Benjamin's Portfolio

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Tech Media and Mental Health

I used to think that bipolar disease and other mental illnesses were mostly about depression. But now I think they encompass a much broader range of emotions and symptoms, such as extreme mood swings, anxiety, irritability, and even periods of heightened energy or mania. Through this unit, I’ve learned that mental health conditions are complex and unique to each individual, and they often don’t fit into a single, simple definition.

For example, I learned that bipolar disorder comes in different forms, such as Bipolar I, Bipolar II, and Cyclothymic Disorder, each having its mood episode patterns. I also learned that the media oversimplify the stories of complicated mental illness to an extent of oversimplification, which gives rise to stereotypes and stigma. This stigma scares people away from seeking the help they need, thereby making it even harder to manage their condition.

One of the key things that resonated with me was understanding the role of technology in mental health. While as much as social media will irritate depression and loneliness at times, it can also be used to provide valuable resources such as online support groups and mental health apps. Now, I see technology as a two-way streetβ€”one where there is potential to destroy but also paths to healing and unification, if consciousness and deliberate thought are applied.

I have also come to value the importance of active listening and empathy. Mental illness is not always visible, and therefore it is important to know how to give a safe space where people can feel comfortable in expressing how they feel. Mental illnesses are not “just in someone’s head” or something that people can “snap out of.” They are real and complex and should receive as much care and attention as bodily illnesses.

Science

Evidence of Organization:

My notebook wasn’t as useful as a tool, but slowly, as the school year passed, it became more and more useful.

Evidence of Active Learner Habits:

In the first semester, I would forget about science homework, but now I would always do my homework on time.

Evidence of Understanding of Key Concepts:

At first I got a couple of 1s & 2s, but later in the semester I started getting fewer 1s.

Evidence of Growth in Science Skills:

This shows that my use of mathematics and computational thinking skills has been improving.

Social Studies

Artifacts:

Inquiry Unit:

This was a project that I enjoyed a lot. We got to work by ourselves at our own pace, discovering topics that we were into.

Migration Interview with My Mom:

This is an interview i had with my mom discussing about her migration to U.S, Houston from China, Jilin.

SAS Genius Minecraft Project

This is our minecraft model of the seasons and it explains :

Why is it hotter in the summer than winter, it is because there is a tilt of the earth that makes seasons there will be indirect sunlight and direct sunlight.

 

Math Car Race

In math class, we had a race of recycled cars, and we had to predict our time to finish all the tracks and actually get the real time.

We did calculations to get our predicted time; we were walking a 10-meter track to get our average speed and multiplying the track distance to get our predicted time.

We could’ve improved our score by actually predicting the time properly, because my teammates did not calculate their predicted time properly and left me 20 minutes to finish the remaining track.

The units we used are meter and hour; it was very important because or else we could’ve calculated the predicted time very wrong.

And this is our car’s inspiration:

+Β  Β  Β 

Thank you for reading!

Design Tech Box

This is the box that we are working in design tech, we will use it for putting the materials into it. We are using card boxes as the main material and using hot glue gun to glue it, we first cut the top and the bottom of, and put them together. We are being safe by puuting the top of the knife down, so we wont get cut by the knife. We learned how to make a box and cut accurately.

