Check back often for homework assignments, tutorials, and key topics covered each day.

"This is the plan, until it is no longer the plan"!
       Words to live by in the time of Corona.

• Visit Flipgrid and record a 1-minute introductory video about yourself. Click on "Join with Microsoft" and use your Queens College Office 365 account email account to log in. Reminder: that will look something like Alicia.Lastname25@qmail.cuny.edu.
• Go to our Campuswire Community. Sign up for an account and sign in using code 8874. In the Class Feed there is a post asking you to say hi and share a fun link. Please contribute.
• Head over to Desmos and create an account. (Link in upper right corner.)
• Create an account with Zoom so you can join our class session. The link is in the introductory email sent to your qmail account.
• Get pumped to join us at 10:45am on Wednesday, August 26!

• ZOOM LINK. If you did not receive the initial email from me, let me know! We need to get you set up.
• Today we are setting the stage for a thought-provoking semester.
• Discussion: What does it mean to be creative with mathematics?
• Course Expectations & Syllabus Discussion
• Breakout room discussion and exploration.

• Thoroughly read all pages of the course webpage. This should answer all the questions that you may have about the class.
• Answer the First Day Survey so I can know better how to tailor the class.
• Complete the Syllabus Quiz. Retake and resubmit the syllabus quiz until you earn a score of 100%.
• Make sure you are comfortable with cartesian coordinates by completing this Desmos Activity. Feel free to work with another classmate if you are running into trouble or ask a question in our Campuswire community.
• Here is a better discussion of number patterns. Prepare the homework for class on Monday August 31.
• Go to our Campuswire community. Answer the Office Hours Poll and contribute to the Daily Question for August 31.

• Breakout room discussion and exploration.
• Discussion: What are Functions?
• Classic parent Functions

• Follow this activity to get practice with the graphing calculator part of Desmos. Feel free to work with another classmate if you are running into trouble or ask a question in our Campuswire community. If you didn't do Monday's Desmos activity, do it as well.
• Create a list of all the parent functions that you can think about, and graph them in a new notebook in Desmos. Make sure you are signed into Desmos to be able to save your work.
• Go to our Campuswire community. Contribute to the Daily Question for September 2.

• Parent function list
• Properties that distinguish functions
• Breakout room discussion and exploration.

• Complete Assessment 1 on Standards 1–3. Use a different piece of paper for each standard. Remember: I care much more that you are able to explain your own understanding than whether you can give me the correct answer.
• Next, submit your assessment through Gradescope.
• First, go to gradescope.com and create an account. (Click "Sign Up", which takes you to the bottom of the screen; click "Student", and enter code 9XZNEW.)
• Upload pictures of your work for each of Standards 1, 2, and 3.
• Complete the following activities to learn about function transformations and get practice working with them. In class you will be working on more complex examples so make sure you understand these basics well.
• Watch this video about applying transformations to parent functions. (7 min 51 sec) The transformations are applied to parabolas.
• Watch and follow along with this video I created about understanding simple transformations visually. (6 min 28 sec)
• Optional: If you would like some more examples of how transformations apply to a variety of parent functions, watch this video.
• Required: Complete this Desmos activity to get practice with finding the relationship between a function transformation and the corresponding changes to the graph. Feel free to work with another classmate.
• Go to our Campuswire community. Your task is to contribute to the class feed. Either ask a question about something we've discussed in class, something in the videos about transformations, or some part of the technology we've been using. OR, reply with an answer to someone else's question. To ask a question, click on the Blue + Sign at the top of the page, choose a relevant category, give a descriptive title, and explain your question.

• Discussion of Campuswire questions about transformations.
• Transformation Examples Desmos Worksheet.
• Plan to meet with another classmate before Monday.

• Optional: For more practice with transformations like we did in class, complete this Desmos activity.
• Complete these Comprehension Questions about transformations. These are similar to what will be asked during the assessment of Standard 6 and would be good to practice with a classmate.
• Here is a YouTube playlist about using Desmos to create Mathematical Art. And here is the Desmos notebook from the video.
• Practice those skills to create line art in Desmos.
• Read the details about Project 1 carefully and completely
• Meet for one hour outside of classtime with at least one other classmate. Your goal is to get together to talk about function transformations, working together to complete tutorials or questions. You should work to catch up on what you've missed this semester. You may even want to discuss what you are thinking about for Project 1.
  Type up one paragraph (5–7 sentences) about something that you learned or experienced that you would not have if you had worked alone. Submit your paragraph and the name of the person you met with and it will count toward your class participation grade.
• If you did not post a question to the Campuswire community last week, make sure you post one this week. See above for details about how you do that.
• You may find these Parent function flashcards helpful when studying for Standard 4.

