## Math 3 Semester #1

Baylee L. Beals

10/14/2017

Pow 2: King Arthur's Table

You have to find an equation that can give you a winning seat at Arthur's table no matter how many people are sitting around it. But King Arthur starts at seat 1 and says you're in. Then goes to seat two and says you're out. Seat three is in. Seat four is out. And so on. So every other seat is out until only one chair remains. The goal is to find an equation, or procedure that gives you exactly what seat you should sit in

In the second picture it shows a line of numbers. On the left side is how many knights are at the table and on the right side is the number of the winning seat. So if there were 9 knight the winning seat would be #3. We started out with trying to find a pattern and we found something we called a reset. A reset is where once the number of the winning seat matches the number of knights at the table it resets and so if you add one more knight to the table then the winning seat would be 1. For example there are 15 knights at the table and the winning seat is #15 so it would reset and now if there were 16 knights at the table the winning seat would be #1.

So then I talked with my group and we ended up with the equation in the first picture. X-2*y•2+1. (*y is supposed to be exponent y) so X is the number of knights at the table and y is the highest power of 2 underneath that number so say there are 6 knights at the table the highest power of 2 would be 4 so the equation would be 6-4 which is 2 then you would do 2•2+1 which is 5 and as you see in the second picture 6 knights means the winning seat is #5.

I thought this POW was kinda fun. It was actually kinda hard to do it by myself though and I honestly would not have been able to finish this POW if it weren't for the group I was in. Dead serious I owe the people in my group big time. But I appreciate the collaboration we were able to do and the open whiteboard space that we had access to.

I think I did pretty good on this POW I collaborated with my group solving the POW and I might not have done the best write up but I think that both myself and my group all deserve at least an A on this POW.

10/14/2017

Pow 2: King Arthur's Table

You have to find an equation that can give you a winning seat at Arthur's table no matter how many people are sitting around it. But King Arthur starts at seat 1 and says you're in. Then goes to seat two and says you're out. Seat three is in. Seat four is out. And so on. So every other seat is out until only one chair remains. The goal is to find an equation, or procedure that gives you exactly what seat you should sit in

In the second picture it shows a line of numbers. On the left side is how many knights are at the table and on the right side is the number of the winning seat. So if there were 9 knight the winning seat would be #3. We started out with trying to find a pattern and we found something we called a reset. A reset is where once the number of the winning seat matches the number of knights at the table it resets and so if you add one more knight to the table then the winning seat would be 1. For example there are 15 knights at the table and the winning seat is #15 so it would reset and now if there were 16 knights at the table the winning seat would be #1.

So then I talked with my group and we ended up with the equation in the first picture. X-2*y•2+1. (*y is supposed to be exponent y) so X is the number of knights at the table and y is the highest power of 2 underneath that number so say there are 6 knights at the table the highest power of 2 would be 4 so the equation would be 6-4 which is 2 then you would do 2•2+1 which is 5 and as you see in the second picture 6 knights means the winning seat is #5.

I thought this POW was kinda fun. It was actually kinda hard to do it by myself though and I honestly would not have been able to finish this POW if it weren't for the group I was in. Dead serious I owe the people in my group big time. But I appreciate the collaboration we were able to do and the open whiteboard space that we had access to.

I think I did pretty good on this POW I collaborated with my group solving the POW and I might not have done the best write up but I think that both myself and my group all deserve at least an A on this POW.

Baylee L. Beals

Planning the Platforms

Problem Statement

Kevin is planning for a concert and his job is to arrange a stand for multiple baton twirlers. He is creating platforms for each twirler in a stair like formation where the height from each platform to the next is the same. Kevin doesn't know how many twirlers will be performing in the concert. Camellia's job in this concert is to buy, cut, and hang material from the top of each platform to the ground. Camellia needs to know how many people will be in the competition in order to know how many platforms there will be and the height of the platforms so she can determine the amount of fabric she needs. Our job is to develop an equation to determine the height of the tallest platform and how much material will be needed for all of the platforms once Kevin gives you a headcount of the number of twirlers that will be participating in the concert.

