La vidéo: http://myriverside.sd43.bc.ca/anitas2019/2020/02/20/immersion-clip-les-expressions-des-animaux/
Archives: Grade 9
A student called Lexi-English 9 paragraph
Power Information Fluency
Part 1:
Dear Justin Trudeau,
There has been a lot of conflict regarding producing power while avoiding pollution and negative affects on our ecosystem. It is hard to succeed at these demands when thinking about a budget. To create electricity, we can use different elements such as water, wind and gravity. In Vancouver, our main source of energy is hydro, known as water. To generate power with water, you have to boil water with heat and use its steam to energise the turbine. The turbine spins a generator which finally creates the energy. Wind turbines are a similar process, but they use the wind to spin the turbine. Although these ways are one of the most eco friendly processes of making power, they do have problems. For example, using water as a source of energy can quickly diminish our water supplies which leads us to buying power from Calgary. Their source is fossil fuels and it can greatly affect our environment by creating more pollution. Another example is that birds can easily die because of turbines by getting stuck in them. So, what is a good way of producing power while being considerate of our ecosystem and being mindful of our money spent?
Using wind as a way of producing power is already a excellent way of being mindful of our environment. To avoiding injuring birds, we can have wind turbine farms surrounded by a cage. Our problems with plastic polluting the Earth are getting worse as years go by. To make the cage around the wind turbines, we could use the plastic waste from the ocean or the ones in wastelands. This method is a very good way of recycling our plastic while saving money. There are already a lot of organizations working on getting the plastic out of the ocean and finding ways of recycling it.
-Anita Shahriary
Part 2:
My questions:
· What are the most affordable ways of producing energy?
· What are the most ecofriendly ways of producing energy?
· How much pollution are we creating while producing energy?
· What are the different ways of producing energy?
· How can the community help with this subject?
The tools I used when researching were:
· The website Pexels
· Edublog
· World book student (from district resources)
My process while investigating this topic:
I first started by asking questions that could guide my research. My next step was to start my research on the subject. I needed to know how our power was produced before analysing it. After this step, I started to brainstorm different ways of producing power while keeping the money spent in my mind. The final step was to write it all out on my blog.
How I verified my research:
I compared it to other websites and made sure that the date of when it was published was close enough to this year. Both of the websites I used, which are sited in my bibliography section below, have been updated this year. I have also made sure that the authors name is stated in the website and not unknown.
My final view of the process of this project:
This project went well research wise and time management wise. I am proud of presenting my idea this way knowing that it was not rushed but put with thought into it. I enjoyed thinking outside the box and finding ways to help our planet using a topic that I researched on. One thing I could have done better would be to compare my idea with my classmates to see if there was anything else I could have done.
My bibliography:
Pictures:
https://www.pexels.com/photo/five-bulb-lights-1036936/
https://www.pexels.com/photo/agriculture-alternative-energy-clouds-countryside-414837/
https://www.pexels.com/photo/light-45072/
Websites:
Gilani, Natasha. “Different Ways to Make Electricity.” Sciencing, 2 Mar. 2019, sciencing.com/different-ways-make-electricity-7228215.html.
Reynolds, Terry S. “Hydroelectric power.” World Book Student, World Book, 2019, www.worldbookonline.com/student-new/#/article/home/ar268920. Accessed 8 Dec. 2019.
Math Project-Riverside Secondary CC
S.H. Riverside Secondary CC
Everything I know about exponents
2. Describe how powers represent repeated multiplication
Powers are the amount of times the base has to multiplicate itself. For example, if we were to evaluate 23, we would do 2x2x2 because 2 is the base and 3 is the power.
4.Demonstrate the difference between two given powers in which the exponent and the base are interchanged by using repeated multiplication, such as 23 and 32.
Having two exponents like 23 and 32 doesn’t mean they will have the same answer. It is not 2×3 and 3×2 which both equal to 6. These are exponents which means that the bases will be multiplicated by themselves to the amount of power so 23 will equal to 8 and 32 will equal to 9.
