Core Competency Self-Reflection: Calculus 12

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I demonstrated my critical thinking skills through applications of derivatives curve sketching problems. Curve sketching is a powerful application of derivatives in calculus, and it not only requires understanding the underlying mathematical concepts but also involves critical thinking and adaptability. Before diving into curve sketching, I needed a solid understanding of the basic concepts like critical points, local maxima and minima, points of inflection, and asymptotes. I applied my knowledge of derivatives to find critical points and determine the intervals where the function is increasing or decreasing. I learned how to test values using the sign graph. When solving this question, I considered more than one way to proceed and make choices based on roots, asymptotes, intervals of increase and decrease, local maximum and minimum values, intervals of concavity, and inflection points. The sign diagram was a new approach for me and allowed me to analyze the sign of a function or its derivative over different intervals of the domain. This approach provides a concise and visual way to understand how a function behaves without having to plot the entire function graph. In general, recognizing the domain is a crucial step in curve sketching as it influences the behavior and structure of a function. I already had a prior understanding of the concept of domain, which influenced my ability assess my thinking and develop reasoned conclusions. Since this function is a polynomial, it is continuous and differentiable everywhere. With new evidence and my prior understanding, I was able to sketch a curve at the end. I would like to grow as a critical thinker in mathematics by showing deeper analysis of asymptotic behavior and investigating how the behavior of the curve changes when dealing with higher-degree polynomials or functions. I would also like to challenge myself by applying my curve sketching skills to real-world scenarios (how curve sketching can be used to understand and solve problems in different contexts).

Core Competency Self-Assessment

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Critical and Reflective Thinking

I believe that I process active listening, which enables me to understand, connect, and collaborate effectively with team members. During the group meeting, I demonstrate engagement and attentiveness by maintaining appropriate eye contact since non-verbal cue is crucial in terms of showing respect and interest in conversations. I also ask questions to clarify and view in different perspectives. In addition, providing and receiving feedback are essential components of effective communication and leadership. When we were preparing for the Halloween cupcake decorating workshop, I provided feedback for the overall design of the poster and received feedback for the sign-up form I created. According, I added questions about allegories and awareness of the cost of the workshop.

The skill I possess is adaptability. When unexpected challenges arise, I quickly adapt to changes, identify solutions, and implement changes as needed. For the Halloween cupcake decorating workshop, we were aiming for 30 people, but there were less than 10 people signed up. Since I had the access to the result of the sign-up form, I informed other group members and actively promoted our event. Instead of depending on the poster we created, I reached out to potential participants to recruit more people. We were able to recruit the total of 30 people in a few days. I remained open to feedback to create and organize more engaging and enjoyable event next time.

I would like to develop creativity by the end of the course. While fundraising is effective, I believe that thinking outside the box and creating interactive activities are also significant when it comes to raising awareness. We are trying to host unique activities or events, such as the Halloween cupcake decorating workshop and the interactive poll, and I hope our group can continue to make positive impact within the school community by implementing creative activities or events.

I would like to develop my risk management skills by the end of the course. Risk management risks would allow me to identify potential risks or challenges that may arise during the course of events or workshops our group is planning. Risk management would also enable to adapt to changing circumstances. Through effective risk management, I can develop strategies to mitigate them. I would actively share concerns, observations, and potential risks within the group and make informed decisions considering them.

I can work with others to achieve a goal.

As a member of the Health and Cancer Care (HACC) group, I worked with others to host a Halloween cupcake decorating workshop. We strategically planned different tasks for the successful event. I gave and received feedback, developing various ideas while minimizing potential risks or challenges. As a team, we carefully prepared the materials needed for the cupcake decorating, including plain cupcakes, sprinkles, candies, and chocolates. We also incorporated a cupcake decorating competition to make the event more enjoyable. The workshop was successful, and it was meaningful to collaborate with HACC members to support the Canadian Cancer Society. We are currently working together to create an interactive poll and share statistics in which I believe that it could raise more awareness in our school community.

Anatomy & Physiology Core Competency

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These are the photo from the cell membrane diffusion lab. The starch tubing is submerged in the IKI solution, and the initial yellow IKI solution turned colourless after 24 hours.

