My Environmental Interactions

This assignment asks us to talk about our daily lives and the things we do that are good and bad for the environment.

One example that is bad for the environment that I did today was drive to school, which is bad for the environment because of the CO2 emissions which causes pollution. I also used lights and things that use power which is bad as well.

Image result for car pollution


An example of something I do that is good for the environment is that when I brush my teeth I minimize the amount of water I use by turning off the tap when I’m not using it so the water doesn’t run and waste water.

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I try to take shorter showers to save water but I tend not to so its probably not that good for the environment, because it uses more water which then has to be cleaned and go through everything again.

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When ever I use the dishwasher I wait until its full to do the load to save the most water, which is good for the environment.

I also recycle whenever I have extra paper or something that can be recycled. For example, when I got a pepsi today instead of throwing it in the garbage can, I put it where cans are supposed to go.


CBL – EB Artifacts of Learning

  1. Media


This picture sums up our experience and makes a good title pic

This is a video from the leader of our group, Alhan, and it goes into detail and sums up what we did.

We made a prototype of a coil and magnets that was able to generate about .2 Volts.

2. A summary of how we addressed light poverty in the Dominican Republic

A.  Our experience started out in class when we decided to stick with the same group from our SSEP project. Alhan had a really good idea of making shake-able lights with magnets and kinetic energy. Once we had that idea we started to roll with it. We got the designs for the circuit about a week or 2 after we got the original idea, with a lot of help from Alhan’s father we were able to create a prototype that could generate about .2 volts. The magnets and coils is very trial and error so we haven’t yet been able to make a fully working circuit.

B. We connected with Alhan’s father and Mr. Brown for the magnets.

C. We made the blue prints and prototype for a magnet and coil circuit that we could use to generate electricity.

3. A summary of what you’ve learned so far.

A. The skills I’ve gained are having to be creative, learning to connect with others, and some leadership skills.

B. I feel that we have not yet met our goals but with time and work we could be done soon, and if not hopefully someone else could take over.

4. A debrief of the experience

A. The collaboration went well, I’ve never done something like this before so it was a new experience and felt like a good way to learn.

B. I think that getting my work load done on time is something I did well, and offering to help others in our group. I think I could improve on the way I handled some obstacles.

C. The whole CBL experience was really good, and taught me a lot more than a normal science class would. I learned a lot more about the outside world and it was a lot of work and felt like it was a lot more advanced then a normal science class.


How Do Cells Multiply?

Sexual reproduction is when 2 organisms reproduce by internal fertilization or external fertilization with mating. Internal fertilization is when the sperm attaches to the egg inside the female, and external is when the male fertilizes the eggs that are laid or outside the females body. Pollination can be sexual and asexual, and is when pollen is transferred to fertilize another plant.

Image result for mushroom spores reproduction


Asexual reproduction is when only one organism is needed to reproduce, some examples are spores and bacteria.

The pros and cons of Asexual reproduction compared to Sexual reproduction are that in sexual reproduction it requires energy to find a mate but in Asexual it doesn’t. A pro of sexual reproduction is that you are less susceptible to diseases since you aren’t an exact copy or the parents, which is a con in Asexual because they can get wiped out by a disease, but in Asexual you can reproduce really quickly so the population grows quickly.

Mitosis and Meiosis are when cells multiply by PMAT, but Meiosis happens to the cell twice resulting in 4 cells. PMAT is Prophase, Metaphase, Anaphase, Telophase. In the Prophase the nucleolus disappears and the chromosomes form into chromatids. In the metaphase the spindle fibers pull the chromatids to the middle of the cell. In the Anaphase the chromatids move to the opposite sides of the cell. In the Telophase the nuclear membrane forms around each new cell. After Cytokineses happens to separate the 2 cells. Mitosis is cell division and meiosis is another version of cell division that is used for sexual reproduction, used to get genes from the parents.

Organisms grow by cell division increasing the number of cells with the cell cycle and mitosis. When there is enough nutrients, replicated DNA, and undamaged DNA the cell goes through cell division with interphase, mitosis, and cytokinesis.

Image result for PMAT


First Nations Principals of Learning


Image result for First nations learning principlesLearning involves patience and time. I think this is about how you can’t learn everything in one day, which is why we go to school for so many years, and it requires patience because it takes so long and is frustrating at times but is worth it in the end.

Learning is embedded in memory, history, and story. I think this is about how we all learn from the past and through stories.

Learning involves recognizing the consequences of ones actions. I think this is about how a lot of learning is through mistakes. As well as having to deal with the consequences of a mistake instead of making a lot of excuses for it.

I think these relate to the work we do in school because school takes a long amount of time and you need to have patience with it. You also learn a lot about history in a lot of different classes. As well as having to learn from mistakes and deal with the consequences of errors.

Some of the principals connect to the SSEP project because it took a long time and my group needed to be patient. Our EB project connects because it is group work which at times can be frustrating so you need to be patient with your group.


Mutation Story

Part 1.

