What aspect of this course did you enjoy the most? Why?
I have always had a high liking for anything to do with the human body. When going over bacteria in comparison to viruses, learning about how the human body defends against them, a refresher on protein synthesis, and the DNA replication fork had my most attention and made me smile the whole time. Although, the plant, squid, and hydra labs were second to having my most attention, and I enjoyed them greatly.
2. What aspects of this course did you not enjoy? Why?
There was no true unit that I did not enjoy. The main thing that I did not enjoy due to it making me feel discouraged was whenever drawings needed to be done. I feel as though my creativity and skills have little to no place in fine arts, making me coming to a blank when needing to trace things, especially when needing to draw it without already a clear image of the end result.
3. Were there any topics or activities that you are interested in that were not covered in this course? If yes, explain.
My main motivation for joining Biology 11 was for the human body related units. So I was hoping to learn more in-depth about the respiratory, cardiovascular, and lymphatic systems; along with learning about the muscular, digestive, and nervous systems, rather than learning about the biology of different animals, plants, and eras.
4. What skills did you improve on during this course? e.g. studying, time management, microscopes, labwork, critical thinking, etc.
Before needing to read the textbook, I was an extremely slow reader who would feel sleepy just after reading around 4 pages. Now, I am able to read around 10 pages, memorize that set of pages completely within an hour, and read around 20 pages without feeling sleepy. I may not know what changed, but I am happy as I feel like it will do me a world of good in grade 12 and especially university. In the lab, I made a handful of silly mistakes with the focus, stage height, and where the specimen was when using microscopes. I feel a lot more confident in being able to use microscopes, being able to study an animal by dissecting it, and being able to remember larger amounts of information for short periods.
5. Do you have any recommendations for how this course was taught?
Aside from making the students draw (labelling was fine), and possibly allowing for extra time to submit assignments instead of having it due the next day, which would be beneficial, I feel like everything else was well organized and expectations were managed well.
6. If you had the chance to do this again, is there anything you would do differently?
One of the things that made me spend the most time was doing any sort of diagrams. Not the labelling part, but drawing it out. At first, I wanted to print it out, which I did sometimes, but when it came to labs, since the diagrams needed to be accurate to what was seem either outside when identifying plants, or when seeing a bacteria or fern through a microscope, I was not able to find pictures off the internet to match it, and able to draw it to scale within the space given to label, which ended up in minus marks. If I could go back, I would disregard the fact it may not look accurate, and trace the closest I can find to it, instead of trying to make the drawings look perfect.
7. Which science courses are you taking next year?
Physics 12, Anatomy and Physiology 12, and Chemistry 12
Cover the following points. This will take the place of a lab write-up conclusion.
What is a titration?
What was a titration used for in this lab?
What is the endpoint (or the equivalence point) of a titration?
How do you know that you have reached the endpoint of the titration?
What were your results?
A titration is a technique used to determine the concentration of a substance in a solution. Titration relies on a known chemical reaction between the chemical of unknown concentration (analyte), and chemical of known concentration (titrant). The analyte is a measured volume of the solution, with an unknown concentration, while the titrant’s concentration is known, and is added drop by drop from a burette into the analyte (which often sits in a Erlenmeyer flask or beaker). In this titration lab (20C: Acid-Base Titration), a titration was used by putting 10.00mL HCl (hydrochloric acid) of an unknown molarity into an Erlenmeyer flask, adding 3 drops of phenolphthalein to it, then adding 0.10M NaOH (sodium hydroxide) drop by drop from a burette above. Each time even the slightest bit of NaOH made contact with the solution, it turned pink in that area, hence why one of the instructions while adding the NaOH was to constantly swirl the Erlenmeyer flask (to mix it in, therefore getting rid of the colour). As NaOH gets added, each drop became more colourful than the previous, and stayed longer. the Goal was to add a measured amount of NaOH until the solution obtained a slightly pink hue around its surface. This is the ideal point where the titrant added is stoichiometrically equivalent to the amount of analyte (in other words, when the moles of acid is equal to the moles of base, resulting in complete neutralization). The endpoint is when the solution gains its slight tint, as the teacher told us it should be. After four trials, only two of them gained their tint perfectly (while trial 1 and 2’s solutions lost their transparencies too much). As for the questions after the lab, students were asked to find the moles of NaOH in the solution by averaging the volume of it used throughout the trials, then to find the moles of HCl in the solution, then to find its molarity, thus being able to tell us the molarity of the original container of HCl.
