Carter=Blog

Hello people on the internet 

Readers: Oh no

Me: be quiet 

Yes hello I’m back and reflecting on the final scimatics project and it about lasers

Readers: no one cares.

Me: whatever 

Anyways this project we learned about two things.  One the law of reflection and two the Pythagorean theorem.   We had to put both of these together and build a right angle triangle out of lasers that followed the Pythagorean theorem and the law of reflection.

So here is the project start mind map               

Yeah so as you can see I had a lot of questions about light and not gonna lie i didn’t really answer most of them.  For example I don’t know if you can change the speed of light or if light can be affected by sound.  But what I did  learn  is that a bright enough light can heat stuff up or that the Pythagorean theorem is A²+B²=C². 

I also learned what the law of reflection is.  The law of reflection states that the incident angle and the reflected angle are the same distance to the normal which is the space in between the incident angle and the reflected.

Readers: Great Job (sarcasm detected)

Me: shut up

Ok its time to write about the core competencies 

Readers: Yay it’s almost done

Me: Your wrong

Curricular Competencies:

Number 1 was Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms.

Number 2 was Applying and innovating: Co-operatively design projects

Number 3 was Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest 

Ok lets start with Number 1 

Readers: I hope he failed

Me; For the record I did not fail. Let me explain 

So this is like the math portion and the science one.

Basically we had to use the scientific method when we built a triangle in a simulator .  I got proficiency on this skill because I showed this on Milestone 4 when I put measurements stating the law of reflection and had a equation with Pythagorean theorem thats how I used this skill. Another way I showed this skill was on Milestone 2 which was Qiz on the Pythagorean Therom in which I got 4/5.

Readers: dang it he didn’t fail.

Me: you know you don’t have to be here.

Readers: Really yay bye.

Me: Bye, Finally there gone.

Readers Nope were still here.

Me: Great ( Sarcasm Detected)

Number 2 was actually building the triangle in with 2 of my classmates Sepaus&Mateo 

We got proficiency because we made a triangle that followed both the law of reflection and the Pythagorean We showed our understanding of this by using correct measurements I.e the distance to the normal from the reflected and incident angle and by doing so we showed our understanding of the law of reflection and by making a right angle triangle we used the Pythagorean theorem. here is our triangle

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Number 3 the final one 

Readers: Hey this is the one he did bad on in the last one

Me: QUIET 

So this one was basically a skill that test your focus and if your playing games in class and such. Last project I did not focus and got strikes how I improved this skill is by focussing on the project instead of playing games. For example Instead of playing games when we were working on milestone 4 I worked on Milestone Before we finish I am going to talk about some non milestone stuff we did in this project.

We did this one stepping stone that was a wavelength simulation and we had to set the damping slider to none and the tension slider to high and the fill out a work sheet it’s purpose was to teach us about electromagnetic radiation and wavelengths.  What I learned from this experiment is that electromagnetic radiation can be measured is wavelengths.

So thats it 

Readers: Yay he’s done 

Me: Yeah you can go away now

Readers: YES now we get paid

Me: Wait You get paid to read this 

Readers: UMMMMM No??

Me:  Whatever, Bye

So thats it folks Goodbye and remember that Carter=Blog

Guess who’s Back Back again to reflect yet again 

Y’all are probably tired of this but whatever.

So this project was about plate tectonics we had to create a game on how plate tectonics create natural disasters and what they do.

Driving question was how are thematic and mathematical elements used in game designs

More on this later

In Milestone 1 me andwere told that we had to create some base rules for our game this was slightly challenging because we did not really have a clear idea on what we wanted to make but we persevered.

In Milestone 2 we had to create game concepts and ideas the incorporated science concepts (plate tectonics) this was pretty hard because we did not have good ideas on how to incorporate science into a game .

Milestone 4 and 5 

Milestone 4 was our FINAL game rules 

And our final game rules were decent but not amazing because we had game rules but they were not very clear nor did we have examples.  Which I realize now made our game really hard to understand.

MIlestone 5 was the same thing but it also needed a picture of our game pecies as well as our rules. We got a sun cloud because we did not really change anything. 

So I learned all about plate tectonics in Milestone 3 because it was a Kahan academy quiz there were 3 of them I learned how scientists track how powerful a earthquake is. I also learned what subduction means and is means the sideways or downward movement of the edge of a plate into the mantle beneath another plate. 

There were ten key science concepts which were things like 

Hot spot

Subduction 

Slab pull

Continental drift and more.

Here are the Curricular Competencies

 1.Evaluating: Demonstrate an understanding and appreciation of evidence

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

3.Understanding and solving: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

So lets start with number 1.

I accomplished this by putting the ten key science concepts into my game some of them were: ridge push

Slab pull

Hotspot 

Subduction 

And the cards we had visually represent the conceptsI could have improved by having better explanations because I did not really explain them that much. I did not really improve these after receiving my grade because I did not NEED to but I could have and probably should have.

For number 2 I did not do this well because I was playing games and not on task for next time I will try to stay on task and not get distracted because it cost me valuable work time and a accomplished in this competency.How I attempted to try and not get distracted to much after I realized that I was super off task was I stood up and did some building or drawing and turned off my iPad.

Number 3 I got emerging because me and my partner Sylas did not add probability into our game (other then the spinner).  We also did not have very clear game rules and that was hard because we tried (not very hard because we were playing games have the time) but sill we tried and did not get very far.Next time I will changed the game rules and such to better fit what we are doing. How I tried to fix this was by adding some photos to make it less confusing.

NOW ITS TIME FOR THE GRAND FINALE YAY 

Everybody else: NOOOOOOOOOOOOO

So I think the answer to the driving question is thematic and mathematical elements are used in game design because there is almost always chance in any game chance or probability.  And thematic elements can be used for colour or effect. 

Here are also some examples of our game pieces

GOOD BYE 

AND REMEMBER CARTER=BLOG

This is another reflection but this time its about Math in a class called scimatics and the driving question is: how much of our lives is screen times.  My results are not quite as good meaning I’m on screens more then i thought here’s my chart about my screen time. 

The pie chart on the left is tracking my screen time and non screen time as well as my reading time. The one in the centre tracks my daily reading averages. The last one compares my entertainment to productivity on my iPad.

The answer to the driving question is our lives are heavily involved in screens. And I would say that half of our lives (or at least mine) is half screen. 

Curricular competencies there were 3 curricular competencies the first one was: Applying and Innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches. How I did this is I used my class time wisely and only letting my self be distracted a couple times once I was done with the task.  

The second curricular competency was: Understanding and solving: Visualize to explore mathematical concepts. I kept a accurate spreadsheet to track my screen time and I also had the pie charts to compare percentages of my reading time (as seen above).

The third and final curricular competency was: Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms

I did this again with my pie charts and I also had a graph to compare my productivity to my entertainment (see image above) and unfortunately I had a lot more entertainment then productivity.