Throughout media, bias and stereotypes are hidden and disguised, but they still affect our perceptions of society. We learned a lot from this unit, how to look for the real purpose of bias, why people use bias, and how to avoid it. But something we should take note of is that no matter what, bias in media can alter perspectives and influence an individual’s opinions. That’s not always a bad thing though, because sometimes it’s necessary for us to change our mindset in order to move forward as a society. How necessary is bias then if it helps us move forward as a society? Read about it in my reflection of our bias in media summative:
Month: February 2018
Dividing our Society – Bias In Media Summative
In the unit, we were taught about the types of bias and stereotypes that exist all around us in the form of commercials, news, videos, songs, really anywhere you can think of. To learn about what bias is, we were first told to use Checkology. The 4 modules on Checkology were all designed with a different purpose, talk about the types of bias, how bias spreads, the rights that allow people to be biased (as long as it’s not harmful to others), and how to detect bias. We also annotated some videos and articles that had either very strong bias or very little bias in order to get used to being aware of bias and stereotypes. During annotating and completing the modules on Checkology, I realized that bias occurs more often than I think, even in something that’s supposed to be neutral, like news. However, the bias is just hidden and not talked about because we don’t notice it, or we choose not to notice it. This summative is a reflection on all that we have learned about detecting bias and the purpose of bias. The first part consists of annotations on different types of media; news, print ads, commercials, songs, and shows. There are also annotations that go along with each of those forms of media in order to explain why I specifically noticed that part, or why I thought it was biased. The second part of the summative was to make a product to increase awareness of bias in society, so I made a comic. The comic shows a clear contrast between a society that pressures children into stereotypes and a society that just lets them be. It’s a reflection of gender bias that exists in the modern world even today and hopefully is able to show people that kids aren’t meant to be one way or another, pink or blue, there needs to be more colors because not everyone is going to fall into a stereotype.
News Annotation PDF:
Print Ad Annotation PDF:
Part One Annotation and Analysis:
Part Two Product (Click into Photo):
Product for Awareness Explanation:
Unit 3 Work and Machines – Summative Reflection
How much did you know about Work and Machines before we started? I didn’t know too much about work and machines before this unit. I think most people, like me, go into the unit expecting work to be the regular or normal definition of work, not force*distance, so it was a bit confusing to get used to at first. I also think that my knowledge of machines has increased dramatically. Before, I knew the basics of how simple machines, like what a lever is, what it looks like, but I didn’t really understand how a lever works and how it’s defined. So things like that were made a lot more clear during the unit, especially since I really think about how simple machines were all around us in real life, like how a screw is made up of an inclined plane.
How would you improve your Inclined Plane Lab report? In my inclined plane report, there could’ve been more detail in explaining my data. Most of the time, I compared the data, but I didn’t go into a lot of description about why they came out that way or way the data was like that. The logic behind some of my reasoning was also flawed and not well supported.
Discuss what would you like to study more about in this unit? Why? I think because we only focused on one simple machine for our GRASP project, I would like to know more about a different type of machine. The one that interests me most out of the 5 left is the lever because there are a lot of different projects you could do seeing as there are different kinds of levers, so exploring different types of levers and simple machines would be what I want to continue studying most out of this unit.
Thinking about work and power–how do you think they will relate to the next unit–Energy? Obviously, from our unit, we already know that work and energy are very closely related because work is basically the transfer of energy. Work is done when energy is transferred onto an object and the change in kinetic energy is equal to the net work done on an object. Power is also related to energy because some units of energy use things like kilowatt-hour. Using one kilowatt-hour of power, energy can last up to an hour. It will be interesting to see how the things we learned in this unit, work and power, relate to our next unit on energy.
Simple Machines – Pulley Reflection
1. What were your contributions to the success of your group’s lesson presentation? Be specific. What parts did you research, what parts of the experiment did you have responsibility for, what were your responsibilities for the lesson preparation and presentation? Our group split the project into 3 main parts. The 1st being background information on pulleys, the second being the experiment, and the last being examples of pulleys in real life. Since we wanted to have as much time to write the lab “report” about the experiment, the first thing we did was to design the experiment as a group and perform it. After that, we went to work on our individual parts. My job was to work on the lab report of the experiment and then turn it into slides on the presentation.
2. Describe one part of this project that was a challenge? How did you respond to this challenge? One challenging part about the project is that we weren’t given a lot of time, about a week and a half to finish everything. I had major concerns over whether or not we would finish everything at the beginning. However, I think after organising the project into parts, we had a much clearer idea of what we were doing and what we had to do in order to finish the project.
3. Describe what you most enjoyed about the project? What part are you most proud of–that you say “WE DID GREAT”? I enjoyed the presentation part of the project most, because I’m really proud of how we came together at the end to give our presentations. It’s not easy to be the first ones presenting and I’m really glad our group was able to take the challenge in stride to give a clear presentation.
4. Long after this project has ended, what parts of the experience will you remember? (…“the nightmare is over, I have blocked it completely from my mind!”…hopefully not!). I think I’ll remember that it’s better to prioritize and plan what parts of the experiment to do. It’s very effective to do that because people know what they’re doing and are able to complete their parts efficiently. I think that works really well for people who are struggling to work in groups.
Here is our finished slide presentation:
みそしるのつくりかった
In this chapter, we’re learning about cooking whether it be instructions on how to cook, different ingredients, or the names of utensils, this chapter covered it all. Here are my own instructions to teach you how to make miso soup, or みそしる.