October 17

DNA and Protein Synthesis

Anatomy and Physiology 12 – Blog post

Today is October 5th and my Anatomy and Physiology 12 class learned about the process of DNA replication. Below are review questions from the process we learned.

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  1. Explain the structure of DNA

DNA is known as one of the most complex molecules and its structure is very fascinating. The shape of DNA is a double helix, which looks like a twisted ladder. DNA is a polymer of nucleic acid while the monomer for this structure would be the nucleotides. Nucleotides are made up of three parts: a sugar (deoxyribose in DNA), a phosphate and a nitrogen containing base. The bonds connecting the phosphate and the nitrogen base to the sugar are covalent bonds. There are 4 different kinds of nitrogen containing bases and they are all complementary, meaning they will always pair up the same way.  There are 4 different base types – 2 purines and 2 pyrimidines. The 2 purine bases are Adenine (A) and Guanine (G). The two pyrimidines are Cytosine and Thymine (T). A way to remember which bases bond with which is remembering (A)pples go with (T)rees, and (C)ars go with (G)arages. This is complementary base pairing that is essential to know in the structure of DNA.

Another thing to note about the structure of DNA is that the backbones are anti-parallel which means they travel in different directions. This is indicated by the orientation of the sugar. The leading side goes from 3’ to 5’ and the lagging strand goes from 5’ to 3’. These numbers are indicators of which carbon on the sugar is holding onto which specific bond. This will show us the direction the carbon is oriented and which phosphate and sugar are apart of the same nucleotide. A way I like to remember which sides the 3’ and 5’ are, is by looking and the direction the oxygen in the sugar is pointing. The oxygen in the sugar will point to the 5’ end.

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2. When does DNA replication occur?

DNA replication will occur during the s-stage of the cell’s life cycle in preparation for mitosis. When a cell undergoes replication, it is essential that all genetic information is perfectly passed on to daughter cells. Because a parent cell must split into two, there must be a perfect replication of the DNA to pass on all the genetic information to all cells. This process of DNA replication occurs specifically during the S-Stage of interphase.

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3. Name and describe the 3 steps involved in DNA replication. Why does the process occur differently on the “leading” and “lagging” strands?

The three steps involved in DNA replication are:

  • Unwinding and unzipping

The step of unwinding and unzipping is very straight forward. An enzyme is used to unwind the double helix shape and unzip the strands. This enzyme is called DNA helicase and it also breaks the H-bonds between the nitrogen base pairs.

  • Complementary base pairing

Now that we have individual DNA strands, new nucleotides will be moved into place and bond with their complementary base. This process is done through DNA polymerase. The DNA polymerase can only read from the 3’ to the 5’ side and because of DNA’s anti-parallel shape, it must read the bases in two different directions. This causes two different DNA polymerases to travel in different directions. One traveling on the leading strand and another traveling on the lagging strand.

  • Joining of adjacent nucleotides within each backbone

The joining process of nucleotides is when  new nucleotides start to form covalent bonds together. The leading strand is the one where the DNA polymerase can travel in one direction the entire time and follow behind the DNA helicase. This strand is easy and will all form bonds together after the DNA polymerase sequences it through. With the lagging strand, the DNA polymerase must travel backwards in a series of segments. Another enzyme called RNA primase will lay a small (primer) start for the polymerase to go backwards in individual segments. Each segment starting with a primer is called an Okazaki fragment. Then another DNA polymerase will replace the primers and another enzyme called DNA Ligase will connect all the fragments together. This complicated process is why Hank Green calls the lagging strand a “scumbag”. A visual way of this process is imagining the DNA polymerase must sequence backwards (in the opposite direction of the helicase) before it can jump up forward.

In the image above, the heart shape is the DNA ligase which connected all necessary nucleotides together to complete the two DNA strands.

