Hello and welcome back to my blog. Today I will be discussing one of my latest Scimatics projects. This was the time is money project. For this project, we were told to think up a business idea that we would turn into a linear equation and put on a graph. For mine I decided that I would 3D design and print a little device to make sure that my Apple Pencil cap doesn’t fall off, since that is actually a big issue.
Here is the video that I made for the project that demonstrates my learning.
Now I will talk about the competencies being judged in this project.
The first competency I will discuss is the understanding and solving one. I think I have demonstrated this competency quite well, which can be shown by the detail I put into my video discussing the costs and profits of my business, and the justifications for each item and cost. I so however think that it would have been more accurate if I used the actual time worked instead of the amount of time to print my product.
The second competency for this project is communicating and representing, which I think I have shown with the graphs and data that I discussed and showed within my video. I do however think that I could have improved with this, had I included even more examples and data.
The third competency for this project was connecting and reflecting. This can be represented by how in my second to last slide in my video, I discussed whether this business is a good career and compared it to a minimum wage job. I probably could have improved this by adding more carriers to compare, but minimum wage seemed like a good comparison.
Overall this was a pretty fun project since we got to research and create whatever we wanted and had near total freedom of choice.
last month, we learned that the Destination Imagination Provincial Tournament was to be canceled because of Covid-19. Many of us didn’t think that Destination Imagination would go on after this, but the teachers had a plan. They arranged for there to be an online Destination Imagination tournament over Zoom for our classes. This let my group to get back to work revising our solution to our challenge. As mentioned in my last post about the regional tournament, there were many things that didn’t go too well with our presentation.
Anyways, let’s go back to the basics of our challenge. We had a few different elements to it that we had to solve. Those being a story, bridge, technical method to move a weight, team choice elements and then a team challenge. The one that I focused on most was the bridge.
When we heard about the online tournament happening, the first thing that was assigned to me was the bridge. I immediately looked at what didn’t work for the bridge last tournament, and began to think of solutions. As mentioned in my post about the Regional Tournament, the biggest issue with the bridge was the speed of connecting the parts. I was able to fix this by making the parts more precisely, along with using other pieces to hold connectors at the proper angles. Another problem that was encountered with our original bridge, was that the platforms at the top weighed too much. To solve this I build platform pieces to use two card triangles, instead of the usual three. This gave the bridge virtually the same strength as last time, just with far less weight. This also improved the angle of the platform, allowing for wheels to grip better on either side and make it harder for our technical method to fall off.
When it came to the technical method, I was able to get pretty much all of it working like at regionals. I still had all the parts except for the cart to carry the weights, which I wasn’t able to create a new version of in time for our presentation.
The other elements are all more related to our presentation, which I will talk about now. We had to present over a zoom call. This was difficult, but allowed us to change our backgrounds easily to help the presentation. The presentation went pretty well. We were able to finish our entire story unlike last time, and we were able to have Felix polish up and sing the song this time. The part of the presentation that didn’t go well was the bridge though. The bridge was pretty good and solved most of the problems from last time, but my table wasn’t actually big enough to put the bridge on, and I ended up having to put it on a carpeted floor where it couldn’t stand up.
After our main presentation, we had one thing left to do. This thing was the instant challenge. Our instant challenge was a presentation one where we had to make a skit. Our group came up with a funny and unique skit, but our presentation ended fairly short.
Thanks for reading my post. Overall this year’s DI was quite unusual, and the online tournament caught me by surprise, but I’m happy my group was able to pull through and revise our solution fairly well. Please check out my previous post for more info about DI.
Recently, all of the PLP students in grade eight and nine participated in the Destination Imagination Regional Tournament for Greater Vancouver. There were many things that went well with the event and my group’s presentation, and many that didn’t. I am here today to reflect on those things.
I’ll start this post off by briefly explaining what Destination Imagination is. Destination Imagination is an international competition in which students from different grade levels compete in a challenge to see who can get the most points and be the most creative. This year I was put in the engineering challenge. For this challenge the goal was to make a bridge, using just cards and duct tape as the materials, that could carry weight over a barrier. In my group to complete this challenge, were Thomas, Ciara, Felix and Gabe.