Core Competency Reflection:
As stated in the above lab, although I have been given instructions on what to do, there were no instructions on the pacing of the lab. Since multiple trials had to be done, me and my partner agreed to see to it that the table of all 4 trials on our paper are filled in. The problem was that we clearly were being too hasty to the point we were wasting time since the data from different trials were not allowed to be used if outside of 0.05ml of each other. We were about to make the same mistake on the third trial, but I decided that the first time was just to know what we were doing, the second one was a genuine mess up (as identifying mistakes is in my nature before I proceed), but as pressure was starting to weigh on me seen as how much time we messed up with, I decided to do the titrations but this time, follow my own instinct and not rush it. We originally continued adding drops or streamlining too much NaOH, thinking that the swirling would be able to remove all the colour, but we were wrong twice. Although it seems like basic problem solving, it feels good to be able to remind myself like with this lab, that taking a step back, identify areas needed to be changed, yet having the time to advocate for my goals and intentions is still something I am able to do, (and well within my nature) even when I feel under pressure. My partner seemed to want to speed up, and as compensation for speeding up to cause errors, it seemed as though he planned on asking a teacher for help identifying quick mistakes, thinking that they are easy enough to realize and fix instantly. Although he was correct about being able to resolve it quickly, doing the titration the correct (slow) way with only an hour took time and he had to leave for the next block (and the lab would apparently be closed once our class is done). I volunteered to stay behind if needed, which put him at ease, allowing us to get 2 accurate trials. Volunteering to do things no matter the difficulty is both within my personality as a responsibility as someone with several younger cousins and have had to entertain several kids before, and also as a cultural part of my identity being a volunteer at mosques. Throughout the whole time though, I was certain that we would not need to stay longer anyways, and I was correct, as spending time to play it safe and slow would result in better results, making less of a mess to clean up and would ensure we can follow steps precisely, removing time spent needing to think or ask for help; just read and do. That certainty does not come from a “positive” or “optimistic” part of my personality. This has nothing to do with being positive, negative, optimistic, or pessimistic. Just logical.
Once I started guitar 12, I already had 13 years of experience, felt professional in older, jazz, and classical melodies under roughly 140 bpm (beats per minute), at a sub-satisfactory amount of being able to predict what notes come next in a song based off of melodic/harmonic progression, and having what felt like an extending level of comprehension and knowledge on musical theory. Once the course started picking up, most of what we went over were chords with consistent opportunities to play bar-chords, while playing extremely easy melodies almost all in tab (tablature) over treble-clef. However, as a proactive reaction to the simple melodies, I decided to play it one octave on the strings up, which made it surprisingly easier to go between notes and now I think I have gotten used to playing simple melodies that way. I am happy to know that I have improved in terms of chords, as I am able to produce clearer sound from my bar-chords, I am able to change chords faster (enough to the point I can play all the songs we have had to play as a class).
Along with the chords, I have also received the opportunity to play a song of my choice several times. That if which I have so far chosen the FNAF 1 song (which plays at 180 bpm), Wet Hands (which even though seems slow when playing it, it is quite difficult to keep the same pace at the piano version, and to have the notes and loud or silenced as they should be), and for my third song I chose Ruins (a background original soundtrack from the game Undertale, but a much lower note version of it. The notes that my teacher helped me find was the perfect sound, just way too high on the fretboard, so after printing those pages for me, I chose to rewrite all of it by hand to simpler but the exact same notes). I spent time from guitar in grade 9 to learn how to listen to and identify notes, and I am happy that skill has been paying off as I write and listen to the music instead of constantly needing to go back to the printed version then flip back to the page I was writing on. Those three are evidence enough that I can master guitar skills possibly to a somewhat “complex” level.
I used to think fast paced or songs with many chords were challenging, but now I know that there are more difficult skills, and the things that I found challenging before the start of the course are much easier than I thought as long as I put in more practice then I normally would, which makes sense seen as how just playing guitar is not just about muscle memory, music comprehension, and sight reading, but also muscle strength to persevere through the songs. Before the start of the course, one of the things that I believed was easy with just a little bit of practice (as long as all parties knew what they were doing) was songs that required multiple guitars (specifically trios), this was proved wrong when forming class groups to decide on a song to play in-front of the rest of the class, and after two weeks of practicing our song (Viva La Vida), it was still troubling to keep in sync and not lose where we are. After that experience, I am now more clear on the difference between playing individually verses collaborating musically.
Explain how this project reflects both the strengths and weaknesses in your work?
I believe I exceeded the amount of content expected, and went more in-depth than I needed to. I tried my best to explain things as clearly as I could in-terms of community oppression and initial timeline history, and have plenty of resources in my MLA bibliography. The problem I think of when having such a long bibliography is that, sure the assessor can see where you got all the information from, and can validate the sites, but at the same time, the fact that there are so many resources may give the wrong impression to the assessor, via a thought that whoever wrote the document must not be educated on the subject(s) at the time seen as how there were so many roots of information needed. This can be countered with the fact that there was a lot of content, and general knowledge for one may equate to minutes of research for another, exploiting the need to show where the written information can be found (but not where the content is from); nonetheless, it still damages the optics between the assessor and you. I would have liked to integrate more quotes, but was too focused to keep on writing content and editing it, that I took time out from optimizing the amount of resources I have, which I now see explains why I needed the massive number of links. Identifying and fixing that time management issue should resolve most of my challenges in terms of goals for the assignment. The only thing afterwards that I can currently think of to improve on would be getting through the processes of content, edit, site, (edit,) and repeat, faster but without losing quality or skipping information. Perhaps keeping things more concise can save time, but that will take longer to relearn how to do, because I feel like I am too used to writing long essays, as a practice for university level writing assignments. The thing wrong with that is you must be able to keep things concise, yet still have plenty of information that concise shouldn’t mean short, unclear, or skipping details.
Core Competency Self Reflection
Think of your assignments generally. Describe what completing assignments is like for you? Easy? Hard? Why is it easy or hard? Or what specific parts are easy or hard? Or what kinds of assignments/work is easier or more enjoyable for you than others? What things outside of a formal school situation do you do, that help you succeed in English?
When needing to do assignments regarding posters or diagrams, I have to use my creativity, which I usually don’t do for assignments and projects, so I’m not used to it, in turn making me a lot slower by overthinking even the simplest of details, because the logic side of my brain tells me that there should be more work than just that, so where is it? That makes me even slower because after putting in the work and still feeling that, it makes me procrastinate while I rack my mind on what else I could add. I am able to differentiate a lot of on task, straight forward creativity in an organized fashion, from somewhat off topic, not vividly organized creativity that makes sense. I cannot differentiate on task, organized creativity, from extending level creativity. I may as well be a fourth grader looking at multiplication and integrals side by side. I have no idea what integrals are, so my brain, just like any other, blocks it out since there is no possible way to identify the important parts that put together the entire thing. When doing written and logic based assignments, whether if I have to present it or not, I am comfortable with it because I have my script, I have a good understanding of how my audience’s brains will react to my information and what factors play into that, and I can quickly and easily identify what parts I may need to add or improv on midway through. I find purely written assignments easier because not only do I use my brain’s logic side most anyways, but I find it easier to explain things when writing them down instead of through imagery or verbally since factors like tone do not play a role, and using uncommon conversational words to help specify to one context and/or an elaboration do not create awkwardness unless there’s a grammar error, which I am trained to identify and think of the most efficient ways to correct it to, based off whatever I am about to write. Even outside of school, for martial arts I had to write a document about the word of the month (usually a positive adjective or action), ranging from 600 – 900 words long, starting from 6th grade. Even sometimes my friends or family ask me for information, in which I put into a word document that is usually a bit over 1000 words. On top of the writing practice by helping others and the martial arts monthly essays to force me to think of new definitions and elaborations for singular words, allowing me to see the vast synonyms and connections between them, I also sometimes get tutored for English academic writing, which boosts my confidence and typing speed/processing speed even more. Unfortunately, having to write a paragraph or more via paper and pen/pencil takes far more time for me to complete, despite my background, due to me being a perfectionist. I am happy with how my skills turned out to be though, especially since I can focus more time on learning how to write better, and do not need to waste time on the act of writing.
