I believe my ability to communicate my learning and/or struggles in Anatomy and Physiology is a strong competency for me. My conclusion paragraphs for labs are usually long and contain the necessary information. I use the correct terms relating to the unit when writing responses to questions or paragraphs. I am able to communicate with Ms. Chew when I need support both over email and in person. During flex or Cent Time I am able to ask questions in a way that shows an understanding of the subject.
My artifact is a picture of a conclusion paragraph from my diffusion lab.
Personal Awareness & Responsibility
I know when I need help or support in Anatomy and Physiology, so I utilize my flex and Cent Times to go to Ms. Chew’s room. When in there, I work on homework and talk to Ms. Chew if I don’t understand. I am able to identify when I need to pay attention and take notes in class. Sometimes, I’ll write out the notes beforehand so when I’m in class I can be more attentive and just add on to the notes we have already taken. I know that I need to review the notes before tests or assessments, so I take the time to rewrite all my notes into a way I learn and understand better. I spend time rereading and reviewing before an assessment.
Working Collaboratively with Othersand Treating Myself and Others with Respect.
In math this year I further developed my skill of working with others. At the beginning of the semester we had randomized groups for group work and that really helped develop this skill. Because we were meeting new people every week and working together daily to solve math problems, you had to learn how to work with people you may not know very well towards a common goal. This strengthened the skill of speaking up when something goes wrong in a respectful way. Along with this, if someone were to point out an error that I had made, I learned to not be hard on myself or get upset that something wasn’t right. Working collaboratively with others also helped absorb the information that was taught to us because you could talk through it with others and put your knowledge together.
Learning and Using Math Vocabulary
Using math vocabulary also ties into group work. I feel like when we worked in groups and we all used the correct vocabulary, it was way easier to pick it up and learn it. Also, if the vocabulary wasn’t used correctly there would always be someone there to respectfully correct you. Talking through things as a group helped everyone figure out the correct vocab, formulas, solutions, etc.
Advice for Future Students
This course will definitely get easier if you learn all of the concepts in the previous chapter. Concepts from previous chapters are used again and again later so to make it way easier on yourself, start studying and absorbing information as soon as possible. Also, don’t be shy in groups! Everyone’s goal is to solve the problem correctly, so if you see where an error has been made don’t be shy to speak up. Along with that, don’t be scared to be the person writing on the board. Everyone in your group is there to help you, not judge. I’d also suggest making sure you have healthy study habits. Taking breaks when needed, not staying up too late, and ensuring you know what you’re studying.
Above is what the graph looks like when using the equation I was given. (The first screenshot above.)
The equation’s basic form is
In my equation, the a value is 1/2. That makes the parabola stretch and become wider because it is between 0 and 1. Any number between 0 and 1 or 0 and -1 will stretch the parabola. Because the a value is positive, the parabola opens upwards. This differs from the parent function, because in the parent function there is no coefficient on the a value, meaning the parabola will always open upwards and will not be stretched or compressed in any way.
If my parabola didn’t have an a value, this is what it would look like: The width is the same as the parent function, the parabola has just been shifted both vertically and horizontally.
The h value’s function is to shift the parabola horizontally. My h value is 7. That makes the parabola shift 7 places to the right. Because 7 is subtracted from x, the parabola shifts right. If 7 was added to x then the parabola would shift to the left. This differs from the parent function because in the parent function, there is nothing being added to or subtracted from x. That means that the parabola won’t shift horizontally at all, making the x value of the vertex 0.
If my parabola didn’t have an h value, this is what it would look like: The width and vertical shift stay the same, but it does not move horizontally.
My k value in the equation is -1. This moves the parabola down 1 place. The k value controls the vertical shift of the parabola. If there is no k value then the parabola will not be shifted vertically in any way. In the parent function, there’s no k value at all, so there won’t be any sort of vertical shift. This makes the y value of the vertex 0.
This is what my parabola would look like without a k value: The width and horizontal shift stay the same, but there is no vertical shift.
The vertex of the parent function is (0,0). The vertex of my equation is (7,-1).
Below is what the parent function looks like.
Self-Assessment
Give an example from this assignment where you represented the same mathematical idea in multiple ways?
I showed how the parabola would look if the equation was changed slightly and explained the differences. I also showed what the parent function looks like, so we’re able to compare how they look.
Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.
I used the proper wording when talking about the function of different parts of an equation and horizontal/vertical shifts. For example, I said that the h value’s function is to shift the parabola horizontally. That sentenced used proper mathematical vocabulary.
Give an example from this assignment where you used formatting to share the information in a clear and organized way.
I showed how different the equation would look without a particular part of it, and I put a visual along with what the equation would look like right below it.
My artifact is a script from my unit 4 conversation project with my partner
This showed collaboration because we had never worked on a project together before and needed to put both of our ideas into one project. Sharing ideas was easy because we were both open to what the other had to say. It was easy to consider roles and responsibilities because there were only 2 of us, we could split the work evenly. I think that having a common goal made communication easier too.
This visual representation reflects the core competency communication: My strategies for collecting relevant information for specific tasks.
I chose to do this in the shape of somebody reading a book because it represented information.
My example is the personal story assignment. I had to find images that go along with the text in a specific timeline, and I made a plan so I would know what information to include.
This image above is from my Personal Story assignment. Because this assignment had to go in a specific timeline, I found images relevant to what I was speaking about.
We used Twine to create our choose your own adventure story about concerts. My group and I communicated well before spring break, mostly to discuss what would be happening during the break. We had a lot of difficulty before the break trying to send the file to each other, resulting in us having to redo it over the break. We didn’t choose anyone to do specific jobs in the group, and we communicated in person at school. We used our time well, and while redoing the project I think I used my time well. We had a bit of trouble turning it into a zip file, but otherwise we were okay. I’m satisfied with our final product and I wouldn’t change anything next time!