• Discussion of Campuswire questions.
• Meet new classmates.
• Thought questions in breakout rooms.

• Complete this Desmos Notebook to create some parabola art
• Start your own Desmos file in which you graph a parent function that interests you and its transformations.
• List of supported functions in Desmos. You might want to explore arctan(x), sign(x), floor(x), x^(2/3), x^(-2), x!, the Normal Distribution, (ax+b)/(cx+d), and piecewise-defined functions.
• Explore what happens when you add or multiply functions together. Share your most interesting example in the Daily Question for September 16.

• Discussion of Campuswire questions.
• A taste of trigonometry

• Reminder: There are extra office hours posted on Calendly. Make an appointment if you'd like to discuss the assessments, project, or anything else.
• Reminder: Turn in your resubmissions of Standards 1, 2, and 3 on Gradescope if you want to improve your scores.
• Optional: Here are some trigonometry videos that might be useful for you:
• This gentle introduction to circles and trigonometric functions by New Planet School has a recap of Wednesday's trigonometry discussion. For a good explanation about the difference between degrees and radians, watch from time 4:42-11:41. For a good explanation about understanding the sine, cosine, and tangent functions, watch from time 11:42-19:55. To watch how to graph those functions, watch from time 36:07-40:41.
• James Tanton explains the history of Circleometry.
• If you've seen "SOHCAHTOA" before, this video might be helpful.
• Complete this Desmos activity exploring transformations of sine and cosine functions.
• Answer the Daily Question for September 21 about Trigonometric Functions on Campuswire
• If you didn't meet outside class last week with another classmate, I suggest doing so and submitting the writing prompt due September 14. You might want to work through Desmos activities you haven't done yet or discuss the project.

• Discussion of Campuswire comments and questions about trig functions.
• Period of trigonometric functions, the tangent function

• Complete Assessment 2 on Standards 4, 5, and 6. Use a different piece of paper for each standard. Submit your assessment through Gradescope.
• Complete this Desmos activity exploring trigonometric art.
• I've added to the YouTube playlist about using Desmos to create Mathematical Art with information about exporting your artwork to SVG and changing the default Desmos color scheme of your artwork. (Using custom colors is not required for the Project 1.)
• Practice exporting a Desmos Notebook to an SVG file.

• Groupwork about elements of art and mathematical functions.

• Required Readings: Read these resources about the elements of art and design:
• Understanding Line in Art
• Five types of lines in Art
• The Seven Elements of Art.
• The Principles of Design from the Getty Museum.
• As a first step toward the artwork you will be creating for Project 1, complete the following steps:
• Your goal is to draft five different initial sketches that could form the basis for your final piece of art.
• You can start these sketches on paper if you like, however it is very important that you work to translate your ideas into mathematical functions and display them in Desmos.
• You may find it helpful to think about the visual properties you are going for in your sketches, similar to the groupwork we did in class on Wednesday 9/23. Feel free to use the resources above to find some words to describe the properties that you want to explore. Write those words down so you can remember them later. (More words: HERE, HERE, HERE.)
• You should use Desmos as a sketchpad. Start off with a parent function (or a couple), and use the techniques from class to modify and combine the functions to a desired shape and size.
• Once you have an initial shape that works for you, save the notebook. You should be creating many different notebooks, one for each seed of the drawings you wish to explore.
• Given this initial shape, start to introduce parameters that transform the initial shape, following the steps in the Youtube tutorial I posted before about using Desmos to create Mathematical Art.
• Once you have tweaked your sketches sufficiently that you are happy that each sketch matches the idea you are aiming for, export the five sketches to five SVG files. (Reminder: Video from last time about exporting your artwork to SVG.)
• Go to Campuswire and click on "Chatrooms". You should be a member of a room that says "artwork-critique-groupX" that matches the group you were in on Wednesday. Post your five SVG files to this room before class. I am expecting five draft artworks from every person, each with its own style. If you end up with fewer than five, post the ones you have before class, and post the remaining ones later.
• Write one or more paragraphs (5-7 words) reflecting on this process and submit it here.
• I highly recommend working together with classmates on these tasks. I understand that some people may find this assignment challenging, so it will be helpful to have input from someone else who is working on something similar, in order to ask each other questions as you go along.

