Fitness Goal Setting

My Fitness Goal

1. Who: Who is involved?

Moi.

2. What: What do I want to accomplish?

I want to improve my mile time to eight minutes ten seconds.

3. When: Establish a time frame.

Yearlong.

4. Which: Which way are you going to do this?

Practicing weekly through extended running.

5. Where: Identify a location.

Outside, along the usual track in botanic gardens.

6. Why: Give specific reasons, purposes or benefits of accomplishing the goal.

There are clearly a number of benefits to running, including physical fitness, physical health, mental health, and stress relief.

GGG TOFU reflection blog

In two of my problems in the multiplying scientific notation, I made a easily correctable error in finishing. For example, (9 x 10 ^ 4) (4 x 10 ^ 8). We multiply together 9 and 4, giving un 36, and add the exponents 4 and 8, giving us a total of 36 x 10 ^ 12. Problem is, this isn't Scientific Notation yet. We need to turn 36 in 3.6, and that requires us to add another power of ten. This makes the accurate answer 3.6 x 10 ^ 13. I made another mistake later, forgetting to translate 42.9 x 10 ^ 22 into 4.29 x 10 ^ 23. Most of my errors are just writing the answer wrong- an entire Apollo satellite launch mission had to be aborted and detonated because someone left a hyphen out of the coding. He wasn't a bad coder, he just forgot to include a symbol, and lost thousands of dollars.

Tech Ed Blog Post 8

Game development is, finally, coming to a close. All that is left to complete is duplication Player One so we have a Player Two for him to fight, and to create a health system. Maybe a power-up system, but we aren't sure yet. The box, however, is little less than a poorly cut, unrefined, unpainted wooden skeleton. It's a place to start, but it isn't much of a sight to behold. A seem to notice that a lot of arguments over inaccurate cutting seem to be going off, but I have yet to figure out why.

Tech Ed Blog Post 7

I am fearful that I am becoming the head coder in our group. Things are looking downward- I am incapable of assisting with construction, and yet I have not been given concrete information on what I should progress on. We need a clear development roadmap before we start anything, I can see. I am stuck with getting missiles to work. Clearly not an integral part of our game. The only useful thing I have done in the last two weeks is get the $%#* gravity to work!

Scarab

Scarab

By Lukas Daniel-Pedersen, A-B Block

And then I flung the living room into a whirling vortex of chaos, confusion, and disarray. And clay, glue, and just about every shape and size of paintbrush and carving knife. At Eight o’Clock in the evening. My house looked like an art store after ten hours of sustained bombing.

Now, the reason that my living room was in that state was because of sixth grade social studies. We were being taught about ancient civilizations: mesopotamia, China, Greece, and finally Egypt. It was by far my favorite unit, and Egypt was my favorite part. I aced every test, finished every assignment, and never forgot my homework. Things were looking upwards for my grades.

What really caught me back-handed, was the final Egyptian project: All students must build and research a fake Egyptian artifact of their design.

I began work immediately- a skillfully rendered depiction of an Ancient Nubian designed statuette of the scarab god Khepri. It was a winged scarab, five inches long, holding aloft the sun disk. I researched, wrote, drew, spent far too long citing my sources, and collected all the necessary materials for my scarab. It was going to be a masterpiece.

The day before the showcasing of our wondrous projects was when I made a shocking discovery.

Everything was planned- the speech was memorised, the plague was laminated, and everything was in its proper place.

There was one thing missing

There was no scarab.

And then everything collapsed.

All the time and effort I had burned on that scarab, all that they mattered and were worth for, boiled down to that crucial detail. There was no scarab. It had never been made.

And then that was the moment I tore the room into a whirling vortex of chaos, confusion, and disarray. Every corner of the living room had something noticeable, whether it be newspapers, psychedelic rainbows of paint, or the subtle smell of fresh clay.

Parents are, well, slow at figuring what their children are doing- but it doesn’t take them long to stop it. My mom and dad burst into the room before I had even found my paintbrush.

May dad knew that negotiating with me was going to take years. Also, he was sleepy. So he left the room promptly.My mom was less willing to let the matter drop. It did not take her long to create a conclusion:

“Just tell the teacher it’s not done. We can finish it tomorrow.”

This was unacceptable. Absolutely unacceptable. It was instant- Everything said no. We’ve come this far, we’re not turning back. This was destroying everything we had prepared. This was crossing the line.

And so I returned to my work. My mom objected for a moment, but then saw the futility in the action. I was going to get the scarab done. I was not willing to stop. The table turned to a flurry of color as I cut apart pieces, stuck them back together, torn down what failed, painted on what could be painted.

It didn’t take long for me to realise I wasn’t going to get done any time soon, and so did my mom. So, a deadline- Nine o’clock, and then all work stops. After that, I spent far too much time staring at the ticking hand of our wooden clock. Eight fifteen… Eight twenty…. eight twenty-five… eight thirty…

I think I was at eight forty-five when I realized there was no way the wings or the sun disc were going to get finished. Eight fifty-five, the left wing was attached. Eight fifty-six, the left wing was painted. Eight fifty-seven, the right wing was molded. Eight fifty-eight was when I broke down.

I hadn’t felt it since I read Dune three times as an eighth grader. It was a feeling of pride, guilt, and obligation. This was my work, and I was going to get it done. And I was going to get it done good. It was a form of perfectionism. I had started this, I was going to get it done.

I ripped the clock from the table. I punched in as quietly as possible, reset time, set time to, 8:45. And then I sat back down before my work and resumed as if nothing had happened. And to everybody except me, nothing had. I can tell you a great many times my mom passed me by and glanced suspiciously at me. I buried my head in the table as quickly as possible, hoping that her logic wouldn’t override her trust of the clock.

Eight fifty-seven. I lay the scarab on the table, got up, and took the shortest path to bed. The next time my mom entered the room, she glanced around for a moment.

But all she could find was a uncalibrated clock and an Ancient Nubian designed statuette of the scarab god Khepri, bright with color and emitting a scent of drying clay.

That was the second time my heart really kicked in grabbed hold of one thing that just wasn’t right, and tore it apart just so I could re-make it. Over and over again, I found myself locked into one thing- refusing to stop working on it far after it seemed done to most people.

But I think at least half the time the result was a bit better.

TWMM TOFU Question

I made two errors that were marked- the first was forgetting to label axis, and the second was forgetting to put a minus sign in my final answer, both of which could be catastrophic in a critical situation, but neither of which provided any learning other than being careful with writing is important, even when you have finished calculation. Therefore, I think talking about what I learned in the last unit is best.

Last unit, I have really understood making equations for graphs- not drawing graphs, or making tables, but actually writing the equations. While we did work on equations last year, the rules for making the equations were unclear and we didn't even look at inverse variation. I also have, after much work and a good deal of trial and error, figured out the difference between independent and dependent variables. In science class, we learnt about the digital ways of making graphs, eliminating the need to study that in math class. However, at current I far prefer physical graphs because of technology refusing to cooperate. All in all, a valuable but not far too daunting unit that ties directly into the next.

GGG Reflection Unit 1

1. Describe an exponential growth pattern. Include key properties such as growth factors.
A pattern in which as one axis increases steadily, the other axis increases by an increasing value. This value must be determinable by an exponential form. If the axis decreases as the other increases, it is called an exponential decay pattern. The growth factor is the base in the equation.

2. How are exponential factors similar to and different from the linear functions you worked with in earlier Units?
Linear functions follow a straight line, and an integer value for the slope. Exponential functions simply have an exponential slope, and can also have a Y-intercept. They have a curve similar to inverse variation, but as one axis increases, the other one must also increase.