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Things I did good:
Things I did less good:
Compare and Contrast Essay-2n9g4z0
Thanks for the great term!!
From http://www.imgrum.org/user/survivingisalonelything/391529854/1016120137583681283_391529854%5B/caption%5D
How do you human relationships help us develop?
In Of Mice and Men, Steinbeck’s main characters, George and Lennie, are a travelling pair of workers. Lennie has a mental disability that prevents him from remembering anything and causes him to panic and lose control of his strength. Lennie could never survive on his own, but George keeps him safe by practicing a routine of telling him about their fantasy of owning a farm together: “‘O.K. Someday- we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs an–’ ‘An’ live off the fatta of the lan’”’ (pg. 14). This is a happy routine that the two characters exercise this a lot throughout the novel, creating that safe space in Lennie’s mind. Steinbeck also uses loneliness as a key theme in this novella, and while George no doubt protects Lennie, Lennie also protects George from isolation: “‘With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys get in jail they can rot for all anybody gives a damn. But not us.’ Lennie broke in. ‘But not us! An’ why? Because… because I got you to look after me, and you got to look after you, and that’s why’” (pg 14). Their relationship sustains them both, and ultimately, George sneers at Lennie that life would be so much easier without him, but one needs human companionship in order to survive both mentally and physically.
Two things I did well:
Two things I would improve:
In the video “70 People Ages 5-75 Answer One Question: What Do You Regret Most?” By Glamour, 70 people are asked the same question. The children answer the question first, starting with a five year old girl. Most of them have the same answer “To be famous.” Then, the teens to young adults answer, their responses ranging from friendships to family problems. As the 20-30 year olds answer, the answers start to change, now the responses focus on losing loved ones, and what they should have done differently in high school. The video progresses and the ages increase, most regrets focus on immature choices, college, family, and parenthood. Humans are incredibly diverse and our experiences shape us into the people we are today, which is why everyone can interpret a question differently or give a unique answer. This video shows that as humans, we regret different aspects of life, but our diverse answers unite with one emotion, no matter the age.
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Name: Mara BLK: D
CHALLENGE: Make a boat that can float in water and hold the most amount of pennies.
PROBLEM: What materials can we use and how can we make a boat that will float in water?
HYPOTHESIS: If we use tinfoil as a base, and attach the straws on the perimeter and marshmallows on the corners of the bottom, the boat should be able to float.
IDEA FOR ORIGINAL DESIGN: Insert image and write a description explaining your thinking/reasoning as to why you chose that particular design
We thought that the straws would add some support to the base, and the marshmallows would be able to resist water and therefore assist the boat in staying above the water once weight (pennies) were added. We also decided to add wax paper in the middle to hold a sort of curve for the pennies.
HOW MANY PENNIES DID YOUR BOAT HOLD?
35
WHAT WOULD YOU KEEP OR CHANGE ON YOUR BOAT DESIGN IF YOU WERE TO DO THIS AGAIN? (saying nothing is not an option)
For the most part, our theory worked. The straws added support to the base and but it also allowed some water to seep through, next time, we should make sure that the ends of the straws are secure so they become more water resistant. The marshmallows also really helped the boat stay afloat and so did the wax paper, however it could only hold 35 pennies.
In Chapter 6, I learned about Factoring polynomial expressions.
In lesson 1, we reviewed how to expand a fraction and what the Greatest Common Factor (GCF) is and how to find it using prime factorization. I learned to factor a polynomial by removing the greatest common factor.
In lesson 2, I learned that sometimes the GCF is a binomial instead of a monomial, this is called Binomial Common Factors. This is used when factoring by grouping, by removing the GCf from a pair of terms and then factoring by a binomial common factor. We also learned about Monomial Common Factors involving fractions and when to use them (in later lessons and math courses).
Lesson 3 started with algebraic tile diagrams and how to use them to write polynomial expressions, then factor trinomials. I also learned to factor trinomials without algebra tiles, and by inspection by expanding the equation and inspecting to solve. Furthermore, I learned that in some situations the expression cannot be factored.
In Lesson 4, I learned how to factor trinomials of the form X² +bx +c. In order to factor this, there needs to be two integers whose product is equal to C and whose sum is equal to B. If this isn’t possible, then I know that the expression cannot be factored. If the product is positive, then the two integers have the same sign (both positive, or both negative). If the product is negative, then one of the integers is positive.
Lesson 5 introduced Difference of Squares. (Shown in image) This is a method to factor an expression described as: a² – b² = (a-b)(a+b).
In Lesson 6 I learned a method for factoring polynomials that took the form of ax² + bx + c, this method is called decomposition. “The method of factoring ax² + bx + c, by splitting the value of b into two integers whose product is ac and whose sum is b.” Is how the textbook described the decomposition method. This method can also be used to factor trinomials with the form ax² + bxy + cy².
In lesson 7 we reviewed what perfect squares were and how we use them in factoring. When a trinomial is a perfect square, the middle term has to be twice the product of the square roots of the first and last term. Using this rule, we identified which polynomials were considered perfect squares and factored. We also expanded on the previous methods of factoring.
Lesson 8 was just a review and guidelines of factoring.
The following breakdown/reivew was included in the textbook.
Lesson 9 was an enrichment lesson on solving polynomial equations in which the left side is a polynomial expression and the right side is equal to zero.