Should our criminal justice system be more punitive or rehabilitative? Why?
The Canadian criminal justice system has a conviction rate of 62%, but excluding deals and guilty pleas and deals, its drops down to 50%. Based on the charges and the court procedures seen when going to the Surrey provincial court, the system is already rehabilitative enough. A man named Abraham shot someone with a semi-automatic gun, didn’t report anything, almost killed the victim but failed, then tried to hide the gun and threatened the victim to not tell anyone about the encounter, otherwise there would be problems. He was only sentenced to 4 years in jail without parole, but only 2 years would be written on his criminal record in hopes of not deteriorating his life too much. He did not give any reason as to why he committed that aggravated assault. Another guy who had rage problems tackled a woman that lived across from him, who came over to his apartment. He strangled her while allegedly holding a handgun, but ultimately let her run away after she knocked the gun out of his hand and kicked him off enough for her to escape. They both tried reaching for the gun, but neither could get it while holding the other away from it. The man was only sentenced to 18 months of parole (reporting what he’s done throughout the day to any parole officer whether it’s his officer or not, but preferably his own, there is no curfew with the parole, and an ankle bracelet on him for the first few weeks of the parole). The final part of the sentence though, was more consistent anger management rehabilitation and therapy, paid for by the government. The main reason for only parole and no jail time for that simple assault is because the judge thought that the defense felt remorseful by moving a block away from her after the incident, going to anger management therapy (despite already receiving therapy before the incident), and sending her a letter apologizing for the incident. The person being charged didn’t say a word throughout the entire crime or trial, and only nodded to agree to his charges and that he understood what was going on.
I feel as though the system is far too rehabilitative and should be more punitive. The sentences for things should be higher. Crimes that happen are accused of being not as bad as they really are to convince the defense to cooperate, agree to the charges, and make sure that there is a conviction with a sentence. Crowns should be able to dig into evidence more, and be able to charge people with crimes closer to what they actually committed.
I can analyze evidence of a case to determine what needs to be done and what the restrictions are. I’m able to build evidence and claims off each other to uncover the inconsistency that lets me ascertain the real and important evidence from the fake and irrelevant evidence. I can and have shown the ability to narrow down the important details enough to evaluate the problem at point blank to ensure a fitting judgement has been made in relatively close ties to the Canadian criminal code.
My second science 10 lab was to test observation skills. The class was each given 2 papers. One that explained the step-by-step lab procedure, the other to note observations before and after 10 minutes of putting 2 chemicals together. Each pair of chemicals were mostly merging one from a PH scale, and a chemical compound off the periodic table, sometimes one of the two swapping out for being a molecule of a polyatomic ion instead. We received the papers a day in advance to look over them and not be too lost when doing the actual lab, so the next day was when we were put into partners to synthesize the chemicals. We each tried our best to have our observations similar, but ended up writing quite different observations, which was good because it was encouraged to have differences instead of seeming like you piggybacked off someone. Most of my observations remained the same from the start of the new chemical composition to 10 minutes later, so I simply drew an arrow one box over to the table in the next row to represent that my observations stayed the same. We tried doing 2 chemicals at a time, then piggybacking observations but immediately stopped after noticing that our observations were different, making us need to redo the first 2 chemical synthesis’s. I was instructed to use scientific sounding words but, I at the same time tried to keep it simple, which made me not only have to be careful with observations, but also be careful with descriptive word choice. Having to tell our partners our observations to make sure that we were at least close to being on the right track was also a promising idea, to triple check our facts, and give ourselves a reality check in terms of understanding descriptive language. It took a lot of collaboration and open-mindedness to keep a mutual understanding in different (possibly fully opposing) observations, because we had to check each other’s work. This was a problem because it’s difficult to say that something is wrong when you already have an answer you are unsure of but since you wrote it, you want to hope you are the correct one; meaning it is hard to confirm somebody else’s work when you already have a bias answer. Hearing somebody else’s answers helped me by reminding me what categories of observations to look out for (colour, smell, texture, etc.) and what order would best make sense to have them in, so as to not forget any observations. When looking back on the experience, I feel as though I slightly blocked out my partner’s ideas too much, which made me sound biased when asking for an explanation of my partner’s answer.
