How do cells and diseases interact? Before I can answer that I need to learn about cells and diseases. To learn about that we did worksheets, made a disease wanted poster, did Khan quizzes, and wrote a story to explain all what we learned and how to answer the driving question. To show what we learned we wrote a comic in Comic Life about the disease you chose, the disease I chose was Polio.
my wanted poster:
In this project, I think I am accomplished. I think this because I used most of my class time efficiently, I was getting distracted by and distracting Ronan and Keaton. I think next time to not get distracted by them I should sit away from them. another reason why I think I’m accomplished is that I used accurate science diagrams and I used over 10 correct science vocabulary in my comic such as CNS cells, antibodies, and vesicles just to name a few. My final reason why I think I’m accomplished is that my cells and disease characters interact in a scientific way, such as taking with each other using scientific words and symptoms that have a logical outcome that would make sense for polio such as paralysis.
How can I optimize an object for maximum surface area or volume? Well to answer this I need to first learn about volume and surface area. I learned about this through workbooks and worksheets. We had to make a project to show how we optimized our item for maximum Surface area or volume. Seth and I (he was my partner and I will link his blog here) chose to do a blender and optimize it for maximum volume. We both had to make different haves to a blender and I made the top half with the lid, the chamber that holds the food, and the blades. The app we used to design all this is called Tinkercad.
In this project, I think I am extending. I think this because I used all of my class time efficiently even though I missed 3 classes. I made an accurate 3D model of a blender with many different, basic shapes. Also, the fact that my and Seth’s models are built to work together. I think that in the future I could’ve added a few more different shapes but I thought I still had a wide variety. All my math formulas, calculations, and ratios were correct. I didn’t get them first try, but I got them eventually. I also organized them neatly in a Keynote presentation. I think that next time Seth and I could’ve made our Keynote a little bit smoother and had both halves of them work better together.
Here is my Keynote presentation, the pages I wrote are pages 2 and pages 4-13. The other pages are Seth’s work.
How can the behaviour of matter be explained by kinetic molecular theory and atomic theory? To answer that I have to learn about molecular and atomic theories. In class, I learned about atomic theory through the different atomic models and worksheets. I learned about molecular theory through worksheets. We explained our knowledge through a game that we coded ourselves.
Here is my project end MindNode:
Questioning and predicting: I think I am accomplished in questioning and predicting because all my class time was used effectively to finish my work and code my game. I also was interested in coding my game the science and math that were used in this project.
Scientific communication: I think I am accomplished because I knew and understood several different atoms and molecules. Another reason why is because I represented a finished model of particle motion shown and a historical model of an atom is in my game. I also used scientific methods, techniques, and ideas to show my learning in my game and my atomic model’s research.
Reasoning and analyzing: I think I am accomplished because I made a well-coded scratch game with functional controls. My game also showed the atomic theory, molecular theory, and all states of atoms correctly. My game is also easy and fun to play.
How can we test the pythagorean theorem and the law of reflection?
Well to answer that we need to learn a little bit about both of those topics. We had to learn about different types of mirrors, different types of rays, different types of light, wave lengths, and density of different materials to help us learn the more about the law of reflection. We also learned about squared numbered, reflected angles, and triangles to help us with the Pythagorean theorem.
Questioning and predicting: in questioning and predicting I think I was accomplished. I think this because I handed in all of my workbooks in on time will all assigned questions answered. I also answered most questions correctly.
Communicating and representing:
In communicating and representing I think I was accomplished because I accurately demonstrated the Pythagorean theorem using a protractor and ruler. I also accurately recorded the Pythagorean on my milestone 4 and 5 and when I got revisions for these I did them right away.
Applying and innovating:
In applying and innovating I think I was extending because I was a big part in building the project, everything from lasers to mirrors to measuring them online and in real life. I also helped out with building the walls around our laser display.
As proof to my learning here is my milestone 4:
Question:
How can we test the Pythagorean theorem and law of reflection?
Hypothesis:
That the law of reflection proves to be true for all angles of reflected light on a flat mirror.
