Fahrenheit 451 Visual

This visual represents how humans believe they are immortal gods whose actions have no consequences, and continue on their path of environmental destruction. They do not realize that destroying nature will also destroy themselves. In the visual, the man is littering the beach and killing innocent creatures, unaware of the tsunami forming behind him.

Fahrenheit 451 Reflection

I contributed to the presentation as the Literary Luminary. I located and explained the significance and meaning of the figurative language in our section. I explained how the images and devices contribute to the thematic ideas of the section. I also contributed as the Visual Enhancer for the Literary Luminary section. I created and designed visuals that helped to reveal the ideas explored. The Discussion Director was a group effort; we developed a list of interpretive and analytical questions that we felt gave insight to the big ideas.

 

Blog Log #1: Drama at the Grammys

Read the article here.

 

What originally drew me to this article was the title: Can the Grammys Please Anyone? It seemed contradictory at first, since the event is so popular. The article expresses how at this event, there is a fight for the representation of every group of people. I appreciated the author’s use of figurative language, such as the metaphor: “the show has become a piñata for critics, activists, and even major artists,” and the personification: “the Grammys still walk a tightrope.” What interested me in this article is how the described issue is universal. In 2019, all the different groups of people have one objective: representation. Every gender, race, religion, and sexual orientation is determined to be represented in today’s society. Often, the larger group of people overshadows the others, causing displeasure, as the article’s name implies. I hope for a future where every group of people is represented.

Week 17 – Precalc 11

This week in Precalculus 11, we learned about the Sine Law. It gives us a more efficient method to solving triangles without 90° angles. However, it can only be used if an angle, its opposite side length, and one other piece of information are given.

The Sine Law is commonly written in 2 forms. The first is used when solving for a side length, and the second is used when solving for an angle.

 

 

 

 

 

 

Examples

 

 

 

 

 

 

 

 

 

 

When only given one angle using Sine Law, there could be 2 different triangles. Solve for an angle, and if it is less than 90°, find its quadrant II coterminal angle. Add this to the originally given angle, and if it is less than 180°, there are 2 possible triangles.

Week 15 – Precalc 11

This week in Precalculus 11, we learned about solving rational equations.

Rational equation: an equation containing rational expressions.

To solve a rational equation, we first identify non-permissible values. One way to solve a rational equation is to multiply each term by the lowest common denominator, then solve normally. Another is if 2 fractions are equal to eachother and have either the same numerators or same denominators, their numerators/denominators must also match. We then check for extraneous roots, or non-permissible values.

Example:

Week 14 – Precalc 11

This week in Precalculus 11, we started the Rational Expressions and Equations Unit. We first learned about equivalent rational expressions.

rational expression: a fraction with polynomials in the numerator & denominator

non-permissable value: variable values making the denominator 0

To determine the non-permissable values, we equate the denominator to 0 and solve the equation.

Example:

 

 

 

 

 

 

 

To simplify a rational expression, we first factor the numerator and denominator. We then identify the non-permissable values. Last, we cancel out identical pairs of numerators and denominators.

Example:

Week 13 – Precalc 11

This week in Precalculus 11, we learned about graphing reciprocals of linear functions.

reciprocal: numerator and denominator are switched

linear function: an equation in 2 variables with degree 1

asymptote: barrier lines of a graph

To graph the reciprocal of a linear function, we first graph its parent function. We then find the points on the graph where y = 1 and y = -1, and the vertical and horizontal asymptotes. In most cases, the horizontal asymptote is y = 0. The vertical asymptote is the x-intercept. We then use these points to draw a 2-part graph known as a hyperbola. The asymptotes act as barriers.

Example: