For this Scimatics unit we focused on correlation and causation. We worked in partners and we had to make our own survey with a topic that had a correlation with causation and correlation without causation. My partner and I decide to make our Survey about how being introverted or extroverted relates to the career one might want to pursue. We thought someone who considers themselves more introverted might go into a career like business, whereas someone who’s extroverted might go into communications.

Planning and conducting: Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data.

I showed this competency by using Google forms to make an easily accessible survey. I also used the app Numbers to make all my graphs and charts.

Communicating and Representing: Use mathematical vocabulary and language to contribute to mathematical discussion

I defined the math terms correlation and causation to explain how they were relate to the survey. I also learned how to interpret graphs and tell what type correlation they are, such as week or strong.

Applying and Innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches

My partner and I used our class time to work on the assignment and we evenly distributed the work load. 

We split the work load based on our strengths for example I did the writing and she did the math. We split the survey questions into even and odd numbers so one of us didn’t have to write down 30 responses

To conclude this blog will answer the driving question: What is the difference between correlation and causation?

The difference between correlation and causation is that correlation is simply a relation between two factors, and they don’t necessarily have to have anything to do with each other. While causation is where one action causes the second action to occur. 

Game of exponent laws

This project was called Game of Exponent Laws. For this project we were put in partners and we had to make a game using four or more exponent laws. We started the project by learning the basic exponent laws and then they got more complicated as we went on. Once we started brainstorming game ideas, we decided to base our game off of the card game War. 

Our game is called the No Name Exponents Game and is for two players. There is a single operations card in the middle and then each player flips up a card that has an exponent on it  (like 3^5) and then you have to solve it using that operation. Whoever does it first wins that round, and whoever gets to 3 points gets to change the operations card. You play until the deck runs out and whoever has the most cards wins the game.

Game⬇️

Reasoning and Analyzing: Use logic and patterns to solve puzzles and play games

I showed this competency by creating a game that is simple, includes math and is still fun to play. I created this game with a clear points system. Every time you win a round you get a coin, and the first person with three coins gets to change the operation. The game ends when each player’s deck runs out and the player with the most coins wins. 

People playing our game⬇️

Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms

My game shows this curricular competency by using some of the mathematical exponent operations that we have learned: multiplication, division, distribution law, and the zero exponent law. Another way I showed this curricular competency is in my game rules. In my rules I included images and clear instructions of how to set up the game and how to play. 

Rules⬇️

Applying and Innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches.

My partner and I made the game together and evenly distributed the extra workload. I used my class time efficiently making the game so that there was minimal homework.  

Our game⬇️

Driving Question 

How does math make games more complex, interesting, and re-playable?

The way math makes games replayable is because the outcome always varies. Our game doesn’t always have the same outcome because you shuffle the pile so that the exponent cards you flip are always different, which makes the game more interesting. 

Protect start mind map⬇️

Thanks Dana for being a great partner and Fraser, Ava and Sabrina for helping with the photos.

Comic Cells

This project was my last grade 8 PLP project and we had to make a comic booksm about cells and diseases or about photosynthesis. I chose to make mine about a disease called the plague. 

Before we could make that, we had to make a wanted poster for a disease or a bacteria that existed in the 1400-1600. I chose to do the bubonic plague. On my wanted poster I put a photo of the disease, what it does to the cells, and what symptoms you get if you have it. 

Curricular Competencies 

Scientific communication: communicate ideas, findings, and solutions to problems using scientific language, representations, and digital technologies. 

 I showed this competency of scientific communication by using the app Comic Life 3 and Sketches Pro to create my comic book and Sketches Pro to do all my drawings. Within my comic I utilized scientific language to demonstrate my understanding of cells and diseases. For example, I wrote about the white blood cells attacking the bacteria. 

Questioning and predicting: Demonstrate a sustained curiosity about a scientific topic or problem of personal interest.

For this curricular competency, I sustained curiosity about the scientific topic of the bubonic plague. First, I had to research the virus: for example, what it does to the cell and how it is transmitted to people. I then made a poster to explain briefly what the bubonic plague is, and then I started to make the comic. I was assigned ten scientific words and had to find out what they meant so I knew what context to put them in. I then created a draft of 12 panels and then made a good copy of 18 panels. 

