Lab 20C Reflection
“I can work with others to achieve a goal”
I think that I can work with others to achieve a goal because during this lab me and my lab partner had some difficulties successfully doing the lab. However, we were able to work together to get it done, and were both able to keep working to the very end. During challenges we were both able to communicate effectively and accomplish the goal. We were also able to build off of each others knowledge of the lab to critically assess what the lab should look like and how it should turn out. When we were finished, we both made sure the other partner was satisfied with the lab results.
J11 U3 お休み Post
食べ物です
来年, パリに行きたいです。カラオケやライブコンサートもできます。エッフェル タワー 楽しそうです。わたしのかぞくはペストリーがたべたいです。わたしはパリのパン屋がすきです。ケーキ、パン、チョコレートの中ではチョコレートが一番です。チョコレートはとてもおいしいです!
ホテルです
ホテルの やちん わ 1-ぱく 200-どるなので やすい と おもいます。ホテル も とても せいけつです。きのう わ ろうか お じゆう に あるきまわtて いました。ベッド で やすむ の が いちばん すきでした。
R2 – Tokyo Skytree
I have never visited a city tower before, but I think the appeal of a tall tower is that it lets you see up high, once you get to the top, and you get to have a nice view. For most people, this sin’t something you would usually get to see, and can feel luxurious to experience. This is especially true when this building is one of the tallest in the world. If this kind of landmark was in Coquitlam, I think that it would be a well visited place, but may not have a lot of the excitement that it does in Japan. Tokyo is a lot more densely populated than Coquitlam, and therefore when something cool or exciting, the word gets around faster, and is surrounded with other things that you could do afterwards. In Tokyo, there are also a lot more niche cafes than in Canada, such as Pokemon Cafe, and Vampire Cafe. Of course this would have something to do with the population, but also a lot to do with how in Japanese culture, they like to become masters at whatever they do, and perfect their jobs. In Japan, it is a lot harder to find a lousy bakery owned by someone with little experience, but in Canada it is more common. When my dad went to Tokyo, even the little bakeries had master level baked goods. Also, in Tokyo, creativity and expression seem to be encouraged, which could explain all the themed shops and cafes. People are very open about what they like and easily find groups who like the same. My dad also saw lots of people who liked to cosplay as their favourite characters roaming the streets, for example. When it comes to city funds, I think that It may not be the best use of money, if there are other problems to worry about like housing the homeless, or fixing the environment. However, I would like to see the Disneyland that they have in Japan, that exists in Tokyo. Apparently, it opened in 1983 and was the first Disneyland to open outside of the United States. Tokyo Disneyland is made up of 7 different lands featuring seasonal decorations and parades, according to Japan-guides.com. I think I would be most excited to see Tomorrowland. Tomorrowland is one of the themed lands and it was designed as a loose copy of the Magic Kingdom’s Tomorrow land, with both of them sharing almost the exact same entrance, and identical waterfalls, according to Disney Wiki.
R3 – Japan’s Judicial System
The Japanese legal system seems to have a bit more to go in terms of establishing a fair way to keep it’s citizens safe.According to a website called “The Christian Science Monitor”, It’s been nearly 60 years since Ishikawa Kazuo was sentenced to death for the rape and murder of a high school girl in his hometown of Sayama, Japan. He’s maintained his innocence throughout the decades, and lately people have questioned his sentence. Japan is a country with one of the lowest crime rate in the world, despite it’s population. In comparison to Canada and America, it is extremely safe. For example, Once my uncle who lives in Japan had forgotten his designer bag on a park bench, and had only noticed when he was two hours away, and on a train. When he got back to look for it, the bag was still there. I think this is because in Japan, they may feel worse about rebelling against the law, and strive to keep inner discipline and integrity. In Canada, we have a more individualistic culture, and therefore may be more prone to thinking we are above others, and that the law does not apply to us. An example of this is how in many pop songs, there are egocentric lyrics that go along the lines of “I’m a diamond in the rough” or “I will be the very best”. It’s also possible that we are more likely to disobey rules that we personally do not agree with. For example, being a leader is emphasized as a good thing all throughout our culture. For example, when applying for jobs, I find that they almost always ask for things like “how are you a leader in your own way” instead of honouring the ability to listen to the people of higher status than you. I think Japan’s low crime rate is one of the main reasons that stories of the falsely accused go unheard. According to website called “Vox” the intentional homicide rate of Japan is 0.03 percent. Sometimes in Japan, even when you are proven not guilty, the stigma around it still may make your life very difficult.
