1 Good morning! My name is Isabella Rios, I am in the 10th grade, Da Vinci, etc.

all things you probably know about me. What you dont know is that I consider myself an amateur aquarist. Yes, that means fish, aquariums, and all that jazz, but my main interest is in the art of aquascaping. This is my dream tank, but were talking plants and substrate and filters and very expensive lighting. Its a hobby that takes time, research, and a lot of work, but I enjoy every second and its more than worth the effort. This is a principle I want to apply to my schooling. In the face of difficulty, I want to persevere because I enjoy what Im doing, not because Im obligated to do it. I have matured greatly in the past year and have realized how privileged I am to have such an amazing education and maybe, by the end of high school, Ill have an aquarium as beautiful as this one! Today, I will present my mastery in Algebra 2, Spanish, and Chemistry. Ill end with a reflection of my SLC goals. Ill begin with Algebra 2. I will explain my Honors video for probability and statistics. The problem reads: The basketball game at CPM Land costs 50 cents to play. In this game, the player shoots three times. If the player makes zero baskets, they win nothing. If they make one basket, the prize is a plastic puzzle worth 5 cents. For two baskets, the prize is a small stuffed toy worth 60 cents. Making all three baskets wins a large stuffed animal worth $2.50. The basket rim at CPM Land is so small that the chance of anyone making a shot is 30%. I made a short video that explained this problem step-bystep, as if I were helping out a classmate. The atmosphere is very laid back and I assume the viewer has prior knowledge of probability. I focus on teaching how to deal with similar scenarios instead of how to solve just this problem. First, I introduce a tree diagram to visually represent the shots taken. If we write the probability of these things happening, we can calculate the same for each branch occurring. In my video, I explain that if we multiply .7, .3, and .7, the likelihoods of each event happening, we get total probability for that particular branch, which in this case is 14.7. After explaining how to set up these calculations, I give the audience an opportunity to pause the video and perform them on their own. Letter a of the problem reads, Find the probability of making zero baskets, one basket, two baskets, and three baskets. To do this, I find the probability of each branch of the tree. I also label each branch with the number of baskets made from 0 to 3, so the viewer can follow along. I combine the percentages of the branches that give me the same number of baskets. For example, I combine 6.3, 6.3, and 6.3 because they all represent two baskets. So, the total probability of making 2 baskets is 18.9%. I conduct this same process for every number of baskets made, and I end up with this: there is a 34.3% chance that a player will make zero baskets; 44.1 for one; 18.9 for two, and 2.7 for three. I make sure viewers understand how I got these answers before moving on. Letter b reads, Darnell really wants to win a prize to bring back for a little kid who lives in his neighborhood. Which prize is he most likely to win? Why? I show the audience a cleaned-up table of our previous answers, and we decide that Darnell is most likely to win the puzzle, since its the highest probability at 44%. Letter c reads, How much money should a player expect to win or lose in the game on average? Is CPM making money? Again, I show the table of our previous answers, but I add a column: how much is won or lost by making that number of baskets. So, for zero baskets, the player loses 50 cents, for one basket, they lose 45, and so on. I then multiply the percentages by the expected values. Although this is a confusing step, I dont actually go into depth in the interest of time and simplicity. If there are questions, anyone watching

