All posts by ethanc2017

Cell Story – Information Fluency

Part 1

  1. Where are you found?
  2. What do you do?
  3. What do you look like?
  4. Why does the host need you?
  5. What would happen if we didn’t have the enterocytes
  6. do we divide? what rate?

Story

I am snug little cell relaxing on the lining of the small intestine. I am an here in the intestine with many of my small brothers and sisters. I just sit here while all of the food is coming. We go and suck the nutrients from our food the person eats. We have a small hole in out rectangle shaped body. We help the body stay alive and get the amount of nutrients to the body so we can all stay alive. If we never existed in the body the owner could be in some really big trouble. He/she would have a higher chance of getting oral diseases. This means that the person could get bone, teeth and gum decay. We divide many times till we stop growing. once going we don’t but we are the most efficient at transporting all of the nutrients.

https://openclipart.org/detail/162619/peyer-patch

This is what enterocytes look like.

Part 2

  1. I needed to research a bunch of questions only a few of them were super important though the ones I have chosen are in part 1
  2. As I was working I used some sites. I used google (Never wiki) to look up info and I also looked at open clip art library to get my picture.
  3. The process I tried to use was the ask,acquire,analyze, apply and assess. make sure to check multiple sites to see if they have the same type of information. If not don’t use that point.
  4. I used easy bib to verify the sites because it shows the author, etc.
  5. Yes I could have done this better. In my mind I think I should have looked at more sites then just the few I did. I think that because I think I should be able to find more info then just on those few pages.

bibliography

Gmad. “Clipart – Peyer Patch.” Openclipart, Open Clip Art Library, 3 Oct. 2011, openclipart.org/detail/162619/peyer-patch.

“Enterocyte.” Enterocyte – an Overview | ScienceDirect Topics, Science Direct, www.sciencedirect.com/topics/veterinary-science-and-veterinary-medicine/enterocyte.

Bowen, Richard. “Intestinal Enterocyte.” Life Cycle of Small Intestinal Enterocytes, www.vivo.colostate.edu/hbooks/pathphys/digestion/smallgut/lifecycle.html.

Collaborate Fluency Science 9

This video shows that I rubbed a spoon with fur then put it towards the spoon. At first the spoon attracts the cork and once it fell off the spoon it repelled away from the spoon.

On March 5th and 6th we had a assignment we had to do we grabbed many different items and rubbed it with other certain materials to check and see if they would repel or attract. After checking all of the items here are the results

Cork Piece Ebonite Copper Aluminum Straw Glass Wood Lucite Spoon
Fur Repels Attracts Attracts Attracts then repels Attracts Attracts Attracts Repels
Polyester Attracts Attracts Attracts Repels Attracts Little attraction Nothing Attracts
Cotton Repels Repels Very little attraction Attracts Attracts Very little attraction Very strong attraction Repels
Silk Attracts Attracts Attracts  Super Attracts Attracts Nothing Very strong attraction Repels
Wool Attracts Nothing Nothing Attracts Attracts Attracts Repels Repels
Garbage Bag Attracts Nothing Attracts Attracts Nothing Nothing Nothing Attracts

In the end the results were very diverse. All of the items used had very different results depending on the material used to rub it. The spoon was the coolest thing to use. Watch the video if you didn’t see it yet to see the attraction of the spoon.

Group Members: _Gene, Jake, Ethan, Sebastian_

Please answer these questions

 

  1. What skills and strengths do each of the group members have to help you accomplish this project? (mention names and skills)

-Gene is really smart (I think his IQ is 12) so he can help us with the smart stuff.

-Ethan is also really smart and he is a good communicator so he will help keep us together.

-Jake is creative and can bring new and inquisitive ideas to the group.

-Sebastian is a great supervisor, very creative, super cool and absolutely incredibly smart. He can bring some new ideas to the group.

2. How are you going to divide up the workload?  What roles and responsibilities are assigned for each person?

To divide up the workload it will go like this. Jake will be the reporter and will record all of the data. Gene will be our incredible timer and will do his absolute best to time our experiment. Ethan and Sebastian are the groups racers and will do great.