Procedure:
Step 1: get 3 mirrors
Step 2: get a laser
Step 3: point the laser in a straight line
Step 4: use a protractor to position mirror #1 to reflect off the laser at a 90 degree angle
Step 5: using a protractor position mirror #2 at an angle so it reflects near the top of the starting point of the laser
Step 6: place rulers along all of the sides of the triangle
Step 7: measure and record the length of both legs and the hypotenuse
Data/results/analysis:
As you can see here, this is a right angle triangle with 2 mirrors used, 3 protractors used, and 3 rulers used to show how long each leg is and the hypotenuse
In the photo above the blue line represents the normal ray, the white represents the incident ray, and the red represents the reflected ray.
And here you can see I drew all the measurements for the triangle.
Equation: length x height which is 30cm x 40cm which equals 1200cm divided by 2 which is 600m which means 600cm is the area of my triangle.
Pythagorean theorem: 30×40=50 which means that it is a right triangle because 50cm squared does equal 2500.
In conclusion my hypothesis is correct and that the law of reflection proves to be true for all angles of light reflected on a flat mirror. I know this because in my experiment I used flat mirrors and a variety of angles and and the law of reflection proved to be true. And through my experiment I also tested the Pythagorean theorem and it proved to be true. I know this because:
C²=a²+b²
C²=98²+52
C²=9604+2704
C²=12308
C²=√110
C²=110
Which means that the hypotenuse is 110cm.
And the measurements that prove the law of reflection are 60°, 90°, and 28°. The normal ray for 60° is 0°, the incident ray is 30°, the reflected ray is also 30°. For 90° the normal ray is 0°, the incident ray is 45°, the reflected ray is also 45°. For the 28 the normal ray is 0°, the incident ray is 14°, the reflected ray is also 14°.
How are thematic and mathematical elements used in game design?
Thematics are a major part used in games, because if there aren’t thematics in games then there isn’t a game. Because without a theme then there is nothing for a game to be about just a blank board with a die. Mathematical elements are also a major part in games, whether it’s rolling a die, drawing cards, or landing on a space probability is involved. For example when you roll a die you have 1/6 chance of rolling a 4 on a 6 sided die which is math or if you have to pick up 2 cards and you already have 5 in your hand you have 7 which is again, math.
Demonstrate an understanding and appreciation of evidence
I used just over 10 science concepts with supporting evidence and our rules and game pieces explained them well connecting them to the science concepts. Our game pieces visually represented the science concepts we chose, for example name our game spaces with science names such as: slab pull, hot spot, earthquake, volcano, tsunami, fault lines, and a chance card spaces which have more science concepts on them.
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
During this project I used all of my class time efficiently by making game board pieces, writing our rules, or doing other assigned work. I also used my class time to build knowledge on science and math concepts.
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Our game uses probability and says what chance you have to draw any card, land on any space, and rolling any number on a 6 sided die. I also put in 5 mutually exclusive probabilities for 5 different scenarios in our game.
⬇️Our game rules and board below⬇️
Game boardChance cards
1. Die roll
2. Game spaces
3. Chance cards
4. Lives
5. Playing you’re turn
6. Winning the game
7. Game pieces
8. Probability
1. Die roll
• You have 1 6 sided die and you roll it and whatever number is on there is how many spaces forward you move
• You may also roll a die for a turn (chance card, or space)
• You have to roll a die in order to decide who goes first, whoever rolls the highest number goes first, go clockwise from there
2. Game spaces
• Chances- when you land on a chance spot you draw from the chance card pile, follow the instructions of the chance card
• Volcanoes- you land on a spot with a volcano on it, and you discover magma flowing through the mantle go back to the start and lose a life place a volcano token on the volcano space you landed on.
