Gold Digging

Hello, and welcome to my blog post. This blog post will cover the first PLP project since the summer: Gold Digger. In this project I learned all about 1800s BC and the impact it has on us today to answer the driving question: “how did the discovery of gold shape our province and its people?”. So, without further ado, here is the post.

To start this project we did a bunch of things to help our understanding, like class discussions and brainstorming on whiteboards. But, the first big art of this project were the three activities relating to major events in Canada’s gold rush history: the Chilcotin war, the Fraser valley gold rush, and the Cariboo gold rush. We completed three individual worksheets on both, which really helped me understand how much I knew and what I should learn for my final story.

Paragraph summary of the Chilcotin War:
In 1862, the Tsilhqot’in people faced a great loss of life, as two thirds of their population had died from a smallpox epidemic spread to them by a Colonial construction crew. After the mass death, the Tsilhqot’in faced starvation. In 1864, they begged a construction crew for some food, when a road builder threatened to bring smallpox back to their community. Full of anger, A Tsilhqot’in Chief named Klatsassin lead a raid on the camp with 24 men and killed 12 of the road crew. Other attacks would bring the kill count to 21. A few months later, the Colonial officials invited the Tsilhqot’in to a peace negotiation, but when 8 Tsilhqot’in showed up, they were arrested and 6 of them were hung. In recent years, the BC government and the federal government have apologized for the hangings and exonerated the 6 men of their crimes

Cause and consequence sheet on the Chilcotin War

The next big step in this project was the first keystone. This keystone was about the effects of the migrants coming into Canada, and to show my knowledge, I made a Cause and Consequence Sheet and a written paragraph with the key idea being how the influx of migrants affected and shaped the Canada we know today.

Paragraph Summary:
The influx of people from the gold rushes is critical to the identity of Canada today. From our political standings, to the ethnicity of our people, and the countries rich history, so many elements of our home have been touched by the gold rushes. For example, according to statistics Canada, over 72% of Canadians are European Canadians, which means they are descended traceable from Europe. This is likely due in part from the gold rushes bringing many Europeans to come searching for gold. Another very important aspect of the gold rushes in BC are the indigenous people. In both of Canada’s big gold rushes, indigenous people played a large role, and also have suffered many losses because of settlers in Canada.

Cause and consequence web

As this was a shorter project than many other PLP ones, this next assignment marked the halfway point and the end of the Building Knowledge phase. For this assignment, we had to create a character card for a fictional or real character that is historically accurate to the gold rush. Here is mine:

Fictional Character Card

Now that I had established who he is and what my character does, I could start fleshing out the details of my final story. The end product of this project is a short-ish story around two pages about your character and some significant event they go through in their life. I wrote a story spine and worksheet to specify all the details of my story, then got writing.

Story Spine
Story Checklist

And now, the final story:

Thanks for reading my blog post, and see you in the next.

WW1 Can Be More Comical Than You Think!

In the latest PLP Humanities project, we learned about WW1, and what happened in it, after it, and before it. The Driving Question for this project was: “How might we use graphic novels to understand Canada’s involvement in WWI?”, and throughout this project I tried to answer it. So, without further ado, here is the post.

Five weeks ago as of writing this, we started this project by learning the causes and consequences of WW1.

Cause and Consequence Sheet

For the part of the Building Knowledge stage of this project, we read an amazing graphic novel called “World War One: The War To End All Wars”. We read this book slowly over the span of around two weeks, discussing the themes and images throughout the book.

After we finished the book, I wrote a reflection paragraph on the book, which can be seen below.

Graphic Novel Reflection

The book contained many interesting facts and information, but there is so much more to this war that one project cannot really include. So, since we cannot learn everything abut WW1, we had to pick a topic that we would like to learn about, and, eventually, make a mini comic book about.

Then we did some more learning and worksheets, then I started my final comic. I worked on it a ton, and finally finished it. Here it is:

And my answer to the driving question: we can use graphic novels to understand WW1, and many other significant events, by reading them! (Or making them).

Thanks for reading my post! This project was really fun, even though I didn’t have much time to work on it, and I hope to see more projects like this in the future. Anyways, this concludes the post, and I’ll see you in the next one.

Epidemic Exponents!

Hello, and welcome. I am back to school, and starting this year in scimatics with exponents! In the first scimatics project this year, Game of Exponent Laws, I learned how to evaluate exponents, exponent laws, and more. So without further ado, here is the post.