2 can come to me or Frank to ask for help, which is a good habit to build! After multiplying, I combine these values to get -29.71. What this means is that if you played 100 times and spent $50 total, you would end up losing $29.71. Of course, this is the total for 100 times, so to get the average per turn, I divide it by 100. In the end, Ive got -30 cents, which I explain as the money someone would lose on average not necessarily what they would lose if they played, but if they played so many times, they would lose 30 cents per play. In other words, CPM Land makes 30 cents every time someone plays! I conclude my video with a few words about the negative effects of gambling. Its important for viewers to see the connection between this simple carnival game and being able to calculate the probabilities of real-world gambling. That concludes my explanation for my Algebra Honors video! I believe the evidence I have presented, through screenshots of my video, is a truthful representation of my mastery in both Math Honors and the probability and statistics essential skill. Ahora, les voy a hablar de mi maestra en espaol. Voy a presentar Habilidad Esencial 4.2, Yo puedo entender todos los tipos de acentos y cundo utilizarlos. En espaol, a veces ponemos acentos sobre las letras para indicar cual silaba es estresada cuando la palabra es dicha. Por ejemplo, en la palabra bolgrafo, sabemos que se pronuncia bolgrafo porque el acento esta en la i. Pero cmo sabemos cundo poner el acento? Bueno, primero dividimos la palabra en silabas. Hay muchas reglas para esto, y usamos esta informacin para saber donde se colocan los acentos. Despus de dividendo la palabra en silabas, identificamos la silaba tnica. Esto es la silaba que, cuando la palabra es dicha, es la ms estresada. En la palabra egosmo, s es la silaba tnica. En la palabra problemtico, ma es la silaba tnica, y as sigue. Despus de haber encontrado la silaba tnica, dividimos las silabas en cuatro partes usando la sigla SEGA, que significa sobresdrjula, esdrjula, grave, y aguda. Cada tipo tiene su propia regla de acentuacin. Una palabra es aguda si la silaba tnica es la ltima, como len o esplendor, y solo tiene acento si termina en n, s, o vocal. Una palabra es grave si la silaba tnica es la penltima, como pescado o rbol, y solo tiene acento si no termina en n, s, o vocal. Una palabra es esdrjula si la silaba tnica es la antepenltima, como cmara o pjaro, y siempre tiene acento. En mi Examen de Acentuacin, pens que alcohol era esdrjula porque en portugus, decimos lcool. Ahora s que alcohol es una palabra aguda, y como no termina en n, s, o vocal, no requiere un acento. Finalmente, una palabra es sobresdrjula si la silaba tnica es antes de la antepenltima, como automticamente o ensamelas. Sobresdrjulas siempre tienen acentos. Entonces, para determinar si necesitas colocar un acento, 1) divide la palabra en silabas, 2) identifica la silaba tnica, 3) decide en cual categora de SEGA la palabra cae, y 4) sigue las reglas para colocar el acento. Tambin aprendimos como distinguir entre hiatos y diptongos. Ambos son pares de vocales ocurriendo dentro de palabras, con vocales fuertes siendo a, e, y o y vocales dbiles siendo i y u. Un hiato consiste de dos vocales fuertes juntas. Ejemplos incluyen museo, creemos, y fea. Un diptongo, al contrario, es una combinacin de dos vocales dbiles o una vocal fuerte y una dbil. Diablo, pausa, y escuela son diptongos. Tambin hay hiatos raros, que son diptongos que se convierten en hiatos con un acento. Ta es un hiato, a pesar de tener una vocal dbil y una vocal fuerte. Hay un acento en la vocal dbil, i. Un acento convierte una vocal dbil a una fuerte, entonces ta es un hiato. Esto aplica a palabras como gra y maz.

