For Science class we made a poster explaining what Asteroid Mining is and what the benefits and the issues of Asteroid Mining are. Here is a picture of the actual poster I made:
I think I did well on analyzing the main points of the benefits and the issues. I think I identified them very clearly with good examples. Also, I think I made good points on the issues and why people might oppose to Asteroid Mining. Finally, I think I supported my ideas by writing a thoughtful conclusion. I used a good range of sources that I included in my planning sheet. IfI could do this project again, I think I could write my reasons more specifically and connect it with more examples.
Finally, I think this project was a success and I got good grades for it.
In science class, we did were learning about elements and our task was to make a poster on a element. I chose Calcium and here is my poster:
What are you proud of in your poster?- I think I did good on my layout and I added good pictures on calcium. Also, I added a lot of information in the benefits section and the problem section which are the main parts of this poster.
What would you do differently if you did this again? – I think I would research further more about calcium and how it is used outside of our bodies. (This was also written in my assessment notes.)
During Field Studies (and after Field Studies), we measured our heart rate after certain activities. I measured after Mountain biking, Rock climbing, Walking, Running up the stairs and Cross Country Practice. Here is my chart:
Which activity has the highest HR? Why do you think this is?- The highest is Cross Country Practice because the heart rate was 120 BPM. Also, I ran for a long distance.
Do you think your readings are reliable? (Explain what ‘reliable’ means in this sentence). - I think the readings are not reliable. It doesn’t mean that the heart rate for 60 seconds is 6 multiplied by the heart rate for 10 seconds. Reliable means that if the information is true or exactly.
How could you check the reliability of your readings?- We can count for 60 minutes or we can count for 10 seconds and multiply that number by 6 to find out the heart rate for 1 minute.
Explain carefully why the activity graph is a bar chart and the recovery graph is a line graph.- If this assignment was a line graph, it would be harder to see the difference in each heat rate for each activity. But if we did it as a bar graph, you could clearly see the difference in the heart rate for each exercise. In this case, you can see that my heart rate was the fastest in cross country practice.
How might this data be different if your fitness increased?- If you were fiter, the heart rate would be very fast when you are exercising and your heart rate would be slower when you are resting.
In science class, we are learning about the body. Today we did an experiment about opening a pig’s heart and seeing if we can find evidence that:
•. The heart is a muscle.
•. The heart has veins and arteries.
•. The heart has 4 different chambers – which is which?
•. Some parts of the heart wall are thicker than others – which parts
•. The blood flows along a path through the heart
•. The heart contains valves.
Here is my voicethread video:
I think this experiment was very fun and I learned a lot about what the heart has. I thought this was very interesting.
In Science Class, we learned about health. We did an experiment with a group of three to measure our heart rates with a special heart rate machine. I did this experiment with Julia and Helen. First, we just stood for 100 seconds, then we ran up and down on a box for another 100 seconds. After 100 seconds, we stopped and stood for 200 seconds. We measured our heart rate for 400 seconds in total. Here are the results:
What does the graph show?- The graph shows that my heart beats are regular, and you can see that around the middle is where I started to exercise by running up and down on a box. After that you can see that my heart rates are starting to get slower and almost back to normal again.
According to your graph, what is your resting heart rate? Do you think it is accurate?- According to this graph, my resting heart rate is about 110 average. I do not think it is very accurate because around the beginning of this experiment, my heart rate suddenly went up to 192 bpm (beats) and we do not know why that happened. Also when we were measuring Julia’s heart rate after she had exercised, her heart rate went down to zero bpm and didn’t move for about 5~10 seconds. Plus, this happened a few times.
Explain how the graph would look different if you were fitter.- If I were more fitter, I think my heart rate would go back to normal at a faster time. But maybe my heart rate would be more faster at my exercising time if I was more fitter.
by Marina in September 25, 2012 · Filed under Science
In Science class, we did a experiment testing if there are starch, protein, glucose and fat in a certain food. For that experiment, I brought a carrot. Here is a slideshow I made for this project (you might have to download it).
We also had to answer some questions: How long did you spend altogether on this assignment?
We spent about 2 periods (90 minutes) altogether on this assignment.
List some things that you have learned about food and digestion from completing this assignment
Some things I had learned about food and digestion from this assignment are:
food have a lot of nutrients
there are other nutrients such as starch and glucose
there might be a few of different nutrients that you didn’t think it had.
What about the assessment are you especially proud of?
I am especially proud of my slideshow because it has all of the results from my experiment and also new discoveries. I didn’t know that carrot had starch and glucose.
What about the assessment would you do differently if you did it again?
I think I would try to find out and observe more closely and write the results in more detail because I maybe I don’t have much information about the final results.
In science class today, we did an experiment on crystals. First, we got some ice and put them in about three quarters in the beaker. Then, we got a smaller beaker, filled one quarter of it with water and heated it until it started to boil. After that, we mixed a powder (I forgot what it is) in the boiled water until the powder dissolved. We kept on doing that pattern until the powder does not dissolve. When the powder does not dissolve, we put half of the water into one test tube and the rest into another test tube. We put one inside the ice water and the other on the test tube rack and waited for 10 minutes.
After 10minutes, we took out the test tube that was in ice and compared the two crystals. The one that was in ice had frozen faster, but only the bottom of the test tube was frozen for the test tube that was not in the ice.
In this experiment, we learned that crystals need to be formed in ice because we discussed as a class that the faster the ice freezes, the larger the crystals.
In Science class, we made an origami boat out of aluminum foil. I made a canoe out of aluminum foil. We investigated how may atoms would hold in the aluminum boat. We paired up into a group of two, and I was with Maya.
My boat held 32 atoms. It was good because I made my boat big so it can hold many atoms. I could have improved my boat by making it more stable and stronger like Keina’s boat since her boat held 41 atoms.
by Marina in February 21, 2012 · Filed under Science
Today, we made a tower out of straws. First, we looked at google pictures and saw what kind of straw towers we can make. We were only allowed to use 20 straws and 60cm of tape. I was with Maya and Sena.
The aim was to make the highest tower possible out of 20 straws and 60cm of tape. The tower should be able to support at least a mass of 20g.
We made the bottom a triangle shape which made the whole tower stable. We were also allowed to cut the straws, so we used them to make the middle part stable, but we used 19 straws. Next time, maybe we can use all 20 straws and make a taller and stronger tower.
In science, we learned about flowers and the inside such as where the pollen goes. We got in groups of 2 or 3 and we were given a flower that the teacher bought for this experiment. I paired up with Maya and opened the flower and found many parts.
First, we took all of the petals off and used one of it for this picture. Secondly, we took the anther (the brown thing) with the filament and took the stigma with the style, ovary and the sepal. We placed all of the flower parts in the right order and used purple and blue pens to write what each part is called.
We also looked at the pollen which was magnified by 100 times.
