here is my screenshot of my vertical and horizontal worksheet put on desmos
Grade 9
What I have learned about GR.9 linear relations AND graphing
Vocab:
- X-axis- the x axis is the horizontal line on a graph (shown with this chart)
- Y-axis- the y axis is the vertical line on a graph (also shown with this chart)
- X coordinate- the x coordinate is the number of squares you move up from the x EX) if one coordinate is (3,8) the 3 in this case would be the x coordinate
- Y coordinate- the y coordinate is the number of squared you move up from the y EX) if we use the example again of (3.8) the 8 would be the y coordinate.
- Ordered pair- A pair of numbers (x, y) used to locate a point on a graph . The first number is the X – coordinate, and the second number is the Y – coordinate
- Origin- the origin coordinates are (0,0) so right in the middle.
- Linear function- a set of numbers that form a line on a graph
- Linear Table- shows the input (x) and the output (y)
Patterns:
You may look at the word “pattern” and say “oh well, I did that in 3rd grade!” but in grade 9 the stakes are a bit more elevated. Here is a basic pattern that we will go through together.
the first thing to do would be to make a t-chart representing the input (pattern number) and the output (number of squares)
| X | Y |
| 1 | 1 |
| 2 | 4 |
| 3 | 7 |
| 4 | 10 |
the next step to finding the pattern is to find out the rule, we know that the y is + 3 each time, therefore tthe start of our rule will be 3x, as you can tell that isn’t the only step because if we use the example 3×1= 3 and the number we want is 1, so the rule would become 3x-2. if we try with our table 3, so that would be the rule for the question.
the last step to this question would be to graph the points, you would do (1,1) (2,4)(3,7)(4,10) and you would put the pattern number on the x axis, and the output number on the y axis.
here are a few different examples of graphs,
So here I shown you how to find a pattern in a set of objects, i have tough you how to make a table with ”X” and ”Y”, and lastly i have told you how to graph them (plus examples of what graphs look like)
Picture credits:
https://sites.google.com/site/meredithedu732/lesson-5
http://www.bbc.co.uk/bitesize/ks3/maths/algebra/coordinates/revision/2/
https://www.tes.com/lessons/oR3CE5DNLvVzRw/graph-vertical-and-horizontal-lines
https://courses.lumenlearning.com/precalcone/chapter/write-the-equation-for-a-linear-function-from-the-graph-of-a-line/
https://www.mathgoodies.com/lessons/graphs/line
https://mathbitsnotebook.com/Algebra1/FunctionGraphs/FNGFunctionFeatures.html
Wonder Project
The question I researched for the wonder project was ”Should we be able to change the DNA of our unborn children”
Studies have shown that if you really wanted you could design your baby, their hair colour up to their intelligence and their personality. You can choose to remove all possible chances of your child developing a disability in the womb, by making sure that their genetic code is a repeated pattern, and that there are no defects with the lettering.
But how is it possible ?
well here is a basic explanation by Jessica Berg
”For a number of years now we have had the ability to alter genetic material in a cell, using a technique called CRISPR. The DNA that makes up our genome comprises long sequences of base pairs, each base indicated by one of four letters. These letters form a genetic alphabet, and the “words” or “sentences” created from a particular order of letters are the genes that determine our characteristics. Sometimes words can be “misspelled” or sentences slightly garbled, resulting in a disease or disorder. Genetic engineering is designed to correct those mistakes. CRISPR is a tool that enables scientists to target a specific area of a gene, working like the search-and-replace function in Microsoft Word, to remove a section and insert the “correct” sequence.”
But should everyone have access to it?
“If nobody gets hurt, and everyone has access to it, says Hughes, than genetic modification is perfectly fine, and restricting it is an assault on reproductive fredom”
Do I think everyone should have access to it?
I Personally believe that no one should have access to it because if you went through the trouble of choosing whether you would like children, and if you really wanted a child that bad you would accept them for who they are, fetus implantation, with the strategy of genetic modification can be anywhere from 100,000 – 1 million dollars. It is proven that kids who were genetically modified have social struggles, they might feel undervalued, and it may feel as though the parents genetically modified you because you weren’t good enough, and you may feel like you are not their 100% children. Which can end up causing more issues in the future.
With doing the research of this question, I have realized that I have many questions on this subject, and I would love to do more research on it in the future. Some of the questions I have are
- what if you receive a fetal genetic modification implantation and the pregnancy goes wrong (miscarriage) could you get your money back?
- what happens if the baby doesn’t survive birth?
I have learned a lot while researching this project, to answer my question of “is it/should it be possible to change the DNA of our unborn child?” the answer is yes, it is possible, but while doing my research i have decided I think that for the future of you unborn child you should not use genetic implantation, because in the long run it can make life for you child not as pleasant as it could be
In conclusion I have learned that ”designer” babies is a term being used in our everyday life.Some doctors think it is a completely harmless procedure that can be performed for all parents who would like to design their future children.