To kick of the project, we did a quick activity were we made up games that used one and two dice. We got into groups of four, and started working. And here are the rules we came up with:

Rollie poll-E

Assemble all the players in a circle. Decide who will roll first, and have them roll the die. If their roll is a 4, 5, or 6, add the roll to their point tally. If their roll is a 1, or 3, subtract their roll from their point tally. Point tallies cannot drop below zero, and if they reach twenty, that person wins. If they roll a 2, they get to roll again and multiply that roll by two and add it to their point tally.

Rollie poll-E 2.0

To win, gain 5 points. You gain a point when you correctly answer a question faster than your opponent(s). Choose someone to roll each round, and have them roll the two dice. Once the dice have settled, every player starts solving the math problem. If the dice are both even, devide the greater roll by the smaller one. If the dice are both odd, multiply them. If the dice are odd and even, add them together. Once you figure out the answer, say it aloud, and if you are the first to solve the problem, you get a point. Decimal points are allowed for answers. If the roll has a 1 then subtract 1 from the other roll

(Special thanks to Jocelyn for thinking of the names)

So, as common with scimatics projects, we all were supposed to make a mind map that’s outlines what we already know and what questions we have.

Project Start Mindmap

Now, in this project, the milestones were not a linear process, but in a slightly erratic way, with the milestones not coming in numerical order. So, for the sake of this post, I will tell you about the events of this project in chronological order.

After these first assignments, me and my partner started brainstorming Ideas for our game. Our first milestone was milestone four (confusing). For this project, everybody was given a partner, and together you and your partner would make a game that uses exponents as a central mechanic. So, eventually, me and Aliciah decided to make a game about viruses. Our idea was quite similar to pandemic: contagion, which is a game were each player is a virus trying to exterminate humanity. Our first draft of our rules are here.

Throughout the next week, we updated our game rules and did some exponent practice, and eventually landed on this set of rules:

After making these final game rules, it was time to make our game board and pieces.

Final Game Board!

And, of course, there were curricular competencies for this project, which are listed below.

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

All class time is used efficiently for learning without distractions. All group members contribute equally.

I used my class time well, and I think that is reflected in the quality of my work. My partner and I shared equal part in the workload for this project.

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

A clear and simple points system and win conditions for the game are carefully designed.

Points system is clearly represented by physical game pieces, and finding out who wins a game is easy and concise.

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

A set of clear, complete, interesting and personalized instructions are created for how each player takes their turn. Examples are included. The game design uses at least 4 different exponent laws and using these laws is integrated into each player’s turn.

Our game features game rules completely written from scratch, with our own ideas and examples of gameplay and game pieces. There are over four exponent laws included in our rules.

And that concludes my blog post for today! Thanks for reading this far, and if you want to check out my partner Alicah’s blog, click here.

See you in the next post, bye.

Atoms

As you can probably tell from the title, this project was one about atoms (and molecules, Kenetic energy, etc…). We spent about three weeks learning, coding and thinking to answer the driving question for this project: how can the behaviour of matter be explained by the Kinetic Molecular theory and the Atomic theory? So, without further ado, here is the post.

We started this project with a mind map and an experiment/magic trick. We wrote the mind map about what we already knew about matter, and then all of our questions about it.

Project start mind map

For the demonstration of atomic and molecular theory, the teacher performed a trick using a sealed bottle filled with water and an eyedropper.

The trick works by utilizing pressure. When the bottle is not squeezed, it looks like this:

Eyedropper at the top

But when the bottle is squeezed, the pressure increases, forcing the eyedropper down, and if you are subtle, it looks as if you magically made the eyedropper go down.

Squeezed bottle with the eyedropper down

One really cool activity was called the gemstone identification challenge. The whole class partnered up to measure the volume, weight, and then calculate the density of a few stones. The class average density was 3.74 grams per millemeter, and the closest density to that was that of colourless topaz, so we confirmed that the stones were colourless topaz.

Gemstone ID sheet

For milestone 2, we created accurate models for our coded project. In order to make our simulations or games follow this competency: Several different atoms/molecules, different states of matter, and particle motion are represented in the finished product. A historical model of the atom is chosen and implemented, we created some sort of model and text.

In order to create realistic and functioning models of atoms, molecules, and in my case quarks, I worked on three slides of information and graphics. It took three other versions to create to the one shown below.

The next week was mostly spent learning more about matter and coding or refining our scratch projects. Then we did milestone four, which was a coding plan for the rest of the project. This was my milestone four coding plan:

Features:
Press space to show Bohr models
Press M to mute music
Press N to unmute music
Press Q to create more clones
Press 1-3 to change molecule type
Gravity that can be turned on and off
Click the reset button to reset the simulation
Use the temperature slider to change how fast the particles move.
Setting the temperature to zero will stop the particles from moving, other than gravity acting on them.
You can create different states of matter by adjusting the temperature and gravity.
you can adjust how much gravity there is.
You can move between subatomic particle models, Bohr models, and no models by pressing space bar twice This kinetic molecular theory is included in the simulation when the particles move. They follow the Kinetic molecular theory.