• Discussion of the process of creating function based artwork.

• Use the discussion from class on September 29 to benefit your creation (or revision) of your five pieces of artwork. Complete the assignment that was due Tuesday September 29, including the one or more paragraph that accompany your work so far.
• Think to schedule an office hour appointment if you are having difficulty staying up to date with your work.

• Together we'll watch a short video about How to critique.
• Artwork critiquing and refining.
• Plan to meet with a partner for peer review day.
• Time to fill out NSF survey.

• By Friday, October 2, respond to the Daily Question for October 2 on Campuswire with the most helpful critique you received.
• Finalize your artwork for Project 1:
• After thinking about the five artworks you created and about the critiques from class on Wednesday, spend time to develop two of your artworks further. Modify your artwork as you see fit based on the new information about your pieces and what you learned from your classmates. You are permitted to start from scratch, but if you do that, make sure you also subject your new works to outside critiques (classmates or family).
• After sitting with each piece for some time, choose one of the two artworks you developed to be the piece you will submit for your first project.
• Spend some time to finalize the parameters of that one piece. Make sure you remove the grid lines from your artwork so it only has a white background.
• No later than Sunday night: Complete and organize your Desmos notebook, export your artwork to SVG, and complete your one-page writeup. They should be in a final form. Send the files to your peer review partner(s).
• No later than Monday night: Complete this peer review form, request a copy of your submission by email, and forward this email to your partner. (When you submit the form, the submission goes to me—I am verifying that everyone is providing and receiving constructive and usable comments. You must forward your confirmation email to your partner.) Determine a good time to meet by video on Monday to give oral feedback about their work.

• Today's class time is asynchronous. (There is no formal class time.) Prof. Hanusa will connect to the Zoom Room during class time in case you have questions you want to ask about the project or anything else.

• Incorporate the feedback from your partner into a revised tutorial, presentation, and writeup. Make sure you address how your project has changed during the revision process including AFTER the peer review!
• Submit your project before class by doing the following:
• Upload the SVG of your artwork here.
• Upload your writeup here.
• Provide the link to your Desmos notebook and give feedback about how class is going for you.

• Etch-a-sketch (Video about Drawing a circle.)
• What are parametric functions? (x(t),y(t))
• Parametric functions in Desmos (Our in-class notebook)
• Parametric functions for y=f(x) and x=f(y).
• Translations of parametric functions (p(t)+h,q(t)+k)

• Read this page about Parametric Functions. (You can stop at the Derivatives section.)
• Take a look at these Fifty Famous Curves or this Famous Curves Index. Put some of them into Desmos (make sure at least one of them is a parametric function) and change their parameters to your liking. Share your favorite curve as an Answer to the Daily Question for October 14 on Campuswire.
• Desmos found a way to better organize its activities. Click on this link and join our class for all future Desmos activities.
• Complete this Desmos activity on simple transformations of parametric functions.

• Famous parametrized curves
• Simple transformations of parametric functions (Reflections and Dilations) (a p(t)+h,b q(t)+k)
• Parametric Equations for Lines
• Linear Interpolation

• Complete this Desmos activity on advanced transformations of parametric functions.
• This Desmos activity can be quite difficult. Meet for one hour outside of classtime with at least one other classmate. Your goal is to make sure you are able to complete this Desmos activity and are comfortable with parametric functions as we've been discussing in class.
  Also make sure to take some time to check in with each other and see how this first semester at Queens College is going for you. Talk about what sorts of study techniques or organization has been especially helpful for you to stay on track. (Here is a list of techniques you may have tried.)
  Type up one paragraph (5–7 sentences) about what has been working well (or not) for you and a new study technique that you are going to try for the rest of the semester. Submit your paragraph and the name of the person you met with and it will count toward your class participation grade for the second part of the semester.
• Feel free to ask a Question on Campuswire if there are some parts of the Desmos activity that are difficult for you and your classmate(s).

• Adding vectors
• Rotating vectors
• Rotating functions

• Before class, go to Gradescope and look at the comments I left you on your past assessments. If you have any score less than "3", figure out what went wrong. If you're not sure what went wrong, make sure you take at least 10 minutes to read the question to yourself and review your notes and try to revise your work. It is possible that you still have questions about the content. Think carefully and come up with a very specific question that you would like to have answered. Before you go to bed on Tuesday night, submit at least one well-thought-out question here and we will discuss many of them in class.
• If you are comfortable with the questions from previous assessments, you may want to start (and ask a question about) Assessment 3.