Transforming Parabolas
Graph A (Red) : Quadratic parent function 𝑓(𝑥)= x^2
Graph B (Blue) : Opens up and is wider 𝑓(𝑥)= 1/2x^2-2
Graph C (Green) : Opens down and is more narrow 𝑓(𝑥)=-111(x+4)^2+2
Graph D (Purple) : Shifted to the right 𝑓(𝑥)= (x-8)^2+1
Graph E (Black): Shifted to the left 𝑓(𝑥)=15(x-5)^2-2
Significance of “h”, “a” and “k”
The “a”, “h” and “k” parts of my graphs are fundamentally important for the outcome of the parabola and are the defining features that determine a function. Each of these functions follow the equation 𝑓(𝑥)=a(x-h)^2+k. So, following these rules, you can see that “a” represents 1/2 in Graph B (Blue), and -111 in Graph C (Green). The coefficient of the brackets in the function, “a”, determines the compression and direction of the parabola. This means that the higher the number that “a” represents, the thinner the parabola, and when “a” is negative, it opens down. Graph A (Red) follows the quadratic parent function of 𝑓(𝑥)= x^2. This still follows the “𝑓(𝑥)=a(x-h)^2+k” formula, but implies that “a” represents 1, while “h” and “k” represent zero. Therefore, if “a” represents a number that is a fraction of one, the wider, or less compressed, the parabola will be. This is shown in Graph B when a wider parabola was needed. Other clear examples of “a”‘s purpose can be seen in Graph C (Green) or Graph E (Black). Graph C and E are compressed, and therefore “a” had to be a rational whole number that is greater than one. The purpose of the Graph C was to open downwards, which means that “a” has to be a negative number. The “k” is significant because it dictates what the value of “y” will be for the vertex of the parabola. In Graph D, the “k” was +1, and that is the value of “y” for its vertex, making it the minimum value of “y”. However, if the parabola were to open downwards, “k” would be the maximum value. In some of the graphs, “h” had a very important purpose. Subtracting a value from “x” before it is squared, shifts the parabola to the right, but if the value of “h” is negative, it shifts to the left. An example is how in Graph E, the value of “h” was -5, and made the value of “x” a +5 in the vertex.
Self Assessment
How did you represent the same mathematical idea in multiple ways in this assignment?
I represented the same mathematical idea in multiple ways by bringing up mathematical standpoint with function equations and what it means for the vertex. The vertex helps you visualize what the parabola may look like on the graph, and gives a more visual perspective. I provided a variety of different parabolas with a written explanation between the differences between them. This shows that parabolas can be narrow, wide, open up, open down, shift up, or shift down, all depending on the different ways the function is written. I used mathematical language to explain why I had put in the exact numbers in my function equations. In order for this to work, it was important to make sure that my graphs were well formatted and accurate. This makes the graphs easy to read and informative to the viewer.
State some of the relevant mathematical vocabulary words you used to demonstrate your understanding.
In order to demonstrate my understanding, I used of relevant mathematical vocabulary. For example, in Graph B, I referred to the value of “a” as a fraction, because it represented the number 1/2. When talking about “k” I mentioned how it could tell you the maximum or minimum value of “y”, which is mathematical language. I also mentioned how “a” needed to be a rational whole number, greater than one, to make the parabola more narrow. In my paragraph, I elaborated on how “k” determined the value of y in the vertex as well.
How did you use formatting to share your information in a clear and organized way?
I used formatting to share organized information in a myriad of ways. The definition of clear and organized is for something to be legible, and easy to understand. Based on this, the main goal of mine was to make sure that there is limited overlap between graphs, and that each label was accurate, and easy to read. Graph A was the only graph I could not leave to my own recreation, so I put that one in first. Graph B was supposed to be wider, and so I experimented with putting it on each side of the parent function. However, due to it’s width, I decided to put it underneath Graph A to save space, and make things look more clean. Since Graph C was thin, I knew that I could put it on either side, and so I put it on the left. I decided to put graph D farther away, on the right, so that it wouldn’t overlap to much with the other graphs. This also gave the perfect amount of space for Graph E, that I chose to make thinner for convenience.
