Metalwork 10 Core Competency

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I successfully completed the shovel in taking Metal 10 ADST. I was successful in creating a shovel I was proud of! The steps involved 3 main portions of the shovel, working on the house piece, handle, and blade. I first worked on the handle, and processed the handle through the lathe, narrowing down its diameter to a measure of 15/16th, and using a different bit to create a grip. Next, I created the house piece, using the milling machine to create the angles which would determine what angle I bend the blade at. I also used methods of tapping and threading to create sections for bolts to screw into the side pieces which would trap the handle. Lastly for the blade, I sharpened it using a angle grinder, and a belt sander to get rid of excess material on the edge. Afterward, I threw the blade into the forge and dipped it into a carbonized material to keep the blade strong, sharp, and long-lasting. I would make sure to tap with the right tpi, and make sure that the handle comes out in a straight angle, Overall I was proud of the finished product

Spanish 10 Core Competency Reflection

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ThinkingCC

The two above images derive from my powerpoint talking about “ Helado De Paila “ which is a dessert made in Ecuador, Ibarra. I chose this artifact as it connects well to my choses core competency of Creative Thinking. Creating a presentation fully in spanish was brand new to me, but I was able to use creative thinking to form a comprehensive and cohesive format to ease the viewer into understanding what I’m talking about in spanish. I utilized color theory to capture the viewers attention, as the bright color scheme will help the viewer of my presentation be more engaged. Furthermore, I asked my own questions and answered them to show a deeper understanding of the food, along with showing a short video to appeal to the visual learners in the classroom. Using creative thinking I found ways to utilize the restrictive control of Canva to differ my project from others designs! Overall, this spanish presentation helped me in developing my skills in applying creative thinking.

Unit Concept Connections

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Curricular Response – Kinematics in 2D and Dynamics

Kinematics in 2D showed us how to calculate the movement of things using various formulas, such as
Vf = Vi + at, using velocity, time, displacement, acceleration etc. Although, in Dynamics we incorporated multiple new factors that have an effect on the objects in the real world including force, mass, gravity, friction, air resistance. This shows up in multiple different formulas that incorporate these variables such as F=ma, fg = mg, and in elevator questions, the use of the direction the elevator is accelerating in changes the entire apparent weight of whom ever is in it.

Core Competency Reflecting and Assessing

I answered the above question by taking note of what we covered in the 2 units, and because I knew the multiple formulas taught to us, I was able to denote that the new variables added effected the previous topic of kinematics.

Yes, seeing these connections make me confident that it is possible to understand that physics is all around us, whether we notice it or not. Furthermore, I do think that learning physics allows us to think of the truth from a scientific perspective, calculating the unknown.

Book Club/Group Work Reflection

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Curricular Response

The book I read for my “Book Club Presentation” Was the Round House written by Louise Erdrich. One of my least favorite parts of this book is the writing style the author decided on. Whilst the choice of words garnered positive feedback, the quotations, or lack of quotations made the plot hard to follow while in theory it shouldn’t be. It was nearly impossible to distinguish at point whether a character was talking, thinking, or narration was occurring by the main character.

Core Competency Self Assessment

When we worked in groups, I found I was able to listen very well to others ideas, although I did disagree with some, I always found ways to build off of others ideas to create a well thought out plan. As an example, when coming up with an activity for our group presentation, I took into account what one of my group members thought of, the idea of justice for an activity, and another members idea to show how harsh this books plot is. I offered a suggestion of having an activity where we put the listeners into a variety of situations to see how they would behave. My other group member input the idea of seeing how far someone will go for family to connect it to the book even more.

For a skill that I could improve, it would be to focus on what we needed to do throughout the project, and to keep work even when group work became challenging. I found myself getting easily frustrated when working in a group setting, as I felt some ideas I had were shut down or not appreciated, causing me to lose focus on the actual assignment. To improve this, I will explain my frustration to group members, rather than keeping silent and pushing forward.

