Caitlin's Blog

My Riverside Rapid Digital Portfolio

Author: caitlinm2019

TOKTW 2019

 

This contraption goes under the water and the 6 capsules on the sides open up and suck in water samples.

This is the lab that my Mom used to work at when I was younger.

 

During our tour the group was allowed to go onto the roof of the 29 floor building.

 

 

The tour also lead us to the sever room where all of the memory from the company gets stored.

PoCo-Opolis 500

This is Alexis and my Video Lab from the PoCo-Opolis challenge we did in science class.

Elecricity (Mind Map)

Questions About Electricity

  1. What is the difference between Ac and DC circuits?
  2. What would happen if the world just had no electricity?
  3. How did someone come up with the idea of electricity in the first place?
  4. What would happen if the power went out for everyone in the world at the same time?
  5. Why did people over the years make electricity in the first place?
  6. Why is electricity able to kill you when struck by lightning
  7. how does electricity get your heart started using a defibrillator?

 

 

Hovercraft Relection – With Catriona Riddell

For our hovercrafts we went through some struggles, like when we were making the skirt, it would lift, but it wouldn’t slide forward. So, we tried different methods to make it glide. We tried three things to make it glide. First, we tried to tape right behind the first fan to constrict the air but, that didn’t work because it didn’t have an air pocket. So, then we started with a small air pocket but, it still had too much friction, so we made it, so the skirt only has about an inch all around. Another struggle we had, was trying to place our second fan. We originally had it lower down behind the cabin but ended up making it taller. Since our original design for the second fan failed, we had to think and build another support. But with having another fan we had to also have another battery somewhere next to it. Sometimes the battery would shift and transfer the weight over and make the hovercraft go in circles or head toward a wall and crash into it. We tried to make rudders for the back, so it would go straight. But that is the point where we figured out that the battery was making it go to the left. So, we scrapped the whole rudder idea and decided to tape down the battery in the center.

Hovercraft Video

Hovercraft Video 2

While doing this project we learned that there is a certain way that the hovercraft has to be designed because if the skirt is too big and covered most of the bottom then there was too much friction but, if there wasn’t enough of a skirt then it would have too big of an air pocket and be too close to the ground. We also learned about how the weight must be balanced so the machine doesn’t just lean one direction or start going in circles. Once we saw other groups start testing their own hovercraft, we also realized that a bigger the hovercraft can handle more weight and be more balanced. We found this project difficult at some points but, overall a fun and educational.

What I learned about grade 9 Fractions

In our unit we learned how to put fractions on a time line:

We would have to make them all have a common denominator. Then organize them by size. On the time line the jumps in between each whole number would be the same as the denominators of the fractions.

\frac{2}{3}=\frac{4}{6}   \frac{-4}{2}=\frac{-12}{6}   \frac{6}{2}=\frac{18}{6}

We would have two different fractions, then we would have to figure out which one is greater using the greater or lesser signs. Like

\frac{-3}{4}>\frac{-2}{3}

I thought that I had a bit more of a difficulty when we put integers in the mix, because some times I would forget to add the sign in when I was doing my calculations.

We did add/subtracting of fractions, I was basically just creating a common denominator between the two fractions, then adding or subtracting the numerator.

\frac{3}{8}+\frac{2}{4}

\frac{6}{16}+\frac{8}{16}

\frac{6+8}{16}=\frac{14}{16}

\frac{14}{16} can also be reduced to make \frac{7}{8}

You can also do the same for subtracting

\frac{3}{8}\frac{2}{4}

\frac{6}{16}\frac{8}{16}

\frac{6-8}{16}=\frac{-2}{16}

I felt pretty confident before we started, so I knew most of the strategy’s. But once we finished that we did multiplying and dividing fractions. Multiplying was pretty easy because all you had to do was multiply the numerators together and multiply the denominators.

\frac{5}{6}×\frac{2}{4}

(5×2)=10            (6×4)=24

\frac{10}{24}

(10÷2)=5    (24÷2)=12    =\frac{5}{12}

But when you are dividing you can us the cheat where, you can rewrite it as a multiplication question. You flip the seconded fraction and you multiply.

