“I can communicate clearly and purposefully, using a variety of forms appropriately.“
Earlier in this semester, I completed a pulley lab with two other group members. In this lab, we measured the acceleration of a cart being pulled by different masses to observe the effect that mass has when calculating and finding acceleration. In the time that we ran this lab, I effectively communicated with my group members to ensure that our tasks were completed efficiently by working together to assign specific roles for each person. Once this lab was over and we were each doing our individual work, I then expanded further on this core competency by drawing a diagram of our lab to show what we did, as well as wrote a conclusion that detailed more of the purpose of this lab, sources of error, and what was learned.
“I can take on roles and responsibilities in a groupand do my share.”
During the course of the lab, my partner and I split up tasks, such as collecting materials and setting up for our beakers, in order to complete the lab efficiently. We also worked collaboratively when injecting the glucose into the dialysis tube and tying it up with string, as my partner opened and held the dialysis tube while I inserted the glucose, and held it shut while I tied it with the string. The responsibilities that we both did during the lab is an example of the communication competency I wrote about above.
Thinking
“I can analyze evidence to make judgements.“
At the end of this lab, I went through the observations that we had noted during the experiment and used it to write a conclusion. For example, for part b, it was observed that the cell, filled with glucose, increased its mass and expanded when put into a hypotonic solution. The solution outside the cell was also tested; it showed a higher concentration of glucose. This information meant that water diffused into the cell, while glucose diffused out. I used this data in my conclusion and then wrote how it proved my hypothesis that the cell would expand when put into a hypotonic solution.
A titration is a process where one would use a solution of known concentration to determine the concentration of another solution by reacting both solutions with one another.
For this lab, the titration was used to help calculate the molarity of the hydrochloric acid. The equivalence point in an acid-base titration is a point when there is an equal amount of the acid and the base so that they neutralize each other. You can tell you have reached the endpoint of a titration if the indicator shows its colour–which in this case, was pink. (phenolphthalein) The result we got was [HCL] = 0.1528M
Reflection
My partner and I collaborated by sharing ideas and responsibilities as we did the lab. We alternated roles as we did each trial and gave each other feedback as we worked, which lead to our titration going better the third time around.
Last unit, we had focused on graphics and animation. Some of the things we were introduced to during that unit were the turtle module, functions and their parameters, ‘fruitful’ functions, recursive calls, dictionaries, and Boolean variables.
While I had no problem understanding functions, (which had been introduced earlier on in the unit) I had difficulty understanding Boolean variables in the number guess assignment. Although previous assignments required for me to use it in order to complete it, the number guess assignment made it so you had to use it more than once. I was a little confused when trying to complete the last instruction, which lead me to a falling further behind in assignments.
After spending a little bit more time rereading the notes and algorithm in the pdf, I began to understand it. Once I had a better understanding of how it worked, I played around with the code a little and found out how to complete the assignment. Now that it’s finished, I’m glad that I took the time to reread the pdf and finish the assignment independently.
number_guess.py assignment
Core Competencies
I can reflect on and evaluate my thinking, products and actions (Thinking)
I can experiment with different ways of doing things (Thinking)
I can understand and share information about a topic that is important to me (Communicating)
Red: Equation of a Standard Parabola Blue: My Assigned EquationMy Equation written in Standard form (Blue):
The ‘a’ value determines whether the parabola opens up or down (If ‘a’ is positive, it will face up; if it is negative, it will face down) and how skinny/wide it is (skinnier if ‘a’ is greater than one; wider if ‘a’ is a number between 0 and 1). My equation has ‘-2’ as the ‘a’ value. This tells us that the parabola will open facing down. We can verify this by looking at the graph above. It is also worth noting that unlike my equation, which faces down, the standard parabola faces up since there is no negative sign/number in place where the ‘a’ value would be.