Something else that I found very interesting was how we have nucleotides on command ready to be sequenced into a new strand of DNA. It originally did not make sense to be because of the law of conservation of mass. I did not understand how we just had an “infinite” number of nucleotides waiting. It now makes more sense because everything we eat contains genetic information and those will contain the 4 different nucleotides that our body needs. So basically, we absorb nucleotides from the food we eat.

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4. Today’s modeling activity was needed to show the steps involved in DNA replication. What did you do to model the complementary base pairing and joining of adjacent nucleotides steps?

To show the complementary base pairing we had to show the DNA polymerase going in both directions from 3’ to 5’ on each strand (each strand 3’ to 5’ is a different direction).  We then showed nucleotides being put into position by the DNA polymerase right behind it.

To show the joining of adjacent pairs we had DNA Ligase (heart) connecting the nucleotide segments on the lagging strand together. It is important to show the DNA ligase only operates on the laggings strand and not the leading strand as it is not needed.

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For today’s activity I was at a soccer game and was not present. I had my group members provide me with images from the day, but all my information is coming from the OneNote files provided by Ms. York. Below are my answers to the questions about transcription and mRNA.

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5. How is mRNA different than DNA?

Messenger RNA (mRNA) is a polymer of nucleic acids just like DNA but has three main differences. First off, it is single stranded, and one strand of mRNA is much shorter than DNA. A single strand of mRNA only accounts for one gene on a strand of DNA and there are many genes on a strand of DNA. This makes mRNA a fraction of the size of a DNA molecule (difference in size varies on the type of gene, but mRNA will always be much smaller).

The second main difference is the sugar backbone. DNA contains the sugar backbone of deoxyribose which gives DNA the name Deoxyribonucleic Acid. With mRNA, it contains the 5-Carbon sugar Ribose which gives RNA the name Ribonucleic acid. The only difference between these two sugars is that Ribose contains a hydroxyl group at 2’ where deoxyribose will only contain a hydrogen.

The last main difference between DNA and mRNA is that mRNA contains the pyrimidine base Uracil in place of Thymine. This means that on mRNA, Cytosine will bond to Uracil instead of Thymine. Uracil is used because it uses less energy to produce in mRNA than Thymine.

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6. Describe the process of transcription

The general idea of transcription is that one strand of DNA will be translated into one strand of mRNA. On our super long strands of DNA there are individual sections of code that code for a protein. These are our genes. A specific gene on a strand of DNA will become exposed by the unwinding and unzipping of this certain section of DNA where the gene is present. Along the sense strand, RNA bases will bond. This will create the code for the protein. Then adjacent nucleotides will form covalent bonds and build the RNA backbone of Ribose and a phosphate. This is all done with the help of RNA Polymerase. The mRNA is then released from the DNA strand and the DNA will reform its double helix structure and we will be left with a strand of mRNA.

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7. How did today’s activity do a good job of modeling the process of RNA transcription? In what ways was our model inaccurate?

I was not present this day, but from looking at the images, it did a good job of modeling because we had a different colour for the ribose sugar (red) then the deoxyribose (green). This made it clear which strand was apart of DNA and which was the RNA. We also had a different enzyme for RNA Polymerase which looked different than DNA Polymerase. One thing that maybe wasn’t so accurate is that we separated the entire DNA molecule on our whiteboard which could infer that the entire DNA molecule gets unwind and unzipped. This would not be true because only a specific gene on DNA gets unwind and unzipped to be transcribed and the rest of the DNA molecule is still in its double helix structure. Overall, the images my group provided me with made a lot of sense than they did a good job.

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Today is October 8 and in our activity, we had to model the process of translation. We learned how the code in mRNA turns into a polypeptide of amino acids. Below are the questions answered from this activity.

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8. Describe the process of translation: initiation, elongation and termination.

Once transcription has occurred, we have an mRNA molecule which is ready to leave the nucleus and into the cytoplasm where it will be read by ribosomes in a process called translation. It is important to know that mRNA contains a code in three letter words called codons. These three letter words are all associated with a specific one amino acid. One more interesting thing to note before I explain the process, is that multiple ribosomes can be acting on the same strand of mRNA at once creating a polysome.

