I made progress toward the improving essay problem and I improved by reading more when I got free time.
I think the thing that is on my way is the self control about resting sometimes when I got something in mind it is really annoying for me to always be controlled by the mind of playing rather than working on educational works. To overcome the problem of not staying on task when finishing homework I now uses a strategy of listening to music which is scientifically proofed.
I think after I made this vision board it really gave me a way that I know what my goal is and it really gave me a track what I am supposed to do. I think this helps me reach my goal because the way that it really helpped me stay on task and I don’t leave the “track”.
I think that I accomplished the goal of eating healthier and the part that I aid about improving my golf short game and I have bin listing out things that I think I should accomplish one after the other which my be bad since I can’t change it if I already started.
I think after you created it I think it shouldn’t be a thing that needs to be reminded since you do this everyday you should remember it and get in a habit of doing or finishing the goals. I think that I won’t make any big changes and I can see that it takes time for you to fully accomplish the goal you are looking forward to and I think that if you did not finish the goal I think it is not good for me to change it.
The people that had helped me with it really a big part o what I am for reaching the goal and it is really difficult to reach the goal just by yourself.
Based on the reflection I think I am happy with the way and pace that I am doing when I just created the vision board. As I think about the things that I did I think that it is important for me to continue on making goal accomplishing and making and accomplishing and it goes on forever and I use the pace or the way I am using know to go on until I am old and difficult for me to accomplish otherwise, if I don’t then it is going to be I am doing that oh I think that is better and swiching place which is kind of off task.
Skill Development: I improved my basic badminton skills, including serving, gripping the racket, and understanding the rules of the game. Practicing with my peers helped me gain confidence in my shots.
Teamwork: I enjoyed working with my classmates during doubles play. We communicated effectively, which strengthened our teamwork. Celebrating each other’s successes made the experience more enjoyable.
Physical Fitness: Participating in the unit helped enhance my overall fitness. I noticed improvements in my agility and endurance as we practiced various drills and matches.
Enjoyment: I found the unit to be fun and engaging. The variety of activities and games kept me motivated and excited to participate in each class.
Areas for Improvement
Consistent Technique: While I improved my skills, I sometimes struggled with consistency in my shots. I need to work on maintaining proper form, especially during serves and smashes.
Game Strategy: I found it challenging to develop effective strategies during match play. I plan to focus on positioning and shot selection to become a more strategic player.
Footwork: My footwork could be better. I often found myself out of position and needing to scramble for shots. Practicing my movement will help me respond faster during games.
Stress Management: At times, I felt nervous during competitive matches. I need to work on staying calm and focused, particularly when the game is tight.
Conclusion
Overall, the badminton unit was a valuable experience. I saw significant improvements in my skills and enjoyed the camaraderie with my classmates. Moving forward, I will focus on my technique and strategy to become a better player.
This unit I learned how to calculate discounts when given a percentage off the original price. Essentially, the process involves determining how much money is being subtracted from the original price of a product or service.
To calculate the discount, you need to know two things:
The original price (also called the “list price”).
The percentage discount that is being applied.
What I’ve learned from this unit is the process of calculating simple interest. It focuses on understanding how interest is calculated on a principal amount over a specific period of time at a fixed rate.
I think the interesting thing this unit is the summative that we did about calculating which store got the best celling price with the same item.
I think one of the most interesting things we covered in this unit was the summative project where we calculated which store offered the best selling price for the same item. It really made the concepts we learned about pricing, discounts, and percentages come to life in a practical way. We were able to apply what we learned to real-world scenarios and compare prices from different stores, which helped me see the importance of knowing how to calculate and evaluate prices when shopping or making purchasing decisions. It was definitely a hands-on way to understand how these calculations work in everyday life.
What happens inside our bodies when we get sick? The thing that happens inside the body when we get sick is that white blood cell deploys
How do our body systems work together when we play our favorite sport? Our body works together when we play out favorite sport by going from nervous system to controlling the musculoskeletal system which helps the body move and do what they are supposed to do
I think the most memorable thing in this semester is the group work where we did a project with others making a VR model about the unit that we did about the human bodies and through out the VR thing we learned a lot things through the different things that we know. The other part is the watching videos one but it is not meant for videos is the part where we cut pieces of tissue and other things we picked outside the classroom and we put it under the microscope to see the different things inside the part we cut of and it is a really good experience of see thing that we cannot see with our own eyes
I think it is really important for me to improve on my CER writing because it’s hard for me to avoid using first person in my reasoning. I see that I have used “my” and “me” in the reasoning section, and really could effect the grades since the criteria got that listed on.
