State the domain and range of your graph using proper notation.
Domain: x ∈ R Range: y ∈ R
Explain what the domain and range mean in words
Domain refers to all the possible input values we can plug into a function. Domain refers to the x values on a graph.
Range refers to all the possible output values of a function. Range refers to the y values on a graph.
Is your graph a function or not? Explain how you can tell
My graph is a one-to-one function. Using the vertical line test you can confirm that the graph is a function by checking that the vertical line only touches the graph at one point at a time. Using the horizontal line test you can confirm that the graph is a one-to-one function by checking that the horizontal line only touches one point of the graph at a time.
Self-Assessment
Give an example from this assignment where you represented the same mathematical idea in multiple ways.
In this assignment, I represented the same mathematical equation as both a graph and an equation. The graph provides a visual representation of the equation, making it easier to understand, unlike the equation, which may be harder to interpret.
Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.
In this assignment, I used mathematical vocabulary such as domain, range, function, and one-to-one function to describe and analyze my graph. These terms helped me clearly explain the details of my graph and demonstrate my understanding.
Give an example from this assignment where you used formatting to share the information in a clear and organized way.
In this assignment, I used headings and bold text to organize my responses and clearly separate my work into different sections. This made the information easier to understand and follow. For example, I used the heading Self-Assessment to show where the topic shifted to a new idea, helping the reader understand the new focus of the section.
When working on this project, I knew the group was working well together when I heard/saw that we had met all the criteria and wrote our script successfully with minimal challenges, we were both fully engaged the entire time and used our time in and out of school to make sure we were ready to present when it was due. We worked well together while writing the script, and collaborated on our ideas to ensure our success.
An example of something I have spent a lot of time learning about is proper French grammar and French vocabulary. In our skit, we had to incorporate the grammar and vocabulary which we had learned in class along with other commonly used French phrases to further enhance our skit. Using what I learned in class I formulated a two-minute-long skit with a partner to showcase my new skills.
A goal I have set for myself moving forward is to procrastinate less with my assignments and studying, I often put off studying or in this case, memorizing my script until the day before it is due which causes a lot of stress for me. Moving forward I would like to work on this and hopefully create less stress for myself.
Some short/long-term goals for myself include completing my assignments a couple of days before they are due, procrastinating less, and sticking to my goals. My plan to achieve these goals starts with small, manageable steps. For example, I’ll aim to finish a few assignments ahead of schedule while working on the remaining ones closer to their due date. To procrastinate less, I can set reminders throughout the day to allocate small chunks of time for working on assignments. This will help spread out my workload. To stick to my goals, they need to be achievable. When setting a goal, I’ll ask myself: “Can I realistically complete this in the time I’ve set?” If not, I will adjust the goal to make it more realistic. Knowing I’m capable of reaching the goal helps me stay motivated.
If the group is not productive during a project, we can start by working on small sections of the project together. This could help spark ideas and inspire each other while also building momentum as we see parts of the project getting completed. Taking these steps can help get the group back on track and moving in the right direction.
Curricular Competencies
1. How did you create or interpret graphs, theoretical or physical models, or diagrams to understand or explain scientific ideas?
In Earth Science 11, we completed a unit focused on weather, specifically clouds and various types of extreme weather. During this unit, we studied numerous diagrams and had the opportunity to collect and analyze data by recording different types of information multiple times a week. We then used this data to create and analyze various graphs. Working with these diagrams and graphs gave me a deeper understanding of the topic.
2. Which physical activities did you engage in and enjoy the most this term?
In Physical Health Education 10, I engaged in multiple physical activities outdoors, such as snowshoeing up to Brockton Point, canoeing at Sasamat Lake, and hiking many different trails in our area. These activities were enjoyable because I saw beautiful views and bonded with my classmates while being active. I was able to work on my physical and mental health on these out trips.
3. How have you grown in your leadership skills this term? When and where do you think you have demonstrated leadership the best?
When the semester started, I only intended to talk to the friends that I had in my class. However, as the term went on, I realized that showing good leadership skills meant that I had to reach out and talk to my other classmates that I didn’t know well. I’ve grown in my leadership skills by initiating conversations with my classmates during group work and trying to spark ideas during projects. I think I demonstrated leadership the best during group projects when I encouraged everyone to contribute and worked to keep the group organized. For example, I encouraged my group members to share their ideas by asking them questions about the topic at hand.
4. How did you explore the diversity of Canadian Identities and perspectives?
As a part of my Echo project, I decided to interview my dad about his journey to Canada from Poland and why he decided to come here for a life filled with more opportunities. I got to learn about the history of Poland from my dad and all the diverse Canadian identities that are a part of my classmates’ families during our class presentations. I heard about many different identities and their unique journeys.
5. How have you begun planning for your career-life pathways? What skills in networking, job-seeking, and employment marketing have you developed?
In Career Life Education 10, I worked on developing my job-seeking and employment-marketing skills by creating a resume and practicing writing a cover letter for a theoretical job position. I also completed an assignment where I looked into a few careers I was interested in pursuing and researched them to see if I thought it was a good match for me. This taught me many important skills when it comes to applying for jobs.
