purpose of the object is to serve as a focus of discussion during our last class meeting, when the class will “reveal their independent research via their objects in a collaborative "show and tell” session. The object may not only be a video/film, unless it is a self-contained object that also includes a video feature without outside equipment (except a wall or other simple projection surface). In such cases the length of the moving image sequence must not exceed 5 minutes. The instructor will likely photograph the objects, but students are not required to submit them, and are welcome to take them with them at the end of class. 2. A written work consisting of two parts, comprising no less than five (5) typewritten pages total, not including references or illustrations. A short research summary of the topic. This work will be graded as a technical summary of each student's research into his or her chosen topic, and should reflect good scholarship and research activities. The "one-page paper" as well as the “proposal” written earlier in the term should be models for how this summary should be executed. References sources must also be cited, with no minimum or maximum number of sources prescribed. This written work should include a good discussion of how the author has explored/begun to explore an "original idea" within the context of the project. b. Written documentation of the creation of the object, with format and content chosen by the student, although it must be submittable/on paper/readable by the instructor. Consider the following suggested questions, for example: “Why did you create the object you did?” “How does it connect to the topic, and how should it be used by the rest of the class to enhance their understanding of your topic?" "How does the object reflect your exploration of an original idea, if at all?" a. The written work will be submitted to the instructor. All students will be briefly discussing their work and their objects with each other and the instructor; although the discussions will not be graded, a lively discussion will be helpful for understanding of each student's work. Some Guiding Ideas to Focus Your Research su2014 ©2014 J. Reiter, unless otherwise noted 1
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