Visual Representation

Platform

Height of individual platform

(Inches)

Total fabric for platform + receding

(Inches)

Total fabric for platform + receding

(Feet)

1

12

423

35.25

2

18

1,080

90

3

24

1,944

162

4

30

3,024

252

5

36

4,212

351

6

42

6,724

560.33

7

48

7,452

621

8

54

9,396

783

9

60

11,556

963

10

66

13,932

1,161

Process

The first step I took to solve this problem was assigning a random height for the first platform and a width for all of the platforms. I then assigned a common height difference between each platform to help with finding an equation. I then found out how tall each platform would be in inches all the way up to ten platforms then started experimenting with numbers to try and come up with an equation to determine any given platform's height. It didn’t take long to come up with a working equation. I then calculated how much material would be needed for up to six platforms with the lengths and width I figured. This process took me a longer than expected but I was able to get help from claire and she told me that I needed to use Sigma and once I figured out how to use Sigma I found an equation for determining the total material needed with X amount of platforms.

Solution

w = Width

H = Height of first platform

h = Height difference between platforms

x = Number of twirlers/platforms needed

Example numbers:

Evaluation

Overall I thought that this was a good POW. I thought it was harder than the other POWs we have done but with a little communication and help with peers it is not impossible. I definitely felt that this POW was easier than everything else that was going on in the class though. But it was a little hard to understand. If you give this POW out next year I would try to make it more clear as to what you are asking the students to find out instead of the students having to really analyze the text to try and find out what we are having to do for the POW.

Self Assessment

I think I would give myself an A for this POW because I stayed up late on some nights working on it and refining it to the best of my abilities. I also haven't really dealt with sigma before and I had to get help with that but I did my best to get the right equation. But I also did procrastinate until this last week, and that is why I had to stay up late. So I think an A or A- would be okay.

Planning the Platforms

Problem Statement

Kevin is planning for a concert and his job is to arrange a stand for multiple baton twirlers. He is creating platforms for each twirler in a stair like formation where the height from each platform to the next is the same. Kevin doesn't know how many twirlers will be performing in the concert. Camellia's job in this concert is to buy, cut, and hang material from the top of each platform to the ground. Camellia needs to know how many people will be in the competition in order to know how many platforms there will be and the height of the platforms so she can determine the amount of fabric she needs. Our job is to develop an equation to determine the height of the tallest platform and how much material will be needed for all of the platforms once Kevin gives you a headcount of the number of twirlers that will be participating in the concert.

Visual Representation

Platform

Height of individual platform

(Inches)

Total fabric for platform + receding

(Inches)

Total fabric for platform + receding

(Feet)

1

12

423

35.25

2

18

1,080

90

3

24

1,944

162

4

30

3,024

252

5

36

4,212

351

6

42

6,724

560.33

7

48

7,452

621

8

54

9,396

783

9

60

11,556

963

10

66

13,932

1,161

Process

The first step I took to solve this problem was assigning a random height for the first platform and a width for all of the platforms. I then assigned a common height difference between each platform to help with finding an equation. I then found out how tall each platform would be in inches all the way up to ten platforms then started experimenting with numbers to try and come up with an equation to determine any given platform's height. It didn’t take long to come up with a working equation. I then calculated how much material would be needed for up to six platforms with the lengths and width I figured. This process took me a longer than expected but I was able to get help from claire and she told me that I needed to use Sigma and once I figured out how to use Sigma I found an equation for determining the total material needed with X amount of platforms.

Solution

w = Width

H = Height of first platform

h = Height difference between platforms

x = Number of twirlers/platforms needed

- Formula for height of tallest platform (or any platform): (x*h)+H

- Formula for total length of material with X platforms: ( n = 0x(n*h)+H ) * w

Example numbers:

- Formula for height of tallest platform, or any given platform. With assumed measurements listed in process: (x*6)+6

- Formula for total length of material with X amount of platforms and assumed measurements listed in the process: ( n = 0x (n*6)+6 ) *36

Evaluation

Overall I thought that this was a good POW. I thought it was harder than the other POWs we have done but with a little communication and help with peers it is not impossible. I definitely felt that this POW was easier than everything else that was going on in the class though. But it was a little hard to understand. If you give this POW out next year I would try to make it more clear as to what you are asking the students to find out instead of the students having to really analyze the text to try and find out what we are having to do for the POW.

