Category Archives: Grade 9

Solution Proposal post – Tanzania Proposal Post

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                                        Braedon’s Connection Based Learning

Define:

On September 9th 2022, we had a chat with Saul Mwame, who is a beekeeper from Tanzania and we were talking about how we can help to protect the bees. After the chat we talked about what we learned from the connection. I found it very interesting to learn about the bees.  After discussing with our groups we created a sway about bees and picked a wonder question to talk about. My wonder question that I chose was “what would the world look like without bees.” I learned a lot about bees after researching about it and hearing it from Saul. I learned about the importance of bees how they contribute to the environment and the ecosystem. On November 7th 2022, we had another connection with Saul Mwame and this time we learned about the predators who are harming the bee hives such as Honey Badgers and ants.

 

Discover:

After discussing with Saul, my group had a great idea to help protect the bees. We are going to be trying to create a motion sensor to alarm the beekeeper when there are predators near by and to scare them away. We will be 3d printing and using a microbit to create this motion detector. Many predators have been threatening the bee hives and have impacted the bees.  To accomplish this goal we need to be able to 3d print, code a microbit and have good patient as a group. Each person in our group will have task to complete this project. We will be looking up a tutorial to try to make a motion sensor with a microbit and alligator clips. My task is to help code the microbit in order to make the sensor. Once sensor is done we will print and build the circuit and shell.

 

Dream:

Since the talk with Saul, I have brainstormed interesting ideas with my group and are willing to help protect bees. Some ideas we talked about are making motion sensors with a hidden protective shell with a lighting system and ant repellent.  We talked about sending a notification to the beekeeper when there is a predator near by. Malcolm had an idea of when a honey badger is near, we could shine a bright light at the honey badger. We all agreed and decided to choose to make motion sensors which we will be focusing on for this project. Before making the design we can ask Saul for feedback to help us make it.

Debrief:

The solution fluency was good but the school didn’t have certain objects that we needed. We couldn’t find motion detector in the school but we instead used ultrasonic distance sensor thanks to Ms. York. The process of our post went very well. I could have improved on my dreaming because I think we did not brainstorm enough ideas which we could have done if we took more time to brainstorm. We also did not use our time wisely than we should’ve but otherwise it went well.

 

Sources:

https://makecode.microbit.org/

https://bc-robotics.com/tutorials/getting-started-ultrasonicbit-bbc-microbit/

Thank you to my group members, Cole coding the microbit, Malcolm designing and 3d printing.

Irony graphic novel assignment

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Verbal Irony

Verbal Irony means that when someone says something and means the opposite.  One example of verbal irony is that Bruno calls his father “stupid” even though he did feel ashamed of himself after saying that. (Page 59)

Dramatic Irony
Dramatic Irony is when the audience knows something that the character does not.  One example of dramatic irony is that Bruno keeps calling it out-with, but we know it is called Auschwitz, he doesn’t know that there are prisoners on the other side of the fence, he thinks it is a friendly place, but we know it’s not.  (Page 24-25) In this image Bruno says “Out-With? What’s an Out-With?” which Gretel responds by saying “it’s not a Out-With, Bruno. It’s just Out-With.”

 

Situational Irony

Situational Irony is when some thing is unexpected. One example of situational irony is when Bruno’s grandmother dislikes Bruno’s father’s new uniform. This is unexpecting how the grandmother reacts because she is the only one that is not supporting her son. (Page 90)

Currents from the Kitchen

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Purpose: Which fruit will produce the most electric voltage?

Hypothesis: When I put zinc and nail in the orange, it will produce the most electric voltage

Materials: Fruit, Voltmeter, 2 wires, 1 nail, 1 copper strip, and at least 3 fruits/vegetables

Procedure:

  1. Observe the demonstration on how to build the battery cell.
  2. Set up your experiment space in groups of 3
  3. Perform your experiments with several fruits/ vegetables
  4. Document your results and experiment set-up with cameras
  5. Consider an explanation for your observations and results
  6. Post your images and explanation on your Edublog account

Explanation: The orange will produce the most electric voltage because it is sweet and has the most juice.

Results:

Apple = 0,2

Orange = 0,2

Banana = 0,2

Pickle = 0,6

Observations:

  • The Voltmeter sometimes changed when you move the wire
  • The pickle gave the most electric voltage at of all of the fruits we did.
  • It was kind of hard to get the accurate number of the fruit because the scale sometimes kept moving

The most important finding:

The pickle had the most electric voltage out all the fruits we had.

Questions:

1.When we put the zinc and nail in the fruit, the electrons start to flow from the fruit to the nail. All fruits have Citric acid which allows a chemical reaction that make electrons flow.

2. The independent variable is the voltage of different type of fruits. The dependent variable is all the fruits that we used which they all had a voltage flow. The controlled variable is the type fruit and the amount of fruits.

3. Instead of using copper in the experiment you can use silver because it’s a better conductor.

4. The voltage going through the fruit could be inaccurate.

5. I can temporary provide a source of energy around your house

 

 

Indigenous social issues project

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Warning: Put volume to half

Indigenous self-reflection 

My experience during this podcast was good. We did an amazing job presenting information on the subject. We all took notes from many sites and contributed to the assignment. We used topic finder to help find information for the podcast. We had difficulties with our audio because some of us were talking too softly therefore we had to retake it a couple of times, but overall, it was good. Our communication skills with each other was great, we organized what our roles are and we helped gather information . 