For this curricular competency, I sustained curiosity about the scientific topic of the bubonic plague. First, I had to research the virus: for example, what it does to the cell and how it is transmitted to people. I then made a poster to explain briefly what the bubonic plague is, and then I started to make the comic. I was assigned ten scientific words and had to find out what they meant so I knew what context to put them in. I then created a draft of 12 panels and then made a good copy of 18 panels.

Evaluating: Demonstrate an understanding and appreciation of evidence  

My comics characters show the symptoms of the disease and what the outcome of the sickness is. For example, my character gets swollen glands, coughing, sneezing, weakness, chills and fever which are symptoms of the plague. In my comic a doctor uses a microscope to examine a sample taken from a sick patient. The doctor finds out that it’s the plague. 

End of project mind map⬇️

Driving Question: How do cells and diseases interact?

 My comic answers the driving question because it shows how cells and diseases interact. The way cells and diseases interact is the diseases try to take over the cells in your body. They fight and eventually one side wins. The body fights with immune cells and the pathogens release toxins to make the immune cells think they’re not wanted. The immune cells move away from the pathogens and the pathogen win against the body’s cells.

FINAL COMIC

Click Image To Above To Open Comic

For this Scimatics unit we used a 3D printing software called Tinkercad to design a model of something that we could either make for maximum volume or surface area. For this project I was in a group of 3 and my group and I decided to make 3 separate objects. We decided to make 3 of Europe’s most famous land marks including: Big Ben, The Leaning Tower of Pisa and The London Bridge. 

The hardest part of designing Big Ben was trying to create the face of the clock. I tried to fit all the numbers on the clock but it didn’t fit, so I just added 12, 3, 6 and 9 in Roman numerals. But I had to make sure that the numbers were touching the clock or else they wouldn’t print properly.

clock⬇️

After we finished our models we sent it to the school library to be printed. Then we made a slideshow that showed our model and all our calculations. 

Curricular competencies

1:  Applying and innovating: Contribute to care for self, others, community, and world through personal or collaborative approaches

I showed this Curricular Competency by helping my group choose what objects to make and by helping them execute their part of the project. We chose to model famous European attractions including Big Ben, the London Bridge and the Leaning Tower of Pisa. I chose to design Big Ben. I also found copyright free reference photos for our presentation and wrote my own slide. 

Models⬇️

2: Reasoning and Analyzing: Model mathematics in contextualized experiences

I showed this competency in milestone 2 and 3 which was writing the formulas then after adding the numbers from our 3D shapes into the equations to find the total surface area and volume of the shapes in the model. I demonstrated the mathematical reasoning and analyzing by creating a math chart to organize my calculations of each shape. 

All shapes included⬇️

3: Communicating and Representing: Explain and justify mathematical ideas and decisions

I originally wanted to design Big Ben for maximum surface area but after doing my calculations it turns out that it had maximum volume instead. I also made some decisions about what measurements to use based on what shapes where in each model. For example I had to calculate the surface area and volume of square pyramid but I had to subtract a cone from the top of it to achieve mathematical precision. 

Calculations⬇️

How can we design an object to optimize its shape?

Throughout this project we aimed to design an object and to optimize its shape. We learned about the differences between surface area and volume and how to calculate them. This project taught me how to design an object for maximum surface area or volume. We used Tinkercad which helped me analyze all sides of Big Ben so I could be as precise as possible. 

Thank you Faith and Jocleyn for being great partners

How can the behaviour of matter be explained by the kinetic molecular theory and atomic theory?

In this scimatics unit we studied the the kinetic molecular theory and the atomic  theory. For this project we had to individually create a simulator or a game with a coding program called Scratch. For one of our milestones we had to draw different types of atomic models. For another milestone we had to weigh and find the mass of 3 gem stones and figure out if they where real sapphires by measuring there density. 

Evidence of Learning 

I learned a lot about matter when we did an experiment using a water bottle and eye dropper.   In the experiment we put an eye dropper in a plastic water bottle filled with water and when you squeezed it the eye dropper sank to the bottom. When you released pressure the eye dropper returned back to the top. They air filled eye dropper was less dense than the one filled with water. The eye dropper sank because it was full of water so it became more dense than the water. We also learned about density and matter when when we did the gem stone identification experiment. 

