Indigenous Podcast – Freefall

Freefall is a podcast about Nadine Machiskinic, a 29 year-old indigenous woman who fell down a laundry chute at Delta Hotel, Regina. At first, the police ruled her death an accident because of the mysterious circumstances in which she died. There are still a lot of unknowns in her case, which was made tedious by a series of mistakes by police and investigators. To learn more about her story, click the link below.

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Works Cited:

Fact Sheet – Missing and Murdered Indigenous Women” | Native Womens Association of Canada.

“How Did a Regina Mother Fall 10 Storeys down a Laundry Chute to Her Death? | CBC News.” CBCnews, CBC/Radio Canada, 22 Sept. 2015,

“Regina Police Chief Stands by Investigation into Death of Nadine Machiskinic | CBC News.” CBCnews, CBC/Radio Canada, 2 Apr. 2019,

“Unresolved: Nadine Machiskinic.” CBCnews, CBC/Radio Canada,

Advertising Target Market

The company that the advertisement was showing was Extra, a company that makes gum. I think the ad was intended to appeal to parents with children. I think that because it tells a story about a father and a daughter, who eventually moves out, but takes with her all the memories she made. Every person can relate to the ad to a certain degree, but it’s specifically parents who can relate more to the story shown in the ad.

Internet Based Article – VPD

Vancouver Police Department Uses Drones For Investigations

VPD has purchaised 3 camera-equipped drones and by the end of the year, would like to use them to perform investigations and increase public safety. There are growing privacy concerns about these drones being used to observe citizens.

Image result for vpd privacy impact assessment drones

The VPD’s 13-page privacy impact assessment states that they will ensure that the drones do not invade people’s privacy and that all video footage that is not evidentiary will be deleted after 30 days. They also say that even though the drones can be used to collect personal information for law-enforcement purposes, they will not use them unless there’s an iminent risk to life and safety.

Some uses of the drones include:

  • Car crashes
  • Crime scenes
  • Disaster scenes
  • Search and rescue
  • Hostage situations
  • Death threat situations
  • Suicidal person
  • Barracaded suspects
  • Crowd monitoring
  • Directing police to criminal acts

Paper Airplanes

In science class, we came up with a hypothesis related to paper airplanes. We stated that the more weight added to the front of a paper plane, the further it would fly. We then performed the experiment and after, we noted that our hypothesis was proven to be true. However, I think the experiment was flawed in many ways. Firstly, our paper airplane design did not fly very well, it just fell most of the time. Another flaw was that the person who was throwing the airplane did not trow it consistantly every time. Sometimes he threw it harder than others. Finally, there was not enough space to perform the experiment. Our plane hit tables, walls and boxes which affected the distance it flew. With all these flaws, it was actually very difficult to tell if our hypothesis was accurate or not.

Here are the results of our experiment:


And here is a picture of our planes:

Image preview

What I’d do differently next time would be finding a better plane design. The ones we made didn’t fly well so to do the experiment accurately it would have been better to use a more aerodynamic plane design. I learned that the designs and weights of paper and real-life planes can affect how they fly.

Week 17 Math Post

This week we learned about arithmetic sequences which is where each number in a pattern increases or decreases by the same number every time. One of the concepts I found interesting was when given the term number in an arithmetic sequence, you could find out the exact number that term is associated with. To elaborate, if the question gives an arithmetic sequence of 2, 4, 6… and asks you to find term 13, you can do so using the formula t3+nd=t13.

Firstly, to solve it you’d take the formula and you’d replace t3 with 6 because term three is equal to 6. Then you’d replace n with 10 because there are 10 terms in between t3 and t13. After that replace d with 2, because the pattern increases by 2 which is also know as the common difference. The formula should now look like this: 6+10(2)=t13.

After you have this equation, you can begin to solve it using algebra. Multiply 10 and 2 so that the formula becomes 6+20=t13. Next, add 20 and 6 together so that you get 26=t13. Now you know that the thirteenth term in the sequence is equal to 26.

You can

Week 15 Math Post

This week we learned about solving problems using a grid.

Here is an example using this method:

The first step I did to solve this problem is that I made a grid including all of the information in the problem. The three columns represent the amount, rate and value of each type of coffee/blend mentioned in the problem. In the amount boxes for the Kenyan and Colombian coffee, I put two variable (x for Kenyan and y for Colombian) because the goal is to find out the amount of Colombian coffee in the mix. In the value columns for both coffee I put 5.60x and 3.50y because in the problem it states that the Kenyan coffee costs 5.60 dollars per pound and the Colombian costs 3.50 per pound and it would make sense that the price per pound would be multiplied by how many pounds you need.

