This is a photo from the 20G lab where we had to titrate an oxalic acid solution with unknown concentration with an unknown concentration of base, NaOH. Our titration resulted in a pale pink color, as shown above. The core competency that we demonstrated well was communication.
I can work with others to achieve a goal shown in this lab by communicating clearly with my partner when adding base to the solution as it was very difficult to create the pale pink color. Also, another example of our great communication was prepping for each trial. We were able to restart for each trial quickly as we both talked to each other about what to set up or cleaning up.
Green graph: A parabola that opens up and is wider than the parent function y=1/5x^2 + 2
Black graph: A parabola that opens down and is more narrow than the parent function y=-4(x-2)^2 + 1
Blue graph: A parabola that has been shifted to the right of the parent function y=(x-3)^2 + 2
Purple graph: A parabola that has been shifted down lower than the parent function y=-1/8 (x+1)^2 – 1
Paragraph:
A, h and k were significant in my equations as they helped me achieve what was needed for each graph. In order to have a wider graph, I would have to change my a value to a fraction. The wider I wanted my graph, the smaller the fraction had to be. For example, if you look at my widest graph, the purple one, I have an a value of -1/8 (the negative determines that my graph is facing downwards). So then, if my a value was a greater number (that’s not a fraction), my graph would be narrow. You can see this in the black graph which has a a value of -4 (again, the negative only tells us that the graph opens downwards). The h value tells us how far left or right a graph is moved. We can see this in the blue graph, as it has moved 3 units along the x-axis. We can confirm this by checking its equation, where its h value is 3. Finally, the k value will determine how far up or down a graph has moved. The green graph has a k value of 2, so we can expect to see it translated 2 units along the y-axis.
How did you represent the same mathematical idea in multiple ways in this assignment?
I shown the significance of the a, h, and k values through the paragraph written above, and constructed translated graphs in Desmos. The equations I given for each graph have been listed below the image, which provides a clear translation from its parent function.
State some of the relevant mathematical vocabulary words you used to demonstrate your understanding.
How did you use formatting to share your information in a clear and organized way?
I followed and completed the instructions in order which arranged my Edu-blog, and I extended the clarity by italicizing a sentence/word that opens a new section. Also I took the advice of saving the image of the graph rather than editing on Edu-blog to avoid a blurry/messy image.
The part of chapter 1 that I am most comfortable with is factoring. I have done lots of factoring before entering this course, and I completely understand how it works.
The most difficult part of chapter 1 for me is solving radical equations as its the one area in chapter 1 that I am the least familiar with. Fortunately it is not that difficult as I quickly understood how it works, so I know I can get rid of this difficulty by spending more time on solving radical equations.
I usually learn new material best when I work with others. In this course so far, I enjoy how we are given the opportunity to work in groups because other people can help you understand problems that you run into. Also, it gives one the chance to demonstrate their leadership by helping someone who is struggling. Thus, I feel that teaching someone is one of the best ways to show/grow one’s own understanding.
I plan to prepare for the unit test by studying starting a week before the test. I do this by completing extra questions in the workbook, as I find the best way I learn math is by repetition. Also, spacing out when you’re going to study is better than cramming everything the night before, so it’s best to prepare for the test as soon as you can.
I have already completed all the assigned practice problems.
“I persevere with challenging tasks and take ownership of my goals, learning and behavior.” For me, this statement means that one is responsible of their growth, and if one was to run into a challenging issue, they should remind themselves about the goals they set for themselves, in a controlled behavior. They should not get rid of a goal just because of a single issue, but rather be reminded of that goal to keep challenging that issue.
8/a) What was something you learned that you didn’t know or consider before? Â
Something I didn’t consider before the CPR unit was all the steps taken before you preform CPR. I only saw CPR performed through movies and shows, and it showed an inaccurate procedure of what to do. The additional steps that I learned this unit was asking the person for consent before doing CPR, assessing hazards, and recovery position. Another thing I learned in this unit was that you may have to break someone’s ribs while performing CPR. That worries me but at least I know now.
8/b) What is a key takeaway from the Theory or Practical CPR unit?Â
I felt that the key takeaway from the theory CPR unit was the four R’s, risk, recognize, react, resuscitate. Risk talked about the factors that would affect the given issues (stroke, heart attack, choking, etc.) such as smoking, high cholesterol, obesity, high blood pressure, diabetes, and lack of exercise. Recognize gave us abbreviations for the symptoms of the given issues like FAST, CAB-D, and the five P’s (puking, pale, pooped, puffing, and pain). Next, react teaches us how to treat someone who is suffering from the given issue, like checking the area for hazards, yelling for help, and making the suffering person as comfortable as possible. Finally, resuscitate taught us the steps to performing CPR, like chest compressions and ventilations, and how to use the AED. I believe that the four cover the main parts of CPR, and it guided me throughout this unit.
8/c) How does this unit connect to the nutrition unit learned previously? Â
the CPR unit connected to our previous nutrition unit through health. Many of the issues mentioned in the CPR unit are caused by unhealthy behaviors/diets. The food we consume is important because it can affect our cholesterol and blood pressure. If we don’t monitor this, it can result in the high blood pressure, high cholesterol, diabetes, and/or obesity. By following the healthy information taught from the previous unit, we can avoid or lower the chances of getting the mentioned health issues.
