Category: Grade 11

BCFP

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My project

Core Competency Reflection

Taking this course really opened my eyes. At the start, I thought I knew a bit about Indigenous people and their history, but I quickly realized how little I actually understood. Learning about things like residential schools, the Indian Act, and cultural appropriation hit different when it was explained through real stories and voices. 
One of the ways I gathered info was through interviews and firsthand accounts. Hearing directly from survivors was powerful and helped me understand things on a more emotional level. I used those experiences when we worked on group projects, like the one about stereotypes in the media. Examples of where I communicate clearly and purposefully can be seen in our group presentation on cultural appropriation. I explained my section using examples that helped connect history to today’s world. I use evidence to make judgments or decisions as demonstrated in my media reflection, where I used examples from real TV shows and articles to explain stereotypes.

One goal I have for myself is to keep building on my awareness and continue learning, even after this class.

The prompt I want to focus on is:

“I seek, develop and weigh options as demonstrated by…”


Literary Studies 11

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“Students communicate to share and build on one another’s creative ideas”

A majority of this class was taught through discussion. I was able to communicate my idea and opinion to the class and listen to other as well. Many discussion were ignited by others idea’s and it allowed the class to be inclusive.

“Thinking critically to recognize and appreciate different perspectives is key to both interpreting and creating communications”

In this class we read Macbeth and Julius Caesar, and we dove into interpreting characters thoughts and their perspective. This strengthen our ability to recognize different perspective and appreciate it.

“I communicate clearly and purposefully, using a variety of forms appropriately“

I was able to communicate clearly in my novel presentation. I was able to do this using PowerPoint and my presenting skills. Furthermore, I was able to communicate my understanding through numerous tests.

“I can think “outside the box” to get innovative ideas and persevere to develop them“

I thought outside the box when I was making my novel study presentation. I made my PowerPoint outside the box and it allowed me to convey certain emotions about the book.

Drafting and Design 11

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One assignment that I found particularly enjoyable was the Cabinet project. It was an excellent opportunity to apply my AutoCAD and Fusion skills, which are essential for my future as an engineer. This project taught me how to create a functional and aesthetically pleasing cabinet. The lessons I learned, particularly the importance of communication in design when conveying my design using dimensions, were valuable. Although I faced challenges, such as incorrect dimensioning, I overcame them and grew from the experience, ultimately strengthening my abilities in these programs.

I can build the skills I need to make a project work even if it takes a few tries (THINKING)

I can experiment with different ways of doing things (THINKING)

I can understand and shar information about a topic that is important to me (COMMUNICATION)

Transforming Parabolas

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Graph A: Quadratic parent function 𝑓(𝑥)=X^2

Graph B: Shifted up 𝑓(𝑥)= (x-6)^2+2

Graph C: Opens up and is wider 𝑓(𝑥)= 1/3 (x+7)^2 -5

Graph D: Opens down and is more narrow 𝑓(𝑥)=-10(x-5)^2

Graph E: Shifted down 𝑓(𝑥)=-(x+1)^2-1

A, H, and K all play significant rolls in where the parabola is and the shape that it has. The A coefficient determines the direction and width of the parabola. If A is positive the parabola opens upwards; if A is negative it opens downwards. A affects the width of the parabola; the larger the value the narrower the parabolas is. Graph C has a width larger than the parent function which means the coefficient of A is between 0-1. The value of H moves the parabolas left or right on the graph. It represents the x-coordinate of the vertex. Thus, meaning if H is positive the parabola is shifted to the right, and if it is negative it is shifted to the left. Graph D represents a positive value of H, because it has shifted to the right of the parent function. The value of K shifts the parabola up or down. It corresponds with the y-coordinate of the vertex. A positive K moves the parabola upward and a negative K moves it downward.

Self Assessment

  1. In this assignment I was able to approach the concept from different angles to deepen my understanding. I used algebraic explanations, in the paragraph explain the significance of A, H, and K. Furthermore, I created multiple parabolas to showcase the geometric transformations of the parabolas. Taking the information that was given in text I created functions that better showcase the purpose of A, H, and K.

2. Throughout this assignment I used mathematical vocabulary such as, vertex, coefficient, shift, function, positive, negative, and coordinate. Using the mathematical vocabulary I was able to create a clear and understandable paragraph that explains the importance of A, H, and K.

3. I was able to format this assignment in an organized way to make it clear and easy to read. Furthermore, I clearly labeled and coloured coded my graphs to make it easier to follow. Also, I used headers and bolding writing to separate unlike text.

Reviewing Chapter 1: Factoring & Radicals

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The part of chapter one I feel most comfortable with is factoring. I have found it quite easy to factor polynomials of all sorts. On top of that, I was able to practice my ability in the workbook questions and get a better understanding of what I was doing. However, I would say that a difficult part of this chapter would be a combination of radical equations and solving for extraneous solutions. Even though extraneous solutions are fairly simple I tend to forget to check for them, which in turn could deduct marks on future exams. I am currently working on checking for the extraneous solutions even though they are very tedious. Another thing that is a challenge is radical equations. Numerous questions in the workbook have stumped me and made me require help. Even though radical equations are long, tedious, and require great attention to detail, I believe that I am improving on the topic. I was able to improve by repetition, teach the concept to someone else, and perseverance. I tend to learn the material at hand better when I do it on whiteboards. Doing mathematics on whiteboards helps me converse with my peers and get a better understanding of how and why that step or formula was used. Furthermore, I find that when I teach someone the material it helps me retain the information more. I plan to prepare for the test by devoting the upcoming flex, lunch, and days to studying. I am completing the workbook questions, and on top of that, I am doing the extra practice posted on OneNote. Before taking the test I will be doing warm-up questions to activate my brain and get me in the right mindset. I complete all assigned work on time and in an appropriate manner. No matter what challenge is thrown at me I can preserver and succeed. I understand that in this course I can only rely on myself and that my behaviour/attitude to succeed. I am going to ensure my success in this class by never quitting, seeking help via flex or peer tutor, and completing the extra practice to strengthen my understanding. Quitting is not an option, which means that I must persevere and endure the challenges that are thrown towards me.