Category Archives: Grade 11

Pre-Calculus 11 Core Competency Self-Assessment

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Core Competency Reflection

In math class this semester, I was able to collaborate with others. Group members would volunteer to help write, usually one or two people at a time/taking turns on one question. If I was writing, I would make sure my work was neat and easy to understand. I would write down what I was told, and would politely speak up if the input was incorrect. Sometimes I would write it down on my own, if the others didn’t understand. Then I would explain as I went and at the end I would ask if there was any need for clarification. If I was leading the writer instead of writing, then I would clearly voice what to do and was also ready with my calculator if there were tough calculations to make.

I always managed my time efficiently by staying focused on assignments/groupwork/tests. If there was a question that I was unsure of, then I would skip it and continue with the next question. Sometimes it would help me learn how to solve the previous one. If that didn’t help then I would consult either my groupmates, my teacher’s notes, or the workbook’s notes. When doing groupwork, I always try to keep the group motivated by telling them that “We’re almost done,” or “We’ve been doing really well.” When errors occur, we try to figure it out ourselves, but if a few minutes pass and we don’t know where we went wrong, we know to ask our teacher for help.

I know to always treat myself and others with respect. Whenever we are doing groupwork, I’m always polite if errors occur when relaying information, or if we end up with the wrong answer and I know the solution. Once we are done with groupwork, there’s usually a follow up assignment, whether our teacher made worksheets or we have to do questions in the workbook. I work on my own questions, and if someone asks for help I make sure that I have done the question already, or understand the concepts. If I don’t, then I’ll politely tell them that I can’t be of much assistance, as it would be much better to let them know that someone else should help then than by having me lead them astray.

Advice for Future Students

For any students that are taking Pre-Calculus 11 next school year, don’t get discouraged if the first few chapters seem hard. Lots of students have taken this course and said that. You’ll have just gotten back from a long summer break, with math most likely not on your mind. As you slowly get back on track with the school schedule, don’t be afraid to ask questions, and I hope the math goes well for you. 🙂

Transforming Parabolas

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Parent Function

My equation

DESMOS graph

Black parabola: y = x^2

Blue parabola: y = 2(x-2)^2 + 6

a, h and k’s significance in the equation y=a(x-h)^2 +k

In the equation, “a” is the number that controls how wide or narrow the parabola is. Since a>1, the parabola is more narrow compared to the parent function.

(If 0<a<1 or -1<a<0, the parabola would’ve been wider than the parent function)

In the equation, “h” is the number that determines how much the parabola horizontally shifts. If h is equal to (positive) 2, then the vertex with shift right by 2 units.

The parent function has no h value, so there’s no horizontal shift. (It’s vertex is at 0)

In the equation, “k” is the number that determines how much the parabola vertically shifts. If k is equal to (positive) 6, then the vertex with shift up by 6 units.

The parent function has no k value, so there’s no vertical shift. (It’s vertex is at 0)

Self-Assessment

One way that the assignment showed representation of the same mathematical idea in multiple ways is that the equations and parabolas can both give us the vertex. The graph shows what the vertex is based on how much the parabola is shifted, if at all. You can also determine the vertex from “h” and “k” in the equation.

In this assignment, I used mathematical vocabulary to show my understanding of how transforming parabolas differed from their parent function. I used the terms learned in class: vertical and horizontal shift to explain how the parabola had been positioned compared to the parent function. I also used the “<” and “>” symbols to describe why either parabola was wider or more narrow.

I used my formatting to share my information in a clear way by colour-coding and separating each variable’s explanation. That way I can show how each one individually affects the parabola. I also gave each definition their own graph image. “h” and “k” had some added details to the graph to show how they affect shift the parabola.

Comparative Cultures Mid-Term Assignment

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Communication

https://sd43bcca-my.sharepoint.com/:p:/g/personal/076-ttran1_sd43_bc_ca/Ean5PBldM-RHrKD9SCDaAtwBHxx4MYLcSvJtBNeigLinrQ?e=ZNZI2U

The Mesopotamia vs. Egypt assignment was a group project. Everyone worked on slides individually but we still had to come together while working and nearing the end so all our facts would line up. Questions were asked to ensure all the work was accomplished and nothing was missed. We even chatted outside of class time if emergencies occurred, to further help out one another, and to stop any miscommunications. As a group we worked well together, as long as everyone had a task and welcomed each other to sharing critiques and questions. I gladly accepted advice from groupmates and helped guide some that were struggling.

I showed continuity and change with the presentation by clearly stating what forms of architecture were like in both civilizations earlier on and then in later iterations. The slides flowed well with the benefits and detriments coming after, explaining more in depth as to how changes impacted both Egypt and Meso. I did lots of research and looked through various websites and articles to find trusted resources. One way that I could have improved on the project would be making more of a timeline for the information and being able to better show when the changes in the buildings had happened.

Facing a Challenge

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The previously difficult problem:

What went wrong?

Once we started the group work for the day, we all took turns with writing and solving. As this question came up, it looked easy enough. I (thought I had) remembered the notes and it was my turn to use the marker. After getting a final answer we looked at the correct one and it was wrong.

To begin I knew that the all the radicals need the same index in order to multiple them. I just missed the fact that any radical “without” an index actually has a 2, which you just don’t write out.

So I should have done 2 x 3 to get an index of 6 (and the exponent on the radicand would also be multiplied by 3). Then I would be able to multiply the radicals by adding the exponents (which I understood).

Then the last step would be taking out any x’s if there’s enough (i.e. a cubed root would need variables that are cubed/ have the power of 3 to be taken out)

What I did to understand how to properly solve the problem

We checked the answer key and saw that it was wrong, so in order to figure out how to fix it I looked back at the notes and saw that the square root has an index of 2 if there’s no number where the index would be. Then I added the 2 to square root x cubed. We kept using the rest of the methods for the remaining steps and then saw if we could take out any of the x’s (we were able to take out x^6 which became x when outside of the radical and then there was x^5 left inside). We checked the answer key again and it was now correct.