Both of us seemed to successfully advocate for our observations to each other, just having a hard time accepting that our answer wasn’t the only one. I wasn’t able to support most of my partner’s answers but, I did encourage some of them by admitting that they were on the right track or sounded better than some of my answers. Most of the ones that I didn’t believe were right, I simply tried to only silently deny them and seem like I was acquiescing them and ask to make sure the claims were true because of certain totally opposing factors in my answer(s). Of course, one of us was wrong each time. I tried my best to stay logical instead of biased, but my small frustration of differences in answers drove me to slight biases, same for my partner.
I believe that this Lab helped me develop in core competencies by showing me the results of emotional awareness when there are multiple answers for the same question, and exercised my ability to express how I perceive something in difference to somebody else, and how to confirm if one is correct without bias.
The slam poetry was a great exercise in building confidence. I strongly believe that my volume, tone, pitch, hand gestures, and the content was appropriate. However, there is always room for improvement. I am mostly proud of the slam’s content. I feel that the ideas were relatable and used many poetic devices. My regular talking voice is enough for others to hear me from a decent distance. I was content knowing everyone could hear me, and judging by the attention from the class, that my poem was worth listening to.
If I were to do this again, I think that my focus of improvement should be on 3 things: Hand gestures, tone, and number of lines presented. I tried my best to use an extensive repertoire of words, while keeping my phrases simple enough to understand, yet vaguely enigmatic (via imagery) enough to keep the phrases in the thoughts of the listeners.
When practicing, I stuttered briefly, and that caused me to lose my point on the script. For next time, I will have one point per cue card to not be lost, as best as possible. Right before going up to present my slam poem, I knew that I felt a little nervous, I could feel my legs wanting to jitter but, I was thinking too much about making sure I had memorized the poem. For next time, I will try to memorize it well in advance. Maybe that will help relieve the anxiety and the jittery feelings I had.
I tried my best to limit the number of ideas that can be added into the poem by setting a strict context to poetic devices, so I’d simplify my rubric, as long as I reach or pass the amount of words/lines needed; and with less to go off, I can conclude the lines and poem overall easier than trying to fill in the end with every possible conclusion I can think of. What was going through my mind when I started looking for a conclusion was trying to eliminate options against the strict context and if there’s any possible that could end in a poetic device, or simply any possible vagueness or puzzling mini concepts, then organizing the remaining into categories of simple, mid, and too open-ended or difficult to understand. I organized and eliminated those categories thanks to Ms. Touré’s advice of having things relatable but, not having a possible context misunderstanding, and not too unorthodoxy words. Lastly, I inserted whichever had the best rings to them.
Core Competencies in Poem:
I use evidence to make judgements or decisions as demonstrated in line 3: “Me at 9 was a common sense and unknown variable questionnaire…” meaning I took answers to questions, and what proves those right or wrong to narrow down my options of what to do in certain situations, then make the judgement of which action(s) to take based on prioritization. An example of when this happened is when choosing to finish my booklet of questions about the book previously read, over doing the journal prompt but, I wrote down the journal prompt first knowing it would be taken down.