Translation can occur in three main steps: initiation, elongation and termination.

  • Initiation: the mRNA will bond to the small ribosome subunit and then the large ribosome subunit will come and bind the two subunits together. The entire ribosome looks like squidwards head, where the mouth is the small subunit, and the eyes are the large subunit. The codon AUG on the mRNA tells the ribosome to start the process. The first amino acid is Methionine.

  • Elongation: Elongation is the process that allows the complimentary tRNA to attach to the binding sites on the ribosome. The tRNA will bring the amino acid to the ribosome where it will become a polypeptide. This can be done from the anticodon on the tRNA. The anticodon has the complementary 3 bases to the codon on the mRNA strand and will allow the tRNA to attach itself to the ribosome to deliver the protein. With each of the 64 possible codons on the mRNA strand, each will code for a specific amino acid. When the tRNA delivers the amino acid, it will first connect to the P site on the ribosome and then the next tRNA will connect to the A site. This bonding will then allow the amino acid in the P site to leave the tRNA and then the empty tRNA will leave the ribosome. Because the ribosome now has an empty P site, it will move along the strand of mRNA and move the tRNA that was previously in the A site into the P site. This will allow a space in the A site for another tRNA to deliver its amino acid and attach to the next codon on the mRNA. With this process, the chain of amino acids in the P site will move on top of the new one in the A site, making a chain of the “oldest” amino acid on the top and the “newest” on the bottom of the polypeptide strand.

  

  • Termination: The process of elongation will continue until the ribosome reads a STOP codon. There is no matching tRNA for this stop codon which will indicate to the ribosome that the process is finished. No new amino acid is added, and the ribosome separates into its two subunits and the finished polypeptide of amino acids is complete. The STOP codon on the mRNA is either UAG or UAA.

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9. How did today’s activity do a good job of modeling the process of translation? In what ways was our model inaccurate.

I thought our model was very accurate with the use of tRNA and showing its anticodons attaching to the certain ribosome sites to deliver amino acids. I also liked how it was clear which amino acids were which and how they moved through the ribosome to create the polypeptide. On the contrary, our model can become confusing through the unfortunate sequence of amino acids we were given. In our pictures, lysine is the third amino acid that was added. We modeled the process up to three amino acids very well. We then jumped to the end where lysine was also the last amino acid to appear and so it may become deceiving that the final lysine on the bottom of the chain was the same one as the one that was third on the chain. This can be confusing, but our group understands how to model the sequence correctly and it was just an unfortunate sequence of amino acids which can appear to look like a process that it is not.

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This is the end of my blog reflection post, I hope you learned something new.

The majority of the images I used in this reflection came from the internet, but I would still like to demonstrate the models we did in class. I could not find a good place to integrate them in the questions so I will insert the images of our model below.

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Day 1: DNA replication

In this process of DNA replication, you can clearly see that we started with one strand of DNA and ended the process with 2 identical DNA strands.

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Day 2: Transcription

I was not present this day. Looking at the pictures it is clear that we started with 1 double strand of DNA and ended with 1 double strand of DNA and 1 single strand of mRNA.

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Day 3: Translation

In this process of translation it is clear that we start with a single strand of mRNA and end with a primary structure of amino acids.

 

Category: Grade 12, Uncategorized | LEAVE A COMMENT
June 1

The Epic Gamer – Rube Goldberg Machine

The Epic Gamer

Goal: The end goal of this machine is for me to be able to turn on my Xbox while seated on the couch and just throwing a roll of toilet paper.

Steps:

A: A roll of toilet paper is thrown by me to the ball.

