Semester 2 Reflection
Generating Ideas
When it comes to generating ideas I think I am best at identifying and using a mathematical tool to my advantage. For example, during the most recent project I was creating an exploration that would teach about i, the imaginary number, and how it works with exponents. Instead of just showing them answers to i problems I first showed them how exponents and square roots worked with real numbers. Something that I struggle in this area is creating a plan. Sure, sometimes I get inspired and I know exactly what to do and what I want to do from the moment I start but sometimes I just figure it out. Also in this final project I didn’t start it in the first few days because I wasn’t motivated. I did not know what to make for my project and I just waited until I did, I did not create a plan on what I wanted to do.
Communicating Thought in a Clear and Accessible Way
Communicating your thought can be hard but it can be especially difficult when it comes to math. Trying to explain something you learned in a math class without them knowing what or how it works doesn’t help either. Thankfully I feel like I have mastered this skill. During exhibition when I was explaining the imaginary number I didn’t simply just tell them about it but I showed them how it worked in regards to the real number plane. I used a marker to show everyone on the real number plane and imaginary number plane. Something I find that I struggle with that is related to communicating is the skill to restate a problem so people can better understand. Also during the exhibition for my final project I found that I had no other ways of describing i, the imaginary number, than just the one way I had.
Recognizing and Resolving Errors
Catching errors in your work and other people's work is really important as long as you intend to fix and help correct the error. This is something that I find I am well at doing. For example, during the exhibition for the final project in my Algebra 2 class I was presenting i, the imaginary number, and how it works with exponents. Instead of just letting people get answers wrong and me telling them that I tried to give a reason why it might be wrong and provide example of why the calculation they used doesn’t work or how it should work. Even though I am able to do this I still find that I have a hard time paying attention to detail when it comes to math. In the assignments that are given to us, the students, I might miss a question just because I didn’t realize there was a negative sign in front of the equation or some other reason.
Reflecting and Synthesizing
Providing justification for an answer is just as important as the answer itself. If you cannot explain it than it is worth nothing. I feel that I am able to explain my answers well and justify them. An example of when I do this is during the seminars on our assignments. Whenever I am able to provide an answer I try to justify it by taking through the steps that I took and giving examples of similar problems. Something that I could improve on is generating general rules for new concepts. When I was first learning about i, the imaginary number, I had no idea on how it worked. However, through some practice and explaining I feel that I have a better understanding of it.
Semester 1 Reflection
I have mastered the log/ln skill
I believe I have mastered the skill of using log/ln. In Exploration 16 problem 5 I correctly show my understanding of the placement of a base, value that is in parenthesis, and what they equal. I am able to translate the function into a simple x squared equals y equation. In Exploration 17, problem 1 and 3, I am able to show my understanding again by simplifying and adding. In problem 1 I can easily simplify the equation of loga(b/cd) to only loga(b)dloga(c). In problem 3 I show my understanding that even though two equation may look different they have the same result. I show that log(a*b) can be represented as log(a)+log(b).
I have mastered the habit of finding/correcting logical flaws
I believe I have mastered this habit of finding/correcting logical flaws. An example of this would be in Exploration 19 problem 6. What I did was that I found that the answer I originally got was incorrect so I approached the problem a new way after consulting with other. In Exploration 20 problem 1 c) I definitely take a big step forward in this habit. At first I was baffled at the fact I got it wrong, and it didn’t help that my table mates were not too helpful and had a bit of a superiority attitude to them, but I straightened it out. I found where I had a misunderstanding and slowly fixed it. It took time but I now have a better understanding of the topic I was confused about.
I believe I have mastered the skill of using log/ln. In Exploration 16 problem 5 I correctly show my understanding of the placement of a base, value that is in parenthesis, and what they equal. I am able to translate the function into a simple x squared equals y equation. In Exploration 17, problem 1 and 3, I am able to show my understanding again by simplifying and adding. In problem 1 I can easily simplify the equation of loga(b/cd) to only loga(b)dloga(c). In problem 3 I show my understanding that even though two equation may look different they have the same result. I show that log(a*b) can be represented as log(a)+log(b).
I have mastered the habit of finding/correcting logical flaws
I believe I have mastered this habit of finding/correcting logical flaws. An example of this would be in Exploration 19 problem 6. What I did was that I found that the answer I originally got was incorrect so I approached the problem a new way after consulting with other. In Exploration 20 problem 1 c) I definitely take a big step forward in this habit. At first I was baffled at the fact I got it wrong, and it didn’t help that my table mates were not too helpful and had a bit of a superiority attitude to them, but I straightened it out. I found where I had a misunderstanding and slowly fixed it. It took time but I now have a better understanding of the topic I was confused about.




Spreadsheet Project
How much money will I have in the bank if I do not add or take out any after x amount of years? Months? This question can be answered in my Spreadsheet Workshop. Along with being able to give the amount of money after x amount of years or moths it also has many other calculators.
Manual:
You will notice you don not have full access to this spreadsheet but don't worry! For each sheet there are certain cells I have given permission to anyone. These cells are Time, Distance, Rise, Run, Full Price, and Discount on the Making Calculations Sheet. In the Tweaking a Function Sheet you are given the ability to change cells A, B, and C. On the Interestearnings Accounts Sheet you can change both interest rates and Beginning amount of Money. On most of these sheets you are given blank x values to play around with each function.
Things to Remember:
If you want your interest rate to increase the amount of money each cycle have it be greater than one (>1). If it is greater than zero and less than one the total amount of money each cycle will go down.
Calculations:
The calculations in this were distance divided by time to equal velocity, rise divided by run to equal the slope, and the amount multiplied by a percentage, in decimal form, to equal amount saved on the Making Calculations Sheet. For the sheet Graphing a function the calculation being made are standard y=mx+b with one using absolute value yo get an answer. On the sheet Tweaking a Function it is using y=mx+b with A, B, and C as your independent variables. Finally, on the Interestearnings Accounts Sheet it is using exponential growth/decay calculations, y=P*b^t/k.
Manual:
You will notice you don not have full access to this spreadsheet but don't worry! For each sheet there are certain cells I have given permission to anyone. These cells are Time, Distance, Rise, Run, Full Price, and Discount on the Making Calculations Sheet. In the Tweaking a Function Sheet you are given the ability to change cells A, B, and C. On the Interestearnings Accounts Sheet you can change both interest rates and Beginning amount of Money. On most of these sheets you are given blank x values to play around with each function.
Things to Remember:
If you want your interest rate to increase the amount of money each cycle have it be greater than one (>1). If it is greater than zero and less than one the total amount of money each cycle will go down.
Calculations:
The calculations in this were distance divided by time to equal velocity, rise divided by run to equal the slope, and the amount multiplied by a percentage, in decimal form, to equal amount saved on the Making Calculations Sheet. For the sheet Graphing a function the calculation being made are standard y=mx+b with one using absolute value yo get an answer. On the sheet Tweaking a Function it is using y=mx+b with A, B, and C as your independent variables. Finally, on the Interestearnings Accounts Sheet it is using exponential growth/decay calculations, y=P*b^t/k.