Conics Project

In this project, I had to utilize different functions to represent the features of my face. I firstly used a reference photo where I could overlay the functions on top. Despite this daunting task, I decided to simplify it into shapes as visualizing it wholly made it quite difficult.

For the pupils, I used circles; however, due to the eyelids being curved (the top lid an ellipse and the bottom a parabola), I had to overlay two circles on top of each other and create restrictions so that the pupil wasn’t over the eyelid. Restrictions are something I utilized a lot in this project, especially when it came to the hair where I used parabolas, circles, ellipses, and cubic functions. I used these functions as each had a curve to the line which mimicked the slight curls of my hair. I also used inequalities to shade my pupils so that they were fully black.

I also used the radical function for my eyebrows and my double eyelids as their shape naturally curved in the beginning to soon flatten out slightly. For my nose, I used ellipses and absolute value function as it was able to capture both the sharp and rounder shape of it. I often used ellipses as I found it easier to manipulate as I could change the value of h, k, a, and b. This allowed me to translate it vertically and horizontally, but also expand and compress it. Furthermore, I could also create a larger radius which helped with the larger portions of my hair. Using the sliders too was very useful as inputting in every single number can get quite long, so having a shortcut way of doing it was efficient.

For my mouth, I used hyperbolas and linear functions. My mouth had a rounder shape on the bottom but turned sharper on the top (similar to my nose). I found that using hyperbolas were easier when it came to larger portions such as my clothing. I used two hyperbolas for the shirt I was wearing as the hyperbola allowed for a subtle ‘v’ shape that looked more natural than a straight line. For the straps of my shirt, I vertically translated the hyperbola high up so I could get a curved line and added restrictions around the center of the graph instead of inserting a bunch of linear equations.

For my shoulders, neck, and jaw, it was a combination of multiple functions. The cubic function came in handy for my shoulders as if I expanded the function, it would resemble the natural curve of a shoulder. I used another hyperbola for my chin as it was easier to transform as using a parabola ended up being a bit finicky for the shape I wanted. For the sides of my jaw and my neck, I used linear functions as they were good for sharper features.

Overall, I found that I utilized the quadratic function and ellipses the most in this project, finding them the easiest to manipulate as one I was very familiar with and the other having the shape that resembled the most to the features on my face. Working on this project improved my skills in restrictions as almost every single function contained a restriction. It allowed me to find creative ways to ensure that functions were lined up and parts of the function were hidden.

Core Competency Self-Reflection : Pre-Calculus 12

The core competency I chose was collaboration. For chapter 6, we worked on word problems involving trigonometric functions. My partner and I got stuck on one of the in-class exercises we were doing as we weren’t very confident with the concepts we had just learned. The way we approached this question was to first lay out what we were attempting to find (amplitude, period, phase shift, vertical translation) to write an equation for the problem. As we completed pieces to the problem, we ran into trouble with the phase shift as with a cosine and sine graph, it will be different depending on where you start. After some trial and error, we collaborated with the group beside us in order to gain a new perspective on the question. We shared ideas and my partner and I then integrated the new information to find the phase shift as we had forgotten that a sine graph starts in the middle and a cosine graph starts from the top. As we both solved the question, we ensured that we checked each other’s work and offered easier strategies such as indicating our starting point so we don’t get confused. One area of collaboration I would like to further develop is to have clearer communication as I found that we tended to confuse each other whenever we started to just write things on the board. One way to improve on this is to state our goal (what we are finding), raise questions, and not rush things to make sure everyone is on the same page.

Leadership Core Competency

One leadership quality I possess is empathy. I demonstrate this quality through the volunteer work I do at the BC Children’s Hospital. As a volunteer, I constantly see and talk to people who are going through some of the hardest experiences in their lives, so being able to understand how they feel and sometimes even be a source of comfort for them is essential. An example of this would be when I had a patient who was a little curt; however, I did not take it personally as I could tell they were stressed, so instead, I helped them find where they needed to go and ended up even having a pleasant conversation with them.

One leadership skill I possess is communication. Being part of such a big group, it is key to be clear and concise so everyone is on the same page. An example of me showing this skill would be utilizing our group chat to communicate future plans, responsibilities, meeting/event dates, and other important things. I outline the big picture and then explain the smaller details we must do; an example would be our cupcake workshop where I wrote down what we had to do (marketing) and how we should do it (CENT show, CENT Today, Instagram post). Moreover, we often share documents, designs, and updates on what we do, keeping our communication lines clear.