The next thing I did was rewrite the information in the grid into equations that can be solved using substitution or elimination.The first equation would be x+y=3 (the amount of Kenyan coffee plus the amount of Colombian equals the amount in the mix). The second equation would be 5.60x+3.50y=11.55 (the amount of Kenyan coffee times it’s price per pound would equal the exact price of Kenyan coffee in the mix. Doing the same to the Colombian coffee and adding it to the exact price of the Kenyan coffee should equal to the price of the mix).

I then solved the question using substitution. In the photo I moved the x to the other side of the equal sign so that y=-x+3. Then I replaced the y in the second equation (5.60x+3.50y=11.55) with -x+3 so that it became 5.60x+3.50(-x+3)=11.55. I then used the law of distribution and simplified the equation to 2.1x+10.5=11.55 then moved the 10.5 to the other side of the equal sign and divided both sides by 2.1. Therefore, the amount of Kenyan coffee in the mix is 0.5 pounds.

To find out the amount of Colombian coffee in the mix I took my first equation (x+y=3) and replaced the x value with 0.5. I then moved it to the other side of the equal sign which left me with y=2.5. To verify if there is really 2.5 pounds of Colombian coffee in the mix I took the same original equation and replaced both variables with their corresponding numbers to see if they would add up to 3. I know that 0.5+2.5=3 which means that my answer is correct and there is indeed 2.5 pounds of Colombian coffee in the mix.

Week 14 Math Post

This week we learned about how to use substitution to find the solution of two linear relations. The substitution method is essentially where you take one equasion and input it into the second one. The solution is the point where the two relations would cross if they were graphed. It is possible to have lines with one solution (where the two lines cross at one point on the graph), no solutions (if the lines are parallel and the slopes are the same) and infinite solutions (if the two lines are on top of one another and have identical equations). To find the solution using the substitution method you’d need to follow the following steps. I’ll use the equations (x+4y=-3) and (3x-7y=29) as an example.

  1. First you would need to isolate a variable. Select a variable from either equation that seems the easiest to work with. The variable that seems the easiest to work with in these equations is the x from the first equasion (x+4y=-3) as it does not have a base associated with it. After you have chosen your variable, you can isolate it by subtracting 4y from both sides of the equal sign. The rearranged equation should look like this: (x=-4y-3).
  2. Next you can take (-4y-3) and substitute it into the second equation (3x-7y=29). Since x in the first equation is equal to (-4y-3) you would replace the x in the second equation with that same answer. Now the second equation should look like this: (3(-4y-3)-7y=29).
  3. After that you can solve the equation. Take the 3 and use the distributive law first to get rid of the brackets. The equation then becomes (-12y-9-7y=29). Then, simplify the (-12y) and the (-7y) so that the equation becomes (-19y-9=29). After you can add 9 to both sides of the equal sign so the equation becomes (-19y=38). Finally divide both sides by (-19) to get (y=-2). Now you have the y coordinate of the solution. All we need is to find the x.
  4. To do that, substitute the y coordinate (-2) back into the rearranged version of the first equation (x=-4y-3) so that it becomes (x=-4(-2)-3). Solve this equation to find x. (-4(-2)) is equal to (8) and (8-3) is equal to (5). Therefore, (x=5).

Now you know that the solution of these two equations and you can write it as an ordered pair (5, -2). You can verify this by using a graphing calculator or by inputting the two numbers back into one or both of the original equations, (x+4y=-3) and (3x-7y=29). If we use the first one, it would be (5-8=-3) so we know it is accurate. You can also see on the graph showed here that the two lines cross at (5, -2).

Week 13 math post

This week we learned how to change an equation from point slope form to general form. Point slope form is where the equation should look like this: m(x-x)=y-y. This form is useful because it gives a lot of information about the equation. You can immediately see the slope of the equation (slope = m) , the ordered pair being used (the second x and y variables would be the coordinates) and it can be rearranged easily to other forms like general form and slope y intercept form. General form is not very useful but you can easily tell if the equation is linear by seeing if the highest degree is 1 (making sure the variable has no exponents higher than 1). General form must only include integers (no fractions) it’s leading coefficient must be positive and the equation must equal to 0. To change point slope form to general form you can follow the steps and use the equation 9(x-2)=y-3.

1. Add 3 on both sides of the equal sign. Our goal is to get the equation equal to 0 so we start getting rid of the y and the -3. The equation should now look like this: 9(x-2)+3=y.

2. Simplify the equation. Use distributive law to simplify the 9(x-2) so that it becomes 9x-18+3=y. Then, simplify it further by adding the -18 and 3. It should then look like this: 9x-15=y.

3. Subtract y from both sides of the equal sign. We do this to make the equation equal 0 by cancelling out the y on the right side. The y should go right after the x value. Your final answer should be: 9x-y-15=0.

As long as you remember your algebra, distributive property and BEDMAS you should be able to use these steps to rearrange a variety of equations into general form.