• Tsunamis- you land on a tsunami spaces and you discover a converging plate boundary caused it, you have to go back 4 spaces and do what the next space says
• Earthquakes- you land on an earthquake space and you discover a convergent plate boundary, skip a turn
• Hot spots- you land on a hot spot revealing a hot spot volcano, move forward 2 spaces
• Fault lines- you land on a fault lines spot, roll a die trying to figure out what fault it is #1,2 are a reverse fault, #3,4 are a normal fault, #5,6 are a strike-slip fault whatever number you roll is also the amount of spaces you go forward
• Slab pull- you land on a slab pull space, and roll a die to see how many turns you skip
• Layers of earth- you land on a layers of earth spot, you made a fantastic scientific discovery about the layers of the earth and the the temperature of the core, gain a life
• Continental drift- you land on a continental drift space, have reached the end of the world the continent you’re on will float you to safety, you win the game
• Continental – continental plates- you land on a continental- continental plates space, 2 continental- continental plates collided creating a mountain go back to the start
• Lose a life- you land on a lose a life space, a 7.0 magnitude earthquake killed you, lose a life
• Gain a life- you land on a gain a life space, you save someone from a falling tree in an 7.0 earthquake, gain a life
3. Chance cards
• Puddle of death or lava- You stepped in a puddle of lava, you lose a life
• Core of the earth- You fell into the core of the earth, roll a die to determine how many lives you lose
• Convection currents- You get sucked into the earth by a convection current switch spots with someone of your choice
• Transform faults- a transform fault appears and starts moving, switch spots with the person closest to you
• Smart- You tested a theory about tectonic plates and were correct, gain a life
• Lawsuit- You copyrighted a theory about oceanic plates and someone else used it, you sue them and win the settlement, roll a die to see how many lives you gain
• When you draw a card, after you’ve done what the cards says, put the card into the discard pile
• Shuffle the cards before the game starts
4. Lives
• Every player starts with 3 lives
• You can gain and lose life through chance cards and landing on spaces
• If you lose all of your lives you are out of the game and if only 2 people are playing the other person wins
5. Playing your turn
• You starts your turn by rolling a die
• Next you move as many spaces as the number is on the die
• If something is on that spaces you’re on follow the directions of that spaces, if not your turn is over
6. Winning the game
In order to win the game you have to either get to the end of the map or if you’re playing with 2 players and the other player loses all of their lives, you win
7. Game pieces
• 1 die
• 5 characters
• 36 chance cards
• 6 puddle of death cards or lava-You stepped in a puddle of lava, you lose a life
• 6 core of earth cards-You fell into the core of the earth, roll a die to determine how many lives you lose
• 6 Convection currents cards- You get sucked into the earth by a convection current switch spots with someone of your choice
• 6 Transform faults cards- a transform fault appears and starts moving, switch spots with the person closest to you
• 6 smarts cards-You tested a theory about tectonic plates and were correct, gain a life
• 6 lawsuit cards-You copyrighted a theory about oceanic plates and someone else used it, you sue them and win the settlement, roll a die to see how many lives you gain
8. Probability
• You have a 1 in 6 probability of drawing any chance card from the chance card pile
• You have a 1 in 6 probability of rolling any number on the die
• You have a 6 in 30 chance of landing on a chance space
• You have a 2 in 30 of chance landing on a earthquake space
• You have a 2 in 30 chance of landing on hot spot
• You have a 2 in 30 chance of landing on fault line
• You have a 3 in 30 chance of landing on a tsunami space
• You have a 3 in 30 chance to lose a life
• You have a 2 in 30 chance to gain a life
• You have a 2 in 30 chance to land on layers of earth
• You have a 2 in 30 chance to land on slab pull
• You have a 3 in 30 chance to land on a volcano spot
• You have a 1 in 30 chance of landing on continental drift
• You have a 1 in 30 chance to land on the start space
• The probability of rolling a 6 and landing on a chance space is 1/6 x 6/30= 6/180 or 1/30
• The probability of rolling a 1 and landing on a earthquake space 1/6 x 6/2= 6/12 or 1/2
• The probability of landing on a volcano space and tsunami space 3/30 x 3/30= 9/900 or 1/100
• The probability of landing on a hot spot space and a slab pull space 2/30 x 2×30= 4/900 or 1/225
• The probability of rolling a 3 and a 5 1/6 x 1/6= 1/36