6.Explain the role of parentheses in powers by evaluating a given set of powers such as (-2)4, (-24), and -24
The powers (-2)4, (-24), and -24 are all determined in different ways. To evaluate (-2)4 you have to do (-2)x(-2)x(-2)x(-2) which equals to 16. (-24), and -24 value the same amount in this example but they can be different when in bigger operations. They are evaluated by multiplication -1x2x2x2x2= -16 which, therefore, gives a different answer than (-2)4. If the negative is not part of the base, it will not be multiplicated with itself and will be counted as a -1 (-1 is a coefficient). The main reason these exponents are different is the negatives.
8.Explain the exponent laws for raising a product and quotient to an exponent.
The exponent laws for raising a product and quotient to an exponent is to multiply the powers and to add it to the bases that do not have powers. For example, If we had (x3y/3y)2 we would have to multiply the powers 2 and 3 to find a single power for x. We would also have to add the power to all the other bases. It would now look like : (x6y2)/(32y2)=(x6y2)/(9y2)=x6/9
Another example:
(x2y5)/(4-2y3)2=(x2y5)/(16y6)=x2/(16y)
10.Use patterns to show that a power with an exponent of zero is equal to one.
*This method works with all bases except 0.
23= 8 33= 27
22= 4 32= 9
21= 2 31= 3
20= 1 30= 1
2-1= 1/2 or 1/21 3-1= 1/3 or 1/31
12. Use patterns to explain the negative exponent law.
22= 4 32= 9
21= 2 31= 3
20= 1 30= 1
2-1= 1/2 or 1/21 3-1= 1/3 or 1/31
2-2= 1/4 or 1/22 3-2= 1/9 or 1/32
14.I can identify the error in a simplification of an expression involving powers.
My example: -(-2)3 + 42 = 8
The mistake in this statement is that the negatives in -(-2)3 have not been evaluated properly. (-2) multiplicated with itself 3 times will be -8 because of the odd power. There is a negative in front of -8 so the answer will be positive. 8 + 16 = 24.
16.Determine the sum and difference of two powers.
42+43=16+64=80 24-22=16-4 =12
18.Use powers to solve problems (measurement problems)
My example:
=5cm2 – 1cm2
= 25-1
= 24cm2
20.Applying the order of operations on expressions with powers involving negative exponents and variable bases.
My example: y–2x32=9/16
y–2x9=9/16
(1/y2)x9=9/16
9/y2=9/16
y=16
y=4
My partner’s post:
http://myriverside.sd43.bc.ca/jadab2019/2019/11/11/eaverything-i-know-about-exponents/
My CC reflection:
A Fresh Look at the Periodic Table-Anita, Ellie, and Sana
DEFINE:
How can we create a periodic table arranged in an organized way? How can we make this table symmetric while having it scientifically correct? Is there a way to make it stand out from the other periodic tables?
DISCOVER:
What are the important categories in the periodic table?
How can our table be easily understood by students?
What are some ideas we can use that are in the periodic table?
DREAM:
Our periodic table shows solids, gases, liquids and founder named elements in easily understandable way. Its based on its state at room temperature. Its shape will be a parallelogram so it looks like a literal table. Its colours are bright against the black poster board. If this periodic table is recognized enough, it might be able to become something more three dimensional like a table made out of wood instead of a poster.
DESIGN:
Our plan is to make a table with four different sections : solids, gases, liquids and founder named elements in an understandable way for students.
DELIVER:
This periodic table is a literal table! It is organized and visually represented in way to educate students our age in an easy way. It is in four different sections, solids, gases, liquids and founder named elements and it is placed by atomic number. It is unique enough to appeal visually and informationally but is also similar enough to the original table to not confuse people.
DEBRIEF:
I could have planned better by organizing my groups time management. Although we all worked on the planning, the final product was not split very evenly and so I had to finish the final product. Even if the time management was not the best, the rest of the project worked out fine. I have learnt a few things while making this table and I know that it will help me through out the rest of my chemistry unit in science.