Core Competency Self-Assessment Chemistry

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I can work with others to achieve a goal

Our task was to find the concentration of the acid using the method known as “titration”. Me and my partner worked together on this lab assignment. We split the tasks up as to maximize efficiency, by having one person in charge with setting up the pipet, beakers etc. and the other to clean and set up the burette and apparatus, we were able to start quickly and have a lot of time to use. Even though we had many errors and the assignment took far too many trials, we persevered to complete the lab, and bounced ideas and information off each other.

I can take on roles and responsibilities in a group

This lab was set up to have multiple trials, for 2 of the trials i took on the role of dispersing the proper amount of base into the acid filled Erlenmeyer flask. I took notice of the errors that occurred in the earlier trials, and did half drops with patience as to reach the equivalence point. After succeeding in doing this, and recording information, I also took on the responsibility of cleaning half of the equipment, whilst my partner cleaned the rest, taking on a role in the group allowed for organized and efficient work.

I can analyze evidence to make judgements.

I was able to analyze the color of the acid that the indicator showed, and was able to determine whether or not my partner and I had reached the equivalence point. By half dropping we were able to ensure we got as close as possible. I also analyzed that, using the average volume we had left of base, I was able to calculate the concentration of the unknown acid solution.

Transforming Parabolas

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The significance of a, h, and k in each parabola–
The blue-dotted line parabola represents the parent function. A parabola at it’s simplest equation.
“f(x) = x^2”, this formulas h, and k values are 0, this can be seen as the parabola is not shifted left or right, or up and down. The a value, being 1 does not change the width of the parabola, leaving it normal.

The red parabola “f(x) = -2(x+4)^2” represents multiple transformations, the opening direction of the parabola, a shift of the vertex, and width of the parabola. Because the a has a negative value (a=-2) the parabola opens downward, as whatever was just squared in the brackets, will become negative when multiplied with the a. For example, if I plugged in x = -6, you will end up with f(x) = -8, a point in the negative y-direction. Furthermore, this parabola has a shift in the x-axis, the value of h = -4, moving the parabola to the negative x direction, this changes the axis-of-symmetry for the parabola. If the absolute value of a is greater than 1, the parabola will be narrow, the absolute value of the a in this equation is greater than 1, causing a more narrow parabola.

The orange parabola “f(x) = (x+6)^2 + 3” demonstrates a transformation in the shift of the parabola in the y-direction. The k value determines the shift of the parabola in the y-direction. Because k=3, the vertex of the parabola is at a point of (-6,3). This k value, will shift every y value up by 3 points.

The purple parabola “f(x) = 1/2(x-8)^2-5” shows multiple transformations, a parabola shifted 8 point in the positive x direction , a parabola shifted -5 points below the x-axis, and a difference in the width of the parabola. The parabola has a h value of 8, which changes the axis-of-symmetry, additionally, the parabola is shifted down below the x axis, which changes the x-intercepts and y-intercepts of the parabola. The absolute value of the a in this parabola is less than 1, but greater than 0, this causes the parabola to be wider than a parent function parabola.

The green parabola “f(x) = -6(x-3)^2 + 3” has transformations that all have already been covered. But this parabola show us one that is shifted up in the y-axis with a “+ k value”, but has a “-a value”, opening downwards and still having two x-intercepts.

  1. I represented the same mathematical ideas in multiple ways by using many different examples, and explaining how different values effected the parabola. Firstly, in each section of the paragraph I explained what made the parabola differ from the parent function, such as how the k value shifts the parabola depending on its value and being positive or negative.

  2. Some relevant math vocabulary I used was the parent function, x-intercepts, y-intercepts, and absolute value which all determine the parabolas equation. Using proper vocabulary is a necessity to understanding what each variable in a parabola is responsible for.

  3. I formatted my graph to display accurate, easy-to-decipher equations and parabolas. By setting the step value in the x and y direction to 1, the scale of the parabola is easier to follow. I exported the image for the graph to avoid mistakes when screenshotting.

