Author Archives: Benyamin

Wood Work Assignment

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1. Skills to Learn
a. What woodworking skills or techniques do you hope to acquire this semester
(e.g., measuring accurately, using hand tools, designing projects, finishing
wood)?

This semester I want to learn how to make inlays


b. Why are these skills important to you?

This skill is important to me because making inlays is something that could be useful if i ever want to make something for family.


2. Projects You Want to Try


a. What types of projects are you most excited to create in woodshop?

I am excited most for any projects that are harder because that would be more fun


b. How do these projects connect to your interests outside of class?

They don’t connect to my interest outside of school


3. Life & School Connections


a. How could the skills you learn in woodshop benefit you in other school
subjects (like math, science, or art)?

If I am doing a project for science and need to make something out of wood for it I can do it easily.


b. How might these skills be useful in your everyday life, future hobbies, or even
a career?

They can be useful if I am going into a trade as an career so I can have some basic knowledge on safety and other things.
4. Personal Goalsa. By the end of this course, what would make you feel proud of your progress
in woodshop

if I finish all my projects on time and get better at wood work.

PHE Core Compentacy

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PHE 10 STRETCH, STRENGTH & GOALS 

The following are goals/competencies of PHE 10. 

HEALTHY + ACTIVE LIVING
Participating daily in physical activity designed to enhance and maintain health components of fitness and understand how healthy choices impact lifelong health and well-being. 

eg. I understand how healthy choices support lifelong health and well-being (nutrition, addiction, fitness, relationships)
I can identify and apply strategies to pursue personal healthy-living goals.

MENTAL WELL BEING
Participate in activities that allow us to enhance our mental health and well-being and understand how our lifestyle choices impact our lifelong health and well-being.

eg. I understand my mental well-being and can support others.
I understand factors that shape personal identities (social and cultural factors).

PHYSICAL LITERACY
Develop movement skills, abilities, self-awareness, and leadership that will allow students to safely participate in physical activities with others in variety of contexts. 

eg. I can apply specific movement skills in physical activities.
I understand the strategies needed to compete in physical activities.
I understand the rules of the physical activity.
My personal exertion level demonstrates my best effort in physical activities.
I know how to play fairly and safely in physical activities.
I can show leadership in physical activities.

SOCIAL + COMMUNITY HEALTH
Participate and develop activities that allow us to enhance and promote the mental health and well-being of our school and community.

eg. I can connect with people in class, be a good teammate, and demonstrate sportsmanlike behaviour.
I know how to avoid and respond to potentially unsafe, abusive, or vulnerable situations.
I know how to appropriately respond to discrimination, stereotyping, and bullying.
I know how to develop and maintain healthy relationships. 

 

 

Looking at the above competencies, answer the following: 

(you should have 2-3 sentences per category) 
Part 1: What areas (see above) do you think you are doing well in for PHE 10 in terms of your goal?  

I think I’m doing well with my mental health. My mental health has always been good, and PHE 10 helped make it better. 

 

 
Part 2: In what areas do you need to put in more effort? ie: where are you struggling or finding things difficult? 

I want to do better at my physical literacy. Alot of the time I don’t try as hard as I can. 

 

 

 
Part 3: What is your goal moving forward in life? Where do you want to improve? How will you improve this area (be specific)? 

Moving forward in life I want to start having better eating habits and being more health. I already have physical activities every day. 

 

 

 

 

 

Relations in Real Life Assignment

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For our graph we decided to see how high Jacksons feet go compared to Dom’s head when he back flips. To do this we went to Gates park to have a flat place for us to do this. First Jackson started out of the frame of the camera then walked into frame as he got closer to Dom, then he did a backflip next to Dom, after he did the back flip he walked in a straight line out of frame.

Time (seconds) Feet Height (ft)
0.00 0.00
1.52 2.86
3.11 6.00
4.70 3.05
6.28 0.00 
  • Title: How high can Jackson backflip
  • X-axis  Time (seconds)
  • Y-axis: Feet Height (ft)
  • Key Points: Start (0s), Midpoint Peak (~3.11s), End (6.28s), plus two intermediate points
  • Discrete or Continuous?
    Continuous, the height changes smoothly over time.
  • Is it a Function?
    Yes, each time has only one height.
  • Linear or Non-Linear?
    Non-linear – the rate of change varies.
  • Rate of Change (Example: 0s to 1.6s)
    About 1.78 ft/sec = (2.84−0)/(1.6−0).
  • Constant Rate?
    No, the speed increases then decreases due to jumping motion.