I wake up in the Chromosome 17, as a mutated gene in my host, Dave, he is of German and Jewish decent. My mutation was passed down from his mother, it causes me to direct production of ASPA which allows build up of NAA. This build up of NAA causes damage to myelin; a type of fat that surrounds nerve fibers. This causes Dave to have to lack of head control, abnormal muscle tone such as floppy or stiff, he won’t be able to walk, crawl, sit, or talk. Dave will most likely not be able to live past the age of 10. These things started to happen to Dave around the age of 3 – 9 months. Although, Dave’s parents weren’t affected they both carried the Canavan Disease gene and they had passed it down to him. All of this stuff began happening to Dave in infancy, but his first symptom was a seizure at the age of 4 months. As of right now Dave is 9 and a half years old and hes currently in the hospital after his 5th seizure this month, and things aren’t looking too good. The doctors said he had only has a couple of months left, since there is currently no know cure.

children who have Canavan disease

Part 2.


What is Canavans Disease?

How does it affect someone?

How does someone get Canavans Disease?

How long does someone with Canavans Disease live?

Is there a cure or treatment?




Got most of my information from here and here and Wikipedia


Canavan Disease is a progressive, fatal neurological disorder. It begins in infancy and caused by a lack of enzymes.

It affects someone with the symptoms being seizures, lack of head control, and some may not be able to walk, talk, crawl, or sit.

It is given to someone during infancy, and is passed from both the parents having the Canavan Gene.

The average life span is 10 years.

There is no cure, but treatment is treating individual symptoms.



This disease seems like its really serious and a cure for it should be created or at least more research should be done.



Engineering Brightness Proposal

1. Media Thoughts.

a) Over all Skype experience

I thought that the Skype experience was useful for gathering information, and better then just googling it and getting information off of there. It could have been better if we knew some more information prior to the skype call, then we could have made better questions.

b) some screenshots

screenshot-10_li  screenshot-8_li


c) Ideas for connection

We could connect with companies that create lights to learn what light bulbs are the most efficient

2. A summary of what I’ve learned so far.

a. We talked to Eladio and Dennis and 2 of their students in the Dominican Republic. We also talked to Ian Fogerty and his students in New Brunswick. We’ve learned that magnets and copper wire will create electricity which will allow us to create our lights.

b. What interested me the most was creating more efficient lights that people in light poverty can use.

c. The whole experience is good, its a different way to do science class and will help out a lot more later in life.

3. What are your group’s plans to help address light poverty in the Dominican Republic?

a. Our general ideas are to create a light that can be charged by movement and magnets.


b. So far we have the idea to create lights using electro magnets which you would shake to generate the power.

Rough Draft Drawn by Alhan Z.


c. Companies that creates lights can help us, as well as electricians. We can also find out a lot of information by using google, or the internet

My Class Needs Page:

Currents from the kitchen

Prediction. My prediction is that the citrus fruits like lemons and oranges will generate a higher.

Why? I believe this because the citrus fruits are more acidic than other fruits, and the electrons flow through the acid


Grape: The grape had 2.5 volts and couldn’t turn on the light

Apple: The apple had 1.5 Volts and couldn’t turn on the light

Lemon: The lemon had 3 volts and couldn’t turn on the light.



Questions and conclusions.

My prediction was correct the lemon did produce more energy.

1. What kind of circuit will produce electron flow in your fruit cell? Series circuit 

2.If your bulb doesn’t glow, how can you find out if electrons are flowing? Use a voltmeter

3.If your bulb doesn’t glow, why not? Because their probably isn’t enough electrons flowing or the circuit isn’t done correctly

4.How can we modify our experiment to improve our results? Use bigger pieces of fruit and acidic fruits and use multiple fruits

5. What is causing the electrons to flow in this experiment? The electrolytes and acid.

6. How can I use this in my everyday life? You can eat half an apple and then use it to create power and theoretically saving power


SSEP Reflection Post

Define. We needed to create an experiment that could be done in micro gravity and could potentially benefit future space trips.

What is microgravity? Micro gravity is when there is a really weak form of gravity so that you are almost weightless in it.

What are Controlled and Experimental groups? Controlled groups are when the variable stays the same but in experimental groups the variable changes.

How can we make our experiment win? We can make an experiment that is unique and can really benefit future space travel.

Dream. In the beginning we made a collaboration space and started brainstorming a lot of ideas.


We then had wanted to do a egg in space experiment but that wouldn’t work, and the we had the idea of caterpillars but that wouldn’t work, so we settled with the idea of a nail corroding in space.

Document. On the first day, we were told about the SSEP, and learned a lot more about it in the next couple of weeks. Once we had our groups created we had one member go to a learning event at Heritage Woods. After she had told the rest of us what she had learned we discovered that our 1st idea wouldn’t work, along with our second idea. Eventually we settled on the idea of a nail corroding in space.

Design and Deliver. Once we had our idea of if a nail would corrode or not in space, we went full speed into it. In a week we were able to get a nail and sulfuric acid and we put them together in a beaker as a controlled experiment to see what happens with gravity.img_0840

After about a day the nail turned black and then in a week it had a weird gel around it, which was later found out to be due to the galvanization of the nail.

Once we had finished with the control experiment, we had to create a proposal. We had to edit the proposal many times before it was right, along with the rest of our class.

Debrief. In the end it was a fun thing to do because I got to do real science. It also allowed me to get to know my class mates better. As well it showed me what High School is like, with due dates and less teacher involvement. I think that if we had the chance to do it again we would work on the proposal earlier, along with choosing a bit more interesting of a experiment idea.