\frac{18}{24}÷\frac{6}{9}

\frac{18}{24}÷\frac{9}{6}

(18÷9)=2            (24÷6)=4

\frac{2}{4}

(2÷2)=1    (4÷2)=2    =\frac{1}{2}

One thing that I learned that  I am definitely going to use in the future that you can take a whole number, and make it \frac{Whatever}{1}. I don’t know why I didn’t know this before, but I know it now and I am going to use it in the future.

We talked with Tim Mepham, and asked him a couple of questions about him and his struggles with Huntington’s disease. He was accompanied by Nicola who helped us to understand what Tim was telling us. They were at Nicola Lodge.

We asked Tim questions that ranged from What his interests are, to what he struggles with in his everyday life. I was really interested in learning about things that he used to do but cant do now. He told us that he used to do art in his spare time, But can’t now because his fingers are stiff and his arms don’t draw as well as they used to.

In groups we came up with ideas for what we could do to help Tim out with his struggles. Nicola also gave us some idea starters for us to think about while we come up with different contraptions. I think that my group were thinking of making something to help him to do art again or something to help him to get off the couch. If we were to do something for him to art, we could get the art teachers to test it out and help us to design it so it will be useful.

We originally had an idea to make a spoon or fork holder to help him with eating but then he told us that he had no issues with eating. So we took that idea and adapted it to help him to do something that would benefit him.

We will have to make a design to be printed in the 3D printer to and get measurements for the art tools.

So far what we know we will need:

  • A 3D printer
  • Art tools (to measure)
  • A ruler or something to measure with

First thing that we will do is figure out what art tools we are going to make it for. Next we will measure them all out and design the holder to fit them. after that we will make hand grip a suitable size for Tims hand. then we will print it.

Solution Fluency Process

Define:      We figured out what we wanted to help him out with, and what we could do to make it happen.

Discover:  We researched some ideas that are close to what we are attempting to do.

Dream:      We dreamed about different ways to make this possible.

Here Are Some Notes I Took During The Video Call

 

My thoughts on this post

I think that the quality of this post is pretty good and that I put effort into it. I think that I would try to make it easier to understand and less complex.

Spoon/Fork Holder Photo: https://www.makersmakingchange.com/project/fork-and-spoon-support/

3D Studio Self Assessment!

This is my Reflection on my Sphere project for Studio arts 3D

 

Digital Footprint

This is a video about what I learned from ALD Class.

Go check out these amazing photographers:

https://www.pexels.com/@mentatdgt-330508

https://www.pexels.com/@divinetechygirl

https://www.pexels.com/@rawpixel

https://www.pexels.com/@startup-stock-photos

https://www.pexels.com/@pixabay

https://www.pexels.com/@belart84

My Safety Story!

My Safety Story!

Becky was in the science lab working on an experiment that was heating a solution in an Erlenmeyer flask held with a ring clamp on a ring stand over a Bunsen burner. When the solution began to boil, she grabbed her beaker tongs to pick up the flask. But as she was taking it off the flame, she caught her sleeve on fire. She was in so much shock that she dropped flask and ran to the other side of the class and bundled herself up in the fire blanket like she was a burrito. But on her way, there she accidentally bumped over Patrice’s flask spilling it on to herself. But unfortunately, today was the first time she had ever forgotten to wear safety goggles. She walked over to the eye wash station at the front of the class. After Becky had all the fire out, she went over to room 201 to use the emergency shower to all the chemicals off her legs. Becky went back to her station to clean up her broken flask. She swept all the pieces into a dust pan and put it in the broken glass bin. Becky didn’t want to be late for her next class, so instead of telling the teacher that she hadn’t fully cleaned up the mess, she left. The next class did not know that there was still a mess on the ground they were walking on and destroyed their shoes from the corrosion.

 

Becky’s sleeve was flammable.

Definition: Easily set on fire.

The solution was corrosive.
Definition: Having the quality of corroding or eating away.

 

Fume Hood: Go out the room and take a right to room 201

Emergency Shower: Go out the room and take a right to room 201

Fire Alarm Pull: Go out the room and take left. Head to the stairs beside 209. The lever will be on the left side of the door way.

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