math

Correlation vs Causation

faiths Science , ,

 

This scimatics project was called correlation vs causation.  The driving question was “how are correlation and causation different”? In order to answer this question, we took many steps including creating our final product which was two correlation and causation graphs that we presented to the class last week. 

We started off with a start mind map. Below you can see photos of the start mind map along with the end mind map. 

 

Start mind map

End mind map

 

Next my partner and I came up with over 10 survey questions the questions we asked on our survey were. 

Then with those questions and the peer critique we got from them we put the questions in a survey using google forms. Then we sent out the link to Basecamp and all the plp 9 group chats we had. While we waited for enough responses to come in we did other peoples surveys.

Clare and I got 23 responses to our survey and with that data we were able to put them in a chart with a graph attached in order to find out which two questions had correlation. Originally we thought that being an introvert or extrovert would correlate with what job you wanted to do in the future but with our data there was no correlation between those two areas.

We then changed our focus to the questions about how comfortable people are around other people with how comfortable you are then speaking your mind. Our second correlation was about how comfortable you were speaking your mind and how much screen time a person had on the average in a day.

We not only found correlation with our first graph but also causation. The more comfortable you are around people the more comfortable you are in speaking your mind. Unlike the first graph, we did not find causation in the second graph. 

Finally Clare and I presented in front of the class in a key note presentation. I think our key note slides were good because we didn’t put paragraphs instead we had bullet points that highlighted what we said. Our presentation skills were not as strong as our slides. We kept reading off of our iPads and did not look up at the audience. I feel like I could speak more clearly and confidently in the future.

Curricular competencies 

 Planning and Conducting: select and use appropriate equipment including digital technologies to systematically and accurately collect and record data.

I achieved an accomplished in this competency. I conducted a survey through google forms and found two correlations using the survey results. I used Numbers app to create the graphs and I used the keynote to present my results to the class. One graph was a weak positive correlation while the other was a weak negative correlation. Clare and I were not able to find a strong correlation with the data we collected.

Communicating and Representing: use mathematical vocabulary and language to contribute to mathematical discussions.

I achieved an extending in this competency as I used mathematical verbal and pictorial explanations that helped the class understand the data. Clare and I were able to successfully explain how one of the graphs had both causation and correlation while the other one did not have causation. We showed the difference between correlation and causation and how correlation is sometimes falsely associated with causation. We used a funny cartoon to help make our point. 

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

I achieved an accomplished on this competency by conducting good, ethical surveys, using my class time efficiently, and being partners with Clare. First of all we made the survey anonymous so people feel more comfortable being honest in the survey. Then Clare and I used our class time well and went to LAC as needed. We met early a couple mornings to work on our project and we would FaceTime to create our graphs and prepare for the presentation. One time she was in a meeting and I did not post the survey until she had read it over and we talked about it. We both can give our opinions and if we disagree we compromise or ask for a third person’s opinion.

It was challenging to find correlations. I did not think it would be too hard but as we read the data our original ideas did not correlate. I learned that the questions I ask are important to ask well and that you need be open to look for other correlations and other factors. Presenting is also hard for me. Clare and I made good slides but we were very nervous and did not speak clearly. It would be interesting to conduct more surveys in the future to see what else I could learn. 

Exponent Apocalypse!!

faiths Science , , ,

This project was called “Game of exponent laws” and as you can probably guess from the title is about exponent laws. For our project we needed to design a board game based on exponent laws and mathematical operations. 

We designed Exponent Apocalypse! Our game takes place during a zombie apocalypse. A scientist with a cure and a Zombie are racing to get to a lab. If the scientist gets to the lab first she can mass produce the cure and save the world. If the Zombie gets to the lab first, he would destroy the Scientist and the Zombie’s would win. This is a two player game that lasts about 10-15 minute and uses exponent laws to decide who moves forward.

 

Curricular Competencies

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

I earned an extending on this curricular competency. My point system was clear, and simple. The first person to get an equation right moves forward one space. The point system wasn’t just earning points it was about using the equations to move towards a goal. The conditions to win were effectively designed.

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

I earned an accomplished for this curricular competency. My instructions were interesting and personalized as we turned it into a Zombie Apocalypse. There is a speed factor to get to the end before the other player making it a fun competition. I had one page of clear and complete instructions with lots of pictures and examples. I think I only earned an accomplished not an extending because I only used 4 exponent laws which was the minimal amount. Even though we didn’t have turns, there were rounds and at least one exponent law was used in every round.

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

I earned an extending on this curricular competency. I worked well with my partner. We both had ideas that were used in the game. We did trials with game ideas to see what would work and we divided up tasks well according to our schedules and talents. I left the drawing to her but I got all the equations organized. We didn’t have a problem staying on task and focused on the game throughout the project. 

I really enjoyed trying out my own game and other games around me. I found it interesting to try out other people’s games and see how much variety of games there were when we all had same driving question. It was also rewarding when other people played and enjoyed our game that we spent time making. I enjoyed the creativity of this project and making it based around the theme Zombie Apocalypse. 

