Category: Grade 11

Pre-Calculus 11 Core Competency Self-Assessment

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Core Competency Reflection

Working collaboratively with others  

This semester, I enjoyed and greatly benefited from group work. After each lesson, our class would split into groups to do “group work” questions together. I found that this practice enhanced my understanding of the topics covered in the lesson, as I was able to fill in the gaps in my comprehension of the lesson by asking my classmates who understood the lesson quite well. My group members explained concepts that I didn’t understand in a way that was helpful, kind, and constructive. I also explained concepts that I had grasped to classmates that needed help. Overall, group work was helpful to myself and my group in improving our understanding of the topics covered in class. 

Strategically preparing for assessments

This semester, I used studying practices that helped me to successfully prepare for assessments that I completed in this class. These practices included reading over the lesson notes published on OneNote, completing all assigned workbook questions, going to Flex or CENT time when I required help with a concept, and highlighting any mathematical vocabulary that I might need to know for the test. I also created a study plan a few days before the assessment day so that I wouldn’t be left cramming the night before the test. These studying practices helped me to retain the information taught in the course so that I could perform to the best of my ability on the day of the assessment. 

Managing time effectively

This semester, I managed my time effectively both in class and outside of class. In class, I was attentive during the lessons and group work. My goal for each class was to complete all or most of my workbook questions in class so that I could fully understand the concept. Most days, I was able to meet this goal. Outside of class, I booked flex and Cent blocks in Pre-Calculus so that I could receive help with workbook questions that I was struggling with or have extra time to work on a unit that I was moving slower than normal through. After school, I set aside time for studying, and completing workbook questions. Overall, my time management this semester allowed me to complete all assigned work to the best of my ability while leaving time after school for additional study time or other homework. 

Advice for Future Students

I have two pieces of advice for future students taking this course. The first piece of advice is to do all assigned workbook questions! They are very good indicators of what might be on the test, and they allow you to practice the concept over and over again until you get it. Also, don’t skip questions. Every single question has a small chance of being on the test. 

My second piece of advice is to ask questions. If you don’t understand a concept or even just don’t know why you’re getting a question wrong, it never hurts to ask the teacher or another classmate. Getting help shows that you’re not afraid to advocate for yourself. 

Transforming Parabolas

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The equation of the Parent Function

The equation of My Function

DESMOS Graph

A graph of the parent function and my function

In my quadratic function, ‘a’, ‘h’, and ‘k’ all played different roles in creating the parabola.  

‘a’ determined the width of the parabola, as well as if it would open up or down. ‘a’ was positive in my parabola which caused it to open up. ‘a’ was also over the value of 1, so the parabola is more compressed than the parent function.  

‘h’ determined which way the parabola shifted horizontally. When ‘h’ is positive it shifts left and when it is negative the parabola shifts right. ‘h’ was positive in my function, so my parabola shifted to the left. ‘h’ determines the ‘x’ value in the vertex. It also determines the axis of symmetry for the parabola. In my function, ‘h’ was 1, so the axis of symmetry was –1.  

‘k’ determined whether the parabola would shift up or down vertically. When ‘k’ is positive, the parabola will shift up and when it is negative the parabola will shift down. ‘k’ was negative in my function, so the parabola shifted down. ‘k’ determines the value of the ‘y’ part of the vertex, as well as the minimum or maximum value of the parabola. In my function, the minimum value was 0. 

To conclude, ‘a’, ‘h’ and ‘k’ made my function different to the parent function by shifting it horizontally, vertically, and causing it to compress. 

Self-Assessment 

  1. Give an example from this assignment where you represented the same mathematical idea in multiple ways? 

I used the graphing calculator to visually represent my quadratic function. I used this as a visual aid for the reader to refer to when reading my explanations of ‘a’, ‘h’, and ‘k’ and how they affected my parabola. These concepts were represented visually on the graph, and then explained in writing in paragraph form. 

  1. Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding? 

In this assignment, I used mathematical vocabulary such as ‘positive’, ‘negative’, ‘shift’, ‘horizontally’, ‘vertically’, ‘quadratic’, ‘function’, ‘vertex’, ‘axis of symmetry’, and ‘minimum value’. These terms helped me to demonstrate my understanding of the vocabulary used in this unit. 

  1. Give an example from this assignment where you used formatting to share the information in a clear and organized way? 

I used the colors red and green to emphasize the effects that positive and negative numbers would have on the parabola. This helps to establish clarity and enhance the meaning of the message that I am trying to convey. 

Natural Selection Critical Thinking Self-Assessment

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Artifact: An image of my group completing this lab

I demonstrated that I can collect and analyze evidence when I effectively performed the lab to the best of my ability, and analyzed the data gathered to draw conclusions about which feeding adaptations provided the best advantage when gathering food. 

I demonstrated that I can connect evidence I collected to big ideas when I made connections between the concept of natural selection and the lab. I observed that the feeding adaptations of the organisms are representative of natural selection, specifically variation. These feeding adaptations would affect the organism’s ability to feed, giving them either an advantage or disadvantage in the struggle for survival. Organisms that are disadvantaged would eventually die off because advantaged organisms would edge them out of the competition for food. 

I demonstrated that I can make predictions based on evidence when I predicted what would happen to each organism in each environment based on how well they did in each environment during the lab. Using the data gathered, I analyzed the feeding adaptations that were most successful, and made predictions as to what new species would develop in these environments. 