Self Assessment

I think I would give myself an A for this POW because I stayed up late on some nights working on it and refining it to the best of my abilities. I also haven't really dealt with sigma before and I had to get help with that but I did my best to get the right equation. But I also did procrastinate until this last week, and that is why I had to stay up late. So I think an A or A- would be okay.

I am proud of POW #2 around the kings table because when I worked with a group to try and figure it out, I didn't just copy off of them I didn't pretend to do work just so I could be lazy. No I worked with the group i threw my ideas out there I did my best to figure it out and I communicated with the group. We ended up figuring it out as a team so I was proud to say that I actually helped figure it out.

I am proud of POW #3 planning the platforms because it was very hard for me and I had a hard time figuring it out because I had to use sigma for the first time, so it was hard for me but once I figured it out I was able to create something I was proud of.

I am proud of POW #3 planning the platforms because it was very hard for me and I had a hard time figuring it out because I had to use sigma for the first time, so it was hard for me but once I figured it out I was able to create something I was proud of.

Silverton Water Quality Write-Up

Megan, Baylee, Ari

Task statement:

On October 12th, the entire Junior class went up to Silverton. Where we tested the turbidity, pH, conductivity, streamflow, and temperature of three creeks; Cement Creek, Mineral Creek, and the Upper Animas. My pod tested Cement Creek, I worked with Claire, Janey & Saige. Ari worked with Sammy, Larrea, & Eli, and lastly, Megan worked with Lydia and Chloe. Our goal was to gather enough data to where we could be able to predict what the pH, turbidity, conductivity, streamflow, and temperature would be when all three creeks merged to form the Animas river. Once we made our predictions we would then compare them to the data that the USGS collected on that day, October 12th.

Introduction:

In this investigation we went to Silverton, Colorado, in order to test three creeks, Cement, Mineral, and the Upper Animas, all tributaries to the Animas River. We tested the water quality of each by taking precise measurements in order to find each of the following; conductivity (or the amount of positive and negative ions) , pH (potential hydrogen/the number of free hydrogen molecules), turbidity (the cloudiness of a fluid), temperature (the degree of the intensity of heat), and streamflow (cubic feet per second of water). After collecting these results we compiled our data as a grade, making sure every groups data was incorporated into the larger dataset. From there we used Standard Deviation, Mean, Median, Mode, Sum, Minimum, Maximum, to look for trends in the data and to compare our data we collected to other data collected by others. The end goal of this investigation, was to refine our dataset to the point in which it can be used to accurately predict trends/make conclusions about the animas confluence. We hoped to achieve the following during this investigation; Experience field data collection including pH, conductivity, temperature, flow rate, dissolved oxygen and turbidity, describe how people interact with their environment, particularly their water, and how these interactions impact water quality, treat hard-rock mining in Silverton as a case study, describe how geology and ecology can impact water quality

treat sulfide minerals and the equations resulting in AMD as a case study describe the current water quality in the Animas River headwaters and action steps which are being taken to improve water quality after the Gold King Mine spill.

Visual Representation:

Once we had all of the results from our investigation, we then made a table that contained all of our information in one place.