The story we came up with for our presentation, was that some explorers got trapped in a cave while looking for something. They then find some miners. The miners will supposedly “help them get out”, but actually bring them to a lost city. On the way, the explorers find a gem, and carry it with then to the city. They then find the city, and use the gem to turn its power on, which leads to the mayor being really happy and singing a song.
For our bridge, we decided that building triangles would be the most effective method. We bent three cards in half and fitted them together into a solid triangle. After that we put three of the triangles together to form a larger piece. We then put three of the larger pieces together, to make one long piece that would be used in the final bridge. We connected those final pieces, with mini triangles made with the same method as the original ones. This was quite difficult, since each piece of the bridge had to weigh under 75 grams, and had to be under 18 inches long, wide or tall.
Another element of the challenge was a technical method to move our weight across our bridge. For this, we created two separate platforms that would house parts, and then they would have a string that went between the sides to carry the weight across the bridge like a gondola. The technical system we used was a remote controlled motor system. I built this system by getting a DC motor and connecting it to a battery pack. I then put a remote activated relay between the two, and then added batteries to that as well. I then stuck it in a styrofoam block to keep it all together, easy to fix, and easy to attach to our towers.
When it comes to our actual presentation day, it didn’t go so great. My group did well with improvising our script but our bridge had a couple components that wouldn’t fit together and that took the whole project down. After the components were weighed, some of our bridge connectors, which were used to connect the towers on the sides and the bridge deck, got bent out of place. This made it so the bridge couldn’t stand up, and just fell because the weight was unbalanced from how we had to connect the pieces. There wasn’t much else we could have done to prevent that, since the damage to our bridge structure happened at a time where we could no longer fix it.
One thing that did go great on our presentation day, was our instant challenge. I’m not really allowed to say much about it, but my group was able to come up with a creative and funny solution to what we were asked to do. We ended up winning first place for the instant challenge.
The competency being assessed for this challenge is the “Research and Understand” competency. I believe that I have shown my understanding of this competency, by showing my group’s bridge building and technical solutions. I believe that they represent this because of all of the research and testing that went into finding the best solution to the problem. There were also many different perspectives and ideas that we had to chose the best one of. We also had to do research for every other challenge element, by doing stuff like reading the challenge guide and looking for things to get ideas from.
In the end, we were able to win first place despite the problems we faced, which I think we earned because of all the work we put into our presentation, even though it didn’t work. Sadly the Provincial Tournament is canceled due to Covid-19 though, so we can’t fix and showcase our bridge design.
Recently in humanities, we had a project focuses on ethical and unethical actions in Canadian history. This topic could be very vague, but there were two things my group was specifically focused on. Those two things being the story of the Red River Settlement and Louis Riel which everyone in the class focused on, and then the Second Boer War that only my group covered. In my group was Finn and I.
To start the project off, our first milestone was to find a news article that related to a current event that involved aboriginal people. We then had to fill out a response to each question word (Who, what, when, where, why and how) that tells the audience about the article. The story I decided to focus my article on was aboriginal gang warfare in Williams Lake, BC. Here is my response to the article.
Our next milestone was to choose our topics that our group would focus on, and then research them. This is where me and my partner choose to research the Boer War, since it was the first overseas military conflict that Canada participated in. There was Great divide between the French and English Canadians about the conflict and whether Canada should participate. I generally agree with the French Canadians more and think that we had no business fighting there. Here is the research we recorded.
One of the next milestones of the project was reflecting on a book that we read about Louis Riel. The book followed the experiences and actions of Louis Riel between when the sale of Rupertsland was first being negotiated, all the way to his death. It seemed to follow historical fact to a pretty high degree, but it seemed like the actions scenes were a bit exaggerated. Once everyone had read the book, we were given some in class time to write a reflection on the book. This is what I wrote, it isn’t that long, but I think it is pretty good when you account for the time restraint. I think that this represents my “Connect” competency, because it shows how I have used the actions within the book to craft my response, and the book uses people’s personal historical accounts to carry the story along.
The next milestone was the biggest part of our project. For this milestone we had to come up with and produce three images that represent the Boer War in a creative way. For this part of the project Finn was sick, so I had to create these all myself.