B: Ball is hit from an inclined plane and rolls down the inclined plane

C: The ball strikes a book creating a domino effect of books

D: The books will knock over a weight which will hit one side of a lever

E: The lever will start the rotation of a fidget spinner

F: The fidget spinner will hit earbuds handing down which will cause them to swing

G: The swinging will cause them to knock down a small speaker which will knock down books in a domino effect

H: The domino effect will lead to the spin bike where a weight will push the pedal forward

I: The wheel will have a fishing rod attached to it and move forward

J: The forward movement of the rod will cause the Xbox to turn on and start my game

 

 

Types of simple machines used:

A. Inclined plane

D. Lever

H. and F. Wheel and axle

Types of energy being used:

  • Chemical Energy: The chemical energy in this machine starts with me. I received chemical energy from the food I ate, and that energy allows me to throw the roll of toilet paper which starts my machine.
  • Mechanical energy; Mechanical energy is the movement of an object from one place to another and so the toilet paper roll gets the energy from me and turns into mechanical energy as I throw it across to my machine.
  • Gravitational energy: The gravitational energy happens once I throw my toilet paper roll and it strikes the stopper I placed. Without gravitational energy, the roll wouldn’t drop down and hit the soccer ball, but the gravitational energy allows it to drop down and hit the ball.
  • Rotational kinetic energy: The rotational kinetic energy is once the soccer ball is struck, it will allow the ball to roll down the inclined plane.
  • Kinetic energy: The kinetic energy would be the several domino effects that I had because a domino effect will convert gravitational potential energy into kinetic energy.
  • Electrical energy: The electric energy in my machine would be once I turn my Xbox on, electricity flows through my Xbox to my tv allowing me to use the tv as a monitor of the Xbox.
  • Sound energy: Near the end of my machine, once the fishing rod hits the button on my Xbox, there is sound energy produced because it makes a sound as it turns on.

Energy transformations:

  1. The first energy transformation is from the chemical energy within my body to throw the toilet paper hitting the ball which causes mechanical energy.
  2. The ball had potential energy as it sat on a higher level but then once it was struck, it got the mechanical energy and changed it into rotational kinetic energy as it rolled down the inclined plane.
  3. The rotational kinetic energy then becomes mechanical energy once again as it strikes the books converting their potential energy into mechanical energy.
  4. The movement of the fishing rod into the button on the Xbox will convert the mechanical energy into 2 different types of energy. First, it will create sound energy as the Xbox will make a sound as it turns on. Secondly, it will create electric energy which transfers from the Xbox to my television where I am then able to play my games.

 

Here is the core competency for my project:

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Category: Grade 10, Science 10, Self-Assessment, Uncategorized | LEAVE A COMMENT
May 6

Biotechnology – Whole Genome Sequencing

Whole genome sequencing in an incredible form of biotechnology that has many different uses and can serve as the basis of much more scientific research and advancement to be made. Whole genome sequencing is a process where scientists will be able to sequence your genome and find if there are any errors that will lead to underlying medical conditions that need to be addressed. How whole genome sequencing works is that you will have to give a sample of your DNA (most commonly in the form of blood). Once the DNA is extracted, because DNA is too large, it is broken up by high frequency soundwaves into much smaller and manageable chunks that are approximately 600 bases long. Then tags get added to the ends of the DNA fragments where they are then put on a glass slide to be sequenced. The sequencer will determine the sequence of the bases on each DNA fragment.  Once every section of DNA has been sequenced, it will be put together and compared to another human genome. This is because scientists will observe to see if there are any slight changes in the genome that is causing the patient to have any sort of medical condition or trait. Therefore, the use of whole genome sequencing is to find out what is wrong with the patients’ genome to see if it can be resolved.