The ultimate design challenge!

faiths Science , ,

This project was all about calculating the surface area and volume of 3D shapes. Our driving question is “How can we design an object to optimize its shape?”. To answer the driving question we had to create 3D shapes in groups from 1-3 people then we had to create one or more 3D shapes on an app called Tinkercad. The object (or objects) had to be created to optimize surface area or volume. After we designed our objects they were supposed to be printed out in the school 3D printer which we were sadly unable to do. 

With a group of two of my classmates Clare and Jocelyn, we created three objects of our choice that we all decided  would be a famous European architecture. 

 

The London Bridge (mine)

The leaning tower of Pisa (Jocelyn)

Big Ben (Clare)

I won’t mention all the milestones but here are the two I think most important ones. Milestone 2 was the milestone where we had to create our 3D shapes in Tinkercad. This was hard because we had to first learn how the use the app then needed to find a way to create our 3D shape. I had a lot of trouble because I kept getting kicked out of the app. In the end I was able to use that app to creat a pretty good replica of the London Bridge. 

Milestone 3 was also important as that was when we had to hand in all the calculations. We had to find the surface area and volume of all the shapes  to find the totals for the whole 3D object including the ratio of surface area to volume.  

Curricular competencies 

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

I showed this competency not only when I used most of my class time well but
also when I helped my group and when they helped me. I helped my group a little in the building of our models, I also helped in the creation of the slideshow that we presented to our class. My group members helped me with the creation of my own 3D bridge.  

Reasoning and Analyzing: Model mathematics in contextualized experiences.

I showed this curricular competency when I found shapes within my 3D model. I had to figure out what some of the more difficult shapes were especially the tunnel under the bridge. I decided that it was a half cylinder that was going through the rectangular prism. In order to get the right volume and surface area of the rectangular prisms I had to minus the volume and add the surface area. My whole object together has more volume then surface area, with a 1.5:1 ratio.

 

Communicating and representing: Explain and justify mathematical ideas and decisions

I showed communicating and representing when I calculated, measured, and found the ratio of volume to surface area (1.5:1) of my 3D object. To do that I had to find the volume and surface area of all my shapes. I had to find a formula for each type of shape then I had to find all the heights, lengths, and other things like that. I also showed this competency when my group and I presented all of this information in class. We didn’t go into as much detail  about our calculations  in thePresentations as was required for the project. 

 

In the end I was able to answer the driving question “How can we design an object to optimize its shape?”. we can design an object in Tinkercad and move and change shapes to optimize its volume or surface area. The hardest part of this project was all the calculations they all had several hard steps just to find the volume/surface area. Even though I wish it could have been 3D printed, I am very proud of all the shapes my group and I made.

Chemistry Coding Blog Post

faiths Science , , , ,

This project was all about the kinetic molecular theory. The driving question was “How can the behaviour of matter be explained by the kinetic molecular theory and the atomic theory”. To answer this question we had to create a simulator or game that shows the kinetic molecular theory, and has two or more atomic models. 

Before we could do any of that though we had to do our start mind map. Mine was mostly questions as I didn’t know much about this unit. Below you can see my end mind map which was just me adding and answering my start mind map questions.  

 After that we did a few experiments the eye dropper and gemstone 💎 experiments.

Then we started coding using a website called scratch. I found this a very fun and interesting part of the project as I got to learn to create games and simulators. By the end of the project I had created an scientific simulator with oxygen and water particles that change states. Even though it is a little glitchy I am very proud that I created it. Below is the scratch code that i used for one part along with my completed simulator.


Curricular competency’s 

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

The start mind map was where I best showed my curiosity on this scientific topic. During the creation of the start mind map I was thinking about what I needed and wanted to know about this project, showing my curiosity. 

 

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

I think that this was the competency I did my best on. I showed it in my simulator when I made it so the particles are always  moving, when I made it so the particles change states with the temperature, and when I showed both oxygen and water particles.

Reasoning and analyzing: use logic and patterns to
solve puzzles and play games. 

This competency was showed when I created the code for the simulator. I had to find out what each line of  code did and figure our how I can make it do what I wanted. I used logic to make it so when someone changes the temperature/pressed a button it changes the state and speed of the particles. It seemed at times that my code was broken and I used logic to fix and improve it. I also helped some of my classmates understand how to use scratch to better improve their simulator.

So after all of that I think I am really to answer the driving question “How can the behaviour of matter be explained by the kinetic molecular theory and the atomic theory”. Matter has three different states the kinetic molecular theory explains that when heat is added to matter it changes states. This has been a fun, hard and interesting project it made me think about how I want to learn more about coding in the future. I also learned that I work well collaboratively. This project was a very enjoyable way to learn science.