This was the first image I created. It is a quote for Prime Minister Wilfrid Laurier that is from an interview about the war. Behind the quote is a photo of Canadian soldiers that was taken during the Boer War. I thought that this was fitting because it showed the opinion of the Canadian government on whether Canada should participate in the war. This is one of the more neutral opinions on the war, since the government wanted to please both the English in Canada, and the French because doing otherwise would make it hard to get re-elected. Here is the image.
The second image that I created was a colored in version of a comic from an old newspaper. This comic was from a Montreal newspaper and was published in 1902. The wording of it really shows the opinion of French Canadians in relation to the war. I decided that coloring it in and drawing some small images would bring life to the image, and better explain the comic. This is my second image.
For my third and final image, I decided to make a meme. For the meme I decided to use the internet explorer meme template, which shows internet explorer tweeting something that happened a long time ago. For this image I decided to represent the English opinion of Canada participating in the war, which was that we should help Britain. It also shows quite well, who actually ordered for the troops to be sent to South Africa.
I think that these images represent my understanding of the “Understand Ethical Dimensions” competency, because they show that I have researched and looked into all of the opinions on the conflict, and used them to craft my opinion.
Another activity we did for this project was an in class debate on whether the prosecution and hanging of Louis Riel was justified. I was on the team that believed that he should have been hung. We ended up “winning” the debate according to the moderator, because we had create a list of the many crimes that Riel committed before and after he was granted amnesty. I think this is one thing that shows my understanding of the competency “Understand Ethical Dimensions”, because in order to complete the activity we had everyone debate whether a past event was justified, and then to some extent come up with a conclusion.
Overall I think that this project has been quite fun, because we got to learn a lot about the early history of Canada and the decisions of the government.
Hello and welcome back to my blog. Today I will be talking about Our latest Scimatics project, called metaphor machines. The goal of this project, was to build a Rube Goldberg, that symbolizes the scientific method as the “metaphor”.
For this project, I was in a group with Malaika and Finn. To build our machine, we decided to use metre sticks, pipe, and a few other materials. We centred our machine around a marble, and make it travel to the end by going through tubes, going down ramps, falling and bouncing back and fourth on platforms, until it eventually reached the end and turned on our lights.
Here is the video my group made for the project:
Here is a mind map that I made at the beginning of the project, that I have added some facts to and answered my questions on.
Questioning and predicting: I think that I have been able to achieve this competency, because despite having one group member away for most of the project, we successfully built our metaphor machine in time and in a way that it actually was good.
Reasoning and analyzing: I think I achieved this competency because, my group was able to create a blueprint with all required measurements and elements, along with come up with alternative methods for building our machine.
Planning and conducting: I think I have been able to achieve the goal of this competency because, my group was able to create q good series circuit for our machine, and even get it to turn on as a function of the machine. We also created a good circuit diagram, with all the proper measurements and symbols.
Scientific communication: I think that my group achieved this well, because our group video, included multiple run throughs of the machine, along with voice overs describing everything about the machine.
Overall I think this was quite a fun project, and I am happy that we were able to have a lot of creative freedom when it came to it. I learned a lot about how circuits and electricity work, and am looking forward to the next project.
Hello, and welcome back to my blog. Today, I will be talking about my latest humanities project, called “confederation commercial”. As the name would suggest, this was a project about the history that led up to confederation in Canada. The way we were going to represent our learnings for this project, was that we were going to make a two minute commercial, about one of the colonies demands for joining confederation. The colony that I was a member of, was Prince Edward Island, which didn’t actually join confederation until a few years after it happened, and who mainly joined to pay of railroad debt. In my group, was Matthew, Angelo, Felix, and myself.
For the first milestone of the project, we had to read through a document about all the reasons why Canada became a country, and we had to write a paragraph about all of them. I thought that this was a very good start to the project, as it taught as the basics of why we had confederation, which would help us later on in the project, as we would know what would be a possible demand of our colony, and what wasn’t plausible.
The second milestone of the project, was to collect information about the real historical reasons our colonies would or wouldn’t join confederation. We did this by creating a chart on a pages document, using info we found on google, or the sources we were given. This taught us similar things to milestone one, but more specific to our colony, so we had more ideas of what to actually put in our commercial.