• Answering your questions

• Complete Assessment 3 on Standards 7, 8, and 9. Use a different piece of paper for each standard. Submit your assessment through Gradescope.
• Practice using Desmos to rotate classic functions of the form y=f(x). Work with any parent function (or transformation thereof). Post your favorite on Campuswire for today's Daily Question. If you are having difficulties, make sure to ask your classmates, come to office hours or post a question on Campuswire.

• How are things going?

• Complete the Desmos activity to practice graphing specific parametric functions. You may find this resource about Parametric Functions in Desmos helpful, especially the section on Example Graphs.
• If you didn't do so yet, complete Assessment 3 on Standards 7, 8, and 9 and submit through Gradescope. Remember: You can now work with classmates (although you must write up your solutions individually).
• Practice using Desmos to rotate classic functions of the form y=f(x). Work with any parent function (or transformation thereof). Post your favorite on Campuswire for today's Daily Question. If you are having difficulties, make sure to ask your classmates, come to office hours or post a question on Campuswire.

• Polar Coordinates
• Converting between polar and cartesian coordinates
• Simple Polar Functions of the form r=c and θ=c.

• Read the information about Project 2.
• Make sure you feel comfortable with graphing Parametric functions in Desmos.
• Start exploring artistically the concepts of linear interpolation and rotations of functions.

• Project 2 discussion and exploration

• Practice graphing by hand the parametric curves on Campuswire.
• Ask a question about parametric curves on Campuswire.

• Project 2 discussion and exploration

• Ask a question on Campuswire for the Daily Question for November 9about how to get parametric equations to do a something or about parametric equations in general.
• Play around with the recent Desmos notebooks about parametric equations.
• Read / rewatch the material from earlier this semester about Rotating Parametric functions and Linear Interpolation.
• Here's a link with good information about Parametric Equations.
• Start thinking about Project 2.

• We'll discuss your questions about parametric equations.
• Then we'll talk about linear interpolation, function rotation, and Project 2.

• Decide which artistic properties you want to involve in your project.
• Based on these artistic properties, make two sketches on paper. First, design a linear interpolation that has one or more of these properties. Second, design a family of function rotations that has one or more of these properties. Start to think how you might program these into Desmos.

• Answering your questions about linear interpolations.
• Bringing your ideas to fruition.
• Changing the colors of your Desmos notebook.

• Just as we did for Project 1, create five initial sketches in Desmos that you will share for an in-class critique.
• You will be creating multiple Desmos notebooks, one for each seed of the drawings you wish to explore.
• Once you have tweaked your sketches sufficiently that you are happy that each sketch matches the idea you are aiming for, export the five sketches to five SVG files. (Reminder: Video from last time about exporting your artwork to SVG.)
• Share your artwork in your "artwork-critique-groupX" chatroom on Campuswire. I am expecting five draft artworks from every person, each with its own style. If you end up with fewer than five, post the ones you have before class, and post the remaining ones later.

• Discussion of the process of creating function based artwork.
• Artwork critiquing and refining.
• Plan to meet with a partner for peer review day.

• Finalize your artwork for Project 2:
• After thinking about the five artworks you created and about the critiques from class on Wednesday, spend time to develop two of your artworks further. Modify your artwork as you see fit based on the new information about your pieces and what you learned from your classmates. You are permitted to start from scratch, but if you do that, make sure you also subject your new works to outside critiques (classmates or family).
• After sitting with each piece for some time, choose one of the two artworks you developed to be the piece you will submit for your first project.
• Spend some time to finalize the parameters of that one piece. Make sure you remove the grid lines from your artwork so it only has a white background.
• Complete and organize your Desmos notebook, export your artwork to SVG, and complete your one-page writeup. They should be in a final form. Send the files to your peer review partner(s).
• No later than Thursday night: Complete this peer review form, request a copy of your submission by email, and forward this email to your partner. (When you submit the form, the submission goes to me—I am verifying that everyone is providing and receiving constructive and usable comments. You must forward your confirmation email to your partner.) Determine a good time to meet to give oral feedback about their work.

• Today's class time is asynchronous. (There is no formal class time.) Prof. Hanusa will connect to the Zoom Room during class time in case you have questions you want to ask about the project or anything else.