I use speech bubbles to trace my journey from vulnerability to empowerment. Each bubble marks a turn in my inner and outer dialogue—the bully’s taunt, my growing resolve, and the moment I take action. Visual contrasts guide the rhythm: large, loud bubbles for intensity and small ones for doubt. A shadowed figure represents my past fear, fading as bold, colorful imagery emerges when I act. A single dark word like “Rise” or “Stand” signals my self-empowerment. It shows the path from fear to action and reinforces that I’m not alone and I have agency. If you share details (audience, medium, color preferences), I can tailor the wording and layout further.
I’m incredibly proud of my shooting ability in soccer, as my precision has become one of my biggest strengths on the pitch. Whether I’m taking a first-time strike from the edge of the penalty area, curling a free kick into the top corner, or slotting a close-range finish past the goalkeeper, I’ve spent countless hours refining my technique—focusing on my stance, the angle of my foot, and my follow-through to ensure every shot lands exactly where I intend. There’s an unmatched rush when the ball hits the back of the net cleanly, especially in tight games where that single goal can turn the tide for my team. It’s a skill I’ve worked tirelessly to build, and it never fails to make me feel confident out there.
That said, my dribbling is a clear area I need to improve, and it’s a weakness I’m determined to address. Time and again, I find myself losing possession when defenders apply pressure—my touches get too heavy, I struggle to keep the ball close while changing direction, and I often panic when navigating through tight spaces. Instead of weaving past opponents to create chances for myself or my teammates, I end up giving the ball away cheaply, which disrupts our team’s momentum. I know that sharper ball control, quicker footwork, and more confidence in my one-on-one moves will make me a far more well-rounded player, and I’m ready to put in the practice to turn this weakness into a strength.
In this unit, I have a clear understanding of scaled copies—specifically, how to analyze and describe their core features, such as consistent proportionality between corresponding sides and angles, and how these features distinguish scaled copies from non-scaled ones. Additionally, I learned to create my own scaled copies by applying ratios: I can choose a specific scale (e.g., 1:2 or 3:1) and use it to calculate the measurements of the new copy based on the original figure, ensuring all dimensions are scaled uniformly. Building on the knowledge from my previous lesson, I can now confidently work with similar figures too. This involves recognizing that similar figures have equal corresponding angles and proportional sides, and I can apply my understanding of proportional relationships to solve problems like finding unknown side lengths or verifying if two figures are similar.
N: What new information did you learn in this unit?
The key new information I gained in this unit is how changing the scale factor directly impacts the size, perimeter, and area of a figure. Before, I only knew that a scale factor greater than 1 scales a figure up and a factor between 0 and 1 scales it down, but now I understand the precise mathematical relationships: when the scale factor is k, the perimeter of the scaled figure becomes k times the original perimeter (a linear relationship). For area, however, the change is squared—if the scale factor is k, the area of the scaled figure is times the original area. I also learned to apply this knowledge through practice problems: for example, if a rectangle with a perimeter of 12 cm and area of 8 cm² is scaled by a factor of 2, its new perimeter is 24 cm and new area is 32 cm². This distinction between linear (perimeter) and squared (area) scaling was entirely new to me and helped me grasp why scaling affects size in a non-uniform way for area.
I: What was interesting in this unit?
The most interesting part of this unit was the hands-on activity of drawing scaled copies by scaling up the original shape using a given scale factor. I found it fascinating to take a simple 2D shape (like a triangle or a trapezoid) and transform it into a larger scaled version step by step: first, measuring each side of the original figure, then multiplying each measurement by the scale factor (e.g., scaling up by 2.5), and finally sketching the new shape with the adjusted dimensions. What made it even more engaging was seeing how the scaled copy retained the exact shape and proportions of the original—even though it was larger, the angles stayed the same, and the “look” of the shape didn’t change. I also enjoyed experimenting with different scale factors to see how drastically the size changed: scaling up by 3 made the shape feel dramatically bigger, while scaling up by 1.5 created a more subtle difference. This hands-on practice helped me visualize the concept of scaling in a way that textbook explanations alone couldn’t, and it was rewarding to check my work by verifying that all corresponding sides were in proportion.
T: What was tricky for you in this unit?
I think the trickiest part of this unit was recognizing and interpreting the scale in a drawing, especially when converting between the distances shown in the drawing (known as “drawing distance”) and the actual distances in real life. The challenge came from a few key steps: first, identifying the “scale indicator” in a drawing (e.g., a scale bar or a written note like “1 cm = 5 m”), which I sometimes missed or misread initially. Second, correctly calculating the ratio of drawing distance to real-world distance—this required careful attention to units (e.g., converting centimeters in the drawing to meters in real life to keep the ratio consistent) and making sure I didn’t mix up the order of the ratio (drawing distance first, then real distance). For example, if a drawing shows a 2 cm line representing a 10 m road, the scale ratio is 2 cm : 10 m, which simplifies to 1 cm : 5 m (or 1:500 when converted to the same unit). I struggled at first with simplifying these ratios and applying them to find unknown distances—like figuring out how long a 3.5 cm line in the drawing would be in real life. It took extra practice with unit conversion and ratio simplification to feel confident, and I learned to double-check my work by reversing the calculation (e.g., if I found a real distance, I’d convert it back to drawing distance to ensure it matched the given measurement).
