Foods 11 October Lab Reflection


       Out of all the labs we did in October, I chose the Calzone lab because in my opinion it was the most exciting and “cooking-intensive” lab. We were also pretty familiar with each other in our new group, which I think helped us since we were more productive and finished things faster. I really enjoyed the lab. The Calzones turned out really big, and there was a lot to eat! They were very tasty and smelled good too. It was also fun making the filling separately, then putting it in and folding it over before putting it in the oven.

       Despite what happened in the oven, it turned out to my liking. When we put it in the oven, mine exploded in a spot and started to act like a volcano, but in the end it didn’t really lose much filling, and tasted pretty good! The only thing that was a bummer was cleaning off the pan after it exploded. I think it helped that it didn’t explode in the middle, but more off to the side. I think that our group worked pretty well together. Sometimes there is next to no communication but we still end up achieving a good product, and still work as a team. If I was to make this again, I would add more filling to the ends, since in mine, near the end there was next to no filling. I think to fix this I would need to add more filling to the ends, even if it looks like it would not close. Over all, this was by far my favourite lab.

IT 10 Composite Photo

Artist Statement:

When I was making this, I was thinking to myself
on what I could do for a composite photo , and the first
thing that comes up in my mind,was “lets just put 7
different parks together and see how it turns out”. This
is how it turned out and I am very happy with it.


Foods 11 September Lab Reflection


Why did you choose to reflect on this lab?

I chose to reflect off this because it was one of the more earlier labs that I’ve done, and it would be good to look
bad on whats happened. I personally think that the lab went very good, and that it had a lot of things that were pretty
great, and some things that could be improved

Did you enjoy the lab?

Yes. For me, it was a enjoyable experience (obviously because I got to eat the Apple Strudel after), and also because the
process  of making it was very hands on and precise. Also you did it in partners, which made it better since your both constantly
doing something instead of just being in a group of 4.

Did your product turn out the way you had hoped?

Unexpectedly, yes. We messed up with the cinnamon and the sugar, accidentally putting it in the dough mixture, instead of
sprinkling it on the apples inside. But the final product was very, very good. In fact, I think I would rather make it that way since
not every bite would have cinnamon in it if it was sprinkled on the apples.

Did your group work well together during the lab?

Yes. We were split up into pares, and each pare split an apple strudel. We still worked together in cleaning up the lab area, and getting
everything done on-time. We got out on time too, which nowadays we cut it pretty close. We also managed to both put our apple strudels
in the oven at the same time.

If you were to do this lab again, what would you do differently?

Honestly, I don’t really think that I would do anything different, besides maybe fixing our mess up, but that kind of made the recipe/final
product better.(in my opinion). But I think that I would try better or take more time on wrappingit, since I think we put to much apples in
it and it kinda bulged out in the middle, but other then that it was good.


Math 11 Sequences and Series Blog Post

Sequences and Series

Things to remember:

Arithmatic sequences:


T1= first term
d= difference

Equations to use:

tn= t1 + d(n-1)

-t1 + tn
———-   = n

Arithmatic Series:


equations to use:

n(t1 + tn)
Sn= ———–

n[2t1 + d(n-1)]
Sn=  —————–


Geometric Sequences:




r= common ratio
t1= first term

types: Finite= 2,6,18,54,162      Infanete= 2,6,18,54,162…        Convergent= 2,1, 1/2, 1/4, 1/8, 1/16…         Divergent= 2,-4,8,-16,32…


tn= t1 x rn-1

Geometric Series:


equations to use:

t1(r -1)
Sn= ———–
r – 1

Sn= ———-
r – 1


Infanete series:

-1, -3/4, -9/16, -27/64…

2 + 3 + 4.5 + 6.75…


equations to use:

S∞= —–
1 – r

S∞(1-r) = t1


Math 10 Week 18

The top 5 things that I find important for math 10.


it stands for: Brackets, Exponents, Division, Multiplication, Addition, Subtraction.

It is essential to know for when attempting any question because it is the order of how to solve something.

