In the Sheep Heart Dissection Lab, I was able to demonstrate critical and reflective thinking skills during the labelling of the heart’s anatomy. I used the functions of each valve and corresponding ventricle as a guide while looking for each part. For example, I knew the aorta would lead to the left ventricle, so I allowed that artery tube to lead me to find the ventricle and its bicuspid valve. The most difficult structure to identify was the aortic semilunar valve, as it was so deeply hidden. I used my critical thinking skills and looked at structures I was already familiar with, such as the aorta. Knowing that the aortic semilunar valve functions to prevent backflow from blood entering back into the left ventricle, I followed the opening from the ventricle to the aorta and looked for the valve there. Overall, being sufficiently familiar with the heart structures before the dissection and critically applying this knowledge allowed for optimum performance in the lab.
In this project I read the story of the Mountain King and took a deeper look into the main character, Jason. I used the table outline to organize elements that make up a character. I used quotes from Jason and others around him to reflect and support these elements. For example on the “Speech” character element, “Defensive” best described Jason’s character as the quotes I used demonstrated how eager Jason was to defend himself in front of his peers. For the overall infographic, I created a camping/outdoor theme as it seemed fitting for the setting of the story. I added stickers and extra designs to appeal to the visual part of this project.
CORE COMPETENCY: Thinking
During the process of both learning about character elements and applying them to this project– I became better educated in the knowledge of character. I believe from this experience, I can now apply these elements to future characters, whether they are characters I read or write about. Along with this, the creative process of using Canva has been very beneficial. This platform allows me to organize and demonstrate ideas I have taken from text and I hope to use it more in this class.
Throughout this project I was inspired and hard working. I took ideas from Pinterest to add onto my project, in order to build up my fall paper quilling project. Using my skills that I had learned in Textiles, I was able to make a completed fall paper quilling project that I could be proud of. For the pieces inside of the pumpkin, I used the resources available to me in class (paper, tools etc) and took inspiration from the fall weather around me. For the basket I used skills from my previous project to weave the basket in order to hold my pieces.
Critical Thinking
When I had faced issues in this project, such as wanting to make “log” pieces however not having any tutorials or pictures for those pieces online. In an issue like this, I used skills from other pieces and combined materials in order to solve this issue.
Reflection: I enjoyed this project and learned a lot out of it. A skill I will use in the future will be the problem solving and skill combining I used in this project.
Natural Selection Lab: My group (predator) collecting red and black licorice (prey) in a black environment to feed our “nest. Done in a 40 sec time limit.
I demonstrated that I can collect and analyze evidence with the data of the number of prey that survived (Natural Selection Lab) and the observations of each utensil’s ability to survive (Feeding Frenzy Lab). I performed the labs with the I took the information from each lab and examined the results, along with the differences and causes. I used these examinations to answer the lab questions and connect the labs to the big ideas of evolution.
I demonstrated that I can connect evidence I collected to big ideas when I linked the results of the lab to the evolution theories learned in class. For example, in the Natural Selection activity, I analyzed the Number of Prey that survived and connected the results to the main points of Darwin’s theory. In the lab the differences in the licorice species such as color (black and red) and shape (short and long) is an example of Genetic Variation. Changes in the environment are demonstrated when the backgrounds of the activity would change color, giving an advantage or disadvantage based of the color variant of the species. Struggle for survival was shown with the large population of the licorice species constantly competing for resources, with a specific color of the species dying off decreases the amount of completion for others in the species. The overpopulation of the licorice, allowed enough to survive to reproduce in the future, despite the large death rate. Natural selection is displayed by the results of how many of each variants, depending on the advantages they had in their environment, soon the color with the most advantages will survive and reproduce more than the color that has the higher death rate, the outcome being the better color (trait) having the larger population.
I demonstrated that I can make predictions based on evidence when I took data from each lab and see how they would evolve over the next generations. In the Feeding Frenzy Lab I looked at the observations of each utensil and came to conclusions on which organisms would survive in the environments and which would go extinct or migrate. In the Natural Selection Lab, I observed the population of the licorice that survived and I made predictions on which group could pass on their genes to become the majority based on their favorable trait in that environment.
I demonstrated that I can draw reasoned conclusions when I gathered and analyzed data from each lab. I took this evidence and researched real life examples that connect to this lab to draw a well reasoned conclusion. For example, on the Natural Selection activity I predicted the elimination of the traits that were less useful based on the evidence that was obtained from the Lab. Then, I looked at something similar happening with a real life example, the Deer mice. The Deer Mice went through the natural selection process of the lighter colored mice being able to survive better and pass on their genes rather than the darker mice which could not camouflage as well and produced less offspring. The conclusion drawn was the more favorable traits with the best fitness would survive, pass down genes and become most of the population.
