I Wonder If… (Astronomy Wonder Project)

My WONDER project:

Video by NASA showing “What Would have Happened to the Ozone Layer if Chlorofluorocarbons (CFCs) had not been Regulated?”

This video shows what would happen to the earths ozone layer of the chemical that caused the ozone depletion was not regulated and how that would have affected our atmospheres ability to function.


Information Fluency Reflection:

1. What questions did you need to research in order to research your topic?

For me, because I hadn’t previously studied or learned about the atmosphere I needed to learn about the different 5 layers of the atmosphere and each of their functions. As well I researched previous and future opinions on how climate change is affecting the ozone layer and atmosphere. I found lots of information on the ozone layer depletion due to CFCs, the chemical that weakens the ozone layers. Finally, I researched how earth affects space or how space affects the earth and found lots of new information about how Jupiter and Venus have gravitational pulls towards earth that affect our lifeforms and climate.

2. What new or familiar digital tools did you try to use as you worked through this project?

Working through this project I used several programs such as GALE learning and Easy bib that I have previously used and found helpful but in addition, I used Piktochart for the main portion of my project to add a visual aspect. While citing my sources I found it very useful to use Easy Bib as I knew how to work the website and didn’t run into any problems citing, finding and researching the authors of the site I used. As well I used Piktochart which allowed me to add graphics and other visual aspects such as pictures I downloaded to the poster so I could show what I learned.

3. What was the process you used to investigate the topic?

As I had never studied anything related to the atmosphere I started with basics and then narrowed down the search to answer my specific question. Starting with what is an atmosphere and how does it work, I was able to answer my personal questions and provide a definition for others reading my post to learn about. I used the information I learned from the atmosphere to further research its weakening in the ozone layer, found in the stratosphere. From there on I spent time finding specific articles related to how space and earth are related and the effects on humans and other lifeforms if the atmosphere were to disappear

4. How did you verify and cite the information you found?

Before beginning to read any information I found I double checked that there was an author and that the site itself had referenced its sources to ensure that it had valid information. Once I had gathered all the information  I needed from the website I copied down the site and put it through EasyBib to find any information I couldn’t find from browsing the site itself.

5. How did the process of completing this challenge go? What could you have done better?

I personally felt that I completed this challenge well because I started off not knowing anything about space or the earth’s atmosphere and I now know much more about how our atmosphere is connected to space and how it works. I went into this project thinking it would be difficult to complete not knowing much about my topic but in the end, I found it to be very fun because not only am I now a so-called expert on my topic but I have learned a lot and can explain the general idea of my topic thoroughly. In the end, I feel like I could have spent longer on researching more connections between space and earth and could’ve researched even more of their connections. I learned so much from answering my own question and would’ve loved to go even more in-depth into side subjects as well if I had had the time.

Research Template WONDER project:

L’importance des débats

À quoi ça sert  de pourvoir faire des textes argumentif et de defendre ses idées à l’oral ?

Je crois qu’un des raisons qu’on voit les débats souvent est dans les débats electoral pour les parties electoral. Comme on a appris les regles comme, soyez respectueux et n’interompe pas les gens qunad ils parlent, vous pouvez voir comment difficile ceci est cpmment les débats plus serieux. Comme nous avons pratiqué, les débats sont là pour nous enseignons à debattre pour ce qu’on croyait. Alors si on est jamais dan sla position ou nous sommes devalorisé ou nos idées ne sont pas considerer nous sommes preparer à defenre nos idées avec evidence et les idées juste.

La Reflection de Core Competencies:

Biotechnology and Genetics – Transgenic animals/plants

News Broadcast on Transgenic Animals and Plants – By Olivia, Samira and Maya

Research Document (all research used):

Bibliography with Completed Citations:

1. Miao, Xiangyang. (2012) Recent Advances in the Development of New Transgenic Animal Technology. Research Gate  : https://www.researchgate.net/publication/230569579_Recent_advances_in_the_development_of_new_transgenic_animal_technology www.actionbioscience.org/biotechnology/margawati.html

2. Wheeler, M. B. (2013) Transgenic Animals in Agriculture. Nature Education Knowledge : https://www.nature.com/scitable/knowledge/library/transgenic-animals-in-agriculture-105646080

3. Margawati, Endang Tri Ph.D. (2008) Transgenic Animals: Their Benefits To Human Welfare. ActionBioScience :


4. Genetic Science Learning Center. (2013) Genetic Society. University of Utah :


5. Mills, Ameera. (2018) What Are Transgenic Animals? AnimalWised :


6. Alexion Pharmaceuticals, Inc., New Haven, Connecticut. (1997) Genetically modified animal organs for human transplantation. US National Library of Medicine National Institutes of Health:


7. National Blood Clot Alliance:


8. Marks, Lara; Myelnikov, Dmitriy (2015) What Is Biotechnology; Transgenic Animals. Cambridge University:


Core competencies Reflection:

Mes Souhaits pour Riverside – Le Conditionnel présent

Un des problèmes plus énervent à Riverside est comment les élèves traversait les corridors. Je voudrais informer les élèves de 9ieme année et tous les autres aussi à propos les règles. Pour commencer j’ajouterais les flèches sur le plancher similaire a les uns à IKEA. De plus je donnerais des instructions à chaque salle de classe pour qu’ils pourraient afficher les règles pour chacun à lire. Finalement le problème serait résolu à cause que les élèves suivraient les flèches et liraient les règles afficher. Je souhaits que ses règles et flèches pourraient réparer le system brise des corridors à Riverside.

The World’s Population by Eye Colour – Visual Data Representation

Visual Data Representation (Infographic) :

Using infographics is one of the easiest ways to make confusing data easy to read for anyone. Visual representation of data helps communicate graphs, tables, and data easy to read and appealing to the eye. I chose to research the world’s population by eye colour and instead of naming the colour and percent of the world corresponding with that colour I chose to create an eyeball to represent this data. At first look, this representation already gives you a hint on what you may be reading about (the eyeball) and at a closer look you can read more into each colours representation, by the population, and why different pigmentations are shown on iris. Whether its Rayleigh, low melanin or high melanin you can learn why your eyes are the colour they are, as well as how the world population average’s in eye colours.

Below  is an infographic representing the eye colours of the world’s population,

(double click to see close up)

Original Data:

Table found at https://www.worldatlas.com/articles/which-eye-color-is-the-most-common-in-the-world.html