I seek, develop and weigh options as demonstrated by writing down a bank of possible words for each description and poetic devices I want to use, and develop new ways to connect contexts. For each context I produced, I sought alternate word placements to challenge basic English grammar. In doing so, weighed options of which poetic device(s) to go for, as more opened to me for each set of possible word placements I verified could work.
During my first year here at Centennial Secondary, I have already expanded my knowledge in various areas and experiences, studied the past, understood how it ties into today’s society, how to predict things like weather and what will go well whereas what won’t in a stock market, and learnt about law. I’ve had a lot of good times and fun yet informative work activities to do such as anything related to PHE (Physical Health Education), presentations in business, and anything in math besides ADL. I enjoyed conversations during lunchtime with some of the students in the same class as me, with Dario (one of the janitors), and some of my teachers like Mr. Cook or Ms. Do about our work, what we’ll do later, and diving deeper into topics we covered or that we will cover later.
I learnt things about religion, phycology, and about Shakespear’s life from Mr. Cook, some history of Canada, the slave triangle trade, colonization of Canada, Charles I, Charles II, the Bloody Court, the France civil war with Louis XVI, the Bill of Rights, the Habious Corpus, the existence of the Grand Remonstrance, trading with the first nations, and sweatshops during the Industrial Revolution vs now and opinions on them from Mr. Wilkinson, a deeper understanding of cell parts, cell reproduction (mitosis and meiosis), understood a ton more of chemistry than I ever did in middle school, and learnt about physics such as kinetic, potential, electric, and static electricity from Ms. Joo.
I overcame my time management challenges of not getting to school in time, not getting some of my homework done on time, and technically not getting to sleep in time too. No matter the time I woke up, I always distracted myself or spent too much time doing something that I got late for school; it could have been that I decided to start playing games even though I wasn’t fully ready to leave, or that I slept in, or that I decided to work out instead of packing my backpack, all which would make me late for school no matter if I woke up at 6:30 or 7:30, but I always arrived at the same time which was around 5 past the time I was supposed to be there. I was a very slow writer, too much of a perfectionist, and tried to be too accurate when writing information that I went off topic or wrote down true things but still, they were things that weren’t mentioned in the material given to me by my teacher(s). The “technically not getting to sleep in time” is justifiable because I had sleep deprivation at the time, even when writing this I still have sleep deprivation (writing this at 12:17am). Hopefully my sleep deprivation will go away soon, I compensate by exercising and following “you are what you eat.”
This year, I reached my second goal of researching the prerequisites and requirements to obtain the skillsets and wisdom to follow the path of an astronomer and a medical scientist. I reached my third goal of developing myself in a positive manner, avoided things that could reduce my mental growth and/or physical health. I developed positive habits like the 7 Habits of Highly Effective Teens: Be Proactive, Begin with the End in Mind, Put First things First (prioritize), Think Win Win (think of a conclusion where both sides win), Seek First to Understand than to be Understood (listen to something first before giving your absolute, full, or final response), Synergize (work with others to produce a greater result than separate efforts), Sharpen the Saw (take time to self for free time, relaxation, and looking after one’s health). I have developed traits such as respect, honesty, courtesy, modesty, integrity, never set people’s abilities on different standards like someone misogynistic or sexist, and tried my best never to give up on someone or something once giving my attention, time, help, and efforts.
This year, I realized I learn best by small explanations or visuals if there’s a formula to be learned, and repetition of using new knowledge to retain it and make full sense of it.
When having difficulty with something, I turn to my mother if its for grammar or science, my dad if its for religion, math, or history, and both if its for business. I turn to Mr. Cook if its for psychology or poetic devices, I turn to my extracurricular math teachers, Ms. Do, and Ms. Lam for math, and I turn to my uncle (mom’s brother) or Ms. Olchway if its tech.
Favourite Website
I don’t have a favorite website for educational purposes but I can say https://www.google.ca would be my favorite because its where I access all information, articles, games, pictures, videos, and examples on various assignments.
