Category: Scimatics

ULTIMATE DESIGN CHALLENGE!!!!!!!!!!!!!!!(sorry for yelling)

So welcome back to another blog post this project was called the Ultimate Design Challenge.  This is a Scimatics project so this was a group project my partners were Dylan (who is definitely a human) And Ben links to there blog are there names.  So because their is a Scimatics project we had to do math so our group made a recycling bin designed in the 3D modelling software we had to use called Tinkercad (Tinkercad is a link to there website)d (insert image) 

I know it’s beautiful so there are 3 main shapes so we had to decide wether we wanted maximum SA(surface area) and V(Volume) so because we made a bin we decide that maximum volume would be a good idea so we broke down our bin into 3 main shapes triangular prism rectangular prisms and cylinders and the lid. here are the shapes 


So here are the calculations for all of our shapes 


Another thing we had to do was get the ratio of SA to Volume. 

Which was:0.60119219062619:1

So after that you know what time it is thats right its time for Curricular Competencies (yay)


So Obviously because it’s Scimatics competency #1 is Applying and Innovating,Applying and innovating: Contribute to care for self, others, community, and world through personal or collaborative approaches. 

Meaning all class time is used effectively with out distractions. I definitely did not do as good of a job at this as i could have and it impacted me and my group greatly. I could improve this by not playing games and such and getting my group members back on task as well. Me to focusing impacted the other 2 competencies quite a bit. So overall I still achieved proficiency but  BARELY.

#2  Reasoning and Analyzing: Model mathematics in contextualized experiences

This means can I design something using Tinkercad that is optimized for maximum SA or V

I did ok at this one but our group missed a few core things we did not have 10 shapes and some people did more work then others. So a I said earlier our recycling bin was maximized for volume and it was according to our ratios which was Sa is the first number second is Volume so I guess we successfully made our bin 100% could have improved on it in multiple ways. To improve next time I would read the criteria and make a more advanced shape and definitely share the work more and make more then 1 shape. 

And the final competency is Communicating and Representing: Explain and justify mathematical ideas and decisions

So like everything is calculated correctly and and our measurements are correct and compared and shown accurately in a Keynote. Again because our group did not use time well our presentation was rushed and we forgot multiple things and we mislabeled stuff.  Because of this our group did not do well on this part. 

Now onto the driving question which was “ The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships“ and yes they can like with a recycling bin.

And what you all came to see recycling bin content




All right this was a long post but yeah. Alright goodbye and don’t forget that CAR†êr= BLOg


Character without spaces count 2,470 with spaces 3,005 and 541 words


Chemistry Coding A Scimatics Project

Good Morning/Goodnight/GoodAfternoon.

I’m back with a scimatics blog post so this project was Chemistry Coding. In this project we learned about matter and its different forms and diffrent states of matter on elements i.e water of magnesium. To code this we used scratch (learn more here——->scratch) scratch is block coding for more info on that Here. So we had a choice make either a simulation or a game. I chose simulation because I thought it would be a better way of showing my knowledge then a game. And because this is PLP we have driving statement: “The behaviour of matter can be explained by the kinetic molecular theory and atomic theory”

So because this was a Scimatics project we made a mind map to start the project this was milestone 1


Milestone 2 was we had to show 4 elements that were on periodic table my elements were Magnesium,Carbon,Lithium,Nitrogen we had to list how any protons neutrons and electrons there are in each element

here are some images



Milestone 3 was a Atomic theory test




Milestone 4 we made a list on what we wanted to put into our game/simulation



Milestone 5 was the scratch final product here’s some of the code I used






And Milestone 6 was this blog post


Core Competencies Time

So Core Competency #1 was Questioning and predicting: Demonstrate a sustained curiosity about a scientific topic or problem of personal interest.

Meaning can I ask questions and show a curious interest in the topic. I did ok at this skill I probably could have used my time better and then I would have showed my understanding better.  I could improve this skill next time by not getting distracted by things around me.  

 Core Competency #2 was Scientific communication: communicate ideas, findings, and solutions to problems using scientific language, representations, and digital technologies

So when we coded we needed to include scientific words and ideas and images. So what that meant for coding is we had to have accurate information and depictions of how certain molecules move and what temperature they react at. I showed this is Milestone 2 when we had to chose 4 elements off the periodic table and find out how many protons neutrons and electrons there were. I did pretty good overall on this skill  how I could improve this would be to code better on Milestone 5 like coding particle collision. 

Competency #3 was Reasoning and analyzing: Use logic and patterns (including coding) to solve puzzles and play games.

This one was for the coding part of the project and I did really well on this I had two elements magnesium and Water and and using certain keys like T for temperature I made them move accurately based on what the temperature was.I could have coded particle collision if I had time so definitely should have used my time better.

So after all this we added to our MindNode with stuff we learned throughout the project. 

So two Main highlights of this project 1.the coding in general because I love coding and using scratch was fun and simple. 

2. Was a gem stone identification challenge this challenge was Mr.Gross (the teacher) got some  gems and we had to try and figure out what type of gem they were by using density spoiler The were topaz.  

Now what you all probably came here to see the final game 




So just FYI for better experience click the link here ———> Matter Simulation 

So this project is over now and I’m sad because this was a fun and unique experience 

Anyways Goodbye And don’t forget that coding=fun I=BLog And you=awesome 


Laser Laws Blog Post (Scimatics)

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


Number 3 the final one 

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


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

Tectoinc Game reflection

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


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



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.


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



Screen Time Chart Reflection

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.