Part 2: ADL 10 refelction
what questions did you have to research in order to research your question
I had to search up a lot of different websites, where I found a lot of things, the main ones was that subject that I chose is a very byest topic and opinions were heavily influenced in the source My main question was Should we be able to change the dna of our unborn children, but to refine my question I needed to do research on google to get a bit of an understanding of what I was getting myself into.
what new or familiar tools did you try to use as you worked through this project
I learned how to use the schools resources (through class websites) and I learned how to refine my google searches so I can choose exactly what comes up as a result using the + and – to cut out the parts i .
what was the process you used to investigate your topic
I first had to break the question down into parts because if I were to just google my question I would get 1 answer, when in fact I want multiple opinions stating multiple things, I made sure to try to stay away from heavy opinions because that is only one persons opinion, not backed up by research
how did you verify and cite the information you found
I made sure that the website had an author and a publication date. Another thing I did was if there were a lot of ads I would not use the site, because credible sources do not have ads.
how did the process of completing this challenge go, what could you have done better
One thing that I could have done better is to spend more time writing the blog post, because I used my opinion when I should have just included information instead.
Websites:
http://edition.cnn.com/2008/TECH/science/10/30/designer.babies/index.html
Scientists alter human embryo DNA: does this open the door for designer babies?
http://theconversation.com/editing-human-embryos-with-crispr-is-moving-ahead-nows-the-time-to-work-out-the-ethics-81732
https://www.pregnancymagazine.com/pregnancy/pregnancy-health/build-better-baby
Video:
video my nature video
Bibliography:
Image 1: https://www.vox.com/science-and-health/2016/12/30/13164064/crispr-cas9-gene-editing picture by Brad Plumer, Javier Zarracina, Eliza Barclay, Julia Belluz, and Umair Irfan
Image 2: https://www.cambridge.org/core/journals/mrs-bulletin/news/crispr-implications-for-materials-science picture by: Phillip Ball
Community Connections (HCE)
For COL I was asked to be in contact with someone who’s job may interest you one day, I was was in touch with my aunt, who is a Neonatal Intensive care nurse at BC Women’s hospital.
Her time at BC women’s hospital:
She has been doing this job for 19 years, what she does everyday is she cares for critically ill newborn babies. She cares for newborns up to 17 weeks premature. Some of them are born at term but with a condition that needs medication or surgery, they may also have a critical event happen to them at birth, which makes them critically ill. Most of the babies get well enough to go home, but some of them pass away from their critical illness.
Question 1:
Why are you passionate about your job?
”I am passionate about my job because I love helping babies and their families. I love that every baby is different, and we always need to adjust their care to meet their individual needs. The technology is always changing, and so are the medications and the treatment options, so my job is always changing, and I am always learning new ways of doing things. The thing I love the most is helping babies get better and start to do “normal baby things” that make them ready to go home.”
Question 2:
What obstacles have you faced to get you where you are today?
”One of the obstacles I have faced, which is also what keeps me interested in my job, is that almost everything about my job is always changing. The equipment we use ( IV pumps, monitors, ventilators, and many other life saving equipment) is always changing, and there are always new things to try, to improve the care we give to babies. Also, the medication we use, the way we perform our care, even the type of unit that we work in, are constantly changing. This means I have to do a lot of extra training to keep up to date with the most current ways of providing care. This can be overwhelming, particularly if I have been away from work for a while (like on maternity leave) and have to learn a lot of new things all at once. ”
”Another obstacle I have faced is learning to work in such a busy environment. The pressure of being responsible for the life of such a critically ill baby can be very overwhelming, and it can be very stressful knowing that any mistake I make could make the baby sicker, or even result in death! There are many times that we are working short-staffed, and do not get breaks to eat, or even go to the bathroom. The work is much more stressful and exhausting than I ever imagined.”
”I also have had to learn ways to help cope with the emotional stress of the job. A huge part of my job is helping parents through the hardest time in their life, watching their sick baby fight for life, and sometimes supporting them when their baby dies. This is very traumatic for them, and we get very attached to the babies and their families, and feel a huge amount of sadness when babies die. Sometimes we are faced with very ethically challenging situations, that make doing our job very stressful, and it can be hard to go to work, and hard to turn off the feelings of sadness and frustration when we go home to our families.”
”Another obstacle I have faced is balancing looking after my family, with working permanent night shifts. It can be exhausting doing all the things at home like helping with homework, cooking, cleaning, laundry, and trying to get enough sleep during the day (which is very hard to do when it is light out and there is noise around) I don’t think I ever understood how tiring working nights would be until I actually started doing them!”
Question 3:
What advice would you pass on to someone interested in what you are doing?
”The advice I would pass on to someone interested in what I am doing, is DO IT! We desperately need nurses who love what they do, and are willing to work hard and want to help babies and families! There is also a huge opportunity to work as a NICU nurse all over the world, so there is lots of opportunity to travel and do a job you love. Do not be frightened by the challenges I have faced, because the good days and miraculous stories far outweigh the sad ones!”
Question 4:
Would you be open to further contact from Riverside students and if so, how can someone contact you?