AVERAGE of Temperature (C)

MEDIAN of Temperature (C)

STDEV of Temperature (C)

MAX of Temperature (C)

MIN of Temperature (C)

Cement Creek

9.48

9.5

0.2316606714

9.8

9.1

Mineral Creek

6.88

6.9

0.1303840481

7

6.7

Upper Animas

4.72

4.7

0.1788854382

4.9

4.5

Grand Total

7.18125

6.95

2.049461311

9.8

4.5

10/12/2017

AVERAGE of pH

MEDIAN of pH

MAX of pH

MIN of pH

STDEV of pH

Cement Creek

3.82

3.7

4.6

3.45

0.4490211576

Mineral Creek

7.05

7.04

7.1

7

0.05033222957

Upper Animas

6.35

6.3

7.52

5.27

1.128461342

Grand Total

5.468333333

5.385

7.52

3.45

1.618500054

10/12/2017

AVERAGE of Turbidity (NTU)

MEDIAN of Turbidity (NTU)

MAX of Turbidity (NTU)

MIN of Turbidity (NTU)

STDEV of Turbidity (NTU)

Cement Creek

-0.23

-2.7

16.3

-17

13.90836679

Mineral Creek

13.70

10

31.1

0

15.87671251

Upper Animas

13.05

0.78

34.4

-5

19.58502796

Grand Total

7.497142857

0.78

34.4

-17

16.71921209

10/12/2017

AVERAGE of Conductivity (uS/cm)

MEDIAN of Conductivity (uS/cm)

MAX of Turbidity (NTU)

MIN of Conductivity (uS/cm)

STDEV of Conductivity (uS/cm)

Cement Creek

989.00

983.5

16.3

972

21.24460716

Mineral Creek

427.00

427

31.1

427

#DIV/0!

Upper Animas

448.75

314

34.4

302

277.5588526

Grand Total

686.4444444

865

34.4

302

333.9042195

10/12/2017

AVERAGE of Streamflow (cfs)

MEDIAN of Streamflow (cfs)

MAX of Streamflow (cfs)

MIN of Streamflow (cfs)

STDEV of Streamflow (cfs)

Cement Creek

28.94

26.11

34.91

25.80

5.172494563

Mineral Creek

49.97

46

77.248

26.65

25.53108435

Upper Animas

24.45

24.445

24.49

24.4

0.06363961031

Grand Total

35.70

26.38

77.25

24.40

18.35438872

Methods/Process:

When we went up to silverton we had to test 5 things, pH, Turbidity, conductivity, streamflow and temperature. We used a pH rod to test the pH, a turbidity sensor for turbidity, conductivity rod for conductivity, a rod that worked as a temperature gage, and we used a ruler and measuring tape for figuring out the streamflow of the creeks.

The point of the project was to predict what the 5 things would be when the three creeks merge we had to make the predictions based on the data that was collected in the three creeks and put into a google spreadsheet. Megan, Chloe, Claire and I all worked together to try and figure out how we would make the predictions. We ended up finding the average of all the temperatures from the data set to predict what the temperature would be when the three creeks merged. To predict what the Streamflow was we added all the max’s in the data set and found the average. To find the conductivity we got rid of all the outliers and we found the average. Finally to predict the pH we did the same thing we did with conductivity, we got rid of all the outliers and we found the average.

My group only got help from Claire and Chloe when we had to figure out the predictions, we also got a few tips from Steve on the problems we encountered when comparing our data to the USGS data website. The problem that we came across was called the Ice conundrum. Other than the ice conundrum we did not have any problems.

Importance:

It is important to find the pH, temperature, streamflow, conductivity and turbidity when working with water quality because if a body of water that people frequently use, such as the Animas river, is contaminated or toxic, and gets consumed, can be very dangerous and make people very sick. Testing the pH in water tells you how acidic or basic the water is. If the water you test is lower than the pH of 7, then the water is acidic, thus meaning it is toxic and can cause harm. Turbidity causes cloudiness or haziness to the water, which makes testing turbidity a major factor in testing water quality because it is a good indicator of the effectiveness in the filtration system. If turbidity is high it can make it harder on aquatic life because the water is unsuitable for their living, due to the particles being suspended. Testing streamflow is also an important factor because aquatic life depends on the flow of the stream. Rivers that flow fast can receive pollution discharges and be little affected, while smaller streams have less capacity to decrease and help get rid of wastes. Conductivity measures the waters capability to pass electricity, which is related to the absorption of the ions in the water. Temperature effects the dissolved oxygen levels within the water, which impacts the chemical and the biological components of the water.