Thinking Core Competency

I demonstrated thinking core competency through my discussion questions. I analyzed the movement of molecules across the membrane based on the data recorded during the lab. I used evidence to make judgements or decisions as demonstrated in the drawing showing how molecules move in and out the cell. I used arrows to show if the molecule goes in or out of the membrane. At first, I thought water went in and out because the water volume stayed the same. However, look at my data, I realized that water only went into the membrane (not out) because the mass of the starch cell increased after 24 hours. An increase in the mass of the cell was due to osmosis. Although iodine also diffused into the membrane, there was a relatively small change in mass compared to water. I also analyzed the size of each molecule and the pore size based on my analysis. Since starch was the only molecule that didn’t go through the membrane, the starch would be the largest molecule. The iodine would be the smallest because it diffused into the molecule, and it’s an element. The pore size would be smaller than the molecules that went in and bigger than the ones that stayed out. I can describe how osmosis and diffusion related to this experiment of figuring out which molecules go in or out. I remained open minded as I explored viable options or alternative approaches, like when I tried to figure out what happened to the water molecules. Furthermore, I complied and synthesized information to draw reasoned conclusions, such as using my data and analysis to write a conclusion, which demonstrates my critical thinking skill to make judgement based on evidence.

Communication Core Competency

Throughout the diffusion lab, I demonstrated communication core competency by actively working with my partner to create a cell that diffuses well. Furthermore, I engaged in effective communication with the two other members in our group, who were using glucose while our group used starch in cell creation. We discussed the overall process and analyzed differences between the two cells, which showcases our collaborative effort to understand and compare results. In the discussion, I helped to build and extend understanding by asking and responding to questions, which allowed us to clarify concepts. We explained how we put the yellow IKI in the water, and other members explained how they waited 20 minutes and recorded the concentration of glucose outside the cell. Since we were doing the separate experiments, talking and sharing information became really crucial in terms of analyzing data and answering discussion questions of the lab. Examples of where I communicated clearly and purposefully can be seen in the two other members’ understanding of the starch experiment. Because we needed to understand both experiments to analyze, the two other members’ understanding of the overall process of the starch cell experiment indicated my clear communication with the group members. As an active listener, I noticed that I always tried to make connections with the course content, as well as between the two different data we got from starch and glucose. I realized that water iodine, and glucose were going into the cell, but starch wasn’t. However, we were all curious about why the water volume stayed the same. We kept discussing to figure out what happened to the water molecules, which indicates active and collaborative communication to deepen my understanding.

Core Competency Self-Assessment

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Critical and Reflective Thinking

My Artifact: Determining Solubility Product Constant Lab

I demonstrated critical and reflective thinking through the determining solubility product constant lab. After conducting the experiment, I used collected data to calculate the concentration of ions and the solubility product constant. This process involves critical thinking skills, especially when applying mathematical calculations. I also need to analyze the data critically to identify the approximate range of Ksp. Critical thinking is required to analyze the data obtained, identify patterns, and make judgements about the range within which Ksp likely falls. Reflective thinking involves considering the accuracy of the data, assessing any limitations or sources of error, and reflecting on how these factors may affect the result of the lab.

Year End Reflection

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Throughout the year, I learned to effectively manipulate the volume and intensity of my instrument, adding depth and emotion to my performance. As the course progressed, I have demonstrated significant growth in my ability to enhance dynamics. I have developed a keen awareness of when to pay softly (especially when playing the song with the choir members) and when to increase intensity. Dynamics allow me to convey a wide range emotions and musical intentions. By varying the volume and intensity of our playing, I can evoke different moods, from gentle and delicate to powerful and intense, creating a more engaging and expressive performance. Practicing from pianissimo to fortissimo as a band was not easy at first, but the cohesive sound we now produce indicates the individual’s growth in dynamic range compared to their previous abilities. In addition, my ability to actively listen to other students has developed significantly as well. Initially, I was primarily focused on my own playing, but as I absorbed the feedback from my peers, I became more attuned to the intricacies of the music being created collectively. The whole tone practice has helped me to develop my sense of tuning. By playing whole tones together in the band, I can improve my ability to match pitch and create a unified, balanced sound. Accordingly, I believe that an individual’s listening skill has not only enhanced each individual’s performance but has also fostered a stronger sense of unity within the band. Therefore, the year-end concert served as a powerful showcase, highlighting both the personal growth and the remarkable development of the band as a whole. The concert was a moment of pride and fulfillment. It not only demonstrated the individual progress made in technique, musicality, and dynamics, but also showcased the collective growth in unity and cohesion.

