The incursion by the recovery specialist was a learning experience that gave me insight into. I gained insights into the intricacies of sleep cycles, understanding how the various stages of sleep play a crucial role in overall rest and rejuvenation. Learning about REM sleep and non-REM sleep shed light on the importance of a well-rounded sleep pattern for achieving a good recovery after a session of physical activity. Learning the 90-minute sleep rule has given me an easy application that I can try next time I sleep.
Reflection on Skill
Doing the shell drill and learning how to play help defence has helped me play defence better. This especially helped during the shell drill and 4v4 assessment, since I knew where to position myself to be able to intercept passes or defend a player who got past one of my teammates. This will also aid me in my 5v5 games when I play zone, as if the ball is not near me I can position closer the the charge circle to play help defence.
During this task, I learned the real dangers of speeding. I also learnt that the most likely age group to speed up is people between the ages of 17 – 25, this is also the age group most likely to die in a car accident. This showed me the risk young people put themselves in when behind the wheel.
I would advise new drivers to start with as few distractions in the car as possible. This helps the driver focus on the road. When the driver is distracted, they can miss signs and warnings about what is approaching on the road. This can be the difference between life and death in an accident, as just a moment of lost concentration can mean fatility.
I promise myself that during my time driving I will have 100% focus on the road, and I will also follow all the road rules correctly. This obliges me to follow speed limits and never exceed the limit (even when overtaking). I chose this commitment because during this assessment I have seen the real dangers of speeding and the costs that follow. I plan to follow this commitment by always being focused and watching my speed, also following the guides given by the government relating to speed when wet and in the dark.
Earthquakes are a common occurence around the world, destroying billions of dollars of infrastructure and causing many deaths. This serves a challenge for engineers, as they must make a building that can remain standing when an earthquake occurs. This is the issue we were presented with in our engineering challenge. We were challenged wtiih designing and making a structure, made out of spaghetti and blu-tac, that must fulfil these criteria.
The structure must:
Survive at least 10 seconds on a table that simulates the movements of an earthquake
Be under a budget of $60, where one stick of 25cm spaghetti is $1 and 1 gram of blu-tac is $1
Reach a maximum height of 60cm, with at that top a platform that can support a piece of paper 5cm x 5cm
The base must not exceed a 30cm x 30cm region
Be built with only materials supplied by our teacher
An unoffical addition added by our teacher was that the structure would undergo a weight test, where weights of 50 grams would be added to the top until the structure deformed, as in reality, buildings must not only withstand earthquakes, but also support massive weights aswell.
The Engineering Process
The engineering process is a list of steps that engineers use to help develop and test potential solutions to challenges. We used this process to tackle our problem. We defined their problem, then brainstormed ideas to solve the problem. After, we looked to other sources, such as the internet and research solutions. Using the information found, we then designed our prototype, made it and tested it on the shake table. From how our tower survived we can evalute how our tower did, then repeat the process and either, brainstorm, research or design a new prototype. Before we made our prototype we had done a 50 minuite design sprint without any preperation or design. This was beneficial as it allowed us to get a grasp of the task and what to change and make our tower better. It would be better if we also could do another prototype and redesign ours, as it allows us to further improve our tower.
The principles of justice are multiple principles which are designed to give every Australian equal treatment by the law system. These principles are important as they allow everyone to be treated fairly by the law and have a fair go in courts and no person is more important than anyone else in courts. For example, a principle is the right to a fair hearing, where both sides get the chance to present evidence and the independence of the judiciary, where the judge and jury are independent from the government, so the government cannot influence cases. Through the Scott Austic case, it will be shown that some of these principles have not been upheld correctly.
Another element of the Scott Austic case was that they was a independent judge and jury present at his trial. When Scott went to trial he was given a unbiased jury and an impartial judge. The jury made their verdict solely based on the facts and evidence of the case, even if the evidence was not reliable. Due to the overwhelming case the prosecution had, Scott was put as guilty by the jury. They also were randomly selected citizens who did not previously know Scott or Stacey, so they could not use their opinions to determine whether Scott is guilty or not. The judge was also independent from the elected government, so the government could not influence the judge’s decisions. An impartial judge also allows both parties to present their case to the court with equal chance. These examples clearly demonstrate that Scott was given a fair judiciary.
