Conics Self Portrait

In order to graph my face on Desmos, I had to manipulate multiple graphs, most of which being conics. For the general shape of my face I used an elipse which I stretched in the y axis, as I have a slightly longer face. Unfortunately I don’t have very straight, flat hair, so I used multiple side parabolas, eclipses, and some reciprocal functions in order to make the waves of my hair. In order to make the almond shape of my eyes I used two parabolas, as I couldn’t get quite the right shape and angle using an elipse. I then used a hyperbola to make the lines of my cheeks, which make the bridge of my nose. To finish off my portrait I wanted to add a cap and gown. To do this I used some simple line graphs to outline. https://www.desmos.com/calculator/s7an5tto9l

Core Competency Self Reflection: Pre-Calc 12 — Collaboration

In the beginning of the semester I was much more quiet when working with a group. I was shy, so most of the time I would just stand back and agree with however my groupmembers solved the problems. I am now a lot more confident with working in a group, so I have been communicating my ideas in the group more and more throughout the course. At the same time I’m getting more confident with my math skills, so I’m less nervous about doing a problem incorrectly while working with others. This question (below) was quite challenging at first. As a group we all gave some ideas on how to approach the question, and the first few ways did not work. We tried out multiple ways of answering the question, until finally we could all agree on the correct outcome of the problem. We all then write down some of the points of the graph so that we could all understand how the problem worked. In a different problem we had found the solution, except the answer was not rationalized. At that particular time two other group members did not know how to rationalize the denominator, so I worked to explain the steps. Our group seems to be working well at explaining things when others don’t understand. If one person doesn’t understand one thing, usually somebody else in the group does. If there’s anything I think I should work on with collaboration, I think I should continue to be more comfortable with giving my ideas to the group.

Kohlberg’s Moral Precepts in Arthur Miller’s “The Crucible”

   In order to understand the reasoning for the abnormal behaviors of characters in Arthur Miller’s “the Crucible,” we can look at Kohlberg’s three moral precepts. We will be introduced to three terms: pre-conventional, conventional, and post-conventional, which we will look further into later on. The characters in this play behave in ways that may seem strange at a first glance, but will make more sense when we understand the above terms. 

   There are many characters in “The Crucible” who demonstrate there actions as being pre-conventional. These characters behave in a particular way to either avoid a punishment or to receive a reward, with the ideas that good actions come with positive consequences, and bad actions come with negative consequences. Firstly, Tituba demonstrates pre-conventional ideas when she decides whether or not to confess to witchcraft. Reverend Parris tells Tituba that he will “whip [her] to [her] death” if she does not confess. Although she never really performed witchcraft, Tituba wants to do anything to avoid being whipped. She would rather confess to a crime that she did not commit rather than face the punishment, and this is exactly what she does. Similarly, Elizabeth Proctor is faced with a difficult decision and has to choose between telling the truth or facing punishment. Her husband tells Mr. Danforth that “[she] will never lie.” Elizabeth would always tell the truth, even if it means causing a negative relationship with her husband or destroying her life. Most of us would rather lie our way out of difficult situations, but Elizabeth will always tell the truth because she doesn’t want to be punished in her after life. She knows that lying is a sin, she will be forced to burn in hell, so she would rather suffer for a small amount of time on earth rather than for all of eternity. Unlike these two characters, Abigail behaves in a way to receive a reward. Betty realizes that Abby “drank a charm to kill Goody Proctor.” Abigail wants Goody Proctor dead because with her out of the picture, she will be able to get her most desired prize – John Proctor. All of these characters have showed behaviors that they based solely on the consequences. They either want to receive something that they desire, or want to avoid something displeasurable. 

   The play contains many examples of characters who act in a conventional way. These characters behave in a way in order to fit in with a particular group or with the society around them. Conventional behaviors are first illustrated when the girls begin to mimic Mary Warren. They would repeat, “Abby stop it,” and mimic anything that Mary said. At a first look this behavior doesn’t make sense, but they acted this way for conventional reasons. The girls want to fit in with those around them, especially with Abby. Their mimicking of Mary shows that they want to fit in with Abby, and that means pretending to be possessed by Mary Warren. Similarly, Tituba also wants to fit in with the girls around her. She was seen “swaying like a dumb beast over of the fire!” Tituba seemed to be acting strangely. This can be explained by the fact that she just wanted to fit in with the other girls. Especially as a slave from the Barbados, Tituba has a harder time fitting in with society, so taking the girls to the woods is her way of getting the girls to like her. Reverend Parris also demonstrates conventional behaviors. He has explained that he has “spent three long years” trying to “bend” the village to him. Many people in the community don’t share the same ideas as Mr. Parris, John Proctor being one of them. Although he can’t get everyone to like him, Reverend Parris fighting to be liked. He wants to fit in with the community. All of these characters have showed that they want to be accepted by certain groups, as demonstrated by their actions. 

