Tag Archives: #Communicationcc

Diffusion Lab Self Assessment

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Critical and Reflective Thinking:

Photo of a page from my Diffusion Lab.

Critical thinking was my main core competency used in this lab. Biology is a hard course for me, so I had to take more time and ask myself more questions to make sure I fully understood what was happening and could answer the questions. To do this, tools that helped me were looking at our note package about the Cell Membrane, and also looking through the textbook a little bit to gather more information.

I analyzed evidence to come to conclusions, by looking at the qualitative changes that occurred during our lab, as well as the quantitative ones. An example of a qualitative change that led me to believe diffusion had occurred, was the change in color of the tubing contents inside (a dark blue). An example of a quantitative change was the increase in mass of the tubing after one night. The mass increased, meaning diffusion into the tubing had definitely occurred.

COMMUNICATING:

I expressed communication through figuring out how to explain my understanding in words for the written portion of the lab. I tried to use as many scientific terms from the unit as I could to best represent what I knew. I looked back at the note package several times as my source for the terms I used in my lab.

For me to communicate my understanding, I need to really understand what I am writing about otherwise it makes it really difficult to explain what you don’t know. Even though this lab was a bit hard for me, I believe I answered the questions well in the end, and to the best of my ability and knowledge I had at the time. I learned that instead of trying to answer from the top of my head from what I knew at that moment, my answers were a lot better when I consulted the textbook/note package to back up my information.

Communicating was also a very important tool in talking with my partner and other two partners about what was happening during and after the experiment so that we could learn from and help one another out. This is really helpful for me as I learn best auditory and visually, so by talking to my partners, and seeing the chemical changes occur in our tube, it made it a lot easier for me to understand what was happening.

Graphing a Parabola from a Quadratic Equation

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  1. y = a (x-h)^2 + k 2. y = x^2

My Parabola: 𝑦 =−2(𝑥+6)^2−5 (in blue) Standard Parabola y = x^2 (in black)

  • Opening Direction: Downwards
  • Vertex: (-6, -5)
  • Axis of Symmetry: x = -6
  • Domain: All real numbers
  • Range: y<= -5
  • X-intercept: None
  • Y-intercept: y = -77
  • Maximum value: -5

My A, H and K and why they made my equation different from the original y = x2 parabola:

The parabola that I got, has all three, an A, an H, and a K. The A value in my parabola, is a negative whole number. This means my parabola will open downwards (because of the negative,) and skinnier (because of the whole number) whereas a positive A would’ve made it open upwards, and a fraction would’ve made it wider.

The H value is what made my parabola move horizontally on the graph, which is why, it’s located to the left at -6 which is what its A.O.S is. It’s K value, is what moved it vertically. This is why my parabola is moved down 5 squares, its range being Y<= -5. Both H & K combined, create the parabola’s vertex (it’s opening point), which in my case is, (-6, -5).

The reason my parabola is different from the original equation, is because the standard equation hasn’t moved around the graph in any way! It’s A is just a positive 1, which is why it opens upwards. It has no H (horizontal shifting) and no K (vertical shifting) values. Which is why, it’s A.O.S is x=0 and range, y>=0. It’s in its “original spot”.

Self-Assessment

In this assignment, I portrayed the same mathematical idea in three different ways. I wrote down the equations, I have a picture of my equation and the standard equation on a graph, and lastly, I explained the importance of how and why some factors of the equation, can change the way that the parabola appears.

I used mathematical vocabulary to explain my understanding while explaining the changes in the two parabolas, and the connection between the A, H and K values in the equation to how all three values visually change the parabola. I was able to explain the connection between the values, and how they contribute to the vertex, and some others.

Some examples of how I used formatting to share my information are; how I separated my content into paragraphs so that it is easier to read, I created headings for the different aspects of this edublog, and used some colour coding to make the information I have more appealing to the eye.