Solutions/predictions:

Once we had all of our classes data collected, we all made predicted values for the water quality parameters in the Animas River. Our group predicted that the temperature would be 7.02, the conductivity would be 1,999.3, the stream flow would be 45.78 and the pH would be 5.55. We predicted the temperature by finding the averages, for streamflow we added all the max’s to find the average and for conductivity and the pH we used the x outliers average. Observing the student data, a trend that we noticed was that the standard deviation was always less than the average in each creek. Comparing our data to the USGS data, we predicted that the temperature was seven, which it was, but for the streamflow, the USGS data said the streamflow was 103, while we had predicted it to 45.78. Since there was no data for pH, conductivity, or turbidity in the USGS data, we had to look at the data over the weeks before we went, to find what the parameters would be, so we could compare it to our predictions. We then had to make calculations that helped find our predictions. We started off by finding the mean and used each mean for the parameters which then would find the weighted averages. Our predictions weren’t very accurate compared to the USGS data, because we found that when our data was being measured, it wasn’t as precise as theirs.

Evaluation:

Doing this experiment in Silverton, I think was worthwhile, because it provided us with important information that is crucial to testing water quality. We learned how to use the instruments that you need to test water quality, and also what they are used for. We were also able to learn why we need to use those particular instruments to test the water, and the importance each test has. Conducting this experiment was interesting in the fact that it is an actual body of water that can affect us, so we were able to learn what it means if the pH is low and the turbidity is high, and how it can affect us.

Self-Assessment: I think my group should get at least an A- because we worked the best we could and we communicated to the best of our abilities. In the beginning we all came to a consensus on how we would split the work, and we helped each other out when we needed it.

Parts:

Megan: Visual representation, solutions/predictions, evaluation and importance

Ari: Introduction

Baylee: Task Statement, Methods/Process, Self Assessment

Megan, Baylee, Ari

Task statement:

On October 12th, the entire Junior class went up to Silverton. Where we tested the turbidity, pH, conductivity, streamflow, and temperature of three creeks; Cement Creek, Mineral Creek, and the Upper Animas. My pod tested Cement Creek, I worked with Claire, Janey & Saige. Ari worked with Sammy, Larrea, & Eli, and lastly, Megan worked with Lydia and Chloe. Our goal was to gather enough data to where we could be able to predict what the pH, turbidity, conductivity, streamflow, and temperature would be when all three creeks merged to form the Animas river. Once we made our predictions we would then compare them to the data that the USGS collected on that day, October 12th.

Introduction:

In this investigation we went to Silverton, Colorado, in order to test three creeks, Cement, Mineral, and the Upper Animas, all tributaries to the Animas River. We tested the water quality of each by taking precise measurements in order to find each of the following; conductivity (or the amount of positive and negative ions) , pH (potential hydrogen/the number of free hydrogen molecules), turbidity (the cloudiness of a fluid), temperature (the degree of the intensity of heat), and streamflow (cubic feet per second of water). After collecting these results we compiled our data as a grade, making sure every groups data was incorporated into the larger dataset. From there we used Standard Deviation, Mean, Median, Mode, Sum, Minimum, Maximum, to look for trends in the data and to compare our data we collected to other data collected by others. The end goal of this investigation, was to refine our dataset to the point in which it can be used to accurately predict trends/make conclusions about the animas confluence. We hoped to achieve the following during this investigation; Experience field data collection including pH, conductivity, temperature, flow rate, dissolved oxygen and turbidity, describe how people interact with their environment, particularly their water, and how these interactions impact water quality, treat hard-rock mining in Silverton as a case study, describe how geology and ecology can impact water quality

treat sulfide minerals and the equations resulting in AMD as a case study describe the current water quality in the Animas River headwaters and action steps which are being taken to improve water quality after the Gold King Mine spill.

Visual Representation:

Once we had all of the results from our investigation, we then made a table that contained all of our information in one place.