To prove the accused guilty, reliable evidence must be present to the jury so the jury can determine if the accused is guilty or not. This principle is called High Quality Evidence. If fake or planted evidence is presented to the court that may incriminate an individual , then there is a miscarriage of justice. This occurred in the Scott Austic case. The case involved a man who was presumed guilty of killing his pregnant girlfriend in 2007. His girlfriend, Stacy Thorne was found dead and stabbed 21 times by a 15cm knife. The police had conducted a sweep of the area around the body and found no evidence. However, a few days after, they found a knife aswell as a cigarette pack , both with Stacy Thorne’s blood. The cigarette packet was found on Scott’s verandah and the knife was found between Scott and Stacy’s houses. However, police photographs of the place the day before they were found showed none of these objects. This is clearly planted evidence by the police to incriminate Scott.
Scott Austic the accused, and Stacy Thorne the deceased.
The principle of the right to appeal was supported in the Scott Austic case. After it was discovered that evidence was planted by the police with intention to incriminate Scott, Scott had a fair reason to appeal his sentence as there was evidence of bias against Scott. He then had a retrial with a independent judiciary, and it was found by the jury that he was in fact, not guilty of the murder of Stacy Thorne. This was supported the right to appeal because Scott was within his rights to appeal to a higher court for he case, as he was dissatisfied with the result of the first trial due to unreliable and planted evidence. He was able to appeal his case to a judge for this reason, and it was found that the evidence created bias against himself. This demonstrates that the right to appeal was upheld in the Scott Austic case.
In this course of specialised basketball we have been focusing on offensive and defensive strategies.
Player Profile
DOB: 24/01/08
Country of Birth: Victoria, Australia
Gender: Male
Height: ???
Weight: 56kg
Team: All Saints
Defensive Strategies
For defensive strategies the main idea I took from it was to run when my opponent drives to get in front of them and force a stop, rather than sliding and still losing the point. Another concept was the shell defense drill, where each player has a position, based on where the ball is. It may not be used directly in game but it is a good reference to use in games.
Offensive Strategies
For offensive strategies we mainly focussed on playing around space in the court. Space was made by making your teamates mobing, which makes their defenders move away, possibly giving an open layup/shot. Space can also be made by teamtes by making cuts across the court into an area that is uncontested.
AFLW Diet Incursion
We also had the dietrition for the Women’s Eagles come in to tell us about what we should be eating before and after games. Some of the main points from the lecture.
Before games, eat simple carbs, as the body can break them down for energy quickly (gets glucose into the body quickly). (e.g, fruits, milk and lollies and foods with added sugars)
After games it is important to eat complex carbs as they supply the body with energy for postgame recovery. (e.g wholegrain breads, potatoes, beans and oats.)
To maintain a healthy, balanced diet keep 5 serves veges/fruits, 4 serves carbs, 3 serves dairy, 2 serves proteins and 1 serve fats/oils
Proteins are needed for cell growth and muscle growth.
Where To?
I want to keep building my skills in basketball, aswell as maintain my current skills.
A general practitioner (GP) is a doctor who is also qualified in general medical practice. GPs are often the first point of contact for someone, of any age, who feels sick or has a health concern. They treat a wide range of medical conditions and health issues.
Graph showing age distribution of the job compared to all jobs. Majority of doctors are 25 to 34.Doctors require a high level of education
Over the course of term 2 we were tasked with creating a source of bedding for our chickens. The challenge was that the bedding had to be sustainable and sourced from the school grounds. We wanted to change our current bedding because it was expensive and was not sustainable.
Goals
We wanted to create a bedding that was
Cheap
Sourced from the school
Replaced easily
We also wanted to make an alternative use for the already existing bedding.
Process
Our process in getting a sustainable form of bedding was influenced by the design thinking process. We spent some time ideating different bedding materials we could possibly use. We thought of using wood chips, shredder paper and cardboard and sticks, which would also be shredded. However, to be able to use shredder paper and cardboard we needed to find a cheap shredder. We chose to opt for shredded paper and sticks because we had access to paper through the staff offices. We also chose to use shredded sticks since it when shredder it make a fine material that the chickens liked, and we also had easy access to it. After decided what our bedding should be, we then researched for an effective shredder that was cost friendly.