Whole genome sequencing has come a long way in a relatively short period of time. It started in around 1977 where Fredrick Sanger developed a technique to find the genome of a virus called Phi X 714. Then in 1995, the organism called Haemophilus influenzae was the first organism to have the entirety of its genome sequenced. These were done first because the genome was much smaller than one of a human, so it made sense to start whole genome sequencing on bacteria and viruses such as these. Then in 1990, a project started called the Human Genome Project (HGP). As you could imagine, the goal of this project was to discover what the human genome is. This project ended in 2003 where scientists and researchers were confident about what the sequence of the human genome is. This project to sequence one human genome costed around 2.7 billion dollars but today it only costs around 1000$ to have your entire genome sequenced. Having this information is crucial because it allows much further research and technology to be advanced now that we know the sequence of the human genome.

An example of a  technology is we can all get our genome tested today, and from that information, we can have results for many different things such as what foods we should eat or even where our ancestors came from. Many companies such as 23andMe use the same type of technology used for whole genome sequencing, but instead of sequencing the entire genome, they only sequence approximately 600 000 of the 3 billion nitrogen-based pairs on what they call “snips” which is in their opinion, the more relevant parts of the genome to determine where your ancestors are from. Using this technology, it is even cheaper than the 1000$ to get your entire genome sequenced and it is only around 200$. The only downside to this is that it will not be as accurate information only using 600 000 nitrogen base pairs, but the cost is only a fraction of getting your entire genome sequenced so it is possibly worth the money.

 

The uses with knowing the human genome and the capability to know the sequence of any human’s genome leads to endless possibilities. The very best usage would be by helping families answer their questions about their child who may possibly have an underlying medical condition. Families will compare the results of their child with somebody who doesn’t have the condition to see where the slight change in the sequence that is causing the child to have this condition. This works well because approximately 99.9% of the human genome is identical within all humans. This means that the small 0.1% of our genome that is unique is what differentiates us from everyone else. What I also found crazy while conducting my research was that Chimpanzees have 99% of the same genome as humans which leads me to believe even more that we all used to be one species. In addition to this, knowing the human genome assists in pharmacogenomics because the data collected from the patients can assist in determining the dosage and the response of certain medications given to the patients.

 

The beautiful thing about Whole Genome Sequencing and knowing the human genome is that it opens the door to so much more biotechnology to come. An example of another biotechnology is human genetic modification and gene editing which will allow us to change someone’s genes, this is starting to become a possibility with the help of Whole Genome Sequencing because we can see which nitrogen bases affect what traits and we can modify that. Another example is at Human Longevity (San Diego based company) while gathering data about people at the age of fifty and up, around 5% of them had a major cancer they weren’t aware of. New technologies can be created using whole genome sequencing to find out if there’s a chance you might develop cancer based on data from your genome and your ancestor’s genome. Companies like Human Longevity are doing great work into the future of this form of biotechnology as their goal is to find solutions to battle diseases that are linked with age.

 

 

Whole Genome Sequencing is an amazing form of biotechnology and it’s going to be the basis for so many more types of technology and advancements in the future. At the moment, it has made a huge impact on so many people and their families because it can discover the underlying medical conditions of the patients and can also reveal so much more information to you. It gives families an answer for what is happening with their child and if it can be treated or not. It has also saved the lives of many children who could be suffering from a really bad condition and needed to have answers immediately. It is a very good technique to get to the bottom of genetic problems and will continue to help our world.

 

 

Resources:

OpenStax College, Concepts of Biology. OpenStax College. 25 April 2013. <http://openstaxcollege.org/textbooks/concepts-of-biology/get>

Nicklaus Children’s Hospital. What Is Whole Genome Sequencing? 12 Feb. 2020, www.youtube.com/watch?v=sNWAE7YdZ_U.

Health, Slingshot. “Top 10 Breakthroughs of the Human Genome Project.” Slingshot Health Blog, 25 Apr. 2019, www.slingshothealth.com/blog/2019/04/25/top-10-breakthroughs-of-the-human-genome-project/.

Mayo Clinic. What Is Genomic Sequencing? 7 Feb. 2018, www.youtube.com/watch?v=2JUu1WqidC4&t=11s.