Favourite Video
For videos as well, I don’t have a favorite. I chose this one because I like math and without it, I wouldn’t know how to solve math questions ahead of my grade. I don’t care if I’ll do it later on and have time, its math so I’m eager to learn it.
Favourite Picture
I chose this picture to be my favourite (totally didn’t make this picture right when I saw this assignment in teams) because its a reflection of all the PowerPoints I made which I am proud of since I put effort into them, but also because it gives me a trip-down-memory-lane of some of the things I’ve covered throughout the school year everytime I look at them.
Just by looking at them, I remember what I did in those PowerPoints and for what class.
English 8 & 9: Poem definition, I did that in grade 8 but added more in grade 9, the poem definition was just a small assignment to put down five poetic devices we learned so far at that time, I added more than I was supposed to that it went into the twenties, I added more in grade 9 to put it into the thirties. A Wrinkle in Time is a book and a movie. I did a PowerPoint in a video format reflecting on the storyline and characters in the book version even though I really wanted to do the movie, it was against the instructions (so it wasn’t as cool).
Business 9: The 1980 Recession was due to tight money related policies to fight mounting inflation, ending in interest rates dropping but unemployment rates hitting 24% then dropping to 17% by the end of the year. It was also due to the Iranian revolution energy crisis which caused a disruption to the global oil supply. The economy was building up to the recession since the 1960s and is quite surprising that it took two decades for things to start going downhill. Business, politics, and history are not my interests so I’m happy I did this in a group. The business flowchart is just the process of what happens once an online order is placed, it was a very small project but required a ton of research.
Science 9: The background looks like an amazing work of art, and even though it only took me three consecutive hours to make those ten detailed and informative slides, it took three consecutive hours.
Favourite Quote
“Everything has a formula. Knowledge are building blocks to construct items in which you discover new formulas.” -Irfan Sonawala
This is the most true quote I could find relating to education. I chose this quote out of all the quotes there are because of favoritism towards the fact that my father made it on the spot when I asked him for a quote, and when it comes to education I have no quotes in mind.
“5 Hidden Gem Places to Visit in Kyushu.” Japan Today, 22 Aug. 2020, https://japantoday.com/category/features/travel/5-hidden-gem-places-to-visit-in-kyushu.
A Wrinkle in Time. Directed by Ava DuVernay, Legend3D, Walt Disney Pictures, Whitaker Entertainment I, 2018. https://www.imdb.com/title/tt1620680.
“Recession Will Likely Be Longest in Postwar Era.” NBC News, 8 Mar. 2009, https://www.nbcnews.com/id/wbna29582828.
“Particle Drapery Luxury Gold Background 3d Stock Illustration 1417319138.” Shutterstock, https://www.shutterstock.com/image-illustration/particle-drapery-luxury-gold-background-3d-1417319138. Accessed 18 May 2023.
Desmos is a game mainly for laptop, computer, or pc. This game is designed to be an educational game of exercising mathematical thinking to narrow down graphs by asking yes or no questions to the person who picked a graph out of the options given. The goal is to figure out what graph the other person chose in the shortest time possible and with the least questions possible, each graph deemed not it should be justified and make sense. Yes, this mean you need a partner in order to play Desmos as there are no npc/robots.
Core Competency Reflection
I can easily identify where I need help in math and where I am fully and confidently able to help others learn and grasp concepts.
I don’t require nor use internal motivation to do most math related things because I find it as fun as doing a word search or sudoku, especially when it is put into a game format like Desmos even if I generally dislike that aspect of math. For some aspects of math like graphing or order of operations with decimals, I do use internal motivation which is simply “do it now, do it later with possibly less motivation and energy, or don’t do it at all and get a not so good mark/grade.” Of course, I pick the first option, I don’t gamble with the second one, plus I could have free time or at least less work later if I do the work currently.
I stay proactive and openly accept opportunities for positive and healthy self-growth, whilst reactively retaliating against anything that will reduce my mental growth or physical health. I use my skills and the knowledge I gain to constantly develop myself and others.
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