Our research study involved a larger topic of gaming, involving sup-topics of console preferences, and hours of gaming per week. This also involved a variety of variations including gender and outside-of-school commitments. It is interesting due to the popularity of gaming increasing in the past. It is useful in a sense of comparisons of the consoles, and overall time spent participating in such activities in their ‘free’ time.
Bias and Reliability
The data presented in this information is somewhat reliable in different circumstances. There is sample bias in the numerical data in which a certain age variant is recorded (Year 9) which can hinder the results, in comparison to a larger age range. There is also a poor answer scale in the data, in which no limitation would occur, providing the data with outliers above the standard. This could be addressed/fixed by including a scale in which an answer could be provided, so that there is no data which is above the able amount of hours.
Another display of bias occurred in the categorical data, in which the assumption of all participants having/using a gaming console. This could be fixed by including a ‘none of the above’ option. This would allow the comparison of the people with a console vs without, and would remove the assumption of obtaining a gaming console.
Infographic
Our infographic contains the graphs and information that are needed to make more sense of the data. :https://infogram.com/statistics-project-year-9-math-2021-1hd12yxj0997x6k?live
Subtopics
The subtopics in which we used to elaborate in our data included gender, and if the person is more indoors or outdoors based. These both had slight impact on the data which includes the following.
Our Data
Categorical
The gender of the students had a moderate impact. Females were more spread out, in which the results for each console were similar. However, this did not occur for the males, as they were more distributed to the ‘PC’, in comparison to a Switch or a Wii.
Preferred area to relax by yr 9 students
Male
Female
Non-binary
Total
Indoors
56
48
2
106
Outdoors
14
18
0
32
This data was more sided towards indoors, for both boys and girls, which was not expected. 77% of the grade preferred Indoors, and from that percentage 53% of the indoors people were boys, 45% boys and the last 2% represents the non-binary’s.
Numerical
Amount of Hours Spent on Video Games by Year 9 Students
Mean
8.05
Mode
1
Median
5
Range
50
Outliers
84, 168, 510
Min
0
Q1
1
Q2
5
Q3
10
Q4
50
We used a table and a box and whisker plot to represent this data. The data set was mostly skewed to the right, with high hours spent on video games spent by very few people. The range was quite high however, someone had spent 50 hours on video games a week. A good explanation for this is how dedicated students are to playing video games and how much they play them. Majority of the students spent 1 hour a week on video games, but the average time was actually 8 hours, but the median was 5 hours. There were clear outliers too; 84, 168 and 510 were very high values and seemed unreasonable to exist, so discounted them.
The Relationship between hours spent indoors or outdoors with the hours of time spent on video games
Indoors
Min
0
Q1
2
Q2
6.5
Q3
14
Q4
50
Mean
9.17
Mode
1
Median
6.5
Range
50
Outliers
84, 168
Outdoors
Min
0
Q1
0.5
Q2
2
Q3
6
Q4
20
Mean
4.33
Mode
0
Median
2
Range
20
Outliers
510
Whether a student liked to be indoors or outdoors had a large effect on the data. The indoors people generally spent more hours gaming per week, in comparison to outdoors people. This affect is due to their time spent inside, which can vary depending on how they describe themselves (indoors or outdoors).
Conclusion
Our research task as a whole, with the resources provided allowed many different variations to our main topic which consists of ‘favourite gaming consoles’, as well as ‘time spent gaming per week’. The only realistic limitation which occurred was the availability of true data, in which bias inclusions would be disregarded, stated previously. In future, the main impact on this research was limiting subtopics, as it reduced the background information in the data, such as reasons for why such answer was selected. Overall, the experience of this project was positive, due to the freedom in which students were given, to present and use their time in which they felt was best suitable for their style.
