Author Archives: Arya

Music Monday “LAND” Map Assignment: Self-Assessment

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Artifact

Curricular Response

One image I chose for my LAND map is the yin-yang symbol placed in eastern North America. This image represents balance, opposing forces, and how different ideas or identities can exist at the same time, which connects to the themes of the song. One quotation I included was about living off the land and independence, which supports the idea of self-reliance and reconnecting with nature. Together, the image and quotation help show how land is not just physical space, but also something that shapes identity, values, and ways of thinking. By combining visuals and words, my map communicates both emotional and thematic meaning connected to the music.

Core Competency Self-Assessment

This assignment was different from a typical English assignment because it focused more on visual storytelling rather than structured paragraphs or essays. One challenge I faced was deciding how to represent abstract ideas like truth, balance, and history through drawings instead of words. I overcame this by brainstorming symbols and images that already have strong meanings, such as books for knowledge and landscapes for time and change.

Selecting images and words to create meaning was challenging at first because I wanted everything to connect clearly to the song, but once I understood the themes, it became easier. My cultural background and personal values influenced my choices by pushing me to focus on ideas like independence, control, and how history is often told differently depending on who is in power. Overall, this assignment helped me think creatively and express ideas in a way that felt more personal than a traditional written response.

Computer Programming

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For my Show Off project, I created a Python program that guesses what animal you’re thinking of from a list. It does this by asking a series of yes or no questions, using traits like “has a tail”, “can bark”, or “lives in water”, until it narrows it down to just one animal. It uses recursive functions, dictionaries, while loops, and functions with parameters, all of which were concepts we learned in Unit 4.

At first, I wasn’t sure how to make the program keep narrowing down the list without making it super repetitive. Once I understood how recursion works, I realized I could make the program call itself after every question, using a smaller list of animals each time. That made my code a lot shorter and smarter. I also used a dictionary to store which animals have which traits, which made it easier to compare answers.

I can experiment with different ways of doing something. (CRITICAL THINKING)
I tried using both loops and recursion before deciding that recursion was the best way to keep the questions going until one animal was left. This helped me better understand how recursive functions actually work.

I can generate new ideas as I pursue my interests. (CREATIVE THINKING)
I came up with the idea to make a guessing game because I’ve always liked that type of program. I wanted to challenge myself to make the computer seem like it was “thinking.”

I can monitor my progress and adjust my actions to make sure I achieve what I want. (CRITICAL THINKING)
When something didn’t work or the program guessed wrong, I would go back and check my logic, fix my conditions, and test again. This helped me stay on track and end up with a working program.

If I did this again, I’d add even more animals and traits, or maybe let the user teach the program a new animal if it doesn’t guess correctly. But I’m really happy with how it turned out, and I feel like I understand recursion and dictionaries much better now.

Core Competency Self-Assessment

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Communication

During our titration lab, I demonstrated strong communication skills by actively listening to my lab partner, clearly sharing our observations, and discussing our next steps as we worked through each trial. We made sure to double-check measurements with each other before recording anything, which helped avoid simple errors and made our final data more accurate. I also explained my understanding of what the colour change meant and how we should approach the drop-by-drop technique toward the endpoint. It was important to be patient and precise, so we took turns controlling the burette and mixing the solution to make sure neither of us missed the colour shift. This collaboration allowed us to complete the procedure efficiently and confidently. If I were to do this again, I would improve how we divide the roles more clearly at the start of the lab to save time and avoid small confusions about who should record or rinse glassware. Overall, communicating openly and respectfully with my partner played a big part in the success of our experiment and helped me better understand the process of titration. 

Law Debate

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The Debates

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Rebuttal- Recording-20250313_131341.webm Recording-20250313_132110.webm

Core Competencies Reflection

Examples of where I communicated clearly and purposefully was during a group presentation in class. I made sure to organize my points logically, use concise language, and adapt my tone to suit my audience. When explaining complex ideas, I used examples and visuals to make the information more understandable. This helped ensure that my message was clear, my group members stayed on the same page, and our audience fully understood our key points.

An example of where I built upon someone else’s idea is when I had to take a position on a controversial issue. Instead of forming an opinion based on personal beliefs alone, I gathered credible sources, analyzed different perspectives, and used data to support my arguments. This approach not only made my case stronger but also helped me develop a balanced and well-informed viewpoint.

If there is disagreements within the group, I find it helpful to listen actively, stay open-minded, and focus on finding common ground. My team had conflicting ideas on how to approach our assignment; instead of letting the disagreement slow us down, I encouraged my partner to share their reasoning and considered different viewpoints. By combining the best elements of our ideas, we created a final product that was stronger than our original plan.

Book Club/Work Group Reflection

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Curricular Response

One of the challenges I faced while reading I Am the Messenger was keeping track of the different messages Ed had to deliver and the significance of each one. At first, it was hard to connect the stories of the people he helped to the overall meaning of the book. To overcome this, I started jotting down notes about each person and their situation as I read, which helped me see how they connected to Ed’s personal growth and the story’s theme of self-discovery.

I really liked Markus Zusak’s writing style, especially his use of short, punchy sentences and a conversational tone. It made Ed’s voice feel authentic and relatable, as if he were speaking directly to the reader. However, sometimes the fragmented structure of certain chapters made it hard to follow the flow of the story, especially during intense moments.