2: the exponent rule

exponents are weird, and have a different way of being solved.

ex: 5 to the power of 4 times 5 to the power of 9. You would think that it would equal 5 to the power of 36 but it is not. when exponents are multiplied or divided, it is like addition or subtraction. only when there are exponents on the of brackets, then you can multiply or divide: (5 to the power of 7) to the power of 4 = 5 to the power of 28. It is handy to know this so you don’t go making mistakes with exponents

3: Pythagoras theorem

this is handy to know if you are doing anything with triangles. It can find a missing side of you have 2 of the 3 sides. a2 + b2 = c2     

4: radicals and mixed radicals:

knowing how to convert radicals to mixed radicals and mixed radicals to radicals can be useful. eample: √96 

to turn this into a mixed radical you need to split 96 into 2 numbers: ex: √16 and √6.

this would equal 4√6.

to get back to a radical, you need to put the 4 back under the root sign. this would need 2 4’s. so now you have √4x4x6, which would equal √96



for measurement, this acronym is very hand for memorizing all the conversions.

this is the acronym: King Henry Doesn’t Usually Drink Chocolate Milk

what it actually stands for: Kilo, Hecto, Deca, Unit, Deci, Centi, Milli

Math 10 Week 17

This week in math I have learned how to solve and sub with linear equations.

ex: y=3x-7 and y=-x+9

first, I would sub in -x+9 for y of y=3x-7

next I would subtract 9 from each side
-9       -9

then I would subtract 3x from each side

-3x -3x

Then I would divide each side by -4


Which would make x=4. Now I would imput 4 into y=-x+9

Now to solve for y




to double check my answer I would do the same with the other question:





That is how you do it.

Math 10 Week 16

this week in math I have learned how to convert slope intercept forum(y=mx+b) to  general forum (Ax+By+C=0).


(3,-7) and (-5,9)

first, you find the slope, y1-y2/x1-x2.

> m= -7-9/3-(-5)

> m= -16/8

-16/8 can be reduced to -2 by dividing both sides ny 8.

now, so far we have y=-2x+b. to find b, we will need to put in x and y values from one of the points:

> (-7)= -2(3) + b

> -7= -6 + b.  next we move everything but b to the other side of the equation. So we will have to add 6 to both sides

>6 – 7=b, -1 = b. Now that we have found b, we can put it back into y= -2x -1. We now need to move -2x and -1 to the other side, so we will need to add 2x and 1 to each side

this will result in 2x + y+ 1=0

that is how you convert slope intercept forum into general forum


Letter Graph


For E:
(-3,2) (-3,-5)     x=-3

(-3,2)(3,6)     2/3(x+3)=y-6

(-3,-1)(1,-1)     y=-1

(-3,-5)(4,-6)     -1/7(x+5)=y+6

For B:

(-5,-7)(-4,-15)     -8/1(x+7)=y+15

(-5,-7)(2,-8)     -1/7(x+7)=y+8

(2,-8)(1,-10)     2/1(x+8)=y+10

(1,-10)(-4,-11)     -10.2=b, -10=1/5(1)+b

(-4,-11)(3,-12)      -1/7(x+4)=y+11

(3,-12)(4,-13)      -1/1(x-3)=y+12

(4,13)(-4,-15)     4(x-4)=y+13


Math 10 Week 15

This week in math I’ve learned how to use the slope formula to calculate the slope of a line segment.

This is how you do it:

ex: C(36,-41) and D(-20,-27)

to make the equation, you do rise1 – rise2 over run1 – run2. This is where C(run1,rise1) and D(run2,rise2). You start by subtracting -41 from -27 which equals -14, and then subtract 36 from -20 which equals 56. The product should be -14/56 which could be reduced to -2/8 and then to -1/4


Math 10 Week 14

This week in math I learned how to find the length of a line segment using points.

example: A(2,7) to B(5,7)

For this, I know that the points are ordered (x,y), so the y value does not change. The x value however, is not the same in both points.
For point A, x=2, and for point B, x=5. The length of the line is 3.

A more complex example would be; P(-6,6), Q(-6,-10), and R(8,-10).

this is what it would look like on a grid.

If you were going to have to find the distance from P to R, you will need to fine the other 2 lines, Q to R and P to Q in order to find the distance from P to R.
You can get PQ and QR from looking at the graph, with the length of PQ being 16 and QR being 14. Next, to find the distance from P to R you would use Pythagoras theorem. 16 squared is 256, and 14 squared is 196. 256+196=452. the square root of 452 is 21.260. But if the question is asking for an exact value that wont work. so you will need to factor 452.


that is what PR would equal as an EXACT value.