Curricular Competencies 

Questioning and predicting

One of the first things I did to show my learning was to make a mind map. It was about what I know and what I wondered about the behaviour of matter and how it is explained by the kinetic molecular theory and atomic theory. This showed my existing knowledge on that topic and it made me want to know more about the topic. At the end of my project I added all the new things I learned throughout the project. 

Scientific communication

I demonstrated this competency by researching and drawing atomic models for the element carbon. I chose to draw the the Bohr and the Rutherford models and include them in my simulation. I learned about the different sub atomic particles and their charges. I also learned more about the periodic table and the elements and the different molecules that form the different elements. When we studied density I learned how to calculate it using the formula D=M/V.

Reasoning and analyzing

I learned how to use scratch by helping my classmates also learning form my peers mistakes and help from my classmates. I learned how to code a simulation that shows the kinetic molecular theory. I used logic to plan every step. For example at -78 carbon turns into a gas and I need to program it so it looked as real as possible. I thought the coding would be moderately easy, but it turned out to be so much harder than expected. I ended having to restart my entire code 3 times because I could figure out what wasn’t working so I thought it would be easier. 

How can the behaviour of matter be explained by the kinetic molecular theory and atomic theory?

By creating my simulation in Scratch I showed how the element carbon can behave differently depending on the temperature. This relates to the kinetic molecular theory which says that molecules are constantly moving. Carbon changes it’s state of matter depending on temperature, for example if carbon is above -78 is a gas but any degree above it is a solid. I also learned about the atomic theory by drawing the Bohr and Rutherford models of carbon. 

Thank you Fraser and Faith for helping me to improve my code and teach me how to use Scratch 

End result

Laser laws project  

Driving question: How can we test Pythagorean theorem and the laws of reflection?

For this scimatics unit we studied the Pythagorean theorem and the laws of reflection. For this project in a group we had to create a shape with laser and mirrors that features a triangle, with a 90 degree angle. We used the laser laws to predict where the laser will reflect so we could place the mirrors there creating a star shape.  

Laser without the smoke ⬇️

At the end of the project on of my classmate Sylas brought in his smoke machine in so we could see our laser beam illuminated.

Photo of laser & of smoke machine ⬇️

Project Mind map⬇️

Curricular competency

Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest 

I demonstrated a sustained intellectual curiosity by using all my time in scimatics efficiently to work together with my group and to focus on the assigned work. I also demonstrated this skill by using all my time in LAC to work on my science and math work books. My group and I also tried to extend on the project by creating a more complex star shape with 8 triangles and 6 right angles.

Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms

I showed this competency by using my comprehension of the Pythagorean theorem (A²+B²=C²) to find the right triangles within the star. After that I used a protractor to measure to see if there were any right angles. 

Applying and innovating: Co-operatively design projects

In my group we decided to create a star shape. It turned out to be surprisingly difficult to draw a star that has right angles in it and looks proportional. We first tired to draw a star then measure the angles but there where no 90degree angles. We finally got a star that had 6 right angles but the star looked a bit odd but we decided to keep it because it had 6 right angled triangles. Overall I think everyone in our group did an even amount of work and I’m very happy with our final outcome. Thank you Patrick, Sabrina, Faith and Jocelyn for being a great group.

This whole project proved Pythagorean theorem and the laws of reflection. By using lasers to prove the laws of reflection and using the Pythagorean theorem to find the right triangles.

Plate tectonics 

Over the course of this project I improved my understanding on the big idea in many ways, such as movement of the plates, measuring earthquakes and geohazards. 

I learned about the three different ways tectonic plates move. The first type of plate movement is called Divergent and this is when two plates are pulling apart from each other, this usually forms a new oceanic crust. The second type of movements are convergent plates are two plates colliding into one and other this cause deep sea trenches volcanoes and earthquakes to happen. The last plate movement is called transverse which is when to plates slide past each other and this causes earthquakes.

I also learned that there are two ways Seismologists can measure earthquakes; one is by the rector scale which is measuring the magnitude and  level of an earthquake; and the second one is by using a seismometer which measures the waves of the earthquakes.

Another thing we learned about is geohazards which are dangers that can occur in the area that we live in such as landslides and earthquakes. All of the examples above show the observable changes and affects to the earth from plate tectonics. 