3 La excepcin para casi todas estas reglas son las palabras diacrticas. Estas son palabras que tienen dos sentidos diferentes, con la diferencia siendo un solo acento. Algunos ejemplos son: si y s, el y l, y mas y ms. Aqu, tengo un ejemplo de mi ensayo sobre el medio ambiente. Ms con un acento significa more, pero mas sin acento significa but. Ya que esta palabra es excusada da las reglas normales, s usar ms con acento porque tiene el significado que deseo. Yo creo que los ejemplos que los di de mis exmenes y ensayo son ejemplos perfectos de mi maestra en esta Habilidad Esencial. I will now present content from my Chemistry class. I chose Essential 7, which says, I can write chemical equations to accurately represent reactions and determine quantities of reactants and products consumed or produced in the reaction. To begin, this is a chemical equation, taken from my Unit 4 PhD. On the left, we have our reactants two or more chemicals that are reacting together. On the right, we have products the chemicals that result from the reaction. There are several types of chemical reactions: single replacements, double replacements, syntheses, decompositions, and combustions. Each has its own separate attributes, but they all require the same approach. The first thing we do with an equation is balance it to make the number of atoms equal on both sides. Here, we have one that is unbalanced. The problem with this is that its impossible according to the Law of Conservation of Matter. If we have three calcium atoms to begin with, we cant end up with only one. The solution is to balance an equation and place coefficients in front of the chemicals. So now, we have three calcium atoms on both sides, two aluminum, and so on. Another aspect of chemical equations is the mole. In one mole of every element, there are 6.021023 atoms (called Avogadros number). When we place coefficients in front of chemicals to balance, they mean the number of moles, which allows us to make mole ratios. Each mole has a mass equal to the atomic mass in grams of that element. For example, one mole of carbon has a mass of 12 grams. These values can be combined to create molar mass, the total mass of one mole of a substance. The molar mass of CH4 would be 16.05 grams, because the mass of one mole of carbon is 12 and the mass of four moles of hydrogen is 4. We can also calculate moles in grams of a substance. Knowing this, we can enter stoichiometry, the process of converting between grams, moles, and number of atoms of two chemicals. I used stoichiometry to complete my company calculation page, which accompanied my company fact sheet. I conducted some research of environmental practices of Ben & Jerrys, and with that, I had to do some calculations. The objective was to find how many gallons of ethanol would need to combust to produce 1500 metric tons of CO2. To do this, I would be converting from mass to moles of carbon dioxide to moles to mass of ethanol. First, I balanced my equation. Its a combustion, so the products are water and carbon dioxide. I then converted metric tons to kilograms and kilograms to grams. This makes finding the number of moles much easier. I identified what substances I was working with and found their molar mass. These were 46 and 44 grams. I then used the molar mass of CO2 to calculate how many moles are in 1.5 billion grams. If 44 grams are in one mole of CO2, 1.5 billion are in 34 million moles. I used this in the next proportion I created, where I compared the number of moles in the balanced equation to the number of moles in our reaction. If, in every reaction, there is one mole of ethanol for every two moles of carbon dioxide, then there are 17 million moles for 34 million. I then used this value to calculate the following: if there are 46 grams in every

4 mole of ethanol, then there must be 785 million grams in 17 million moles. I converted grams to milliliters to gallons of ethanol, and at the end, I put everything together: for every 1500 metric tons of carbon dioxide produced, we must combust 263 thousand gallons of ethanol. To conclude, I believe the evidence I have presented to you through my company calculation page and my Unit 4 PhD accurately prove my mastery in this essential skill. I will now move on to my reflection and assess the completion of my SLC goals. At the time of SLCs, I was doing well in most of my classes, so my goals were get this essential skill from an A- to an A or update my engineering notebook this weekend. There was, however, one class I was not completely happy with - Spanish. Despite doing well in every essential, I had a less-than-acceptable grade in the class because of accountability. All year, my accountability in this class has been sporadic at best. I just never felt motivated to do my work. I watched my grade drop, and instead of taking steps to fix it, I just accepted it as a fact of life. At my SLC, after much chastisement from all my teachers, I made the goal to get my Spanish grade up to where it needed to be a solid A. The only real way to do that would be to, surprise, do my homework! For the next three weeks, I turned in every single assignment. Every word I wrote for that class was done with my grade in mind. In addition to this, nearly every assignment that went into PowerSchool those last couple of weeks went towards reading and writing, my two worst essential skills. My grade climbed, and by May 24th, my grade in Spanish was a beautiful, strong, hard-earned 95%. I cannot describe the happiness and sense of accomplishment I felt at seeing those two blue numbers on the computer screen. But the most valuable thing I learned was that sometimes, all it takes is a little pressure, motivation, and a small amount of end-of-the-semester adrenaline. Very much like how I have to start seeing green film form on the inside of the glass before cleaning my aquarium, I needed to see my accountability grade at a 0 out of 4 to really put in the work towards changing it. And the same way algae wouldnt grow if I just performed regular water changes in the first place, my accountability wouldnt need picking up if I simply did the work to begin with. These are lessons Ill definitely be carrying with me into junior year, and Im hoping it wont take a failing class to make me put them into practice. Well, audience, looks like were out of time Im afraid thats the end of my Presentation of Learning. Ill take three questions!