In health class, we learned about different topics like gender, being LGBTQ+, stereotypes, setting personal boundaries, what consent means, and how to have good relationships.
For a project, my partner Bobo and I made a video. We looked at Loid and Yor Forger from the anime Spy x Family. They seem to have a very healthy relationship. Our video showed how TV and movies can make it seem like you don’t always have to tell the truth to have a good partnership, but that’s probably just for the show. Even though Loid and Yor are both keeping huge secrets, they still work well togetherāsomething that might not work in real life.
Our project was made in a format of news, Bobo and I pretended to be hosts and explained the animate Spy x Family. We discovered the Forger family’s healthy and unhealthy relationship and learned from them, basically, be respectful to your partner, but also be honest. Without the honest part, the respect would become alienation.
This emphasizes an important distinction: surface-level harmony, built on shared practical goals, cannot replace vulnerability and transparency, which are necessary for deep, lasting trust. The analysis also illustrates how media can romanticize lies while still modeling positive interpersonal habits, influencing audiences to admire the charactersā care for one another, which could actually be a negative impact because audiences could romanticize lies.
UNIT 2:
In health class unit 2 we learned about stigma and multiple mental issues such as anxiety, depression, OCD, PTSD, eating disorder and addiction.
Before Learning:
Before this unit, I had some common misconceptions to the concept “mental health”. I used to think that mental health issues was simply an emotion, something that is short term.
After Learning:
However, after a whole unit of learning, researching, and studying specific examples of people who experience mental health, I changed my opinion to mental health. Now I know that mental health is equally significant as physical illness and is long term. People with mental health issues are usually overwhelmed by extreme stress and negative emotions, some mental health issues (such as depression) might even lead to actions of harming theirselves physically(such as suiciding). Something that surprised during learning was that amount of different types of mental health issues.
I chose question 8-Critical thinking question part A, which is the one finding the imposter triangle and drawing diagrams, as evidence of my best thinking because in this question, I fully explained my thinking with multiple labeled diagrams. This proves that I have completely understood how to transform textual evidence into visual evidence.
I chose as question 8-Critical thinking question part B, which is the one explaining which triangle is the imposter, as evidence of my best thinking because it shows that I gained the ability to write a math CER with a clear claim, a strong evidence and a supporting reasoning.
Throughout this unit, I improved the most at analyzing and writing explanations for why is one shape congruent to another shape. I also improved at using dilation when graphing.
I feel that I still need to work on labeling my graph with reflection lines(when there is reflection) and using negative dilation.
This year my strengths include explaining my thinking and finishing homework and projects in time. Something I could improve on is to review after class and read questions more carefully.
In the next unit, I want to improve on trying L4s.
What might get in the way of this goal?
The fear of risks, difficulty of doing L4s and lack of available time might get in the way of accomplishing this goal.
What can I do if I get stuck or need help?
In order to reach this goal, I should review my class notes (so L4s won’t be too difficult and risky for me), I should also make a schedule for doing HW so I could organize my time and be available to finish L4s.
App used:tick tick
Background: In health class this unit, we set goals for our wellness, such as self-control, healthy habits and decreasing screen time. In order to reach our goals, we each chose to use an App to help us. In this project, We are goingbto explain our goal and the App we chose.
Part 1:Establish Your Baseline
My WOOP Goal:
Wish: I want to be more productive and waste less time on my phone, especially reducing scrolling time.
Outcome: After reaching my goal, I could complete my daily tasks efficiently, leading to more free time and less stress.
Plan: I will use the App TickTick to plan my daily schedule. When I feel the urge to open my phone, I will instead open TickTick and check for the tasks on my list.
Obstacle:My main obstacle is the lack of self control And getting easily distracted.
Hypothesis: The time I spend on screen would decrease after using TickTick. I will become more aware of how I use my time responsibly, and even if one day I don’t use TickTick anymore, I would also have an established healthy habit.
Baseline and Outcomes
1.)Daily screen time around 6 hoursāDaily screen time around 3 hours.
2.)Constantly feeling stressed because of guiltāLess stess and more free time.
3.)Completing tasks lateāCompleting tasks effectively.
Part 2
Functionality: TickTick is an App designed for task and schedule management. In mainly contains two featuresļ¼
1.) The first function of TickTick is a daily Tick off schedule, which is the one I use mostly. It allows users to design personal schedules and Tick off them once finished. You can set a time line for each tasks, when the task is up to the due date, the App reminds You to finish it in time. The tasks refreshes everyday, so this function suits very well for daily work such as homework.
2.)The other function is a monthly calendar schedule,It provides a calendar and you can note significant events on it. This function suits for tasks such as unit projects which aren’t daily, It is less used compared to the daily Tick off feature because this function overlaps with the schoology schedule.
TickTick promises to help users”take control of your tasks and tame your life.” My experiences partially reflected this. It did help me decrease the time I spent on scrolling.
[The photo above shows two sets of data on the SystemSetting-Screen time: 2 weeks ago when I have not used TickTick yet I used my phone about 7 hours each day, 1 week ago when I used TickTick I reduced my screen time to 2 hours and 40 more minutes.]