Venter, Craig. “Opinion | Genetic Sequencing Is the Future of Medicine.” The Washington Post, WP Company, 13 Dec. 2017, www.washingtonpost.com/news/theworldpost/wp/2017/12/13/human-genome/.

 

Images:

AL, Cirino. “A Comparison of Whole Genome Sequencing to Multigene Panel Testing in Hypertrophic Cardiomyopathy Patients.” Genomes to People, www.genomes2people.org/publications/a-comparison-of-whole-genome-sequencing-to-multigene-panel-testing-in-hypertrophic-cardiomyopathy-patients/.

“Difference Between DNA Genotyping & Sequencing.” 23andMe Customer Care, customercare.23andme.com/hc/en-us/articles/202904600-Difference-Between-DNA-Genotyping-Sequencing.

EnserinkMar, Martin, and Amanda HeidtMay. “Interested in Responsible Gene Editing? Join the (New) Club.” Science, 28 Mar. 2018, www.sciencemag.org/news/2018/03/interested-responsible-gene-editing-join-new-club.

“Improve Your Gene Editing Success with CRISPR-SNIPER Technology.” GEN, 20 Nov. 2019, www.genengnews.com/sponsored/improve-your-gene-editing-success-with-crispr-sniper-technology/.

Pal, Shital. “Human Genome Project.” LinkedIn SlideShare, 4 Nov. 2014, www.slideshare.net/shitalpal3/human-genome-project-41108918.

Saey, Tina Hesman. “What Genetic Tests like 23andMe Actually Told Me about My Health.” Science News, 21 Aug. 2019, www.sciencenews.org/article/review-genetic-tests-23andme-veritas-genos-health-comparison.

“Whole Genome Sequencing (WGS).” Whole Genome Sequencing (WGS) | Mérieux Nutrisciences Europe, 2018, www.merieuxnutrisciences.com/eu/food-safety-and-quality/contract-research/next-generation-sequencing-ngs/whole-genome-sequencing-wgs.

By Fdardel – Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=6296568

 

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Category: Grade 10, Science 10, Self-Assessment, Uncategorized | LEAVE A COMMENT
January 30

Scientific Method and Paper Airplanes

In science class we how to do the scientific method while doing a trial about paper airplanes. In this lab, we had to create a question about paper airplanes and test out if our question would make paper airplanes go a further distance or less of a distance. Our question was how does the placement of extra weight on paper airplanes affect the distance it goes?

Once we had this question, we had to create a hypothesis. Our hypothesis was that when weight is added to the front of the plane it will travel a farther distance because when you put the weight on the back of the plane it will increase the drag and result in the plane going a shorter distance.

We tested our hypothesis by having a paper airplane that had no weight at all and we had that plane as our control group. We then tested two more planes and compared them to the control group. The two other planes had either extra weight on the front or extra weight on the back. We tested each plane 5 times and came up with an average as you can see in the graph below:

The results are fairly consistent and as a group, we are generally happy with what we got. The only thing that we could have done better to make the average more accurate was throw out the trial where we got 9.0 meters in the control group. We should have thrown this trial out because it was almost 2 meters more than the next highest result and so it was a completely inconsistent number and it would dramatically bring the average up with just five trials. So, to make our averages more accurate we should’ve just done another trial with the control group and found a number that was more consistent to use in the average.

Doing these trials, we found that by having weight on the back of the plane dramatically reduces the amount that the plane will fly. We believe this is because it causes more drag on the plane which allows the plane to go a much shorter distance. We also learned that having weight on the front of the plane will make the plane fly slightly farther but not too much of a difference.

Something else we would do differently is to take our measurements from where the plane landed instead of including where the plane glided on the ground. This is because by doing this, there are other variables that we have to consider instead of just the flight distance. For example, dirt can make an effect on how much the plane glides on the ground because if there is more dirt, the plane will most likely glide a smaller distance.

Overall I believe this assignment went well and it was a good introduction into the scientific method.