• Incorporate the feedback from your partner into a revised tutorial, presentation, and writeup. Make sure you address how your project has changed during the revision process including AFTER the peer review!
• Submit your project before class by doing the following:
• Upload the SVG of your artwork here.
• Upload your writeup here.
• Provide the link to your Desmos notebook.

• Discussion about the rest of the semester
• The goals of a portfolio

• If you didn't do so yet, complete Assessment 3 on Standards 7, 8, and 9 and submit through Gradescope. Remember: You can now work with classmates (although you must write up your solutions individually). If any questions arise, post them here. We will start class answering these questions.
• Start assembling the images that you intend to include in your portfolio. Your portfolio should include:
• Your submitted artwork for Project 1 and Project 2.
• Images that inspired your submitted artwork, be they earlier drafts or external images.
• Images that you developed for your projects but did not lead to the submitted artwork.
• Images that show your progress as an artist.
• Images that show your progress as a mathematician.
• Images that convey the feelings you experienced during this class.
• Decide upon the platform you would like to use to create your portfolio. In class we discussed:
• Padlet
• Wordpress
• Cargo (Use code a4891fe0)
• Squarespace
• Adobe Portfolio
• Start uploading the above images to these websites to see what kind of difficulties you are running into. Bring what you were able to accomplish to class on Monday and be ready to share and discuss with your classmates.

• Your questions about Assessment 3.
• Discussion about portfolio difficulties
• Group discussion: Sharing the images you chose and brainstorming the commentary that you will be including in your portfolio.

• Read the description about the Portfolio on our Course Projects page.
• Finish assembling the images that you intend to include in your portfolio and uploading them to your digital portfolio site. See above for details.
• Start organizing your images and writing text to put your images into context. Make sure to address how you have developed as a mathematician, a programmer, and as an artist over the semester.
• Bring what you were able to accomplish to class on Wednesday and be ready to share and discuss with your classmates.

• Discussion about portfolio difficulties
• Group discussion: Sharing the images you chose and brainstorming the commentary that you will be including in your portfolio.

•••••• Please fill out the college-wide course evaluations, distinct from any course evaluations that will be given out in class. Thank you for your feedback! ••••••

• Think to submit updated standards on Gradescope by today so Prof. Hanusa can give you feedback and you will have a chance to resubmit one more time by the end of the semester if necessary.

• Aim to complete your portfolio by Monday and start thinking about your presentation.

• In-class work day.
• Finalize your peer review partner(s) and determine a schedule for completion.
• Survey taking.

• Your project should be complete, and you should have prepared a draft of your presentation for peer review.
• No later than Tuesday night: Prepare your completed portfolio website and your presentation video. They should be in a final form. Send these files to your peer review partner. If you want to use Flipgrid to record and post a draft presentation video, you can do that here.
• No later than Wednesday night: Complete this peer review form, request a copy of your submission by email, and forward this email to your partner. Determine a good time to meet to give oral feedback about their work.

• Today's class time is asynchronous. (There is no formal class time.) Prof. Hanusa will connect to the Zoom Room during class time in case you have questions you want to ask about the project or anything else.

• Resubmit any standards that you would like to revise on Gradescope.
• Incorporate the feedback from your partner into a finalized portfolio.
• Ensure that Prof. Hanusa will be able to access your portfolio.
• Submit your project by doing the following:
• Share a link to your portfolio here.
• Post your video presentation here.
• You will be assigned five other presentations to watch and comment on (using a video response) and you should choose at least five other presentations to watch. The list of presentations will be posted on Campuswire.
• Bonus Point Opportunity: You will receive a half-grade increase in this class (for example B → B+ or C– → C) if you complete the following two tasks:
• First, I ask that you write a letter to future students of Math 128: Mathematical Design. If you think back to the beginning of the the semester, what would have been nice to know about this class that you know now? How would you explain the class to an incoming student? What advice do you have for someone just starting in Math 128? Your letter should be two or more paragraphs long, and each paragraph should be 5–7 sentences. Perhaps your letter will be read by students the next time I teach this class!
• Next, give props for two presentations that you thought were well done. This feedback will be shared anonymously with those classmates. It's a nice way to let them know you appreciated their presentation.
• Thanks for all your hard work in this class!

•••••• Please fill out the college-wide course evaluations, distinct from any course evaluations that will be given out in class. Thank you for your feedback! ••••••