However, as I said the App only helped My partially. limitations of the App exists, this App only works well for people who already gain a good ability of self control and just need to organize their tasks, but for people like me who lack this skill(self controlling), this App only works a little.
Overall, the hypothesis was partially supported because this App helped me decrease screentime, but didn’t help in reducing stress and increasing efficiency. Surprisingly, throughout the time using TickTick, I established a unintended habit of task breaking, which is breaking apart big projects into smaller and trivial steps, this habit of task breaking effectively helps me pay more attention in each step, leading to a better outcome(project) in whole.
Design
The App TickTick used multiple design elements encouraging users to use it. Elements include the name TickTick simple but easy to remember, the clean and delicate graphic design, and the daily notification reminders. All of these examples give the user a impression of simple and convenient, encouraging people to use it.
Business Model
TickTick’s basic features(daily and monthly schedule)are free, but advanced features(example: only noting dots and colors on the monthly calendar(free)ānoting sentences on the monthly calendar(paid)). Paid features provide the customers s better experience with more conveniences, while free feature users could also enjoy the basic core functions of the APP.
In health this unit we learned about the limbic system, parts inside(hippocampus, pre-frontal cortex and the amygdala), the difference between adults limbic system & teenagers limbic system, and what to do when you have a false FFF reaction.
First, Learning about brain science impacted me by letting me have a clearer understand of how my limbic system works and how do I deal with False FFF reactions. In addition, the most surprising thing I learned was that the pre-frontal cortex(part of limbic system that controls logic)is fully developed at a age of 25, the age 25 surprised me because I always thought it was 18 in the past.
Further more, understanding the difference between adults and teenagers limbic system could help communicating because we would understand that some times it’s not the teenagers fault to be immature, it’s actually because their pre-frontal cortex is not fully developed yet. Since it is easy for teenagers to make immature acts, it is necessary to find a method that helps you calm down. For me, the strategy deep breathing helps me calm down the most because lets me think about the situation I am in logically.
Definition:
Limbic system: a set of brain structures controlling your emotions.
Hippocampus: The part of the Limbic system storing memories.
Pre-frontal cortex: The part of the Limbic system controlling your logic
Amygdala: The part of the Limbic system reacting to emergency situations and danger, however sometimes it reacts incorrectly to things that are safe which we call this situation False FFF.
Stress: In this unit we learned that an appropriate amount of stress could help trigger and motivate you to work, however overly stressed continuously leads to an opposing situation.
The reason why Teenagers are usually immature is because their pre-frontal cortex is not fully developed yet(It is fully grown at a age of 25).
Some solutions to False FFF is to do deep breathing and calm down, False FFF is usually caused by over anxiety and nervousness.
The reason why we learned the concept of the Limbic System this year is to let us (teenagers) get a clearer understanding of how our own brain works, and to let us know what to do when our amygdala works and deal with False FFF.
(The whole film meets the maximum upload size, so I uploaded a few screenshots from the video)
In our table tennis unit, I learned itās much more than just hitting a ball back and forth. I improved my hand-eye coordination by practicing forehand and backhand rallies. Serving was tricky at first; it was easy to use too much strength or hit the net by accident, but over practice, I could already serve correctly almost every time. I really enjoyed the fast-paced games and now have a greater appreciation for the skill and strategy involved in the sport.
In art class this unit, we had a project to create an artwork that could express an idea and inspire change. My artwork illustrates how global warming and other environmental issues harm the world. By showing how global warming significantly affects the Earth in negative ways, I hope to make people realize the importance of taking action to protect our planetāwhich could lead to meaningful change.
In the artwork, I drew a sun representing heat (symbolizing global warming) and an Earth beneath it that is cracking and meltingājust as heat melts ice. This shows that global warming doesnāt just melt ice but also damages the entire world. I used colors like light gold to make the cracks on Earth more noticeable. Additionally, I included simple yet powerful words to catch the audienceās attention and encourage them to reflect on my message.
In our math class this unit, we had a project where we created games and allowed other students to win prizes. Our game was centered around fishing, where participants used a magnet to fish in a fake fish pond. Each fish had a corresponding prize based on its color.
During the project, my partners and I had no conflicts because we all enjoyed the fun topic, which made us work well together. Our tasks were balanced, and we managed to keep the prize expenses low.
One success of the game was that many students wanted to play due to its fun nature. However, we could have improved by purchasing more prizes, as we ran out three times. Fortunately, we were able to buy more during breaks, so it wasnāt a big issue.
The theoretical probability of winning the grand prize was 3.5%. However, based on our real-life experiments, about 5/60 people won our grand prize, so the experimental probability was about 8.33%
For english language arts unit 3, we wrote a dystopian story using AI. The challenge was to make AI look not AI, so what we fed AI was extremely important. After AI gave us the story generated, we had to edit it by adding 5 senses and more emotion in it.
I believe that what I did well was I fit all of my story in 500 words, which was hard to do. However one thing I could improve on is to make my story not that formal.