Author: Lucas

core competency automotive

Lucas on

During my auto class, I had the opportunity to perform an oil change, which allowed me to demonstrate growth in various core competencies. In the area of Communication, I had to effectively communicate with my instructor and classmates to understand the steps and safety procedures involved in the process. This required active listening and clear articulation of any questions or concerns I had.

Additionally, the oil change helped me enhance my Critical Thinking skills. I had to analyze the components of the engine, locate the oil drain plug and filter, and understand how the oil system functions. This required me to think critically, make decisions, and troubleshoot any challenges that came up during the process.

Moreover, the oil change allowed me to demonstrate Personal and Social Responsibility. I had to follow the safety protocols, such as wearing appropriate protective gear and disposing of the used oil responsibly. Taking responsibility for my actions and considering the well-being of others in the class showed my commitment to being a responsible learner.

Finally, the oil change contributed to my Development of Personal Awareness and Responsibility. By engaging in hands-on activities like this, I gained a deeper understanding of my own abilities and limitations. I became more aware of my strengths in following instructions, as well as areas where I needed to improve, such as my attention to detail or my understanding of specific engine components. This self-awareness allowed me to set personal goals for future learning and growth.

Overall, the oil change in my auto class provided me with an opportunity to develop and showcase various core competencies. It enhanced my communication skills, critical thinking abilities, sense of personal and social responsibility, and self-awareness. Engaging in practical tasks like this not only deepened my understanding of automotive mechanics but also helped me become a more well-rounded learner in general.

Desmos Art Functions Card 2022

Lucas on

In Precalculus 12 I was tasked with drawing an image on Desmos using only functions and relations. I chose to graph a picture of the bike I own. With lots of trial and tribulation, I finished the image, which turned out very well. To decide what functions I should use, I looked at each line on the bike and tried to figure out which function could be transformed best to fit it. A lot of it was trial and error as well, as I would try 1 function and if that didn’t work quite right, I would move on to the next one. The line I chose was basically decided on whether it fits the line I was graphing, and if it would be easy to connect to the next part. Many smooth curves of the graph are square root functions, as those are, in my opinion, some of the easiest to transform into the shape I want, but all the functions had at least 1 line in which they fit best.

My biggest challenge in the project was doing the drive train, which is the chain, cassette, front cog, derailleur, and cranks, or the picture down below. This was because the cassette has many teeth on it and graphing each one individually would take longer than the time I spent on this project, and it would look bad. So after a lot of trial and error, googling, and learning, I found a solution to my problem. That solution would be in the form of parametric equations, which, unlike cartesian equations (written in the form x=y), are written as an ordered pair (written as (t,t)), with 1 variable instead of 2. Parametric equations have advantages over cartesian equations, and one of these is allowing me to create lines that cannot be written as y=x, such as a sine wave which wraps around in a circle. After many hours of googling, I figured out how they worked and how to manipulate the formula, and I made the cassette with only a few headaches and then I moved on to the chain. I used sine waves for the chain and using parametric equations I could transform sine functions to the angle which matched the angle of the chain in the picture. Finishing the drive train on the bike is definitely what I am most proud of, and definitely my biggest challenge.

I had done the desmos project in grade 10, where I graphed a picture of my face so I had a good understanding of how to shade, and create colours, and did not need to spend the time figuring out how I was going to do the project, but I, for the most part, did not need to get help from others, and only got help from searching online.

My strategy for the project was to split it up into manageable sections and to shade as I went. When I shaded as I went, I could create the lines, restrict them, and move on, so I did not need to come back to that part later. Another positive to shading as I went was that it looked more complete, and made it feel like I had less left to do. My other strategy was for my function notation, instead of doing everything as f(x), I would do a different letter for each section. For example, b(x) for bars and fork, w(x) for the front wheel, and so on. This allowed me to keep my folders more organized, as I could tell just from looking at the function to see it was in the wrong folder.

I think this assignment helped me learn to transform functions quicker, but I think the greatest thing it taught me was how to use parametric equations, which are the only reason I could get this project done. Without them, I do not think it would have turned out nearly as well.


