Self-Reflection

Core Competency Self-Reflection

In Calculus 12, my group and I collaborated on a derivative question, and each member approached it differently. Chapter 2 taught us that there are multiple methods for solving equations, not just one. Our group focused on finding quicker ways to solve equations, which would be beneficial for saving time during tests. Initially, each person worked on their own solution. Once we all solved the equation, we shared our ideas and solutions through discussion. It turned out that we discovered two quick and simple solutions. Overall, Chapter 2 taught me the importance of exploring various acceptable methods for solving equations, and I even chose this particular equation for my discussion posting.

Conics Project: Desmos Self-Portrait

We ended Pre-Calculus 12 with a Conics Project. Our comprehension of everything we learned from the beginning of the course to the end was the focus of this assignment. I used a lot of graphing equations in this assignment, such as the quadratic function, cubic, radical, and others. Additionally, I utilized the three functions required for this assignment. I began by uploading a picture of myself and attempting to graph it by using the functions I was familiar with. The first obstacle for me was graphing my face; I wanted to try my best to graph my exact photo. Therefore, for my face, I was not able to just use two functions; I had to use many different functions and attach them together. My strategy for graphing the shape of my face was mostly using quadratic and radical functions. It made it much easier for me, but giving the restrictions would be a little difficult since I wanted everything to be connected directly.

Circle function “” did not just used for the eyes, indeed was also used to face shape, and mostly the hair. I used the circle function for my hair and a portion of my brows. For my hair, I decided to challenge myself by shading it. It was difficult to shade because there was also a bun. Since it was difficult to put the restriction and the restriction or shading would occasionally fail, I asked for assistance from my friends. As a result, I believe I did a good job shading it.

I decided to extend my project by graphing a frame after drawing my face. The first thing I did was graph the circles around my face. I used three circles, each with a distinct colour that is close to the others. I decided that it would look better if the colours were in similar shades. However, it was a little challenging to locate the close-by colours that would complement the face of my graph. At the end, I decided to add my name to the graph as well. I used three ellipses’ graphs around my name and then graphed my name inside of them. I used all of the compressions I had learned since the first day of school to create this graph, which was a very enjoyable project for me. 🙂

Self-Reflection

Core Competency Self-Reflection

In Pre-Calculus 12, I collaborated with my group to solve a trig question that each member of the group had a different way to solve. In chapter 6, for solving the equations, there is not just one way. There are numerous ways to solve them. On the other hand, in our group, we were practicing how to solve the equation more quickly, which would help us save time on the test. At first, each person began working on her own solution. After each person had solved the equation, we discussed our ideas and the solution. We found that there were two quick and simple solutions. On the whole, I learned in trig’s chapter that there are a number of acceptable ways to solve the equations.

Anatomy and Physiology 12 Core Competency Self-Assessment

PIGGY DISSECTION

In my Anatomy and Physiology 12 class, I collaborated with my partner in the “Pig Dissection” lab. I am most proud of this lab since I believe it was a difficult task to dissect it. In this laboratory, we had to first dissect our pigs and then examine them to identify its body parts. Dissecting it was a bit challenging because, while cutting the skin, we had to be very careful not to cut the organelles inside. However, after dissecting it, our primary focus was on determining the body’s parts and how they work. Furthermore, our pig did not possess all of the organelles; for example, it did not appear to have a kidney, which made identification difficult. We completed this lab in a week, and at the end, we had to take a quiz about pig’s body parts. I practiced identifying the parts with my partner in order to pass the test.


Although it was a challenging lab, having an image of the entire pig’s body in my mind helped me greatly during the digestive test. Being patient and cutting the body slowly was one of the methods I learned in this lab. If you cut it too quickly, you might also cut internal body parts, so take your time.

Lab 19C

Determination of a Solubility Product Constant

In my Chemistry 12 class, I collaborated with my partner in the “Determination of a Solubility Product Constant” lab. For this lab, each person had a specific task, so we needed to use our communication skills to ensure that we were successful in all the tasks. For example, one of the tasks was to pour a certain amount of Pb (No3)2 in the test tubes, and another task was to pour KI. We did all our tasks very well and used the best of our abilities to do this lab. We achieved our goal, which was to get a very nice and shining yellow precipitate.

