Below I have attached our Thermos Challenge Reflection. This document explains the process in which my group built our thermos as well as the reasons as to why we chose these specific materials. Alongside this document is a core competencies reflection. I explain that this project was one that forced us to use many different core competencies. At times it was difficult but I am grateful to have had this experience and the ability to create something that we could have only dreamed about making a few weeks ago.
À quoi ça sert de pourvoir faire des textes argumentatifs et de défendre ses idées à l’orale?
Je dirai qu’il prend un cerveau très créatif de pourvoir faire des textes argumentatifs. Pendant que j’ai écrit mon texte argumentatif, j’ai dû penser des façons aux lesquels je pourrai convaincre les personnes à voter pour mon idée. J’ai accentué les arguments qui expliquent que mon projet ne sera pas cher, sera bon pour l’empreinte carbone de Riverside et que mon projet diminuera le prix des kangourous.
Il est nécessaire qu’on soit passionné au sujet de notre projet pour le défendre à l’orale. On devra bien organiser nos idées alors on pourra répondre facilement quand les autres nous poseront des questions. Je crois qu’on devra se souviens que les autres vont jugé nos idées mais qu’ils ne nous jugent pas comme une personne. Dernièrement, je pense qu’on aura besoin d’être prêt à penser aux scenarios sur-le-champ pour vraiment montrer que notre idée est capable de s’adapter.
Below I have included the graph where I located the original information (you may find the article by clicking on the graph image) that I used to create my visuals of the data. I have also taken this graph and made my own data set (also included below). You may notice that there are seven different year groupings recorded in the data set that I created, however, for my visual I chose to compile the data allowing me to create and demonstrate six different size brains over time.
Graph from Smithsonian National Museum of Natural History
The visual that I created is brains of different sizes (six brains that get increasingly larger over time) that are all painted accordingly. The more purple, blue and green visible on the brain, the cooler the temperature of the planet during that year grouping. Contrarily, the more magenta, red, orange and yellow visible, the warmer the temperature of the planet during that year grouping. I found it very interesting to see that the warmer the temperature of the planet, the larger the brains grew. I chose to create a 3D model of this data in order to help myself and others understand the effects of climate change. Although we cannot give all the credit/blame to climate change affecting brain growth, the data does highlight an interesting connection between the two. Being able to manipulate the different sizes of brains and view their different colourings truly allows individuals to see the effects of warmer temperatures and will hopefully inspire change to lower the temperature of the planet; if not for the generations to come, then for our own health.
Birdseye View From Smallest Brain (Left) to Largest Brain (Right)
Side View From Smallest Brain (Left) to Largest Brain (Right)
Below, I have also attached a Core Competencies reflection regarding this project.
Below you can find my core competencies reflection on a project we just completed in my conversation 10 class. This project helped us to improve on our teamwork and our creative thinking skills. These two topics are exactly what my reflection focuses on.
I have also attached the music video that we made and the lyrics we wrote ourselves (the tune of the song is Forget You by CeLo Green).