3. What rules do you want to have regarding your collaboration? (e.g. equal workload, deadlines met etc.)

Our rules that we have regarding our collaboration are that we want to share an equal workload and to meet our final deadlines of having our edublog posts on time and to have our questions on this page done on time.

4. What will you do if these rules are not being followed?

A swift spanking on the bottom . Bring back order to the group, take a step back.

5.Do you have any questions regarding the task that need to be answered?  Do you understand the requirements of the project?

Yes we understand the requirements of the project.

6. What goals for the task do you have for the group? To stay on topic and not go off task. Follow directions

What will the final outcome or product look like and what information is needed to accomplish the task? It will look like we worked hard and worked well together even if we didn’t.

7. If you were to break down the task into manageable pieces, what would the timeline look like, knowing that the project is due March 7? (add names and dates)

Collaboration Reflection

Group Members: Gene, Ethan, Jake G, Sebastian

 

Our timetable would look like this:

On March 5th our group will get a good start on these questions above and also on getting our table of results started (below). On March 6th our group will finish our questions above and also finish our table of results below. We will also have our edublog posts done to show to Mr. Robinson as well. On March 7th my group will win the competition and learn a lot about static electricity!

Solution Fluency

1. Define: Explain the challenge you investigated thoroughly.

The challenge that my group investigated thoroughly is what special solution do we need to make in order to to make this Advil gel pill dissolve. Since looking on the internet the pill just doesn’t dissolve in any solution others make.

2. Discover: Question and investigate What questions did you need to ask to gather the best information for you investigation? What answers did you find?

The best question that I found or thought about is what is the bet solution that we can make to mimic stomach acid since most of the solutions people tried to make where are clearly not as strong as stomach acid. Do we need to have spit in the solution just because it has the enzymes in the spit?

3. Deliver: Share your findings of your investigation.

4. Debrief: Reflect on the quality of the process you went through and the post you created to share your finding.

This lab was a great first lab we had a bit of trouble because we thought the gel would dissolve quickly like what happened to the Tylenol pill. We where a bit disappointing that the pill didn’t dissolve. If we ever to the experiment again I will make sure to try my best to get a solution that will mimic our stomach acid more because I think this solution wasn’t close enough to stomach acid.

Order of dissolve

1. Tylenol 1:30

2. Aspirin 2:15

3. Motrin 3:20

4. No Name Brand 5:00

5. The Advil never dissolved

Community Connection

Who I interviewed: Allan Chan (Uncle)

For this assignment I interviewed my uncle Allan Chan that works for a company that makes microchips and lots of other electronics.

I want to become an electrical engineer when I’m older because I want to do something with technology and I am really interested in tech. In my house I am the tech person and I help everyone in my house when there is technology problems.

I chose to interview Allan because I want to become an electrical engineer when I am older. Since he is a electrical engineer he is the perfect person to interview for this little project.

It connects to my passions and interests because he is teaching me what I need to know to be able to get the job easier when I’m older. He also taught me some good tips so I know where I should get my job. He said this area is a good place for a job as an electrical engineer.

Questions

1. Why are you passionate about your job? 

Because it’s challenging and it reflects what your learned in the past years. Exercises your problem solving skills. Gets you to think how the technology fits into a bigger system. 

 

2. What obstacles have you faced to get you where you are today? 

Getting into a position where people trust you to give the more interesting and hard work. You have to earn it by working hard and producing good results. Having to communicate with another office in a different country.

3. What advice would you pass on to someone interested in what you are doing? 

Work hard, pay attention to the current work field, understand what you a

 

re doing. (Not memorizing) Do as much stuff outside of school to improve your knowledge and familiarity with your work field. Just get a lot of information to know if you want this job. 

4. Would you be open to further contact from Riverside students and if so, how can someone contact you? 

No. Not at this current time 

5. (Own question) Is this area a good place for your career? Why? 

Yes, because Vancouver area has enough large high tech companies and these companies are working on some of the latest technologies. 