Science 10 Core Competency Self Reflection

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Lab 5.1 Testing Acids & Bases

We did a lab which utilized chemical indicators to determine if a solution was a acid or a base.
I can analyze evidence to make judgements. In the first part of the lab we had to use indicators to see what color a solution would turn a acid, neutral, and base solution. When filling out this part of the lab, I made the observation that red litmus paper would only turn blue once in a base, and that phenolphthalein turned solutions colorless when used, I held onto this knowledge to further quicken my work. I was able to see patterns with how indicators reacted to solutions, for example, knowing that the solution turns colorless in phenolphthalein and yellow in bromothymol blue, it must be an acid. Recognizing patterns allowed me to make educated guesses on the resulting answer of whether it is an acid, base, or neutral. Lastly, analyzing my lab answers allowed me to streamline the process of my “discussion question” work sheet. In conclusion, analyzing evidence allowed for me to make educated judgements on how I wrote my answers in both the lab report and discussion question.

Positive Social Media

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Positive Social Media Posts

Reflection

I can identify risks and appreciate benefits associated with personal and public digital footprints. When making this project I was able to research and learn about what benefits can come from posting on social media to show who I am. Through these fake Instagram posts I shared about my passion for art, and my drive to learn new things and ways of displaying my talents. Along with the benefits we learned about the risks that could come from posting online, such as rejection from schools, becoming unemployable, and creating a false and negative view of yourself and/or others. We practiced creating positive posts that don’t risk privacy, and aren’t seen as negative in any way. My post above is an example of a Instagram post which is safe from risk, but paints me in a good light.

Core Competency Reflection

I can identify my strengths and identify my potential.
I chose this because I demonstrated my strength in arts, through this post I have shown my potential as I was new to this medium of creating and I feel as though I am already proficient in it.

I can develop a body of creative work over time.
I chose this because my social media post shows that if I am given time I can create a body of creative work. I created this poster in a short time span after just learning how to use photoshop.


I can tell what is important to me and I can explain my values.
I chose this because I feel my posts (not just this post) show how much I value my time being productive. That I value the outside world and time with friends and family and fitness, this is shown in my reels and Instagram stories.


I can understand that learning is continuous and my identity will continue to evolve.
I know that when posting my identity will change and I may start to disagree with previous posts. Being aware of this will allow me to think carefully about what I am posting.

Goal
I can identify my strengths and identify my potential.
I hope to work towards improving this as I still struggle seeing my potential in other aspects of life. I tend to limit myself to what is comfortable unless pushed.



Novel Study

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To Kill a Mockingbird

Writing/Learning Process

For our class novel study we read To Kill A Mockingbird – Written by: Harper Lee. I enjoyed reading this classic, the outstanding world building and story writing made this book a joy to read. I found it difficult to read the book without it feeling like a chore, until I started investing more time into it, making the book easier for me to follow, making it more enjoyable. The characters were easy for me to connect to and understand, as they are incredibly well written. I enjoyed the chapters of the book which dove into the court case of Tom Robinson which showed Atticus’s character and his fight that he knew he would lose. Atticus has to be the most enjoyable character in this book, as his character can be learned from and used in the real word, his dedication to being himself in his home and in the real world will be a lesson I remember throughout my life.

Core Competency Reflection

My strategies for collecting relevant information for specific tasks include…
Taking note of important quotes in chapters and remembering specific scenarios, major character events such as the court trial and the death of Tom Robinson.

An example of something I have spent a lot of time learning about is…
The characters in the book, as I re-read multiple chapters to review for tests.

When I need to boost my mood or re-focus, I…
This book helped my focus and my mood, as the quiet atmosphere while reading helped clear my mind,

Self Assessment – Cabinet

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I can experiment with different ways of doing things ( Thinking )
I make my ideas work or change what I am doing ( Thinking )
I can persevere with challenging tasks ( Personal Awareness And Responsibility )

The cabinet design project challenged my communication and design skills. I learned to experiment and find ways to make my initial ideas work, along with changing design elements along the way. I had to persevere and continue working to make the deadline, along with attending flex to stay ahead of the deadline. I found many ways to work around issues I had along with streamlining the process of measuring objects through dimensioning.