(The proper way to solve the problem)

We acknowledged that if it was wrong we should look somewhere for help. So that’s why we went to Onenote. I was able to see the proper final answer and also look at the notes to see what should have been done.

If I ever encounter a difficult problem again, I’ll go to the resources that I have (Onenote, the workbook’s answers in the back) and then I can work backwards or learn that I need to look over how to solve these types of problems again.

IDS Inquiry Reflection

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“What are the similarities and differences between the interior designs of residential buildings in various cultures?”

Since the beginning of my Personal Learning Plan, my initial question has changed quite a bit. It started with the question on “How to create aesthetic, safe and affordable homes?” Then “How to create homes with a unique mix of architectural designs?” My mentor teachers informed me on my question being too broad, so she helped skim it down.

It then was about comparing the residential architecture in different countries, and has currently been finalized to comparing modern interior design in residential buildings from different cultures.

Time Management?

I only spend time on IDS during Cent time, if other things come up and I have to go to Cent time elsewhere (i.e. the residential school survivor talk) then I may work on some of it at home. Worst case-scenario is that I don’t have time due to projects and tests that are at the top of my priority list.

Resources??

So far I’ve found most of my information online. I do fact checks and find multiple sources to know whether the research is reliable or not.

Challenges?

I’m still trying to find a way to share my overall gathering of info. I would like to make some hand drawings, though it’s easy to format everything digitally on a power point or canva slideshow. Maybe I’ll make some drawings, take a photo of them and arrange them onto slides.

Core Competency

I know I have been using my thinking skills, both creative and critical. I can notice similarities and differences in certain cultures and can understand how different styles of architecture and design can come together cohesively.

Presenting

As noted earlier, I’ve somewhat come across an idea for my overall project. Whether digital or as a hard hand copy I hope to add some handmade sketches.

Continue this route for CLC??

I’m not sure yet. This is a topic that I enjoy, but I may come across something else within few months before my senior year.

Drafting and Design 12 – Second Self Assessment

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Fusion 360 3D Project

Winnie the Pooh inspired tape holder

This project was the more enjoyable out of all of the ones this year. I struggled at first while trying to come up with an idea, I rotated through three or four ideas before ultimately choosing this one. After finishing my hand drawings, I got critiqued on needing to change a few of the dimensions, but overall the design was nice, and my sketches were neat.

When it came to creating the design on Fusion 360 it was a little challenging at first, but the former practice assignments certainly helped. After creating the design, I had to rotate a few of the pieces so they’d fit together, and would also be on a good angle for printing.

The drawings were quite easy to create, I just had to figure out where to place my dimensions.

Once I got my final mark (which I was extremely happy with), my teacher printed out the design. They were big chunks of plastic so it took a few days. It was hard to take out the supports in the torso (the mid red piece) but after it was all pieced together, along with a roll of tape, it looked really good; and it worked.

Overall, I can experiment with different ways of doing things (CRITICAL THINKING); being able to create my idea on paper and digitally. I can show a sense of accomplishment and joy (PERSONAL AWARENESS AND RESPONSIBILITY); my overall reflection here about it.

Slinky Lab Reflection

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Lab Content Reflection

I know the group is working well together when I hear or see everyone working together. During the lab my partners and I kept shooting ideas and answers together, while also all actively participating in the actual “experiments”. We never left one person out and also did our hardest to figure out whether something is right or wrong.

Self Reflection

One of the ways I ensure my group is clear on the common purpose is to communicate. It’s essential to talk to your group, or things won’t pass on and people will start straying from what the group’s overall goal is. Whenever I work with others I always try to talk out how we plan to do stuff and get a finishing result. After that it’s very easy to complete a task together.

Drafting and Design 12 – Self Assessment

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R2D2 Orthographic drawings in AutoCAD

A project that I am proud of is my R2D2 drawings in AutoCAD. It was challenging for me to complete the project on time, it took a number of days longer than necessary. I enjoyed working on this project and put a lengthy amount of effort into it. The main objective of this project was to accomplish the task efficiently, by using all of the tools listed.

Core Competencies

I can show if I like something or not. (Critical thinking)

When working on extra details like the buttons. I altered them about 3 or 4 times until I was satisfied with the finishing result

I can show a sense of accomplishment and joy. (Personal Awareness and Responsibility)

After I got little bits of the project done, I felt some joy in slowly completing it.

I ask and respond to simple and direct questions. (Communication)

During class, I ask my nearby classmates for help. Sometimes they ask for help from me, and if we are all struggling, we ask the teacher.

Where the Blood Mixes

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Literary paragraph

There are many examples within the literature that discuss the character of Mooch. Because he has less finances, he tends to borrow more often than he can give. To begin with, Mooch wants cash but does not have any. His girlfriend “catches him with her stolen stash of money.” He would not be taking June’s savings if he did not want and/or need it. Although this is a straightforward way for him to get cash, he should be trying to find other ways to make money on his own. However, even with June’s cash he spends it all on pull-tabs yet can still get himself some alcohol at the bar. This is because his good friend, “Floyd would buy him a drink at the bar.” Mooch has some money but Floyd ends up paying for the beer at the end of the day. To continue Mooch doesn’t seem to know “when to stop”. He asked Floyd for a sandwich when the two were “fishing together” and after that he asked for a beer. This shows that Mooch may have a lack of self-control when it comes to “mooching” off people. In conclusion, it is apparent as to how Mooch got his nickname. He may come off as greedy and will inquire about getting a free snack/drink. Â