Our third milestone for the project, was supposed to be a model Charlottetown conference. For this, we had to come up with our preliminary proposals to join confederation. These had to be historically plausible for the time period. Here is our keynote, for our proposals.
The fourth milestone, was just to write a screenplay, that says exactly what you would see and hear during our video. This was pretty easy to get done, as we just transferred most of our preliminary proposals, and edited them slightly.
The fifth and final milestone, other than this post, was our final video. For this, we were supposed to put our screenplay into action, and film everything. To help with our video making, we used a green screen, so we were able to add whatever backgrounds we wanted to each section of the video. Here are our proposals and justifications for them, which are included in our video.
1. Our first demand, for joining confederation, was to have the capital in Fort Albany. We thought this was the best choice, because it was far north, so the Americans would have a harder time invading it. Another reason, was that it was in Rupert’s land, which would justify the new nation annexing it.
2. Our second demand, was to get funding for a bigger port. Our reasoning for this, is that we could bring in more imports and exports, and that would help the economy. It would also create more jobs.
3. Our third demand, was to be in charge of creating a national anthem for the new nation. Our reasoning for this, was that it would boost morale and patriotism within the nation.
4. Our fourth demand, was to have good parliamentary representation, so we could have control over our own provincial autonomy.
5. Our fifth demand was to have gun control prohibited. Our reason for this was because Canada most likely wouldn’t have a very large army to send to our island, so the militia would be our best defence against Americans.
6. Our sixth and final demand, was to have a laissez-faire economy. Our reasoning for this was that it would improve the economy, create jobs, respect the rights of businesses, and get rid of unnecessary government programs.
I think this is a good example of my ability to use evidence.
Here is our final commercial. We had a few problems making it, like music volume problems, picture quality problems, and video length problems, but I think that we were able to make our video looks pretty good in the end.
After we presented our final video, we had to debate on whether to join confederation or not. In the end, we decided not to join, because our demand for the capital location, demand about gun control, and demand about laissez-faire were not met.
We made this video to show to the class, to announce our decision on whether to join or not. (Loud noise warning).
The driving question for this project, was “how and why did Canada develop into a nation”, and I think that I was able to answer this with almost all of these milestones, along with watching the presentations from other groups. Each one shows either blanket reasons for all of Canada, or those that relate to only a specific colony.
Overall, I think I have learned a lot from this project, from green screen skills, to many historical fact. I also think that this was quite a fun project, as we had lots of freedom to choose what we wanted to do for each thing.
Hello, and welcome back to my blog. Today, I will be talking about a recent scimatics project called “like terms”. This project, focuses on polynomials and like terms, as the name may suggest. It was a very open ended project, where we were allowed to choose our group, and what we would actually do to represent polynomials and like terms. In my group was Owen and Felix. Because we could do anything for our project, we decided to make our project focus on construction materials, and how they can relate to polynomials. We decided that the construction project we would do, would be building a model bridge. We did this using popsicle sticks, hot glue, and string. We then counter the quantity of each thing used (233 popsicle sticks, 7 glue sticks, and 64 inches of string), and came up with a polynomial to represent it. We also were has to make our own driving question, so to represent our construction choice, we went with it being “How could we use polynomials to demonstrate the quantity and cost of materials in construction?”.
Here is the keynote presentation about our project, that we gave in front of our class:
The first competency for this project, was “understanding and solving”. For this, we had to solve problems with multiple strategies, in both abstract and contextualized ways. I think that my project can represent this competency, because in the math part of the project, we took measurements, and make polynomials for three different things. These being the perimeter, volume, and cost of the bridge and it’s parts. This really shows how we used many strategies, and polynomials that are very different to show our understanding of this competency.
The second competency, was “communicating and representing”. For this we had to give a good presentation in class, with the proper usage of the terms we learned for different things. This is fully represented by our presentation in class, and how we used all of the vocabulary, and stuff we’ve learned during it to answer our driving questions. It can also be seen somewhat on our keynote presentation.
The third competency, was “connecting and reflecting”. I think that my presentation can represent this competency, because we were able to connect three different polynomials, to our single model, by focusing on different areas that the math concept could be applied to.