Core Competency Goals

Some skills I have developed to make my creative activities better are communicating more with others, reading more and drawing. Through communication, I could make my creative activities better because it helped me to hear different ideas and points of view on one subject. This caused me to think and hear more, which led to the development of several points of view in my mind. Additionally, I got the chance to develop my imagination through reading more.

An example of where I took a significant risk in my thinking, or the expected process was when I decided to immigrate to Canada. I was accepted to a top school in my country three years ago after performing well on a crucial test, but I had the option of attending that school or moving to Canada. Therefore, it was a very significant one; there was no turning back once I made the choice to go to Canada. Even though if I wanted to return to my own country one day, I couldn’t attend that top school anymore and had to take the test again. However, I chose to take a big chance and come to Canada.

I show that I value feedback from others in my group by asking them their opinions about the topic we are discussing. The reason is that I believe a few ideas and suggestions are better than just one idea. When we have additional ideas, we can talk more about them and come up with a solution or recommendation that everyone can support. It is crucial that the majority of the group members agree with the decision that has been reached.

Animal Investigation Labs: Self Assessment

Curricular Response

My understanding of different animal body systems has been improved by dissecting a squid. This lab was related to the phylum of Mollusca and the class of Cephalopoda. This lab showed us that all Mollusca don’t have an external shell. Some of them, like squid, have an internal shell, like the pen-shaped shell. For example, I realized that the function of these pen shells in the squids is very important because they serve as sites for attachment and important muscles as well as a protective barrier for the visceral organs. Moreover, I know that each part of the squid helps the squid in its daily life. The finlets are used to guide through water while the funnel is used for respiration and waste removal.

Core Competency Self Assessment

I am most proud of the Cephalopoda lab that I did because, while it was fun, it was a little difficult to dissect. The reason is that some of the parts of squid that we had to dissect were hard to take out of squid. For example, with the pen, the internal shell was a little difficult to take out of the body and also, we had to be careful to not break it because with the sac ink and the pen shell, we had to write down our name on our lab worksheet. At the end, successfully, I was able to take the pen out and it did not break, so I could write my name.

While doing this lab, I faced some physical challenges. One of the challenges was, as I mentioned, taking out the pen from the squid. It was a little difficult, but in the end, I was able to take it out. The other challenge in this lab was to cut the squid with the internal parts. This was also a little difficult because you had to be careful not to cut the other parts because if you cut them, the rest of the lab would be very difficult.

One of my strategies was to be patient and slowly cut the body. If you do it too fast, you might cut the internal body parts too, so you should do it slowly. My next strategy was to watch how my teacher took off the pen shell first and then try it myself.

Chemistry 11 Core Competency Self-Assessment

Collaboration

In my Chemistry 11 class, I collaborated with my partner in the “Iron reacts with copper ii chloride” lab. For this lab, each person had a specific task, so we needed to use our communication skills to ensure that we were successful in all the tasks. For example, one of the tasks was to have a certain amount of copper (ll) chloride, and another task was to sand the iron. We could do all our tasks very well and use the best of our ability to do this lab and could achieve our goal. However, one of the errors was that after we cleaned the copper and dried the beaker, there were still greenish-coloured particles. These greenish-coloured particles showed there was still some of the copper (ll) chloride left in the beaker. Therefore, we would have been better off if we had washed them more.

Spanish 11 Core Competency Self-Assessment

Collaboration

Romeo and Julieta Script

In the Spanish class, I collaborated with two other people to create a script about Romeo and Juliet. In the beginning, we did not have many ideas and suggestions about it, but after a few minutes, we were able to come up with some great ideas. Moreover, we were able to use communication skills and write down the script with our cooperation and knowledge. We were capable of sharing all of our opinions, using each other’s ideas, and writing this script to the best of our ability. One of the things that I think we could’ve done better is focus more on verbs. 

Virus Unit Competency Self Assessment Assignment

Creative thinking

I demonstrated the core competency of my creative thinking in the virus project by collecting information based on the family of my virus and applying them to my model. My teammate and I had to choose a virus, make a model and a pamphlet of it and present it to the class. We decided to choose the Equine Infectious Anemia virus (EIA). My job was to make an EIA virus model. This virus infects horses and there is not much information about the model of this virus. However, I was able to creatively think about finding the family of this virus and apply the information that its family of viruses has to my model. In this project, I was able to get very familiar with this virus and other viruses and gather information. I was even able to learn parts of many viruses. My teammate and I were also able to use our collaboration and communication skills to share information. We were finally able to reach the main goal well.