Natural Selection Critical Thinking Self-Assessment

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An image of my group performing feeding frenzy (natural selection) lab

I demonstrated that I can collect and analyze evidence when I observed and collected data, then analyzed this data to identify patterns and understand importance of having variations in the environment. My collected data led me to conclude that certain organisms had a higher chance of obtaining a full stomach than others. Accordingly, I analyzed which feeding adaptions are best suited for each of the four environments and why each feeding adaption is best suited for that particular environment. For instance, I found that in the rice environment, the spoon was the most suitable tool as it had a shallow and wide bowl which allowed it to scoop up more rice at once compared to other utensils like the fork. When I analyzed data I collected, I considered different characteristics of utensils to determine which organism is best suited for that particular environment.

I demonstrated that I can connect evidence I collected to big ideas when I connected data to the concept of natural selection and understood the importance of having variations in environment. By maintaining a diverse range of feeding tools, populations can adapt to changing environmental conditions. Some individuals are more likely to have feeding tools that are advantageous for survival in new or changing environments, continuing to play their roles in the ecosystem. Feeding tools that are less favourable in one environment may be advantageous in another. For example, a broken fork is not best suited for the rice environment, but it may more advantageous in the environment where food can be only found in a small hole because it can be easier to get food out of a small hole. Therefore, having a variety of organisms in the environment is crucial for natural selection to occur. The interactions between different species in an ecosystem create selective pressures that shape the evolution of different traits, leading to greater adaption and survival in changing environments.

I demonstrated that I can make prediction based on evidence when I observed the outcome at one station and use that information to predict the result at the next stations. The first station was the spaghetti environment, and I could only have seven strands in my stomach. Some had barely a quarter of the capacity just like what I had, but some had full stomach because certain organisms had a higher chance of obtaining a full stomach than others. With this evidence, I was able to predict the likely outcomes at the next stations.

Core Competency Self-Assessment

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Thinking

West Nile Virus Model
West Nile Virus Pamphlet

I demonstrated my creative and critical thinking through my virus model and pamphlet. Throughout this project, I gained creative thinking skills by creatively determining which materials are suitable for representing the different parts of the virus. For instance, I used coloured clay to represent lipid envelope and pom poms to indicate spikes of the virus. Instead of using a few materials to represent the parts, I used various materials and considered creative use of materials. Skills I have developed to make my creative project better are creative problem-solving and analytical skills. I expected setbacks and failure but used that to develop my ideas. For example, because my glue gun was broken, I struggled to find a way to stick the pom poms to the lipid envelope. However, I used toothpicks to connect pom poms with the lipid envelope. Although some parts of my plan didn’t work, I tried to find other ways to solve this problem to make my model more creative. My problem-solving skills also demonstrated critical thinking because I remained open-minded as I explored viable options or alternative approaches just like how I used toothpicks to connect the spikes with the lipid envelope. I also used multiple resources for my pamphlet. By utilizing various resources, I could access different perspectives, insights, and information that may not be available through a single source, which led to more innovative and effective solutions, as well as a deeper understanding of the virus. I demonstrated critical thinking skills by analyzing, evaluating, and synthesizing information from various sources to effectively show important information about the virus accordingly. I first researched and gathered accurate information about the virus, then critically evaluated this information to determine which facts and data are most relevant and important. I synthesized this information into a clear, concise, and engaging format. This process required critical thinking to make the virus pamphlet accurate, informative, and engaging.

RSelf Study

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I did well on learning from my mistakes on the tests and reviewing my learning on a regular basis. I improved on reading, listening, writing, and speaking throughout this Japanese 11 course (compared to last year). I can continue using Quizlet and OneNote to improve my Japanese study habits. Throughout the course, I also used sticky notes for productivity. There were always some words or grammar points that take long time to understand or memorize. Writing them down on a sticky note gives me the ability to quickly capture them as well as new information.

