Here is the video for my group’s solution fluency!
Solution Fluency Video
on Category: Science 9
on Solution Fluency- Housing Crisis
on Define:
Climate change is a huge problem in the world and causes alot of change in the pricing of things. The problem our group wanted to take a further look into is the housing crisis in Metro Vancouver. The housing pricing in Vancouver is going up rapidly and is making Vancouver very unlivable. It’s the third, least affordable city in the word.
Discover:
The housing price in Metro Vancouver is rising and is known as the most expensive city to live in, in Canada. The average cost of a house in Metro Vancouver is 1.3 Million dollars. To compare, the average cost of a house in Calgary is 400 thousand, thats more than 3 time less. The cost of rent in Metro vancouver has increased more than 20% in the last 9 months. The average rent cost of a house in downtown is over 2 thousand dollars a month. There are also over 5,000 homeless people living in the streets. The rent in Vancouver is even more expensive than New York, one of the most popular cities in the world.
Dream:
- Our solution to this problem is to have the city buy a whole neighbourhood of properties and build a townhouse or an apartment.
- We can also try expanding the city out further to make the “city” bigger.
- We can build bigger apartments instead of houses.
- We can build apartments up in West Vancouver since there is alot of space for building and they can make a seabus system from Stanley Park to West Van.
- We can also try designing apartments beside eachother so that there are 4 of them in a square shape.
- Or we can make apartments higher and less wide.
Debrief:
In Solution Fluency. I found alot of information online and reputable sources about the housing crisis in Metro Vancouver and stats from news and city sites. The city of Vancouver has plans set to make Vancouver more affordable to more people. A problem I ran into was finding solutions and ideas to this problem. Alot of the solutions would have to be decided by the City of Vancouver.
Deliver:
Sources:
https://vancouver.ca/people-programs/housing-vancouver-action-plan.aspx
https://vancouversun.com/business/real-estate/vancouver-falls-short-of-being-family-friendly
https://www.cbc.ca/news/business/crea-housing-february-1.6385274
Climate in Canada
on 
- In the West Coast, the carbon is stored in the soil. This is made up mostly of rotting wood and organic matter. The carbon is produced by logging, semi-trucks, and forest fires. The carbon is then taken up by the hectares of forest and turned back into oxygen. A lot of carbon is building up in the soil due to logging and the roots of the tree’s biodegrading.
- The main cause of climate change in the west coast is forest fires, they happen every summer and produce a lot of carbon. The fires spread very quickly since the wood is very dry in the summer and it cannot be distinguished easily because there are no routes to a lot of mountains. These fires are usually caused by lightning, but some are caused by humans having uncontrolled campfires in high-risk areas, cigarette butts, and car accidents. Climate change makes the ice melt quickly up north and causes rising sea levels, leading to floods and other natural disasters.
Minecraft Meiosis
on Modelling Mitosis
on Here are the stages of the cell cycle.
Early Interphase:
During the interphase stage, the DNA copies itself in the nucleus for the process of replication. The DNA molecules start to unwind and separate. The new bases then pair with the original ones along the original strand.
Late Interphase:
Prophase:
Spindle fibres start to form from each end of the cell.
The nucleus disappears and the spindle fibres attach themselves to both ends of the sister chromatins.
Metaphase:
All of the chromatins move to the center of the cell during the Metaphase stage.
Anaphase:
In this stage, the chromatids are being pulled apart into two pieces. Each half gets pulled onto the opposite sides of the cell.
Telophase:
During this final stage of mitosis. the spindle fibres disappeared and a nuclear membrane formed around the separated sets of chromosomes.
Cytokinesis:
After the mitosis is finished. The cytokinesis stage separates both of the nuclei into two daughter cells.
Edible DNA Model
on I. What is DNA?
DNA is deoxyribonucleic acid. It is the genetic code for life
2. What does DNA do?
DNA gives information on all sorts of things like what proteins to make, how to make them, and genetic information.
3. How does it copy itself?
A DNA strand gets split in half, each half has a letter which gets put with their opposite letter (A and T, G and C), so they end up being the same. The new DNA now has one strand of the original and one new strand that was made by pairing.
Element Sway/Information Fluency
on Part 2
I. What questions did you need to research in order to create your sway?
Who discovered the element first?
What is this element used for?
Where was this element discovered?
How was this element discovered?
Where did the name come from?
2. What new or familiar digital tools did you try to use as you worked through this project?
A familiar digital tool I used as I worked through this project was inserting the images. I’ve done something that had a similar process in video editing.
3. What was the process you used to investigate the topic and how did you verify and cite the information you found?
The process I used to investigate the topic was making a chart in word and putting down the information sorted by sections (discovery time, atomic weight, etc..). After a section of the paragraph, I put the info into a section and reword it. I read through 3 different sites to make my info more accurate.
