My story was about a person named Jack who was participating in a biking race and how his bike broke during the race and had to fix it.
Im most proud of my graphing skills and my understanding on piecewise functions because at first, I didn’t really understand what piecewise functions were, but after a bit of research and help from my peers, I understood the concept and managed to create the story and the graph based on a piecewise function.
The hardest part on creating my piecewise function was making sure that my function made sense for the story. For example, I couldn’t just say that his bike broke every 5km which would be a little unrealistic.
I wouldn’t revise anything about this project, I think this project is designed well and helps my understanding.
This project helped me better understand what a piecewise function is and how to identify one.
The purpose of the project is to let us understand how different relationships work in the world. My Primary conclusion of my analysis is that this was an unhealthy relationship since it involved cheating. The reason it wasn’t abusive is that they didn’t abuse each other physically and mentally.
Something I learned about a healthy relationship is that each person should respect the others boundaries and is respectful to each other for it to be called a healthy relationship. One thing I learned about identities is that gender and sexuality are different, since people can feel male while being female.
I used think that mental health was just emotions and how a person was feeling. So for example, I used to think that mental health involved emotions like happy, sad, excited, etc. Some misconceptions I had is that some people with mental health issues are just crazy, like it was the stereotypical kind where a veteran was having flashbacks and was going absolutely crazy. Another misconception I had is that many of the school shootings happened because of a killer with mental health issues, since they were going crazy. But I realized that this wrong, and found out that people with mental health issues are more likely to be victims then to be the killer.
What I learned:
But now, I learned that mental health is more than just someones emotions going wrong. It can also revolve around someones experiences and their lifestyles. For example, PTSD revolves around a flashback and trauma, and Eating disorders can revolve around eating habits and lifestyles. I also learned the different types of mental health conditions and why people experience them. My perspective has changed from the classic, crazy, stressed out veteran to all kinds of people. For example, I now know that some people with depression will seem energetic and happy when they are outside in public or with friends, but inside, they’re “breaking” apart.
Some thing I’m proud about this class is My note-taking during class because I have many useful notes in my notebook that help me learn.
I have been struggling a bit on my 3 for 3s and I feel like I need to be more consistent.
I have been fully focused in class and barely get off-task. I keep a positive attitude and I reflect to improve. Something I want to improve is to review more of the material so I can be consistent on my assessments and my 3 for 3s.
My current goal for science is to engage more in class and enter more discussions and answer more questions. Although I haven’t achieved this goal yet, I have slowly answered questions by volunteering myself. My progress isn’t great, but I’ll get to my goal.
One thing I liked about the project is how flexible we could be with our designs and how many options we could do. One thing I wish that was different was if we could use a online coordinate plane for help, since it was annoying to get all the coordinates on the paper.
I chose question 4 as evidence of my best thinking because I demonstrated how I can identify sequences that transformed shape A to shape A’.
I chose question 8 as evidence of my best thinking because I demonstrated my thinking clearly by writing an explanation on how and why triangle JKL is the imposter triangle.
Throughout this unit, I improved the most at transformation and notations. At first, on the pre-assessment, I didn’t know what notations were and had a hard time trying to use transformations.
I feel that I still need to work on angle notation because it could get confusing for certain angles like vertical angles. Instead, I should include all 3 points of the angle when I write my prime notation. Another thing I think I should work on is dilating by a negative number, since on question 2 on the L4, I didn’t do it correctly and got the question wrong.
List three of your strengths so far this year
Active Learner
Projects
Taking Notes
List three things you want to improve on in the next unit.
Faster Critical Thinking
Collaborating with different partners
Read test questions carefully
In the next unit, I want to more faster with my thinking.
My WOOP goal is to become responsible and do my daily chores. My app is called “Todolist” which can create a to do list for me to remind me to do my chores.
One outcome after 7-10 days of use might be “I did it!” I did what I needed to do, and this also became a habit. Another one is I didn’t do what I was supposed to do, and it didn’t become a habit. Lastly, another outcome could be I did it, but it didn’t become a habit since I did this just to have a grade.
FUNCTIONALITY:
The Todolist app includes core task management features such as adding tasks, checking them off when completed, and setting notification reminders. I utilized the app’s primary functions: task creation, completion tracking, and notification reminders to manage my daily chores.
My strategy was to put chore reminders on repeat cycles so they would consistently prompt me throughout the day.
While the notification system worked reasonably well, I still experienced some instances where tasks became overdue, suggesting the reminders weren’t always sufficient to keep me on track.
USEFULNESS:
My initial hypothesis was that the Todolist app would effectively help me become more responsible with daily chores. I established three measurable outcomes to track my progress: ‘I did it’ (successful completion), ‘It failed’ (missed tasks), and ‘I used it, but it didn’t become a habit’ (partial success).
1 tracked my baseline data by recording how many chores I completed per day before using the app. After 7-10 days of consistent use, I experienced a moderate increase in responsibility, including completing some chores without needing the app’s reminders
The app partially supported my WOOP goal – while it didn’t establish chore completion as a major habit, it did increase my sense of responsibility and occasionally prompted independent task completion. Although the app helped me feel more responsible and sometimes complete chores without reminders, it fell short of creating the consistent daily habit I had hoped to develop.”
DESIGN:
The Todolist app features a minimalist design with a black background, standard font, and a layout similar to the iPhone’s built-in calendar app.
The app operates on a simple model with no advertisements, suggesting a focus on functionality.
The app strategically uses notification psychology to maintain user engagement – the alerts effectively ‘tricked my brain’ into checking my phone, which then made me complete my chores.
In this unit, I played the role as an FBI agent that is teaching a alien that doesn’t English English, starting all from scratch. This is a way that helped with my grammar, specifically parts of speech, sentence structures, and shades of meaning. Something I learned about language this unit is connotation and denotation. This helped with my alien since I could teach them how to speak the same words, but some of those words show deeper meaning than the other words. This helps the alien when speaking, since it can help them express the level of the word their trying to express.
In this unit, we learned more about the brain and what it does during stress situations. We dived deeper in the parts of a teenage brain, learning the main actors during the FFF (Flight, Fight, Freeze) response, and then my partner and I made a interview video, showing our understanding in this unit.
Learning about the brain helped me become more mindful of my actions when I’m stressed. For example, now I would use more useful coping strategies like mind breathing and mediating. Also, I am more conscious about what is happening in my brain, like knowing that my amygdala was triggered, so I can use correct ways to counter it. Lastly I can tell the difference between eustress and distress, which I can use to my advantage.
Something surprising was that hippocampus was the part of the brain was in charge of producing brain cells. That was very fascinating to know.
If everyone understood the teen brain, then there would be less arguments between teenagers and adults, since every knows that the brain is just like that, people are going to understand why teenagers would do things very wild and risky. This doesn’t mean that adults can just let teenagers do risky things. Adults can stop teenagers from doing things, and if the teenagers counter them, the Adults can use ways that can lure the teenage brain to do right things.
Some stress coping strategies that are helpful for me are, breathing and laying down on a couch resting. These strategies help me become more calm so that I can cope with stress.