Core Competency Self-Assessment

Strength:
I listened to others’ ideas, considered their points of view, and offered constructive suggestions. During group discussions, I made an effort to hear everyone’s interpretations of the book and added thoughtful comments that built on what they said. This helped create a collaborative and respectful group dynamic.

Area to Work On:
I need to improve my focus on the group task, especially when discussions veer off-topic. Next time, I will suggest setting specific time limits for each part of the discussion and keeping track of our progress with a checklist. This way, I can help the group stay on track and complete tasks more efficiently.

Transforming Parabolas

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y = x²

y = 6(x+4)² – 5

y = -3/2(x – 3)² + 1

y = 1/6(x – 7)² + 1

y = 1/65x² – 10

In each of these equations, the parameters a, h, and k play crucial roles in determining the transformations of the parabola y = x². The value of “a” controls the vertical stretch or compression and the direction of the parabola. When “a” is greater than 1, as in y = 6(x+4)² − 5, the parabola is vertically stretched, making it narrower than y=x². In contrast, when “a” is between 0 and 1, as seen in y = 1/6(x−7)² + 1, the parabolas are vertically compressed, appearing wider; this transformation is made more dramatic in y = 1/65x² – 10. If “a” is negative, as in y = −3/2(x−3)² + 1, the parabola opens downward, indicating a reflection across the x-axis. The values of “h” and “k” independently control the horizontal and vertical translations. The “h” value moves the parabola left or right; for example, in y = 6(x+4)²− 5, shifting the parabola 4 units left. The “k” value, like in y = −3/2(x−3)² + 1, where k = 1, moves the parabola vertically, in this case, 1 unit up. By examining the graphs of each equation, I could see how each transformation affected the width, direction, and position of each specific parabola, with the differences in stretch, compression, and translations visible between the graphs.

Self-Assessment

How did you represent the same mathematical idea in multiple ways in this assignment?
I represented the transformations of parabolas by using equations and corresponding graphs. The equations showed how changes in “a”, “h”, and “k” values transformed the shape and position of the parabolas, and the graphs provided a visual representation of these transformations.

State some of the relevant mathematical vocabulary words you used to demonstrate your understanding and their definitions. State where you found the definitions (your own memory, class notes, online?).
I used terms like “vertical stretch,” “compression,” “reflection,” “horizontal translation,” and “vertical translation.” These terms came from my memory and class notes, where we discussed how each part of the parabola equation affects the graph.

How did you use formatting to share your information in a clear and organized way?
I used a paragraph format with logical progression, introducing each parameter (a, h, and k) and explaining its effect on the graph. In addition, bullet points for the self-assessment kept my responses organized and easy to follow.


Spanish 10 Core Competency Reflection

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Creative Thinking

Reflecting on the creative writing core competency through my experience with Paxton on the Spanish script, I realized the importance of collaboration and imagination. Working together, we enhanced our creativity by sharing ideas with each other. Our dialogues expressed the storyline and showed our characters’ emotions. For example, when our team was losing, Paxton’s character stayed positive. After winning the championship, we brainstormed activities like a picnic or a trip to the beach, basing our ideas on the weather. When our characters heard a mysterious thump while driving in the car, we quickly came up with a plan, introducing an unexpected twist. This experience helped me appreciate how creative writing involves creating interesting plots and dialogues, collaborating effectively, and quickly thinking.

The script I made with Paxton shows how we work together and come up with cool ideas, which is what creative writing is about. We learned to adjust our plans quickly when things changed, like when we had to change our story because of the weather. I got better at making characters with different feelings, but I want to get even better at making our stories more surprising and exciting. Just like writing a short English paragraph, making this script needed us to talk and work together to make a fun story.

  1. I can work with others to create interesting stories. Working with a partner helps me think of new ideas. Together, we make our stories more exciting and detailed.
  2. I can come up with new ideas and adapt to changes. When plans change, I can think quickly and adjust. This makes our stories flexible and creative.
  3. I can develop characters that show different emotions. I create characters who feel and react in realistic ways. This makes our stories more engaging and relatable.

CPR Reflection

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My Learning of CPR

https://www.google.com/url?sa=i&url=https%3A%2F%2Fcpr.heart.org%2Fen%2Fresources%2Fwhat-is-cpr&psig=AOvVaw0bHwdTWVqxvvt6l4Taob4z&ust=1713548065841000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCKDK5JamzIUDFQAAAAAdAAAAABAP. Accessed 18 Apr. 2024.

CPR Reflection

A) I learned how to apply an AED to help save a life. By using a shock from the AED, it can help restart the heart’s beating and get it back into rhythm.

B) A key takeaway from the practical CPR test would be to call for help, even if you believe you are certified and trained it is still better if others are aware of the situation and find help.
C) This unit connects to the nutrition unit because people can help prevent heart attacks and strokes before they even happen, with healthy eating.

Core Competency Reflections

In this unit, I am proud that I accomplished my CPR certification by learning the steps on how to save a life and passing this test.

One lesson that stimulated my thinking about the importance of CPR was hearing all the people in others’ family and seeing how many people have been affected.

In discussions and conversations, I help to build and extend understanding by sharing my ideas and introducing new ways of thinking to others’.