4. How did the process of completing this challenge go? What could you have done better?
The process of completing this challenge was pretty easy since we have a good school site to research from (Gale). Something I could have done better is using my time more wisely.
Currents from the kitchen
on Pre-Lab:
Purpose: Which fruit will produce the most electric voltage?
Hypothesis: When I attach a galvanized nail and a copper strip to a lemon, the greatest voltage will be produced.
Materials: Fruits, Voltmeter, 2 wires, 2 different metals (Copper/Zine), knife
Procedure:
- Cut the piece of fruit
- Put in 2 pieces of metal
- Attach to the voltmeter using 2 wires
- Record the results
- Compare results from several pieces of fruit
Why?: The lemon will produce the greatest voltage because it is extremely acidic.
Our Results!
Lemon:
- 0.9v
- 0.85v
Banana:
- 0.5v
- 0.79v
Potato:
- 0.7v
- 0.8v
Observations:
- None of the voltages passed 1 volt.
- The voltage was higher when we put the positive and negative terminals closer together in the fruit.
- The voltage doesn’t get higher when you poke the metals through all 3 fruits.
Conclusion:
In conclusion, me and my group found out that the lemon produced the highest amount of voltage of 0.9. We did 2 tests and used the highest number to compare all the fruits. We also put the metals farther apart for the first test and close to each other for the second test. As a class, we all found different voltages for the same types of fruits and most of us also agreed that the lemons produced the most voltage. My hypothesis was correct that the lemon would produce the highest amount of voltage.
Questions
What is causing electrons to flow?
The fruits/vegetables have electrolytes that allow the electrons in the metals to flow.
Independent variable: Types of fruits
Dependent Variable: The voltages
Controlled Variable: The cables
How can we modify our experiment to improve our results?
We can have at least 2 groups doing the same 3 fruits and having the metals put in around the same distance apart. That can improve our results. Another thing we can try is having one group put the metals close and one group put them farther apart and take the voltage in between the 2.
What could be sources of error or uncertainty in our experiment?
Sources of error or uncertainty in our experiment could be not having the metal stuck deep enough into the fruit and the metal being moved, causing a varying voltage.
How can I use this in my everyday life?
I don’t think I would be able to use this in my everyday life but I learned the concept of electrons and the reaction between the metals and the electrolytes in the fruits.
Periodic Table Feedback Reflection
on What I know well about the periodic table
Something I know well about the periodic table is how to read the atomic number and mass and put them into a Bhor diagram.
What I still need to work on regarding the periodic table is
Something I still need to work on regarding the periodic table is remembering the categories and the characteristics of them like if it’s reactive and their state of properties. I also need a bit of work remembering the definitions of words like maluable.
What I wonder about the periodic table
I wonder how they would organize the periodic table once they discover new elements. I think there are a lot more undiscovered elements on other planets.
What goals I will set to understand the periodic table better
A goal I can set to understand the periodic table better is to write down the characteristics of the categories on a piece of paper and try to remember them. I can also watch YouTube videos to help me improve my memory of them.
Fictional Safety Story
on Hello, my name is Daniel, and today I had the worst science lab ever! I thought it was going to be fun since we were going to be heating stuff up but it went completely sideways. Before we started the lab we had to have a debate on whether it is right to do scientific tests on animals. But I think it shouldn’t be done unless it’s urgent like people are dying and they need a vaccine. We all grabbed some safety goggles to protect our eyes, a few test tubes to contain the liquid, a lit candle to heat up the liquids, and a ring stand to hold the test tubes while they are getting heated up.
The experiment was going very well like I thought it would. A few minutes into the observation stage, the teacher left the room and told our class not to touch anything. Right after he left one of the students dared another to go into the chemicals room and take something dangerous. A few seconds later the student walks out with a bottle of sulfuric acid that had a corrosive and harmful/fatal symbol on it. He brought it to his table poured it into another beaker that already had liquid in it. The teacher came back and the student quickly picked up the beaker and ran but didn’t make it far. He tripped on his own sandles and spilled the acid that he then fell onto.’
The acid started burning his skin and the teacher quickly picked the student up and brought him to the emergency shower since it was all over his chest. The teacher then called 911 to get medical attention for the student as the rest of the class backed away from the area.
After that incident, the student no longer had the opportunity of being in the science room and the teacher had to have a very important talk with our class about listening and following safety rules so no student will have to go through any pain.
Corrosive Symbol means that it can eat through metal and can severely burn skin.
Harmful/ Fatal Symbol means that it can severely harm you and can cause death.