Facing a Challenge

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A photo of the problem that was a challenge for me to solve. On the left side is the way that I solved the problem initially, and on the right is the correct way to solve the problem that I figured out.

The first time I tried this problem I found it challenging because I wasn’t sure how to factor the 9 out of the first square root. I was also intimidated by the combination of x with the negative sign and the two 9s in the problem, and I thought that factoring wouldn’t be simple in this case.  

Describe the mistake/problem that happened the first time you tried it. 

The mistake that I made was that I didn’t factor out the GCF properly and skipped a step. I ended up factoring the GCF out of both sides of the negative sign and transferring them out of the square root in one step, which led to an incorrect answer. 

What strategies did you use to figure it out?

When figuring this problem out, I initially tried the problem again, thinking I had made a small error. When I got the same answer, I asked Ms. Lam for help during my Flex block and she helped me to recognize my mistake. I took this new information and used it when I encountered similar problems in the workbook. 

Which concepts and/or skills did you need to be able to solve this problem?

The concepts and skills that I needed to solve this problem were factoring out a GCF, simplifying radicals, and adding and subtracting radical expressions. 

Next time I encounter a difficult problem, I might try watching a video on YouTube that goes over the concept so that I might identify the mistake I made by myself. I might also work backwards after looking at the answer key in the workbook.  

English First Peoples 11 Reflection

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My Artifact

A screenshot of my poetry analysis of the poem “Walking Both Sides of an Invisible Border” by Alootook Ipellie

Curricular Competencies Reflection

Comprehend and Connect

During this assignment, I learned about an aspect of identity that many Indigenous people face, which is having multiple identities that conflict with one another. In this poem, the speaker struggles with the clash between his identity as an Inuit person and his upbringing in the western system. He feels as though he is being torn in half by two identities that are pulling him in separate directions. I grew in my reading and interpreting skills by practicing my ability to identify poetic devices, analyze the structure of the poem, and pull meaning from the text. I also used prior knowledge combined with some research on the poet himself to properly interpret the poem. I can take the knowledge that I have gained and use it towards reconciliation by supporting other Indigenous artists such as poets and writers so that I can broaden my perspective on issues that concern the Indigenous community.

Core Competencies Reflection

Communication

I developed my communication skills during this project by understanding and sharing information about the poet and his work and responding to questions concisely and meaningfully. My strategy for collecting relevant information about the poet was to visit several credible sources so that I could gain accurate knowledge about the poet’s backstory in order to find a deeper meaning in the poem. This allowed me to share my interpretation of the poem with proper context. Additionally, I found numerous poetic devices in the poem and explained in depth how these devices enhanced that meaning and intent of the message that the poet was trying to send.

English First Peoples 11 Reflection

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My Artifact

My Trickster Response Assignment

Curricular Competencies Reflection

Create and Communicate: What did you learn during this assignment or task and how did you grow in your writing, speaking, or representing skills?

During this assignment, I learned about an important type of character used in Indigenous storytelling called the Trickster. I learned about the important role that the trickster plays in storytelling, as well as the lessons that this character can teach through their antics. I grew in my writing and representing skills during this assignment because I was able to communicate my thoughts and interpretations of the Trickster through a paragraph response effectively and concisely. I practiced taking my ideas that were represented in a concept map and communicating them through writing. I was also able to structure and organize my writing to emphasize the points that I wanted to highlight in my work.

Core Competencies Reflection

Thinking

During this assignment, I practiced my skills in drawing conclusions and making connections based on different texts and seeing patterns in these texts that would help to support an argument. I read two different texts and listened to an oral story about Tricksters and used this information to create my interpretation of the purpose of the Trickster in storytelling, as well as the lessons that the Trickster in each story was passing on. I also created a concept map while absorbing these stories and used the map to assist me in completing my assignment. Next time I complete an assignment similar to this, I would talk to other members of my group and compare their interpretations with my own so that I can have a wider, more diverse understanding of my topic. 

Core Competency Self-Assessment

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Critical and Reflective Thinking

Chemistry 11: Acid-Base Titration Lab Data

I demonstrated effective Critical and Reflective Thinking when completing my Acid-Base Titration lab because I was able to reflect on my steps while performing the reaction to improve the overall result, I analyzed the results of the lab to solve the purpose of the lab, and I was able to receive and consider feedback after the lab was completed. 

First, I reflected on my steps while performing the reaction by figuring out where I was making an error when the titration produced a liquid that was a shade of pink that was far too bright. My partner and I were able to conclude that the drops of base that were being added to the acid were too big, so we made sure to add smaller drops of base to the acid in our other trials. A second adjustment we made was to frequently rinse the sides of the beaker with water so that there was no base left on the glass that could interfere with the titration.  

Next, I analyzed the results of the lab to solve the purpose of the lab. Using the data gathered from the experiment, I was able to solve the lab’s problem, which was figuring out the concentration of the hydrochloric acid used. I was able to determine the concentration of the acid, while also stating sources of error that may have impacted the results of the lab. 

Lastly, I received and considered feedback after the lab was completed. While analyzing the data from the experiment, my teacher noticed that my partner and I had made a slight error in how we were reading one of the instruments. This error resulted in the two of us doing more work than was necessary. I will remember this feedback in the future so that I use this instrument accurately if I ever require it in an experiment again. 

To conclude, I demonstrated the Critical and Reflective Thinking competency by reflecting and improving on my steps during this lab, effectively analyzing data gathered to solve the problem given in the lab, and receiving and considering feedback about the lab that will help me in the future.