The fourth competency, was “applying and innovating”. This competency was all about contributing to the betterment of ourselves, along with our community and world. I think that the self part, can be represented by my productivity in class, as I was on task for pretty much this entire project. For the community and world part, I think that our focus on construction is important, because learning more about how important infrastructure is built, gives us insight into the real world trades, and gives us the opportunity to find improvements that could be proposed in future jobs.
I think that this a has been a very fun project, and I hope there will be more like it, where it’s very open ended and we can choose exactly what we want to do to answer the driving question.
Hello, and welcome to my mid year presentation of learning. In this post, I will show evidence of what I have done so far this year, and how I plan to further my learning by thinking about my prior experiences.
I will start off by talking about a humanities project that I struggled with, that may be my best opportunity to improve as a learner, was the revolutions project. In that project, my group and I had many problems. The biggest probably being communication. My team members, and myself for this project had virtually no communication and argued over who would do what. When it came to feedback on what we had created, we were told to do something but either lacked motivation to do it, or the communication factor played on and it took hours to figure out who would do what. In future my goal is to avoid stuff like this from happening by using apps like Basecamp, and using class time for better planning of what me and my group can do later as that is an essential skill.
A project I think that I did quite good on but could improve on, was the “chemistry stories” project that I did in scimatics before the winter break, that was presented at the exhibition. I was able to make my video fairly good, with all the necessary aspects, but my class time use wasn’t great. I did get distracted quite a bit during the project’s duration, which led me to do it somewhat last minute, meaning that it would be more stressful, and I wasn’t able to add certain extra cosmetic aspects to make it look good. I think a skill that would help me improve on these things is my time management/reducing procrastination. I think I can get better with these by setting time limits of specific apps, and planning when I’m going to do homework on a longer term basis.
Not that long ago in PGP, there was a project for the annual “take your kid to work day”. I think my work for this project was quite good, and something that I should look at for how I can do well as a learner in future. While out on my trip to my dad’s work, I kept focused on the assignment the entire time and was able to get some good picture of almost every aspect of the tour I was able to go on. This focus on recording evidence and staying on task can be helpful in all aspects of school if I am able to keep that mindset. I think I can do this by keeping a list of things I must do on me for whatever place I am going to, and also setting hard deadlines that will make the work more urgent to do, or at least seem that way.
I am now going to talk about a Maker project, from quite a bit earlier in the year. This was our “running a remake” project, where we were given a short film and were told to recreate the film, to be as exact a copy of the original as possible. I think that I can represent the revision skills and perseverance I have learned in PLP with this project because, my group made our original video on a super rainy and bad day, and also in a location that wasn’t similar enough to the original video. After receiving feedback, our group decided that we would go out and reshoot the entire video and edit it again, to create a far better video overall, that looked far more like the original. This is a good example of a FAIL, or first attempt in learning, as we were able to take our low quality project, and turn it into almost a perfect duplicate of the original film.
I would also like to give an example now, of a project that was a part of multiple different classes. This of course, was the 2019 Winter Exhibition. I want to mention this project now, because I think it is a really good example of where I put much of what I had learned from grade eight, and the first term of grade nine, into use to create a very nice project. The reason I say that I put so much of my learning to use in it, is because I used my revision skills, and the launch cycle, along with trying to strive to extend my learning by doing more extra for my project. I say that I did extra in the project, because after making one item for the project, which was already pretty good, and that I completely 3D designed and printed myself, I made another two, perhaps unnecessary items. These two items I made along with my main idea, were a almost completely homemade taser, and a homemade survival kit with specifically picked out items for surviving on Hoth. This not only shows my striving to learn more, but also my commitment to having a growth mindset, since I decided to go the extra mile, under the thought that the extra things would compliment my presentation, and give me a motivational boost from the feeling of achievement after finishing the project.
To conclude this presentation, I would like to say that I have been able to greatly increase my work, writing, and revision quality over the last few months, but my biggest struggle is still time management problems, and distractions caused by the iPad or other causes. With that being said, I will end this with a question, this question being… What methods can I use, that will increase my motivation to put schoolwork over distractions, while still having there be a fun aspect to learning?