Performance Test

π•Žβ„π”Έπ•‹ π•€π•Š π•‹β„π•€π•Š 𝔸ℕ𝔻 π•Žβ„π•: π•‹π•™π•šπ•€ π•šπ•€ π•žπ•ͺ π•—π•šπ•Ÿπ•’π• π•’π•€π•–π•€π•€π•žπ•–π•Ÿπ•₯ 𝕗𝕠𝕣 π•žπ•ͺ π•¦π•Ÿπ•šπ•₯ 𝟜, π•¨π•™π•šπ•”π•™ π•₯𝕙𝕖 π•₯π•’π•€π•œ π•šπ•€ π•₯𝕠 𝕑𝕣𝕠𝕧𝕖 π•₯𝕙𝕒π•₯ 𝕄𝕒𝕔’𝕀 π”»π• π•Ÿπ•’π•π•• π•šπ•€ 𝕙𝕖𝕒𝕝π•₯𝕙π•ͺ π•’π•Ÿπ•• 𝕦𝕀𝕖 π•₯𝕙𝕖 𝕔𝕙𝕒𝕣π•₯𝕀 π•₯𝕙𝕒π•₯ π•₯𝕙𝕖 π•₯𝕖𝕒𝕔𝕙𝕖𝕣 π•˜π•šπ•§π•– 𝕦𝕀 π•₯𝕠 π•žπ•’π•œπ•– 𝕒 𝕑𝕠𝕀π•₯𝕖𝕣. π•Žπ•– 𝕒𝕝𝕀𝕠 π•Ÿπ•–π•–π•• π•₯𝕠 π•žπ•’π•œπ•– π•₯𝕙𝕖 𝕑𝕠𝕀π•₯𝕖𝕣 π•¦π•€π•šπ•Ÿπ•˜ π•₯𝕙𝕖 π••π•–π•€π•šπ•˜π•Ÿ π•‘π•£π•šπ•Ÿπ•”π•šπ•‘π•π•– 𝕠𝕗 β€œβ„‚π”Έβ„β„™β€.

π•Žβ„π”Έπ•‹ 𝔻𝕀𝔻 𝕀 𝔻𝕆 𝔾𝕆𝕆𝔻: 𝕀 π•₯π•™π•šπ•Ÿπ•œ 𝕀 π••π•šπ•• π•˜π• π• π•• π• π•Ÿ π•¨π•£π•šπ•₯π•šπ•Ÿπ•˜ π•₯𝕙𝕖 π•–π•§π•šπ••π•–π•Ÿπ•”π•– π•’π•Ÿπ•• π•₯𝕙𝕖 π•£π•–π•’π•€π• π•Ÿπ•šπ•Ÿπ•˜, 𝕓𝕖𝕔𝕒𝕦𝕀𝕖 𝕀 𝕀𝕖𝕒𝕣𝕔𝕙𝕖𝕕 π•’π•Ÿ π•–π•§π•šπ••π•–π•Ÿπ•”π•– π• π•Ÿ π•₯𝕙𝕖 π•£π•–π•’π•€π• π•Ÿπ•šπ•Ÿπ•˜.

π•€π•„β„™β„π•†π•π”Όπ•„π”Όβ„•π•‹π•Š: 𝕀 π•₯π•™π•šπ•Ÿπ•œ 𝕀 𝕔𝕠𝕦𝕝𝕕 π•šπ•žπ•‘π•£π• π•§π•– π• π•Ÿ π•žπ•ͺ π••π•–π•€π•šπ•˜π•Ÿπ•šπ•Ÿπ•˜ 𝕠𝕗 π•₯𝕙𝕖 𝕑𝕠𝕀π•₯𝕖𝕣 π•’π•Ÿπ•• 𝕒𝕝𝕀𝕠 𝕕𝕠 𝕓𝕖π•₯π•₯𝕖𝕣 π• π•Ÿ π••π•–π•€π•šπ•˜π•Ÿπ•šπ•Ÿπ•˜ π•₯𝕙𝕖 π•‘π• π•€π•šπ•₯π•šπ• π•Ÿ, 𝕓𝕖𝕔𝕒𝕦𝕀𝕖 𝕀 π•₯π•™π•šπ•Ÿπ•œ π•₯𝕙𝕖 𝕔𝕠𝕝𝕠𝕣𝕀 π•₯𝕙𝕒π•₯ 𝕀 𝕔𝕙𝕠𝕀𝕖 π•šπ•€ 𝕒 π•“π•šπ•₯ π••π•–π•‘π•£π•–π•€π•€π•šπ•Ÿπ•˜, π•’π•Ÿπ•• π•₯𝕙𝕖 π•‘π• π•€π•šπ•₯π•šπ• π•Ÿπ•šπ•Ÿπ•˜ 𝕠𝕗 π•₯𝕙𝕖 π•₯𝕙𝕖 π•šπ•žπ•’π•˜π•–π•€ π•’π•Ÿπ•• π•₯𝕙𝕖 π•₯𝕖𝕩π•₯𝕀.

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