Laser laws project

faiths Science , , , ,

 

How can you test the Pythagorean theorem and the laws of reflection? This is the question that drives this whole project. This project is called laser laws, and in this project we have been learning about the Pythagorean theorem A2 + B2 = C2 and about the laws of reflection. All of this information was then used when we went into groups to design and build a laser display to prove the Pythagorean theorem and the laws of reflection.

Display photos⬇️  

Mind map 

 

Curricular competency’s

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

I demonstrated this curricular competency by I using all class time efficiently. When I worked with a group and even when I worked alone. I used all class time efficiently in both scimatics and in LAC. I especially used our class time well when my group and I were creating  the star shaped laser model. This demonstrated my curiosity about the scientific topic, the laws of reflection and the mathematical topic, the Pythagorean theorem. 

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

This was the curricular competency that I did the best at. To complete this competency my group and I had to measure all the angles of our laser display to make sure that we had at least one right triangle. To know that the triangles in the star were a right triangle we used the Pythagorean theorem(A2 + B2 =C2). We also labeled all of the other triangles in the star as well. Next we put all of these  measurements on paper so we could accurately know were to put the mirrors in order to create the best star with the most right angles. Over all we found 6 right angles in our laser star. 

photos of the star⬇️  

Applying and innovating: Co-operatively design projects

I showed this competency when my group and I accurately planned, labeled, measured, and  built a star shaped laser. I also showed this competency when all group members contributed equally towards planing and building our project. We especially work hard when we built the final laser model. All of these things together demonstrates this curricular competency on applying and innovating.

So to answer the driving question, how can you test the Pythagorean theorem and the laws of reflection? You can test it by making a laser display. Not only do you need to know the laws of reflection to properly calculate where the laser is going to go but you also use the Pythagorean theorem to help calculate the triangles in the shape. Over all this was a very interesting project. 

Screen Time Project review

faiths Science ,

Final Product

Hi I started quarter 2 one week ago and we are already done our first project. This project was all about how much screen time we did in a week! Our driving question was what fraction of my time is screen time on an average day. The answer that I got for this was 7/20 or 35%. That meant that I spent over one third of my time on my screen for the whole week. My average was 8.25 hours a day. That is way too much screen time.

 To get the answer to this question all week we had to keep track of how much time we spent staring at a screen, and add that information into a chart.

In order to do this we had to first learn how to make a chart. We used numbers to make (and learn how to use) our charts. What you see below is what the chart looked like when we first made it.

The next thing we needed to do is code the chart. I found this part very fascinating. We learned  that by creating a formula you can make the chart automatically add or subtract numbers. Also because I had spare time, I made it so the chart could also calculate the average screen time in a week. Without this step I would have had to add up all of the numbers on my own every single day.

The next part was learning how to make pie (and other) charts! I loved learning about how to do this I found it cool that (as long as you do it right) it will automatically change as you put more information into the chart. 

We also had to track something other than our screen time. It could be anything you want for example I decided that along with screen time I would also track how much sleep I got, and how much exercise I did. I found out that I sleep for an average of 7 hours a day and that I exercise for an average of 1 hour a day. I also learned that 60% of my exercise was playing volleyball. 

Over the whole week when we were tracking our screen time we also did some quizzes on fraction because in order to fine what fraction of my time was on screen I needed to learn about fractions. Last year in grade 7 I learned a lot about fraction so most of the math worksheets were just review. The first quiz that I did I got 100% though on the second quiz I got 1 wrong though I did get all of the bonus questions right so in the end I got 13/10. Even though I don’t like doing fractions I do think it was a important step. 

 

The very last things that I did for this project was one, hand in my final draft and two, present it in front of the WHOLE class. Just to let you know I strongly dislike presenting things in front of the class.  So as you can imagine I didn’t do so well on this step, I did well on the final product but not on the presentation.

 

Curriculum Competencies 

Applying and innovating: I showed how well I could do this by how well I spent my class time and by showing what I thought about how much screen time I had. I didn’t do as well on this because I had already done all of my math homework in the LAC block before so I found myself getting distracted easily, my table partner is also very loud and distracting. I did though help her with math questions whenever she asked. I also helped her understand how to create the pie charts. Finally I noticed that I have about the average amount of screen time that my class does though I still believe I have too much screen time.

Understanding and visualize: I showed how well I did this skill by making my numbers chart. Overall I think I did really well on this competency I not only put the sum of all my screen time but i also put the average for all of the things I tracked. I also got really good marks on the 2 quizzes I did and barely got anything wrong on my math worksheets. Finally I recorded all of my screen time hours on my sheet every day. 

Communicating and representing: I showed how well I could do this skill when I made the pie charts. I also did pretty well on this competency I had many pie charts and all of them had the right information on them. The pie charts not only show how much time was on/off screen but it also shows 2 other topics. I sadly didn’t do well in the presentation part because one I strongly dislike talking in front of a lot of people and 2 I haven’t presented in front of a whole class since March. 

Over all I think I did a good job on this project. I loved learning about how to use charts in numbers. I loved learning that I have way too much screen time and I loved learning how to make the table calculate by itself. I enjoyed this project.