AVERAGE of Temperature (C)

MEDIAN of Temperature (C)

STDEV of Temperature (C)

MAX of Temperature (C)

MIN of Temperature (C)

Cement Creek

9.48

9.5

0.2316606714

9.8

9.1

Mineral Creek

6.88

6.9

0.1303840481

7

6.7

Upper Animas

4.72

4.7

0.1788854382

4.9

4.5

Grand Total

7.18125

6.95

2.049461311

9.8

4.5

10/12/2017

AVERAGE of pH

MEDIAN of pH

MAX of pH

MIN of pH

STDEV of pH

Cement Creek

3.82

3.7

4.6

3.45

0.4490211576

Mineral Creek

7.05

7.04

7.1

7

0.05033222957

Upper Animas

6.35

6.3

7.52

5.27

1.128461342

Grand Total

5.468333333

5.385

7.52

3.45

1.618500054

10/12/2017

AVERAGE of Turbidity (NTU)

MEDIAN of Turbidity (NTU)

MAX of Turbidity (NTU)

MIN of Turbidity (NTU)

STDEV of Turbidity (NTU)

Cement Creek

-0.23

-2.7

16.3

-17

13.90836679

Mineral Creek

13.70

10

31.1

0

15.87671251

Upper Animas

13.05

0.78

34.4

-5

19.58502796

Grand Total

7.497142857

0.78

34.4

-17

16.71921209

10/12/2017

AVERAGE of Conductivity (uS/cm)

MEDIAN of Conductivity (uS/cm)

MAX of Turbidity (NTU)

MIN of Conductivity (uS/cm)

STDEV of Conductivity (uS/cm)

Cement Creek

989.00

983.5

16.3

972

21.24460716

Mineral Creek

427.00

427

31.1

427

#DIV/0!

Upper Animas

448.75

314

34.4

302

277.5588526

Grand Total

686.4444444

865

34.4

302

333.9042195

10/12/2017

AVERAGE of Streamflow (cfs)

MEDIAN of Streamflow (cfs)

MAX of Streamflow (cfs)

MIN of Streamflow (cfs)

STDEV of Streamflow (cfs)

Cement Creek

28.94

26.11

34.91

25.80

5.172494563

Mineral Creek

49.97

46

77.248

26.65

25.53108435

Upper Animas

24.45

24.445

24.49

24.4

0.06363961031

Grand Total

35.70

26.38

77.25

24.40

18.35438872

Methods/Process:

When we went up to silverton we had to test 5 things, pH, Turbidity, conductivity, streamflow and temperature. We used a pH rod to test the pH, a turbidity sensor for turbidity, conductivity rod for conductivity, a rod that worked as a temperature gage, and we used a ruler and measuring tape for figuring out the streamflow of the creeks.

The point of the project was to predict what the 5 things would be when the three creeks merge we had to make the predictions based on the data that was collected in the three creeks and put into a google spreadsheet. Megan, Chloe, Claire and I all worked together to try and figure out how we would make the predictions. We ended up finding the average of all the temperatures from the data set to predict what the temperature would be when the three creeks merged. To predict what the Streamflow was we added all the max’s in the data set and found the average. To find the conductivity we got rid of all the outliers and we found the average. Finally to predict the pH we did the same thing we did with conductivity, we got rid of all the outliers and we found the average.

My group only got help from Claire and Chloe when we had to figure out the predictions, we also got a few tips from Steve on the problems we encountered when comparing our data to the USGS data website. The problem that we came across was called the Ice conundrum. Other than the ice conundrum we did not have any problems.

