Category Archives: Thinking

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).

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.

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.