The ‘k’ value determines where on the y-axis the vertex will be. My equation has ‘-2’ as its k value, which shows that the vertex will have -2 as its y-value. However, unlike my equation, the standard parabola does not seem to have a k value. By not having a k value, we can just replace where the k value would be with a 0, (this is possible because adding ‘0’ would not change the equation) noting that the y-value of the vertex of the standard equation would be 0.
The ‘h’ value determines where on the x-axis the vertex will be once we change the signs. In my equation, the ‘h’ value is positive seven, which we can then change to negative seven. We do this in order to find the ‘x’ point of the vertex. By changing the sign, we find the midpoint of the equation (also known as the x-value of the vertex or the axis of symmetry). So, the x-value of the vertex would be -7. In contrast to my equation, the standard equation does not seem to have an h value.
Self-Assessment
Give an example from this assignment where you represented the same mathematical idea in three different ways? (for example, as a graph, an equation and in words)
I uploaded a picture of the graph for my equation, as well as pictures of the formula written out in both standard form and vertex form.
Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.
To explain what finding the ‘h’ value would give you, I used the word ‘midpoint’ to explain that finding the ‘h’ value would give you the x-value of the vertex/the axis of symmetry.
Give an example from this assignment where you used formatting to share the information in a clear and organized way.
I used colour coding to help differentiate the difference between the two different parabolas. (Red for the standard parabola and blue for my parabola)
While working on this project, I displayed that I could consider alternative approaches to proceed in an investigation as well as monitor my progress.
With so many buttons to categorize, there was a lot of trial and error with how the buttons could be sorted– pushing me to continuously think of different ways to sort them.
To monitor my progress, I constantly tested out the dichotomous key every time I split up a group, just to be sure there wouldn’t be any unexpected surprises if anything did not work out.
Since this was a group project, it was crucial for our group to constantly communicate to make sure our work was progressing well. My group communicated through social media to checkup on the project a lot throughout the course of the week that this project was assigned. Overall, I feel that communication was one of our strong points as a group, as we were able to showcase a lot of our ideas into our project in the best way possible.
Social and Personal:
For this project, the Minecraft world was kept on my laptop. Unfortunately, Minecraft does not allow others to edit unless they are on the same Wi-Fi network, which made it so it wasn’t possible for my groupmates to have access to the world. Over the weekend, we talked through discord to discuss what could be added to the world. Since I was the only one who had access, I did my best take personal responsibility to incorporate our ideas into the world so that we could build on it during school.
Thinking:
Over the week that we worked on this project, we had to do a lot of brainstorming. Whether it be for the appearance of a certain thing, or the description for one of our signs, ideas were constantly brought up and exchanged. I feel that I pulled my weight when it came to ideas; thus, fulfilling this core competency.
I did this throughout the semester by moving transactions that were given to us on paper to financial statements on Excel.
Before our chapter three exam, we were handed an assignment (pictured below) where we practiced transferring information to a trial balance, an income statement and a balance sheet–the financial statements we had learned to make this semester.
I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans.
Two weeks ago for an assignment, I partnered up with Taylia to make predictions, recommendations, and income sheets for a business. We had to check over information, make plans, and develop conclusions using the information we were provided in order to complete the assignment.
I could tell it was a linear equation from the graph because the line that crosses across the graph is linear (straight). With the equation, however, I could tell that it was linear because it followed the format ax + by = c.
(2x) + (-3y) = 12 = ax + by = c
y – 3 = 4(x+1)
This is a linear equation. I could tell it was a linear equation by looking at the graph because the line that cuts across the graph is completely linear (straight).
But with the equation, I could tell it was linear because it followed the format y = mx + b. If you were to rearrange the equation shown above, it could be written as y = 4x + 7, which, if not already made clear, follows the format of y = mx + b.
y = 4x + 7 = y = mx + b
Non-Linear Equations
y = -2(x-4)2
This is a non-linear equation. I can tell that it is a non-linear by looking at the graph because the line that crosses the graph is not straight. Since the line curves on this graph, we can tell it’s not a linear equation.