The utopia task has created several interconnections between various subjects. Project utopia was first introduced in English with the concept of a utopia, presented through The Giver, by Lois Lowry. The key takeaway from the book was that utopias are not easy to achieve, and there are many different factors that account to this. The book was able to give us a good knowledge of what a utopia is what is should be like.
A good way we could measure what our utopias should be like is using the liveability factors, of which I learnt about in HASS. I particularly focused on community wellbeing. This gave me a clear vision of what I want my utopia to be like. Liveability aided me in thinking about how I could improve the experience of my citizens. Environmental quality also made a connection with Science.
Part of environmental quality includes sustainability. Sustainability highlighted ways for me to enhance the quality of my utopia for the future generations. Renewable energies created opportunities for me to ponder about how I could create a suitable energy source for my utopia. I made a list of criteria that the said energy source had to fit, like what its CO2 emissions were like, or what the costs were to build it.
Throughout this rabbit hole of utopias, InnovatED emphasised on being a ‘good collaborator’. This was because soon the vision I had for my utopia would become a shared one. I joined a group of 3, and we started to think about how we could combine our notions. At first, it was difficult to combine ideas, because my group mates and I were just rooting for our own ideas, without considering other potentially better ideas than our own.
My solution to this problem was the core capabilities, especially being collaborative and inquisitive. They encouraged me to inquire, ‘why this?’, ‘or what does this do?’ From this, I also learnt to comprise my ideas, for the benefit my teammates, and vice versa. This skill will certainly be able to aid in future collaborative projects and endeavours, and wasn’t that last skill I would learn.
Now that I had worked well with my teammates in establishing a collective plan, building had commenced. We chose to make a physical modal Using my newfound collaboration abilities, I was able to work out with my group who would get what materials and we set a deadline for when we would approximately be finished. A main building feature we agreed to use was laser cut wood, of which we would design on a computer program. Challenges and problems soon came tumbling down like a giant snowball. Frustrations came from the laser cutter because some buildings we made were incorrect sizes, and we were soon running out of time.
The final product of our utopia. We made very different buildings to put onto using various materials.
A way for us to acknowledge and prove what we’ve accomplished were the UN Global Goals. They were a series of sustainable development goals that we wanted to achieve. Prior to choosing what goals we would like to be acknowledge, or accredited for, we order our goals of most important to least. From that, the most important goals to us were the ones we wanted to be accredited for. We then pitched our idea to a facilitator, and was able to earn a badge for the respective goal.
We used our global goal priority sheet as a guide for what we wanted to make accreditations for.
Through these issues, I learnt a new skill from the core capabilities, resilience. When things weren’t working the way I had planned. Instead, I ‘bounced back’ and took a new perspective of the dilemma, and what was going wrong. This was essential when I came to problem solving, which was another capability. With every problem that came my way, I was able to solve it calmly and efficiently.
Another task presented itself to us. We had to represent the civics and citizenship through the making of a constitution. This was by far one of the most difficult tasks to do, since we had to learn new concepts about how constitutions are made and what they do. However, this helped us put our utopia together, as we were getting different parts of what make up a society.
This would not be a project without be able to present it to someone. There are multiple skills that I needed to learn when doing a presentation. Something that helped me achieve this were the special guests who I was able to practice my communication skills on. A big part of this was learning how to use my models to help communicate ideas to my audience. The presentation day was nearing, and we had to make sure everything was finished by then.
One of the many special guests who we had the opportunity to talk to.
Another problem had aroused. My group didn’t have enough lessons to finish the utopia. I had to compromise and schedule time for me to work on it with my peers, since it was important that we finish this project by the deadline. This event taught me to commit to projects, and that sometimes I might have to do some work at home.
The utopia presentation day was finally here, and all the work we have done over the past terms has been transformed into our utopia, made up by wooden structures. We put our constitution on one side, and my sustainable house on the other. This helped us when we presented because we were able to point out what we meant by our constitution and link our previous projects, such as the sustainable house, and tell our audience how it impacted our final product. I found the presentation day quite repetitive because we were saying the same things, just to different people.
Overall, I enjoyed the utopia project, and it shocked me that it was possible to connect so many different subjects. I had many learning moments, and took many different skills and abilities that I will be able to use in future projects like this.
