Category Archives: Grade 11

Physics 11 Core Competencies Reflection

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COMMUNICATION & COLLABORATION

“Through their communication, students acquire, develop and transform ideas and information, and make connections with others to share their ideas, express their individuality, further their learning.”

In Ms. Curran’s Physics 11 class whenever we are learning a new concept or idea, we are always put into group work as this may help individuals understand these new concepts with the help of their friends. Through group work, I not only learn from my peers but also actively work on my collaboration skills. Furthermore, through talking and applying these concepts to actual problems my partners and I are able to “rally” ideas between one another to understand the concepts more than we would have alone. Through the help of my peers rallying Ideas with me in group work, I have been to actively work on my core competencies which have made me a much better student.

Graphing Quadratic Functions in Vertex form

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Written Response

My quadratic function is very different compared to its parent function. This is shown through its many added variables, this includes the a, h, and k which all represent different transformations and parts of the graph. Seen in my graph, the vertex of my parabola is (-6,-5) this not only represents the h (-6), but also represents the k, which is equal to -5. The h represents multiple things in the graph, it represents not only the amount the parabola is shifted left or right, but also the axis of symmetry. Evident within my graph, as the h is equal to -6, the graph is shifted left 6 units, and also the axis of symmetry is x = -6. Similar to h, the k represents multiple parts of the graph; this includes the range, min/max value, and how much it is shifted up or down the y-axis. Seen in my graph, as the k is equal to -5, not only is the range less than or equal to -5, but also the minimum value is also -5. Therefore, the whole parabola is also shifted down 5 units. Lastly, the a may be one of the most influential variables of the vertex form, not only does it show if the parabola is stretched or compressed, it also displays whether the parabola is opening down or up. This can be determined through looking at the value of a to evaluate whether a is larger than 1, or a fraction between 1 and 0 and whether it’s negative or not. For example, as my a was equal to -2, it represents that my graph will have a more compressed parabola opening towards the negative quadrants.

Self Evaluation

  1. I represented the fundamental mathematical ideas in multiple ways through representing the differences that h, k, and a represent within an equation.
  2. Evident within my paragraph, I have demonstrated a sophisticated amount of mathematical vocabulary. This is shown through the use of terminology as vertex, axis of symmetry, and an extended amount of vocabulary first presented to students.
  3. Not only did I include all necessary information about my parabolas on my graph, I also presented the information in my paragraph in a clear concise manner, addressing all appropriate information one by one.

Facing a Challenge

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Aaron

When I first encountered this problem, I found it challenging not due to a lack of understanding, but rather the abundance of different techniques and steps that an equation like this requires.

The mistake I continued to make would be forgetting to foil as it was difficult for me to recognize the difference between a monomial and a binomial when radicals were involved. Not only this, but I also struggled with the organization of my equations, which led to me often forgetting crucial components that were necessary to the final answer.

To combat these obstacles, I asked my father to tutor me. My father graduated from Seoul University as a math major. Due to this, he’s a very reliable and sophisticated tutor, as he can set me on the right path better than most other tutors. I also practice quite regularly through either the worksheet or through practice questions given to me by my father. Through this, I can easily gain a foundation that I can build upon.

In order to complete a question like this, an individual must understand the basics of algebra, the basics of understanding radicals, exponent laws, multiplying/dividing/adding/subtracting radicals. “FOIL”-ing, factoring trinomials, simplifying radicals, being able to find restrictions, and checking your final answer

The next time I encounter a difficult problem, I will first try to solve based upon my prior knowledge and foundation, if I’m able to get through it, I would go back and correct any mistakes. If I’m not able to solve it, I would either ask a teacher, parent, or search it up on YouTube. Once I have no questions left and I’m able to solve it with little to no guidance, I would find practice questions and continue to strengthen my methods and technique until I fully understand the concept.