With the equation, you can tell that the equation is non-linear because it doesn’t follow either ax + by = c or y = mx = b. Neither of these equations (ax + by = c, y = mx + b) have exponents, so by noting the exponent in the equation, it was immediately clear that this equation was non-linear.
y = 1/2x3
This is a non-linear equation. I can tell that it is non-linear by looking at the graph because the line that crosses across is not straight. (Note the imperfection in the middle.)
However, when looking at the equation, I can immediately tell that it is not a linear equation because of the exponent. Like I mentioned in the explanation for the equation above, neither of the equations that format for linear equations (ax = by = c, y = mx +b) have exponents in them, so noticing the exponent in the equation was what told me that this equation was non-linear.
Self-Reflection
I explored mathematical ideas using technology when I used DESMOS on my laptop to enter in the linear/non-linear equations. After picking the equations from teams, putting them into DESMOS helped turned them into graphs.
I analyzed data and used criteria to draw conclusions when I referred to the graphs made by DESMOS to explain why I thought it was a linear/non-linear equation.
I justified my conclusions with evidence when I used the homework sheets and textbook to check on what rules made up a linear and non-linear equation. By referring to the books and homework notes, I feel like the explanations I put for each equation ended up making more sense than if I had tried to do it on my own, without looking at the notes.
Community (Town Centre) – Our city has a town centre located in the middle of both areas (suburbs and downtown) which brings a sense of community. This is to show how the people are not divided and are equal; they are able to engage with one another while viewing both areas. Another key feature of the city which promotes community is the sky walk bridge used for transportation, which connects the people of both areas.
Law/Order (Town Hall) – A town hall in the centre of our city represents fair and non-discriminatory law and order for all, in order to maintain peace and equality. This building lets citizens rightfully and freely express their opinions for those elected into power, and various political topics.
Positive Relationships (Park) – By having a town park, it motivates citizens to go outside, and interact with both others, and the environment. A playground is placed for small children which encourages recreation and relationship building.
Health (Hospital) – Having a hospital in our city is important because it helps with the citizens’ physical health. They provide an environment to treat minor to major diseases/illnesses, as well as a workspace to research unknown outbreaks/diseases that may occur in the future.
Education (School) – A school is important as it teaches children important principles of life while educating them on topics which helps them shape their own values. This is especially important as schools act as the foundation/building blocks for nurturing future generations to be kind and respectful.
Environment (Recycling Depot) – Having a recycling depot in our city motivates our citizens to recycle instead of contributing to landfills— gearing our city towards a more zero-waste environment. By having one in our city, we’re encouraging them to maintain a clean environment which benefits not only our community, but the overall wellbeing of our planet earth.
Communication Reflection
To make our fictional city, we used City Creator. However, I used an app on my phone to add some extra details– as well as make the City legend.
We both felt that the website we used was lacking in customization options, so I did my best to try and add a bit more detail in order to bring our city to life. Other than the fact that ”City Creator” did not have many customization options, I feel that we did not come across any other problems.
We did our best to divide the work equally amongst ourselves, as we set tasks for each other at the beginning of our first work block. (While she worked on creating/designing the city on ”City Creator,” I started planning a layout for what would be the City Legend. And later on, we would split the value descriptions between the both of us.)
Fortunately, most of our project was done in our first class– meaning we didn’t have to contact each other outside of class.
I think we worked pretty well together. We were efficient when it came to finishing the city design, and I feel that the values we came up with were well thought out.
My partner is a very well-spoken individual, and I was happy to be able to work with her. I feel that she did especially well when we were writing about our values. While writing about our values, I admittedly got stumped when coming up with some ideas– which, luckily, my partner helped me out with. Her concepts and ideas were clear and straight to the point, and personally, I felt that she really carried the writing portion of our project.
I was very happy with the finished project.
If we had more websites/programs to work with, (as well as time) I think that we could have added more details to make the City even better than it is now.
(Note: I edited 2 versions of our city– one during the day, and one at night. While the latter will be shown on my partners blog, the daytime photo will be shown on mine.)