   There are multiple examples in the play of characters demonstrating post-conventional behaviors. These characters behave in a particular way in order to demonstrate their values and beliefs. Their actions are not influenced by reward, punishment, or the need for group acceptance. Elizabeth Proctor first demonstrated post-conventional behaviors. When Goody Proctor was asked if her husband has committed let her, she responds with “no sir.” This was the first time ever that Elizabeth has lied, and it is a big deal. She knows that if she lies she will suffer for eternity in hell, yet she still lied. In order to save her husband, Elizabeth did was she believed was right. Giles Corey demonstrated the same ideas. Mr. Corey simply said “more weight.” Despite being tortured, Giles Corey never confesses. He knows that if he confesses he will not only die, but his home will be taken away. He sticks up for himself and his family and never confesses, giving his family his home. Finally, we see John Proctor do what is right. He explains that he is “not worth the dust on the feet of them that hang.” Mr. Proctor acts not for himself, but for those in his community. This is the first time John Proctor is seen acting selflessly, and it is very important for himself and everyone around him. These characters all show that sometimes they behave in ways to prove what they believe in, and act in ways for the benefit of others. 

   All of the behaviors of characters in the play have specific reasonings. The characters either want to gain a reward or avoid a punishment, they want to be accepted into a particular group, or they just act on what they believe is right. Although each character demonstrates actions that may seem odd, they all have legitimate reasons referring back to Kohlberg’s moral precepts.

Metal Art 12 Core Competencies

In order to start making projects with metal, we have had to learn how to use the oxy-acetylene torch. I wasn’t too nervous turning it on since I’ve done it before, but in the beginning I did have a bit of trouble remembering all the steps for using the torch. Since there are multiple steps I was worried that I might forget a step in turning the torch on, using it, and then turning it off. Now that I’ve had more practice using the torch it has become a lot easier and I’m now a lot more confident. Especially going from the big torch to the smaller torch. I have now been able to use the torch to heat up my rose petals, to make them to pretty colours. I will also now be able to use the torch to make brazes. Having practice the the machine has given me more confidence using the machine so I can now use it to make metal projects.

Core Competency Self-Assesssment

Critical/reflective thinking

I used critical thinking in order to make proper measurements (for example measuring the volume of NaOH in the burette) and analyzing the data that I had collected. Next time I would improve by asking for help when I need it. With this particular lab I was confused with exactly what to do at times – I should have asked for help but instead I tried to complete it completely on my own.

Show and Tell Presentation Reflection and Self-Assessment

Curricular Response

  1. My greatest strength was being able to stand at the front of the room and be able to present, without being too nervous. Usually I’m too anxious and I kind of shut down, but I’m proud that I was able to overcome the nerves of presenting.
  2. Next time I would probably try to get the audience a bit more involved, instead of just asking questions and allowing the class to answer. I would try to make it a little more entertaining for everyone.

Core Competency Self Assessment

I thought my topic would be interesting because because I didn’t think many people would have heard of this movie – I wanted to do something that the class would learn from.
I watched my movie so that most of my information came directly from it and my ideas behind it. I thought it would be better to use ideas and opinions rather than just facts, as it would get the audience thinking more.

Positive Learner Identity

My strengths in time management really help me because it allows me to focus on my priorities at the time. For example, one day I had a chemistry test and an English paragraph due on the same day. I managed my time wisely so that I would be able to hand in my English assignment in time, but also have enough time to study for my chemistry test. I looked at what was worth more and focused a little bit more on my top priority.

Core Competency Reflection

Having good time management allows me to finish assignments for their due dates, but also not rush the assignments so that I can still put enough effort into them. Sometimes it can be difficult to hand things in on time and it can become stressful, but this challenge makes it easier to get everything done as I have a motivation to complete all my goals.

Core Competency Self Assessment

Critical and Reflective Thinking

I think our criminal justice system should be more rehabilitative rather than punitive. Wrongful convictions do happen so i think its best to focus on rehabilitation, so that those who have been wrongfully convicted have a chance at life. Even those who have not been wrongfully convicted – who really did commit a crime – deserve a second chance. People change and a mistake that was made early on in life shouldn’t determine the rest if your life if you are willing to take steps to change. There are some cases when punitive action should be put in place – for example when there is no chance to stop a serial killer from killing. Other than some few cases i think we should focus on giving a second chance to those who have learned from their mistakes.

Core Competency Goals

• I plan to use my time wisely and put my focus more into academics. I have trouble focusing on subjects for a long period of time, my mind wanders a lot and its difficult to stay on topic. It took a lot of work for me to find a way to keep myself focused and calm, but I have new skills that I will use throughout the semester to in order to stay present. I hope this will also help me decrease procrastination and be able to put more effort into my work.

• I try to see more than one side in every story. Every story has more than one side, and I try to remember this at school and in the real world.

• I make sure to contribute while doing group work. I also want to make sure that I don’t give too many ideas. Sometimes I end up doing group projects mostly on my own if nobody else contributes, and I want to make sure that I don’t always do that.