 

The following images were taken during the assignment:

Category: Science 10, Uncategorized | LEAVE A COMMENT
November 10

Graphing Story 2019

Here is the video I made for our graphing story. We decided to do the height of the bottom of a ball from the ground.


To make this graph it was very difficult because of the number of times the ball hit the ground so I watched the video several times and came up with the following coordinates for the graph of when the ball hit the ground and when the ball was at its peak.

Here is the sheet with the graph and the rest of the information. The graph is a straight line because the ball goes at a constant speed from when it hits the ground to its peak in the air, so that’s why the graph isn’t curvy.

Category: Math 10, Uncategorized | 1 Comment on Graphing Story 2019
October 4

Mes Deux Buts

Voilà le document avec mon travaille:

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But académique: Pour mon but adadémique je veux recevoir 86% ou plus dans chaque cours à l’école. Pour farie ceci je vais étudier dans chaque cours chaque nuit. Je peux mesurer cette but par verifié MyEd et regarder mes notes là et s’ils sont pas là, je peux juste demander mes professeurs. C’est acessible pour moi, car l’anné passé j’ai réussi a recevoir tout les A’s et si je continue a travailler fortement j’espère que ça va continuer.  Les notes sont très important a moi car je connais la valeur d’avoir les bons notes et comment ça va m’affecter dans l’avenir.

  • Je veut étudier plus dans chaque sujet, chaque nuit. Même si je n’ai pas de devoirs dans cette class. Pour faire cela, je vais empaquer mes habitudes par écouter de la musique pendant que je vais mes devoirs. De ce façon sa sera plus facile si je fais quelue chise que j’aime avec quelque chose que j’aime pas.
  • Si je pense à moi même: “Que ferait un bonne étudiant?” je peut répondre a cette question par dire qu’un bon élève va prioritisé l’école et travailler fortement pour accomplir ce qu’il doit faire.
  • Je vais aussi préparer par dire “Je vais étudier à 4:00 dans ma chambre chaque nuit“
  • Je vais aussi empiler mes habitudes parce que quand j’arrive chez moi je laisse mes choses par la porte, je peux dire que quand j’entre chez moi, je laisse mes choses par la porte et puis je vais chercher mon ordinateur de mon sac et mettre sur mon pupitre donc c’est plus facile pour moi quand je commence mes devoirs.

But personelle: Pour mon but personelle, je veux devriendrais un meilleur joueur de soccer et aussi je veux que ma position soit au centre du terrain. Pour faire ceci, je vais pratiquer chaque Vendredi après l’école pour amélioré mes compétences de soccer. C’est mesurable car je peux voir si je vais chaque vendredi et aussi si mon entraineur de soccer commence a me joueur dans le centre du terrain. C’est accesible car j’ai tout les outils que j’ai besoin pour amélioré et c’est a moi pour devenir meilleur. C’est un but que je veux vraiment accomplir, car je veux vraiment jouer dans le centre du terrain car je trouve beacoup plus amusant et cest juste mon position favori.

  • Je vais aller au terrain de soccer 1 fois par semaine et pour faire ceci je vais empaquer mes habitudes. Je vais pratiquer le soccer en fesant quelque chose que j’aime, passer du temps avec mes amis. Donc quand je vais au terrain de soccer, je peut apporter un de mes amis pour aider moi et pour parler avec.
  • Si je pose la question “Que ferait un joueur de soccer professionelle?” je peux répondre avec qu’ils iront au terrain de soccer presque chaque jour pour devenir mieux et je doid faire ça aussi.
  • Je peux aussi aider moi même par dire “J’irai au terrain de soccer à 5:00 chaque vendredi après l’école“
  • Je peux aussi empiler mes habitudes par dire que quand je rentre de l’école et je cherche la nourriture. Je peux dire que je vais manger mon collation pendant que je marche au terrain de soccer et de ce façon il y a un bon chance que je vais pratiquer le soccer.
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