じこしょうかい
せいかく
わたしはしんせつてす。あかるいも。わたしはかしこいぐらいなまけもの。
みため
わたしわながいちゃいろのかみおしています。わたしわちゃいろのめおしていますが、めがねわかけていません。わたしわせがひくいにんげんです。
ひまなとき
よむのがすきですう。わたしのいぬはあるきますも。わたしわあめのひにいちばんよくあるきます。
つよみ
わたしは書いて描くます。わたし わ きく の が とくいです。わたし わ ひはんてきで わ ありません。
R1 – うらない
While learning about the stereotypes of the different blood types the thing that I found the most shocking was how some employers were allowed to ask for a person’s blood type and sometimes even discriminate over it very openly. I think the differences in Japanese and Canadian cultures may play a role. In Canada, it is emphasized that you have to make something of yourself and society expects you to be independent. Canadians are expected to find out who they are through self exploration and expression. In Japan, on the other hand, it is encouraged to find a group that you can meaningfully be a member of and find your identity that way. This means that the perception others have on an individual may effect how they see themselves easier in this conformist and collectivist culture. The idea that certain groups of personality traits would be put into certain archetypes by the public. People in Japan like to feel represented, for example all 47 prefectures in Japan have their own promotional mascot. Various mascots also promote businesses, localities and products. Many of the characters have the personality traits many people it Japan aspire to have such as kindness, humour and enthusiasm. Even though this is a lot more prominent in Japan, this behaviour can be seen in people all around the world. For example, I have personally noticed that others may start acting like their favourite book or movie characters.
Math Unit 1 summary
The part of chapter 1 that I am most comfortable with is definitely 1.1, 1.2 and 1.3 as they were all review and heavily based on what I had learned in math the previous year. going into these chapters, I had to do little to no review either at home or in groups in order to understand them. I could easily see when to apply different concepts to different situations and critically analyze each equation with the intent of accurately solving it. Doing the workbook questions were fairly easy and I was able to finish them with time left to spare. This was useful in groups as some had not remembered as much as I had and so I was able to take the initiative in helping to make sure my other classmates were caught up by giving them chances to solve questions. I also helped them logically break apart questions and decipher when they should do what steps. In retrospect I think that knowing the basic concepts was beneficial to building my confidence in math for future chapters and enabled me to focus on the harder math questions. The most difficult part of chapter 1 for me is 1.4. This is specifically talking about learning how to write a mixed radical as an entire radical. At first I knew what to do, but did not understand the reasoning behind the steps. However, after some observation I finally noticed the connection between quotient property and the example. This was the first chapter in unit one where I either didn’t remember very much from review or we as a class had moved onto learning something new. However after some time and practice questions, I had easily gotten the hang of it. I usually learn new material best when I am visually shown the steps and verbally explained to. Then afterwards I prefer to try it out myself and internalize the reasoning behind each method and concept and receive specific and constructive criticism and feedback. I find that repeating these three things over and over again often have very successful results for me and is a very effective method at quickly spotting where I went wrong and what I could do better for the future. I plan to prepare for the unit test by doing these things. In class, I have already seen the steps for each math concept that I need to know and also have access to videos on the internet if I ever need to watch someone do it again. While in class, I have the help of Ms. Lam, and my peers at my disposal if I am ever finding it hard to get a question right. When I am at home, I can get the help of the internet, or if I feel that I need something more hands on, I can get my parents to help. I have already completed all the assigned practice problems. However, some questions took longer than others for me to solve. For example, some of the questions looked like they were going to take longer to solve than the rest, so I would often star some questions to come back to after doing all the easy ones to save time. This wasn’t very effective because I would forget to come back to them and find it hard to spot all the ones I didn’t do. It resulted in me just doing the questions at home which may not have been ideal if I ever happened to need help. The statement “I persevere with challenging tasks and take ownership of my goals, learning and behaviour.” to me, in reference to math class means to keep trying when faced with difficult problems and executively manage yourself when aiming for your goals.
Reflection on Core Competency Learning in Physics
While doing this I used critical thinking because I took the knowledge I was taught and applied to solving problems. In this lab we used launching distance to find horizontal velocity. We had to use the information given to calculate the answers on the horizontal side. I used critical thinking in predicting possible sources of error as well as connecting the lab to what we were learning in class.
Connecting Media and Psychological Disorder Mind Map Reflection
The three core competencies demonstrated in this Connecting Media and Psychological Disorder Mind Map Assignment are critical thinking, to articulate my thoughts and the interconnectedness of concepts, personal awareness when explain how culture can affect an individuals thoughts, and communication when I decided to present the information in a clear and organized way.