”I am always happy to talk about what I do, as I am very passionate about it! I can be contacted by email at: the_schleckers@shaw.ca ”
Question 5:
Are their any similarities between your work life and your home life and if so what are they?
”I have faced some similarities in my home life, as in my work life. Many of the families we see have struggled with infertility issues, and it has been a challenge for them to get pregnant. My husband and I have also struggled with infertility, and despite a lot of trying numerous different methods, were not able to conceive. Instead, we chose to adopt our children, and have 3 amazing children from Korea!”
”We have also experienced losing a baby, as our first baby was only with us for 22 days before we had to say goodbye. I think that experience has helped me be a better to nurse to families who lose their babies.”
Question 6:
If you could pick the best thing about your job what would it be, and why?
”I think the best thing about my job is the amazing families I get to know. This type of work is very personal, and many of the families are in our unit for a long time (sometimes more than a year). There are quite a few families that I still keep in touch with, even 18 years later. Some of these families got to take their babies home, and some did not, but I was privileged to be a part of their lives while they were in our unit. While the type of work I do is very technical, and fast paced, and I find that exciting, it is the personal relationships that have kept me doing the job I do for almost 20 years!”
Why did I choose to interview my aunt?
I chose her because she is he only person I know that has a job in the medical field, which is what I would like to do in the future
What I learned from this interview
I learned that it takes a very strong person do do what she does, and that it really interests me and there is a good chance that I would like to pursue this in the future.
Bibliography:
1st picture- picture of my aunt taken at her work
2nd photo- https://www.tesco-baby.com/baby/premature-baby/what-is-nicu/
3rd photo- https://en.wikipedia.org/wiki/Stethoscope
4th photo- https://www.pinterest.com/pin/241083386280420188/
Core Competencies- self reflection
Here is my core competency self reflection I did in Ms.Burton’s math 9 class
Core Competencies- Louis Riel
Here is my reflection on the core competencies for Science Humaines 9. This is about my project on Louis Riel- Traitor or Hero?
Chanson “let it snow”- “la journée de Noël”
Voici mes paroles, et mon fiche de “core competencies” qui decrit mon chanson de Conversation 10 qui s’appelle “la journée de Noël”
What I Have Learned About Grade 9 Polynomials
Vocabulary
- Term– A term is the number of small expressions inside a big question EX (4xy +6 – 5x) this expression would have 3 expressions, because there are 3 different parts
- Coefficient– A coefficient is a number that goes before a variable in an algebraic question EX (4e + 6y) the coefficients in this expression would be the numbers 4, and 6
- Constant– A constant is a number without a variable in front of it, I like to refer to it as “the lonely number” because he has no friends in front of him EX (37e – 14+2x -7) in this case the 14 would be considered a constant, because it doesn’t have a variable in front of it.
- Degree– the degree of an algebraic question would be the exponent on a variable, and if there are more than one terms the degree would be the sum of all of the exponents together. EX
+
the degree of this expression would equal 7, because it is only adding the exponents together
- monomial- a monomial is a algebraic question consisting of one term
- binomial- a binomial is an expression which has two terms
- trinomial- a trinomial is an algebraic question in which the expression includes three terms.
Algebraic questions + examples
ADDITION
Addition- For addition of polynomials you may be asked to simplify an expression like ( 2x + 5y) + ( 3x – 2y) to solve this expression you can use the grouping method
Step 1) remove the brackets
2x + 5y + 3x – 2 y
Step 2) Grouping- group together the numbers with the same variable
2x + 3x +5y – 2y
Step 3) do the math to figure out the answer
2x + 3x +5y – 2y
= 5x + 3y
SUBTRACTION
Subtraction – for the subtraction of polynomials you may be asked to simplify a question like (16x + 14) – (
step 1) re-write the question without the use of brackets
16x + 14 –
step 2) for the second term you need to change all of the numbers to their opposites, so if the number was originally a negative, it will be changes to a positive, and vise versa.
16x + 14 –
step 3) sort into variable groups
16x +14 –
=
step 4) solve the expression
=
= 16x – x = 15x
= 14 + 9 = 23
FINAL SIMPLIFIED ANSWER
Brackets (Multiplication)
Multiplication– for multiplication of polynomials you may be asked to simplify a question like this (5x – 2)(
step 1) re-write your question without the brackets
5x – 2
Step 2) re-write using what you know about distribution, which is… you will take the 5x and multiply it with our trinomial, and do the same with the -2 so now you will have…
5x (
Step 3) the third step id to distribute our numbers
5x(
5x(7)= 35
5x (-2)= -10
-2(
= -2(
= -2(7)= -14
= -2 (-2)= 4
Step 3) merge like terms together
FINAL SIMPLIFIED ANSWER
+ 15 -20x
Division
Dividing polynomials- for division you may be asked to simplify a question like… 
Step 1) divide all the numbers on top, with the 3 on the bottom 3
3
Start with
12/3 = 4
6/3 = 2
Step 2) add the variables back in
Step 3) add like terms… In this case we don’t have any like terms, but if you did you need to add them together