Core Competency Reflection
In discussions and conversations, I help to build and extend understanding by asking questions whenever I am confused. I have no issue speaking up if I am unsure about something, and I have many people to go to such as my classmates, and my teacher.
I can describe how learning about CPR relates to my life because I know a few people in my life who are in risk of having a heart attack or stroke. Knowing how to perform CPR not only makes me feel better, but those around me who are in risk.
One of the ways I ensure my group is clear on what we are supposed to do is to ask each other questions. This made sure we all knew what to do. By having each other, we can progress much faster than doing it by ourselves.
I CAN think about what I am going to convey and to whom I will convey it. During the titration lab, it was vital to have good communication with my lab partner as this lab depended on it. An example of this was when I had to dispense the base from the burette droplet-by-droplet, and I asked my partner to watch the beaker carefully to tell me every change that happened. We successfully got the result needed because of our great communication.
In this artifact, I clearly shown evidence I’ve taken on the topic (Komagata Maru) in bullet point form, under correct citations. The evidence also provided the perspective of the people affected by this topic, and how there could be different perspectives during this time. Further into my research notes, I displayed the causes and consequences, which highlighted the significance of this topic. Unfortunately, I could not add my ethical judgement in this part of the project, however I found my research notes to be extremely helpful when I was doing so in part 4 and 5.
Core Competencies Reflection: Creative Thinking
An example of where I built upon someone else’s ideas is when I found multiple pieces of evidence saying many passengers wanted to leave India, I built on top of that by doing further research on why. During that time, India was under British rule, which would be difficult and unfair to live in. Also, I had to think in a way where I would understand why some things would not be noticed. An example would be little to no female passengers, and poor conditions due to poverty or no job.
I have greatly improved in making conversations in French. I had some experience with learning French (middle school, Duolingo) but we never focused on having conversations. I think these are very important when learning a language because the key point of a language is to speak with others. What surprised me? How easy it felt learning this language. I will have to give credit to my previous knowledge, but out of all the languages I’m learning, French is the easiest in understanding, memorizing, and reading. Some challenges I find when learning French is remembering the accents. In English, we have little to no accents in the words we commonly use everyday. For French, I still struggle with remembering which accents do what, but with the help of my French teacher (and taking time to practice often) I can master these issues quickly.
Project I’m proud of
I’m most proud of my Family Tree project because of the fun I had working on it. I made a PowerPoint along with a model, made with branches and paper cranes. I have the most fun with projects that include making art, so having this project assigned made me excited to show my skills to the class. Also, I was not stressed at all while working on this project, because I was never procrastinating and finished my work before it was due. Some core competencies I showed was communication and creative thinking. I told Ms. Toure about my plan, and she confirmed it before I started working. I showed my creative thinking when I had to come up with descriptions for each family member, to give them something unique to each individual. An example was Grandma’s cat dying, because the family was too peaceful. Another thing I liked about my project was the different origami sheets I used for each individual. They would differ in color, size, and even texture. If I had to do something differently, I would memorize each description when presenting it, just to improve my French skills.
At the beginning of the school year, I lost most of my musical interest so being told that I couldn’t quit band the day before school started made me panic a bit. That night, I started practicing everything I possibly could, until my hands ached from the unfamiliar practices. Fast-forward to around November, I was doing well with the flute, and even decided to join the jazz band with the alto-saxophone.
That went terrible. I didn’t learn how to play the alto-sax, and I ended up quitting before the semester ended. But anyway, I was rapidly getting better at the flute, to the point where I could play my old orchestra music, which included grace notes, sixteenth notes, and faster tempos. The concerts were also different from what I was used to, because in my old orchestra I sat in the back row with thirty violin players in front of me, so there was less attention to the wind instruments. For the band, I was placed in the front-middle area which meant I had to seem like I was paying attention all the time. I was, of course, proving what a great student I am.
Overall, the best musical growth I had this year was caring for my flute. Before, I had no guilt beating my flute against a table whenever I got angry, but now when that happens, I think to myself, is this the right thing to do? My English teacher once said, “if you put more care into something, it will work out better than something you put no care in.” Â
(Side note: he did not say that exactly, but it was too long to remember word by word. I just remember that quote being presented in a motivational way. I tried, Mr. Cook.)
Picking up the flute: I stopped playing the flute during 2021 because of the virus, but for some undetermined reason, I decided to select band as a course for grade nine. I was planning on quitting since I had given up with the instrument, but I was told I couldn’t, so I went with it. I’m so glad I didn’t quit because I made great friends and sometimes, I don’t hate my flute so much.
My enjoyment with reading/writing: my English class in first semester brought back my motivation to read, and because of this I was introduced to unique perspectives and styles of many individuals. This encouraged me to continue writing, which brings me delight.
Being in Science Honors (9 and 10): I’m glad I chose to be in science honors even though I wasn’t sure because I worked much better in these classes since it was at a faster pace, we have more lab opportunities, and I’ve always found myself enjoying difficult things. Currently, I have an A in science.
