Category Archives: Grade 11

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. 

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.