When faced with ambiguity or setbacks, I didn’t hesitate to ask questions to my peers and the teacher to advance the development of my ideas. Asking questions gave me a greater sense of understanding, which motivated me to learn more. I appreciate feedback on my worksheets and prefer it comes in written feedback. Written feedback allows me to view and consider them whenever I proofread my work. Some long term goals for myself include improving my Japanese pronunciation and learning diverse vocabulary. My plan to achieve them is to continue reviewing what I learned and use Japanese mobile dictionary frequently.

I will continue my Japanese language acquisition over the year by reviewing vocabulary and grammar notes. Reviewing would ensure me to retain the information that I learned through this course.

If I could travel back in time, I would tell myself to stop ruminating (stressing) about my test results and try to overcome test anxiety. I would tell others to use Quizlet and whiteboard more frequently when preparing for tests. Both of them helped me to figure out what vocabulary or grammar point I am struggling with and focus on that.

東京ディズニーランドのみちあんない

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スター・ツアーズ：ザ・アドベンチャーズ・コンティニュー

最初のアトラクションはスター・ツアーズ：ザ・アドベンチャーズ・コンティニューです。メインエントランスから右にまがってください。そして、かどで右にまがってください。トイレで左にまがってください。このみちをまっすぐ行ってください。スターウォーズのロゴが見ます。このアトラクションはあかくてあおくてしろいです。楽しそうから、私はこのアトラクションをえらびます。

トゥモローランド・テラス

つぎのところはトゥモローランド・テラスです。このレストランはスターウォーズのアトラクションの近くにあります。このみちをまっすぐ行ってください。レストランにミッキーチュロスを食べられます。ちゃいろです。たくさんのさとうがあります。そして、ホットピーチティーを飲めます。ミッキーチュロスとホットピーチティーはあまくておいしそう。

アリスのティーパーティー

つぎのアトラクションはアリスのティーパーティーです。アリスのティーパーティーはトゥモローランド・テラスの近くではありません。このみちをまっすぐ行ってトイレで右にまがってください。左にまがってこのみちをまっすぐ行ってください。カラフルなカップが見ます。ピンクでブルーでオレンジでパープルのカップがあります。すてきでかわいいです。このカップが大好きですから、私はこのアトラクションをえらびます。

スプラッシュ・マウンテン

最後のアトラクションはスプラッシュ・マウンテンです。まっすぐ行ってかどで右にまがってください。このみちをまっすぐ行ってください。大きな
ボートと水が見ます。山とたくさんの木があります。ボートは
ちゃいろです。水が大好きですから、私はこのアトラクションをえらびます。水が大好ないとこのアトラクションに行きません。

からのしゃしん：https://www.tokyodisneyresort.jp/tdl/

English First Peoples 11 Reflection

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My Artifact:

This is an essay about the significance of family in and out of the novel The Marrow Thieves.

Curricular Competencies Reflection

I demonstrated create and communicate competency throughout this assignment. I learned how to connect ideas and themes explored in The Marrow Thieves with myself, other texts, and the world. I was able to insightfully explain my own experience and make connections with the other novel and the movie Coco to support my writing. Not only is family critical in the novel, but it also serves as a basic and essential building block of our society. In Indigenous cultures, family extends beyond the notion of family members living together in one house. Family is a strong, connective network that gives them a sense of belonging and dignity. The ideas and themes presented in the novel reflect the historical and contemporary repercussions of Indigenous issues such as dispossession, oppression, and discrimination. Thus, acknowledging these consequences would be a very basic and fundamental step that we could take to get toward working on reconciliation.

Core Competencies Reflection

I demonstrated critical and reflective thinking by analyzing evidence to make judgements and reflecting on my thinking. I considered and verified the authenticity of each evidence before I developed ideas based on the evidence. I also created the outline to reflect on my thinking by trying to be objective and considering other points of view before writing my essay. I remain open minded as I explore viable options or alternative approaches, like when I viewed ideas and themes from multiple perspectives during research. Throughout this assignment, I can contribute to and work with criteria to improve my own work; evidence of that is when I tried to show originality and inventiveness, following the criteria provided after revising my outline. Accordingly, others find my feedback useful because I gave my peers constructive and objective feedback while being free from bias.