Category: Grade 11

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.

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.