6. (Own question) Is there anything when I am younger I should learn to help give me a head start in terms of knowledge when I’m older? 

Yes, math and science is very important. Try programming as early as you can. Just stay in close touch in technology trends. Start a technology project on your own to understand how the process is.

 

Everything I know about exponents

1) Represent repeated multiplication with exponents

4x4x4x4x4 = 1024 4^5 = 1024

2) Describe how powers represent repeated multiplication

The large number 4 is called the base, and the small number 5 is called the exponent. The exponent corresponds to the number of times the base is used as a factor.

3) Demonstrate the difference between the exponent and the base by building models of a given power, such as 3^2 and 2^3.

3^2 Represents SA and 2^3 Represents Volume

4) Demonstrate the difference between two given powers in which the exponent and the base are interchanged by using repeated multiplication, such as 3^2 and 2^3.

3 x 3= 9 3^2 = 9      2 x 2 x 2 = 8 2^3 = 8

5) Evaluate powers with integral bases (excluding base 0) and whole number exponents.

5 x 5 x 5 x 5 = 625 5^4 = 625   4 x 4 x 4 x 4 x 4 = 1024  4^5 = 1024

6) Explain the role of parentheses in powers by evaluating a given set of powers such as (-2)^4(-2^4) and  -2^4

(-2)^4 = -2 x -2 x -2 x -2 = 16   (-2^4) = (-1 x 2 x 2 x 2 x 2) = -16    -2^4 = -1 x 2 x 2 x 2 x 2 = -16

7) Explain the exponent laws for multiplying and dividing powers with the same base.

4^24^64^8 = 65536 When multiplying keep the base and add the exponents.

4^5 ÷ 4^34^2 = 16 When dividing keep the base and subtract the exponents.

8) Explain the exponent laws for raising a product and quotient to an exponent.

2 x (6^3)^22^26^6 = 4 x 46656 = 186624 When multiplying keep the base and multiply the exponents. If there is a coefficient add the exponent to the coefficient.

9) Explain the law for powers with an exponent of zero.

When a power is raised to a zero exponent, the answer is 1, except when the base is zero

10) Use patterns to show that a power with an exponent of zero is equal to one.

2^4 = 16 2^3 = 8 2^2 = 4 2^1 = 2  2^0 = 1

11) Explain the law for powers with negative exponents.

You would have to flip the number with the negative exponent. \frac {2^{-1}}{1} = \frac {1}{2^1}

12) Use patterns to explain the negative exponent law.

\frac{1}{2} \frac{1}{4} \frac{1}{8} \frac{1}{16} \frac{1}{32} If I was dividing by 2 I wanted to go lower I would do continue the pattern. So it would go 2,4,8,16,32 and so on.

13) I can apply the exponent laws to powers with both integral and variable bases.

(-2)^3 = -8| x^6

14) I can identify the error in a simplification of an expression involving powers.

4^3 x 4^4 = 4^7 People might mistake the answer to this question as 4^{12}

15) Use the order of operations on expressions with powers

8 x 3^5 = 1944 First you would do the exponent. So then the question will become 8 x 243 = 1944

16) Determine the sum and difference of two powers.

3^6 \times 3^53^{11} = 177147| 3^6 \div 3^53^1 = 3

17) Identify the error in applying the order of operations in an incorrect solution.

(10 + 50) x 5 = 260 The correct answer is 300 because you have to do the brackets before the multiplication 60 x 5 = 300

18) Use powers to solve problems (measurement problems)

Find the volume for a cube that is 2 cm in length, width and height. 2^3 = 8 cm

19) Use powers to solve problems (growth problems)

Bacteria grows very rapidly. start with 1 bacteria and the bacteria multiplies 3 times every 1 hour. how much bacteria will there be in 10 hours? 3^{10} = 59049 There will be 59049 bacteria in 10 hours.

20) Applying the order of operations on expressions with powers involving negative exponents and variable bases.

a^{-2} x {a}^{-5}\frac{1}{a^2} \times \frac{1}{a^5}\frac {1}{a^7}

 

Core Competencies Self-Assessment math-25rmzxd