The periodic table kahoot reflection

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  1. I took lots of time working on the periodic table at home during the weekend while I was sick. I got to know more about it and practiced a little for the quiz. I learned most of the periodic table quiz prep which helped a lot for answering the kahoot. The periodic table is arranged by the atomic number and chemical properties. Dimitri Mendeleev was famous for creating the periodic table. All familles have the same amount of electrons. I can identify families and arrange them on table which are known as groups and periods.
  2. There are still improvements that can be made so I can get a good mark on the quiz. I need to work on the periods because I forget to count helium which make me mess up of the amount of elements. Another improvement I could make is to learn more about sulphide ion because I forget the definition of it.
  3. I wonder how the symbols were created on the periodic table and if there are more new elements that can be added to the table.
  4. My main goals is that I need to work on the metalloids and the difference between the physical change and chemical change. I will be practicing which elements are metalloids and the changes because I have the most trouble with them.

Stop motion video assignment

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The theme of the story is that gangs are uncaring if you are dying, they will not help you in the face of adversity and that nobody genuinely cares about you until you are dead. This represents the theme because throughout the story nobody was willing to help him, and the Royals did not help. 

The assassin kills Andy in the first scene and flips away. The mob boss and the assassin return to laugh and mock him then leave. The girlfriend and the police officer throw his corpse into a dumpster as a “burial”. 

We showed much of the communication core competency because we had many calls over the weekend and after school to make plans and work on the assignment with all the time we had. We also enjoyed showing our video to many people not in our group to gain feedback on our projects.  We planned our project ahead of time which helped us get this project on time. We collaborated and did our roles of the assignment but we could have added more clips to make it look smoother.  My competency is collaboration because I helped all my group members with their roles such as storyboard and lego.

 

Fictional Science Safety Story

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                                                    Mr. Ford’s science 9 class

Riverside was introducing the new grade 9 students to their school. Most of them were excited for their first day in science class. Their science teacher, Mr. Ford, taught the new students about the safety rules and the laboratory equipment by showing them videos and websites. After watching all the videos Mr. Ford gave them a graphic organizer to brainstorm all their ideas for their assignment. Their assignment is based on the five lab equipments and three safety rules. They will have a quiz on the WHMIS symbols on Wednesday. 

The first safety equipment they learned was the ring stand. While heating up a substance during an experiment, it supports many items such as the pipestem triangle and iron ring. Then they learnt about the pipestem triangle. It holds the crucible in place that contains chemical compounds while being heated. After they learned about the utility clamp. The utility clamp holds equipments in place such as test tubes on a ring stand. Then learned about the beaker which holds and heats liquids. Lastly they learned about the file which is used to sharpen other items and breaks down materials.

After learning about the equipment, they needed to learn about the safety rules. So they started with the first safety rule which was not eating or drinking during a lab. Then the next rule was all the instructions must be followed before doing the activity. Lastly the final rule was to wear laboratory gloves during the activity or in lab.

While they were learning about the WHMIS symbols, Mr. Ford was happy with how the students have been working and realized how much they have gotten done. So he decided to change the date of the quiz. He told the class that they will have a small quiz about the definitions of WHMIS symbols and a lab tommorow. The next day Mr. Ford’s class sat at their seats quietly and was filling out the quiz, it went like this:

What is the definition of this symbol: Know Your Hazard Symbols (Pictograms) | Office of Environmental Health and Safety Answer : This symbol means humans or animals can be damaged physically or can be killed.

What is the definition of this symbol : Biological hazard - Wikipedia Answer : This symbol means that it is an organism that can cause a disease in animals and humans.

What is the definition of this symbol : ISO Toxic Poison Sign Answer : This symbol means it’s toxic and when you inhale it can kill your living organisms.

What is the definition of this symbol : Flammable Materials Warning Sign, Caution Fire Sign Yellow, Gas Hazard Symbol, Attention Fire Hazard Icon, Triangle Flame Warning Stock Vector - Illustration of bonfire, inflammable: 195107729Answer : This symbol means it’s flammable and it will burn very quickly and intense.

Before they started the lab, Mr. Ford explained the instructions to the students. One of them wasn’t listening because she was on her phone. Once Mr. Ford was finished explaining, he got a call and had to go to the library. Mr. Ford said he will be back in twenty five minutes and told them to not touch the equipment.

The students were chatting while they wait. The girl on her phone, Shannon, was secretly touching the lab equipment. She didn’t put her hair back and got to close to the Bunsen burner which got her hair on fire. She saw a spray and a fire blanket. She never payed attention to the safety rules and failed her quiz. She instead grabbed the spray and sprayed herself. It had four symbols, Health hazard, biohazards, caution poison and caution flammable. She started panicking and screamed. The whole the class heard her scream and saw her head on fire. One of the students quickly grabbed the fire blanket and wrapped it around her head. Luckily she didn’t lose all of her hair thanks to the student who wrapped the blanket quick enough.

After that incident she had to go to the hospital to make sure she was ok. She had to stay in the hospital for a few days until she can go back to school. She learned her lesson and now been listening to the instructions and getting good marks on her work since that terrifying moment.