Giant Reign Graph

 

Mark EDUBLOG POST: Process (5 marks) Score
5 I clearly described my process, strategies and how I resolved any difficulties I encountered. I correctly Tagged and Categorized my post. I inserted a picture of my desmos post card and the original picture. The link to my edublog is pasted at the bottom of this self-assessment. 5
1 My explanation lacks detail and/or I have not described my problem solving process. The link, desmos picture and/or original picture are missing.
0 I did not complete the Edublog post.
Folders (5 marks)  
5 My folders are labelled with parts/objects,/letters and I correctly identified EVERY type of function and relation used. 5 
2 My folders are labelled with body parts and types of functions used. Some functions are not identified or incorrectly identified.
0 I did not use folders.  
Image (10  marks)  
10 My drawing resembles the photo I chose 10
5 My drawing is starting to look like the photo chosen
1 My drawing is missing or incomplete
Aesthetics (10 marks)  
10 Color and shading was used to strategically replicate the picture. 10
5 A little shading was used.
1 No thought was put into the use of color or shading
Functions & Relations (10 marks)  
10 I used all 10 types of function/Relations required. Absolute Value, Polynomial, Rational, Radical, Trigonometric, Exponential and Logarithmic, Sideways Parabolas, Semicircles, Ellipses. 10
x I used only x of the required types
Function notation (30 marks)       
30 I made excellent use of function notation to transform the same function repeatedly 30
10 I used function notation a few times in order to transform the same function repeatedly.
0 I wrote new equations every single time and did not use function notation.
Creativity and Complexity of Functions & Relations (30 marks)              
30 My equations show complexity and creativity. I used multiple transformations. (Stretches, Reflections, Translations, Inverses). I made excellent use of domain and/or range restrictions. I combined functions from different units. 30
15 I used mostly the same type of functions, with some transformations. My functions sometimes overlap because I could not figure out the correct domain and/or range.
10 My equations lack complexity and creativity.
Total mark:

(100)

  100

 

Mind Map – “A Private Experience”

Lucas on

A Private Experience, written by Chimamanda Ngozi Adichie, is a story about Chika, who is in the market when a riot breaks out. She is grabbed by a stranger and led to an abandoned store to hide away from the rioters. The story is based on a real event, a riot in Kano between Igbo Christians and Hausa Muslims in the 1990s. The mind map I created is a representation of my understanding of the story and contains the elements I believed to be the most important when analyzing the story. The eight elements I believed to be most important were Theme, Symbolism, Plot, Characterization, Conflict, Lens of Literary Criticism, and Point of View. To provide visual aid for these story elements, included with each one is a picture. I chose pictures I thought best fit the story and made them large and very easy to see to convey their importance. The theme of A Private Experience is in times of conflict between two groups, peace can still be achieved between members. This is shown through the bond created between Chika and the Hausa woman while they hide out from the rioters. The conflict is person vs society, despite there being no action between the rioters and Chika in the story, without the rioters there would be no conflict and therefore no story. In the A Private Experience, Chika and the Hausa woman are compared to each other, illustrating their differences. Chika is wealthy and in post secondary schooling, she can afford to go on lavish trips, and is Christian and Igbo, while the Hausa woman is poor, works as a trader, and is Hausa and Muslim. Despite all of these differences, Chika is saved by this woman, and Chika suggests a solution to the Hausa woman’s dry nipples. These actions all are proof of the thematic statement, it is two people of opposing groups in conflict getting along. When Chika’s leg is cut outside, the Hausa woman offers her scarf to be used to stop the bleeding. This scarf is part of the Islamic culture, and when the woman offers it to Chika, its not only her offering a scarf but also offering something important to her and her religion. The scarf is a symbol of the relationship and unity between the Hausa woman and Chika. Throughout the story, the Hausa woman helps Chika many times. She saved Chika in the riot; “[Chika] wants to thank the woman, for stopping her as she dashed past, for saying “No run that way!” and for leading her, instead, to this empty store where they could hide.” (Adichie, Pg 43) she used her scarf to stop the bleeding when Chika cut her leg, and she prayed for Chika’s sister to be safe. This would make the Hausa woman the guardian archetype, someone who goes out of their way and risks themselves to save another person. This act of saving and helping Chika is a demonstration of the Hausa woman’s social responsibility core competency, despite the language barrier, the diversity between the two women, and the threat of the rioters, she still went out of her way to help Chika. She proves it is always possible to help and support people no matter how different they are.

Marked by Kaitlyn