Importance:

It is important to find the pH, temperature, streamflow, conductivity and turbidity when working with water quality because if a body of water that people frequently use, such as the Animas river, is contaminated or toxic, and gets consumed, can be very dangerous and make people very sick. Testing the pH in water tells you how acidic or basic the water is. If the water you test is lower than the pH of 7, then the water is acidic, thus meaning it is toxic and can cause harm. Turbidity causes cloudiness or haziness to the water, which makes testing turbidity a major factor in testing water quality because it is a good indicator of the effectiveness in the filtration system. If turbidity is high it can make it harder on aquatic life because the water is unsuitable for their living, due to the particles being suspended. Testing streamflow is also an important factor because aquatic life depends on the flow of the stream. Rivers that flow fast can receive pollution discharges and be little affected, while smaller streams have less capacity to decrease and help get rid of wastes. Conductivity measures the waters capability to pass electricity, which is related to the absorption of the ions in the water. Temperature effects the dissolved oxygen levels within the water, which impacts the chemical and the biological components of the water.

Solutions/predictions:

Once we had all of our classes data collected, we all made predicted values for the water quality parameters in the Animas River. Our group predicted that the temperature would be 7.02, the conductivity would be 1,999.3, the stream flow would be 45.78 and the pH would be 5.55. We predicted the temperature by finding the averages, for streamflow we added all the max’s to find the average and for conductivity and the pH we used the x outliers average. Observing the student data, a trend that we noticed was that the standard deviation was always less than the average in each creek. Comparing our data to the USGS data, we predicted that the temperature was seven, which it was, but for the streamflow, the USGS data said the streamflow was 103, while we had predicted it to 45.78. Since there was no data for pH, conductivity, or turbidity in the USGS data, we had to look at the data over the weeks before we went, to find what the parameters would be, so we could compare it to our predictions. We then had to make calculations that helped find our predictions. We started off by finding the mean and used each mean for the parameters which then would find the weighted averages. Our predictions weren’t very accurate compared to the USGS data, because we found that when our data was being measured, it wasn’t as precise as theirs.

Evaluation:

Doing this experiment in Silverton, I think was worthwhile, because it provided us with important information that is crucial to testing water quality. We learned how to use the instruments that you need to test water quality, and also what they are used for. We were also able to learn why we need to use those particular instruments to test the water, and the importance each test has. Conducting this experiment was interesting in the fact that it is an actual body of water that can affect us, so we were able to learn what it means if the pH is low and the turbidity is high, and how it can affect us.

Self-Assessment: I think my group should get at least an A- because we worked the best we could and we communicated to the best of our abilities. In the beginning we all came to a consensus on how we would split the work, and we helped each other out when we needed it.

Parts:

Megan: Visual representation, solutions/predictions, evaluation and importance

Ari: Introduction

Baylee: Task Statement, Methods/Process, Self Assessment

Math class this semester has been kind of hard for me. Freshman year I had Math 1 sophomore year I had Math 2 but my math 2 class turned out to be more of a humanities class instead of an actual math class so when I had to do Math 3 it was a jump from Math 1 to Math 3 so I have been kind of behind. I have also kind of felt neglected in math class, i dont get math as quick as others I dont grasp the concepts as easy as others so when I ask someone for help its because I actually need help understanding and I have already tried understanding it on my own but I couldn't so i ask for help, all they seem to do is say figure it out on your own or you just want to copy off of me, things like that have really made it hard for me to stay caught up and understand what is going on.

I think freshman year I changed from a hard independent person to someone that was soft and showed emotion, sophomore I continued that status and now junior year I can feel myself slowly sliding back into the attitude of solely independent no emotion, hard headed person, I do not necessarily like that idea but it has helped me stay caught up on my grades and continue to keep my grades above passing.

For second semester I hope I can continue to stay caught up in class and I hope that I can continue to keep my grades up. I know that it will be a struggle for me but I am gonna try my hardest to do my best.

I think freshman year I changed from a hard independent person to someone that was soft and showed emotion, sophomore I continued that status and now junior year I can feel myself slowly sliding back into the attitude of solely independent no emotion, hard headed person, I do not necessarily like that idea but it has helped me stay caught up on my grades and continue to keep my grades above passing.

For second semester I hope I can continue to stay caught up in class and I hope that I can continue to keep my grades up. I know that it will be a struggle for me but I am gonna try my hardest to do my best.