Circular composites 

Understand and Appreciate evidence for plate tectonics

The way I designed my board game shows my understanding of plate tectonics and the continental drift hypothesis. For example, the tiles in our game represent all the different tectonic plates. We added a rector scale which shows my understanding of how we measure earthquakes. The disaster cards in the game demonstrate my understanding of the different types of tectonic plates. One thing I could improve is adding more detail and explanation about plate tectonics.

Questioning and Predicting

     I generally demonstrated a sustained intellectual curiosity by using class time efficiently for learning. My first period of the day is LAC and I use that time to work on scimatics and I use that time efficiently. During the scimatics class I generally used my time well while working on the project with my partner and we learned more about plate tectonics by including the concepts in my board game.

Understanding and Solving

     I demonstrated my understanding of the math and probability concepts by incorporating chance into the rules of the game. For example, the chance of a player drawing two Slab Pull cards on the same draw is 1/24 or 4%. By including chance and probability in to my game, it deepened my understanding of solving multiplying fractions.

Launch

This project was all about advertising, for the first part of this project in groups we chose a business that we would design an advertisement for. Which my group we chose a candy shop called Zücker,

Our second step was to created a script to call them and ask if they would like to work with us, then we made the call, next we learned how to make a mood board to plan what we wanted our advertisement to look like.

With the mood boards we made some individual advertisement drafts.

Our mood bord⬇️

       We combined our individual drafts and turned them into one group draft. Then we sent the 2 drafts to the business for their feedback and to see which draft they liked best.

My individual draft⬇️

Group draft #1 ⬇️

Group draft #2⬇️ 

Their feed back⬇️

 When we received feedback from our business we made a few changes.

We made some changes ⬇️

Then we got peer critiques on or revised draft, after that we had someone who works in advertising come in and give us some critiques. 

We made some final changes then we sent our drafts to the business and we where done.  

Final draft⬇️ 

building knowledge

    In the building knowledge step we learned the different types of media and the message. We learned about different types of media and what goes in to media such as, mass media, consumer, target audience, and advertising. I found learning about the target audience interesting learning how brands design their ad to appeal to a certain audience. 

how dose what we hear, read and see influence us? 

      The driving question for this unit was “how dose what we hear read and see influence us?” Throughout this unit we read many texts and had many discussions about the driving question. We learned a lot about what techniques advertisers use to influence the consumer. Like we learned about pathos: the appeal of sadness and emotions, for example a SPCA ad with a sad chained up dog, Ethos: the appeal of ethics, for example and ad for a cough drop that says it’s doctor recommended, and Logos the appeal of logic such as an ad that has facts, proof and evidence. I find that the appeal of Pathos is very strong in my experience. This question is all about how brands advertise product so people think if you by this you will fit in or be cool.

Evidence of Your Learning

     Through out this project we learned about advertising, the different techniques and appeals, meaning of media and message, graphic design skills, how to analyze text, team skills. I completed many advertisement drafts, advertisement survey, photo journal and the final advertisement project. I participated in group work and class decisions which shows evidence of my understanding of media.

Curricular Competencies

     In milestone 1 I demonstrated that I can comprehend text by learning about the proposed of advertising and other aspects of advertising such as, the target audience, the main objective and the main idea. For milestone 1 we watched an Apple ad for their new Home Pod. After we wrote a paragraph about who we think the target audience is and dose

     Milestone 5 I have applied a variety of strategies to comprehend text. We read the novel The Gospel According to Larry and we also read Medium is The Message by McLuhan. One quote that stood out while reading Medium is The Message was “we shape our tools, and thereafter our tools shape us”, when I first this I didn’t fully understand the meaning of it but I used some strategies to help comprehend it. Some of the strategies I used where discussing it with my table group, re-reading the text and discussing it with my class room.

    Milestone 6 I demonstrated writing and design processes to plan, develop, create my advertisement. I utilized my critiques, from my peers to improve my advertisement draft Milestone 6 was when our group combined all our individual drafts together into one final draft. 

At first we had to chose business that we wanted to work with my group chose a candy shop called Zücker, we created a script to call them, then we made the call, next we learned how to make a mood board for our advertisement, we made individual advertisement drafts then turned them into one group draft. Then we sent the 2 drafts to the business for their feedback and to see which draft they liked best.8

I’m so happy with how our post turns out thank you Dana, Patrick, Aaron, Xander and Julian for being a great group.

Continue reading →