One quality I would like to develop by the end of the course is confidence. I find that I struggle to have confidence in my own work, thinking that whatever I do will lead to failure. I would like to work on keeping an optimistic viewpoint rather than thinking pessimistically as it leads to low group morale. As the ‘leader’ of HACC, making sure that my group believes in our cause is essential to help the morale so we can pull off great events and come up with creative ideas.

One leadership skill I would like to develop would be problem-solving. Often when faced with challenges. I depend on others to help me find the solution. Although there isn’t anything wrong with depending on other people, I would like to try to be a person that others come to for when they need help with problems. Moreover, I would like to try and solve problems through different ways as I find that I tend to find one solution and go for that one instead of searching for more and maybe even better solutions.

I can work with others to achieve a goal.

I reflect this core competency through my Cultural Connections Project. In my group, I am working with 8 other people toward the same goal of raising awareness about health and cancer and fundraising money for the Canadian Cancer Society. An example of me showing this would be the Cupcake Workshop HACC hosted on Halloween. This event involved a lot of planning and organization to be done. To get everything organized, I had to communicate with my group members about what tasks everyone was doing and things we had to get done. For instance, I was in charge of gathering some of the materials, handling the float, marketing, and generally communicating with my members for any other details needed for the event.

A & P 12 Core Competency

The core competency I chose was communication — collaboration. As we prepared our dialysis tubing, we suggested different strategies in ensuring that we could seal it properly such as twisting the ends a certain number of times. Moreover, my partner and I for the starch solution had our own responsibilities while our other groupmates were in charge of the glucose solution. As we went through the lab procedure, we would share the data we gathered for each part, ensuring that we also swapped our beakers to write down the qualitative observations. I made sure we did our lab procedure carefully, making sure that our other groupmates would be able to have the correct data. One part that stuck out to me was the misunderstanding with measuring the glucose concentration for the glucose solution. At first, my partner and I were told to write the concentration as 100dL/mL, but later, I decided to double-check with one of the people doing the glucose solution. I then discussed the glucose concentration with that person where we then cleared up that the glucose concentration should be written as a range so I changed it to 0-100dL/mL.

The other core competency I demonstrated was thinking – critical/reflective thinking. Once we were done with our lab procedure, we had to then do the discussion questions. The discussion questions involved me analyzing the data we gathered in order to draw conclusions to the lab. An example of this would be the question asking whether starch was permeable to the dialysis tubing membrane. With this question, I analyzed the qualitative observations and noticed how the outside of the membrane was not an opaque milky-white colour, showing that the starch did not cross the membrane; therefore, I was able to answer the question. Moreover, I was collaborating with my groupmates, leading to me using some of their feedback to improve on my conclusions. An example of this would be when one of my groupmates mentioned that the volume of water decreased in the glucose solution which had helped me to answer one of the questions in the lab as I then saw the question from a different perspective.

French Movie Poster

For my French movie poster, I utilized the core competency of collaboration. In this project, my partner and I had to work together in order to complete the vision we had for our poster. We divided up tasks during the writing process of formulating our French sentences for the summary, characters, reviews, etc. We worked together, bouncing off of each other’s ideas and encouraging each other. During the artistic process of the project, we also ended up dividing each component to finish our project on time. We listened to each other’s ideas attentively and followed through with our plans in designing the characters in certain ways. Whenever we were stuck, we suggested ideas to each other as well as provided support when one of us was behind in our tasks. We both had a common goal and vision for our poster, so being able to collaborate on our ideas created a poster we were both satisfied with.