After creating a plan, I continued coding my scratch project until it was completely done and polished. If you want to check out my simulator, click here. After all was said and done, I created a summative mind map of the project, which helped round of the end of the project.

As with all projects, there were curricular competencies which you can see below:

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

All class time is used efficiently for learning without distractions. I used all my class time efficiently, and I am very proud of my final product.

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

Several different atoms/ molecules, different states of matter, and particle motion are represented in the finished product. A historical model of the atom is chosen and implemented. I have three different molecule designs: H2O (water), carbon dioxide (CO2), and ozone (O3). I also have three Bohr models of the elements: carbon, hydrogen, and oxygen, And finally two subatomic models of protons and neutrons.

Reasoning and Analyzing: Use logic and patterns (including coding) to solve puzzles and play games.

An interactive Scratch coded matter simulator or game is created with logical conditions and functional user controls. I created a simulator with four variables that the player/user can change, and extra aesthetic changes as well. The user can change limits all the variables, and the layout is logical and easy to use.

Thanks for reading my post! I had a great time doing this project, and i am sure to do more, so stay tuned .Even though I have featured it already, just in case, here is the link to my scratch matter simulator. Thanks to my friend Noah for all the coding help and feedback. If you want to check out his blog, click here. See you in the next post!

Reflection time!

Hello, and welcome to a BIG reflection. Hope you enjoy the long ride ahead!

 

In the project the medium is the message, the driving question was how does what we see, read and hear influence us? To answer this question, we had to complete a multitude of milestones, stepping stones and other exercises. But, let’s start at the beginning.

Milestone #1: where it all begins.

In this milestone, we were tasked to analyze a commercial created by Apple, called Welcome Home. This is an ad about the Apple HomePod. We had to find the message of the ad, who the target audience is, and how Apple reaches the target audience. at the time, the project seemed quite challenging, but if I did it now, with all that I’ve learned, I would’ve had a much easier time. This milestone was the first, and though I’ve learned a lot since then, the final destination couldn’t be reached without it.

Milestone #2: putting yourself back in time.

In this milestone, we found a piece of historical media, and find the message, who the message is targeted at, how it sends that message and the five key questions of media literacy. This milestone combined what we had learned from previous activities. Overall, this milestone really helped me refine my skills of analyzing message.

Stepping stone: an advertising survey.

this stepping stone was all about perspective. Putting into perspective how people older than us have different views than us and learning how to put yourself in their shoes. We had a sheet of questions, and we had to answer them by ourselves, and then get someone older than you to answer them too. Doing so revealed the difference between different generations and demographics.

Stepping stone: the commercial dig.

this activity had us watching 30 minutes of YouTube or television, and record the techniques and appeals of all the commercials we saw. After this, we reflected on what we had learned from completing the sheet.

Stepping stone: persuasion in advertising.

in this stepping stone, we had a chart to fill with two magazine ads, two commercials, and two internet pop ups. We then had to fill out the pathos, ethos, logos, and other strategies the advertisers used to deliver the message. 

Stepping stone: individual ad drafts

our task was to make an advertisement for our company, get feedback, revise, and repeat. This happened three times, before submitting our team draft. This was a fun way of learning design principles and more.

Stepping stone: team ads!

Team up with your north group! Discuss your ads! Merge them together to make three drafts to send to your business. Then, say the appeals you used in your ad, the techniques you used, and what you contributed to the advertisements.

Milestone #3: old ad time!

in this milestone, we took an old advertisement and found the message, why the message was sent, how the message reaches the target audience, the techniques and appeals used in the ad, who the target audience is and who sent the message. This activity helped refine our skills even more than before.

The gospel according to Larry: the end-all of stepping stones.

This stepping stone involved aspects of all the previous stepping stones, plus being a good book to read. We read a set amount of the book (or more), completed a discussion sheet about what we read, and did that until we finished the book. This book was very inspiring to me, and was a really good read too. Overall a very good stepping stone that was essential to the project.

stepping stone: individual advertisement drafts

this stepping stone helped us learn design principles and refine our drafting skills. We made multiple drafts of advertisements, and took feedback to make each one. This was a interesting activity to help us learn.

 

 

 

bye, sincerely, me.