Throughout this course, my overall perspective of First Peoples has changed more sympathetically because I am more able to understand the Cultural Identity and horrible past that the First Peoples went through. Many topics were covered such as residential schools, and political events, and we even heard about personal stories. These individual stories were the events that fully provided a deeper understanding and connection for me as they were genuine stories that real people had experienced. Presentations like the survivor presentation and the story about the residential school reimbursement demonstrate how little the government cared about the people and the processes. As time has continued, it has thankfully become a much better living experience for First Peoples, with graduation rates and increased numbers of First Peoples going to school and sharing their culture that displays their identity, which I can now understand in learning through this course.
Category Archives: Grade 11
Core Competency Self-Reflection: Precalculus 12 Critical Thinking
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This year in Pre-Calculus 12 I developed several understandings of many different topics in math ranging from how functions work, movement of functions, logarithms, and (what I’m most proud of) trigonometric functions. In this equation, I had to prove that h=d/cota-cotb using the triangle given (as seen on the right of the question). I’m proud of solving this equation because I had to shift my thinking into completing a proof using the concepts of trigonometric functions, fractions, and algebra. I shifted the way I thought into a more open-ended thinking style to solve this question and I broke It down step by step. By breaking it down into more manageable steps I was able to complete the question. I would like to continue to grow to be a more open-ended thinker as it majorly helped me complete this question.
Chemistry 12 Edublog Reflection
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Thinking Core Competency
In lab 19C, I used evidence to judge what would happen to the solutions within the test tubes. The first tubes on the rack were heavy precipitates that looked almost like velvet or silk but eventually sank to the bottom of the tube. Knowing that the first set created heavy precipitates, it can be inferred that the further down the rack (the more diluted the solution is), the less precipitate will form until none is formed. Following the gathering of this information I was able to create data that corresponds to the results of the lab to demonstrate my understanding.
A & P 12 Core Competency Edublog
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In the Cell Membrane Diffusion Lab communication is a key factor in having the most accurate and best results for cell osmosis. Initially setting up the cell was the most arduous step. Poor communication would result in a loose cell that would leak out the solutions within or it would result in a cell that would not diffuse properly due to a lack of turgor pressure. Later in the lab, everyone in the group communicated their thoughts on which direction the molecules in the solutions would diffuse and we each commented and added to the conversation thoroughly.
During the Cell Membrane Diffusion Lab, I analyzed the evidence given to present accurate predictions for cell diffusion direction. Using both thinking and communication we predicted in which direction the molecules would diffuse through the semi-permeable membrane. These connections were able to be made due to the scientific evidence provided to us.
Core Competency Self-Assessment
Communication
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I was able to collaborate and communicate with my partner to complete this assignment. Throughout the journey of this assignment, we were able to create a Dichotomous key for buttons that we got in a bag. We split up the work so that he did one-half of the buttons and I did the other half. Once we had our basic layout we worked together to figure out the definitive layout for our key.