Hello, and welcome to my latest blog post. In this blog post, I am going to be talking about the latest humanities unit in my humanities course. This unit, was about two things, the first being nationalism, and the effects it has on people, and countries. This was the main part of the project, and what we based the other half on. The other half, which I touched on in a previous post, was about memes and the app “TikTok”.
As I just mentioned, the biggest part of this project was focused on nationalism, and the consequences of it. For this we looked at different examples of what nationalism has done to different countries like America, Italy, Germany, and India.
The next part, which I talked about in this post, was about memes. You can check out that post, but I’ll briefly summarize it here. In class, we looked into what memes actually are and how their life cycles can be compared to DNA and evolution.
The first milestone of this project was about our prior knowledge about the subjects for the project, and our need to know questions. We had to fill out a little sheet and hand it in for this milestone.
The second milestone of the project was about examining the significance of something. For this, we looked into the Crimean war, and some different media reports on it from when it happened. We were given a list of questions for us to answer about the significance of the Crimean war and how nationalism played into it.
The third milestone of the project was one of the hardest. This was when we had to make and experiment with TikTok. We had to make and hand in three original TikToks. This may seem easy, but it was quite hard to come up with ideas that weren’t just copying random dance trends.
The fourth milestone of the project was about accessing cause and consequence. For this, we studied European colonization and the worldview of the European powers. After we looked into those things, we were tasked with answering a couple of questions about the causes and consequences of colonization, and what values pushed European powers to do it.
The fifth and final milestone of the project was to put the two parts of the project together, and make our memes. We were tasked with making three picture, video, or TikTok memes about nationalism and colonialism. These were supposed to be used by us to answer the driving question of the project.
This is the first meme I made.
This meme is a version of the ancap ball meme which is a sort of sarcastic thumbs up after a crazy example of something in the anarcho-capitalist political ideology is given. The reason my version can relate to the project, is because it gives a summarized example of what the European colonists did. The meme also has smaller versions of the meme thumbs up ball, but with thumbs down. These are all representing the different groups that the colonization would have been bad for.
This was the second meme I made.
This meme, was based off of a video meme that I found on a YouTube meme compilation. I decided to edit it to relate more to the project, by bringing in the subjects of women’s rights and religion, as those were some important things that had to do with colonization. Women’s rights, as in many places women didn’t have the right to vote, and religion, because other religions and having no religion wasn’t seen as acceptable by many governments of the time.
This was my third meme.
I decided to make this meme on the topic of manifest destiny as it was an important part of North American politics and nationalism which also affected Americans, Canadians, and natives. My meme depicts the American government’s reluctance to recognize the natives as their conquest to take all of North America shifted into high gear. I based these meme off of just a funny meme format I found on reddit that reads “I’m gonna pretend I didn’t see that”.
This is a folder of other memes that I made but didn’t use.
After doing these tasks, I think that I can now answer the driving question about how we can use current memes to represent the effects and consequences of nationalism. My answer to this is that the main focus should be on the history that it tells. This should be made light hearted for the meme to be funny, but the most humor will come from including historical examples that will sort of have an “oh yeah I know about this” affect on people. You can see this idea represented if you look at the subreddit r/HistoryMemes, where people make not very deep references to historical events in common meme formats to give the reader something that they’ll understand while still keeping the memes funny.
Hello, and welcome back to my blog. Today I’m going to briefly touch on one of our recent assignments. This assignment, was to make TikToks. TikToks are the videos that you make on the social media app TikTok. This may seem like a silly, unproductive assignment to give a class of kids, but it quite a bit more meaning to it than just that. We were looking deeper into what memes are, the reason TikTok is so popular, and how it relates to nationalism, which I will mention in a later post. The driving question of the project this is for is, “how can we use current memes to represent the affects of nationalism”.
What we studied for this assignment, was how memes could be compared with the theory of evolution. The argument for this is that memes mutate themselves as they spread across the internet. This can be seen if you pay attention to current meme trends and watch as certain aspects of memes are put into other new memes, but some aren’t.
Here are the three TikToks I made:
The competency for this assignment was “how do I share my own ideas when I write, speak and represent”. I think I was able to show this fairly well as I used popular songs, formats, or media to show my ideas for the TikToks.