IDS Inquiry Question

My inquiry question was focused on improving my art skills for character drawing. The focus of my inquiry has stayed quite consistent as I have been drawing different components of a character step-by-step every week. So far, I have practiced drawing facial features by firstly using resources such as videos and then implementing them in my own character designs. I am now moving onto anatomy and have completed a sketch page and a character design for it. I am currently working on another piece where there are two characters with different anatomical poses. Overall, my focus hasn’t changed, and I have been steadily trying to expand my drawing skills. My time management for my IDS question has been mostly done during CENT time. Usually I scroll through Pinterest, TikTok, or other social media apps for inspiration or references I want to use to soon draw rather a character design or practice my skills. I do work on my IDS outside of CENT time when I have the time. This usually involves researching different tips for drawing and saving different references or pieces of inspiration I find. The resource that has been the most helpful is Pinterest as it provides a lot of references and different inspirations. I have a folder filled with different drawings or poses that inspire me to draw in a similar style and seeing the art styles and small components other artists used helps me improve my own drawings. Some challenge I have to overcome when facing my inquiry was the issue of artist’s block. I find it difficult to draw when I am having an art block which is where I’m unable to draw due to my mind being ‘blank’ or ‘stuck.’ This had happened with one of my drawings and the way I overcame this challenge was by moving on. Instead of staying stuck on a drawing that I am unsatisfied with to the point where I can’t draw anything else, I usually just finish the drawing without care and move on. This method has worked as it completes the drawing as well as gets me to draw something else instead of being stuck. Throughout my inquiry process, I have grown through the Creative Thinking Core Competency. This inquiry process involves a lot of creating and innovating when coming up with new ideas and methods for character designs. It also involves evaluating which of my ideas will be best implemented for a certain drawing. The way I will be sharing my inquiry process will be through my sketchbook. All of my drawings have been done in my sketchbook. My plan is to have my sketchbook and to walk through each page I have completed and describe my thought process, the skills I developed, and my final reflection on the drawing. So far, I would like to complete at least twenty drawings before the end of May as so far I have eight. Although I may not be able to achieve this goal due to the length of time it takes to complete different drawings, I will utilize the time I have outside of CENT time to complete it. As for my inquiry, I don’t think I will continue it for next year’s Capstone. Although drawing is something I am passionate about, I would like to focus on a science type of inquiry for my Capstone as it is something I want to pursue in the future. 

Lab 19C: Determination of a Solubility Product Constant

Communication

In lab 19C, I demonstrated the core competency of communication. I showed this core competency when I was collaborating with my lab partner as we needed to both work together to complete the lab. This is shown through the artifact above in which we mixed Pb(NO3)2 with KI in order to make the precipitate PbI2. During this procedure, my partner and I followed through with dividing lab work to ensure the lab goes well. My partner and I both measured the different compounds during the lab such as the distilled water, Pb(NO3)2, and KI as well as took time to communicate with each other when we needed clarification on certain parts of the procedure. We combined our effort to complete this lab and to make sure we made no errors by having my partner check the lab procedure while I follow the instructions she gives me.

Core Competency Self-Assessment

Collaborating

I demonstrated the Communication core competency during the dichotomous button activity. During this activity, I displayed the sub-category collaborating by working collectively with my partner. This activity required critical thinking skills as well as organization and creativity, so there were a lot of tasks to be done. We decided to separate these tasks amongst ourselves as well as work together in sorting the buttons by colour, shape, and size. My partner and I decided to collaborate by discussing ideas and suggestions while playing active members of the group. I showed collaboration by taking the role of the writer for the dichotomous key while my partner helped organized the buttons and tell me what descriptions I should write. I also took a role in contributing ideas in ways we could have sorted the buttons as well as naming them. My partner and I negotiated respectfully, listening to each other’s ideas and giving suggestions for improving the names of the buttons.

Core Competency Goals

I will be able to boost my mood or re-focus when working

I am the type of person who often struggles on staying on task as I tend to get distracted and bored. I want to set myself the goal of being able to regulate myself as this semester I have some difficult classes such as Chemistry 12 that would require me to focus on my work. To achieve this goal, I will let myself take breaks because I get quickly bored since I try to finish all my work in one sitting, which only results in procrastination. These breaks can involve going outside, calling a friend or playing a quick game.

I want to make sure people feel included and aren’t left out.

I consider myself a person who is quite shy so I struggle in speaking up for myself and others. This semester, I want to have the confidence to be able to include other people. Ways to achieve this goal is by first getting help from my friends as I noticed I am more confident when I’m around them. After gaining more confidence, I can take the next step by doing it by myself. I will try and be more aware of the people around me to notice if anyone is being excluded and take initiative by talking to them or including them in group work.

I want to appreciate feedback on my work and prefer it comes in the form of constructive criticism

When doing work, I often don’t ask for feedback. I become very guarded towards my work and take negative feedback personally, but I want to work on receiving feedback as I understand that it is something that helps improve my work and skills. I want to receive this feedback in the form of constructive criticism. If all the feedback is positive, it is difficult to improve my work, so I would want to have feedback that analyzes my work closely. Ways I can achieve this goal is by reaching out to a peer or friend to look over my work and ask for their feedback. I can also show them the criteria for whatever assignment or project I’m working on as that will help them know what areas to analyze in order to give constructive criticism.