I believe one of my key strengths lies in collaborating effectively with others and maintaining clear, proactive communication—especially when it comes to aligning on next steps. Whether working in a team setting or partnering with peers on a project, I prioritize listening to diverse perspectives, contributing constructively to discussions, and ensuring everyone is on the same page about goals, responsibilities, and timelines. I make a point to articulate actionable plans for what comes next, whether that means outlining tasks, clarifying expectations, or problem-solving together to adjust course if needed. This collaborative mindset and communication style have helped streamline workflows, build trust with teammates, and keep projects moving forward smoothly, as we’re able to leverage each other’s strengths and avoid misalignment.
On the other hand, I recognize that I want to improve my Jackknife technique significantly—specifically because I aim to create a bigger, more impactful splash and extend the length of my execution. Right now, I feel like my form doesn’t fully maximize the power and momentum needed to achieve that dramatic, attention-grabbing splash I’m after, nor does it allow me to hold the position long enough to make the move feel intentional and impressive. I think the areas I need to focus on include strengthening my core and leg muscles to generate more upward force during the jump, refining my body positioning (such as keeping my torso straight and legs extended at the right angle) to channel that force effectively, and practicing timing to ensure I tuck and release at the optimal moment. By dedicating more time to targeted drills—like core workouts to build stability, jump training to boost height, and repetition of the Jackknife motion to muscle memory—I hope to not only increase the size of my splash but also extend the duration of the move, making it feel more controlled, dynamic, and visually striking. This improvement would not only enhance my performance but also give me more confidence when executing the Jackknife in contexts like competitions, team demonstrations, or casual settings where I want to stand out.
My final clay piece and name drawing, in my opinion, offer distinct reflections of the multifaceted nature of my identity. The reason I believe this is because the clay piece and drawing showcase different facets of what truly resonates with me as an individual. For instance, these artistic endeavors provide a glimpse into the things that I genuinely enjoy and the subjects that capture my interest and attention. Specifically, the drawing that I created depicts the wing and the tail of a car, and the engine that I meticulously crafted as part of the clay piece serves as a testament to my deep-seated passion for automobiles. The inclusion of these elements, the car’s wing and tail in the drawing and the engine in the clay model, clearly indicates that I possess a strong affinity for cars and that they hold a special place among my interests. They are not merely random choices; they represent a conscious decision to incorporate elements that are significant to my personal identity and preferences. Therefore, the car-related details underscore the importance of automobiles in shaping my identity and artistic expression.
My persistence was truly tested during the engine’s creation. I consistently pushed myself beyond my perceived limits, embracing a relentless drive to see the project through to completion. Giving up simply wasn’t an option, even when faced with significant obstacles. I maintained an unwavering commitment to overcoming every challenge that arose during the engine’s construction. The internal workings of the engine presented particularly intricate difficulties. One specific challenge that frequently arose involved the creation of a perfectly centered hole, precisely aligned to intersect with the surrounding circular openings. This task often led to moments of intense confusion, as I meticulously worked to ensure the hole’s accurate placement and flawless integration with the engine’s internal structure. The repetitive nature of the task, combined with the exacting precision required, made it a true test of my patience and determination. Despite the frustration, I persevered, meticulously refining my approach until I achieved the desired outcome. This whole process of creating the engine really put my persistence to the test.
To maintain my focus during the game, I keep my eyes locked on the volleyball, following its trajectory intently until it’s either played or hits the ground. This helps me anticipate where it will go and react accordingly.
I maintain control during gameplay by consciously applying the techniques and strategies that I learned in practice. The knowledge and skills I gained there provide a solid foundation for making informed decisions and executing them effectively on the court.
One of the significant challenges I’ve encountered is the tendency to hit the volleyball too forcefully, especially when spiking. It’s surprisingly difficult to regulate the amount of power I put into each hit, and I often struggle to find the right balance between power and finesse. Controlling the strength of my hits is an ongoing area of improvement for me.
Adopting a specific position on the court has been instrumental in improving my blocking and digging ability. By staying in my designated spot and understanding my role in the rotation, I’m able to anticipate the opponent’s attacks and react more effectively, which helps our team defend better.
The primary strategy that we’ve employed is a strong emphasis on teamwork, clear communication, and strategic positioning. By working together cohesively, calling out plays, and covering for each other on the court, we’re able to coordinate our movements, anticipate each other’s actions, and ultimately achieve better results as a team.
