This image was taken during a lab when we were measuring which ions formed precipitates. This represents the Communication Core Competency by showing that i can listen and follow tasks to achieve the result desired. It also shows that I can ask and communicate to others when I have questions or am not sure of something so i can finish correctly. This also shows that I am responsible enough to handle chemicals and manage them safely.
Things that have gone well for me this year:
| Goals | Action Plans |
| 1. Get a job | I will put together a resume and approach the corner store about a summer job. |
| 2. Get my N drivers license | I have been practicing driving and taking lessons but I need to learn more things before I can take the test this summer. |
| 3. Review my pre-calc from Grade 11 | This is such a hard class for me and I forget things quickly. I am going to review the Chapters of my Grade 11 book over the summer so I can get a better start. |
Ryan A
I demonstrated the Create and Communicate Competency In this artifact by creating images and communicating why this place was important to First Peoples. The First Peoples have many stories of this land and how it shaped their world, and by going out and exploring this place first hand I developed a deeper understanding of why the Land shapes who they are.
When creating this artifact I grew in the thinking competency by developing a deeper connection to the land through personal experiences. I could use Imagery to imagine the Squamish people’s stories and grasp the idea of how they thought the world was shaped around them. I reflected this in my writing explaining the stories and area of the images created.
Critical/reflective thinking
I used different strategies to solve this series of problems. I used the information in the drawings provided to figure out the longest Carbon Chain and which carbon would come first in relative to the Locations of the Substituent groups. I also used previous information to my advantage to figure out how the name of the compound would be. I used the data sheet also to help my find the correct answer.
By Ryan A
The Top graph shows the basic y=x2 equation of a parabola, the second graph shows my equation I was given of y=2(x-4)2+2.
Now, why do they differ from each other? Each letter in the basic y=a(x-h)2+k equation has a meaning and shifts and moves the parabola in different ways.
The Letter a shows us which way and how the parabola will open, if the a value is positive or greater than 0, the parabola will open upwards while if the a value was negative or less than 0, the parabola will open downwards. If the a value is greater then -1 but less than 0 or if the a value is greater than 0 but less than +1, then the parabola will open wide. If the value of a is less than -1 or greater than +1 it will open narrow.
My equation’s a value was +2 which means my parabola opens upward and narrow.
The letter h shows us which way the parabola will move left or right from (0,0). If the h value is positive, the parabola will shift left that many amount of spaces. If the h value is negative, the parabola will shift right that many places.
My equation’s h value was -4, so my parabola will shift right 4 spaces from (0,0).
Finally we have the k value. If the k value is positive, the parabola will shift upwards that many spaces. If the k value is negative, the parabola will shift down that many spaces.
My equation’s k value was +2 which means my parabola will be raised upward by 2 from (0,0).
Using these points in the y=a(x-h)2+k equation you can find the vertex point on the graph that will help you solve the rest of the parabola. Using the h and k value you can find exactly where the vertex is. For example using my equation, my vertex point would be (4,2). My equation was y=2(x-4)2+2. My h value is -4 so we shift right +4 from (0,0) and we use that as x for a vertex. My k value is +2 so we raise it up +2 from our previous x point of 4 and use it as the y value for a vertex. Thus giving a vertex for this parabola as (4,2).
I represented my parabola equation in the form of a graph, a mathematical equation, and by sharing and showing what each part of the equation meant in words and text.
I used mathematical terms such as vertex, x and y values, and positive and negative numbers all throughout my text and explanations on the parabola and my equation.
I used highlights and italicized words to represent key aspects of the of the equation to the parabola along with separate graphs to show the difference between a regular parabola and the parabola equation I was given.