Category Archives: Grade 9

Electrical House Project

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For this project, me and my partner Heidryl had to build a house with at least 4 rooms, a working circuit for each room that included a couple of lights, which were both in series and parallel. We had a lot of fun building the house as well as the circuits!

 

Define

Our problem was that we needed something that could hold our battery and the wire at the same time, because it could be more efficient than having one person hold the battery while have another person trying to fit in the wires and still having to hold some switches down, it would just end up getting confusing. This would be a clean, simple fix, where one person holds the battery and the wire with a little device, another fixes up the switches and holds them in place.

 Dream

Our dream was to create some sort of clips that could hold the wire still as well as the battery, or maybe have some small rings that the wire could go into, to make it stable. While we were brainstorming, we thought of so many different crazy ways we could fix this problem! Like creating a machine that can connect the wire to the battery by itself with little mechanic arms or maybe create something with motors and wheels, that could move along the house, connecting the wires to the battery. However, we knew that was a bit farfetched, but having those ideas helped us create the design we made.

Deliver

In the end, we decided to make a simple battery holder, that could hold both the wire and the battery but not be too complicated. This design is much better than our last because we took more accurate measurements, we built it in a way it the printers wouldn’t have trouble making, and the two small slots were much more effective than having two rings sticking out. Trying out our first design was a but risky, but we had to give it a try.

Here is what the final design looks like:

 

Debrief

We did struggle a bit with tinker cad, because neither Heidryl or me have ever used it before. So, we watched some videos, gave it a try, and we messed up a couple times but in the end we created a design we were both happy with. This time, the printers didn’t have any problems and it works a lot better than our last design would’ve, even if it had printed.

Questions

  1. You have three lights bulbs. All have the same intensity when lit. Explain how you can prove to a classmate that they are connected in series by unscrewing one light bulb. Support your answer.

It would prove they are in series because if you turn one bulb off, the rest would too, because there is only one pathway for electrons to flow because they are wired in series, and if its broken, the whole circuit loses voltage. And when you turn off a bulb, your breaking the current.

 

  1. You have three light bulbs. All have the same intensity when lit. Explain how you can prove to a classmate that they are connected in parallel by unscrewing one light bulb.

In a parallel circuit, when you turn off one bulb off the rest should remain on, because they each have a pathway for electrons to flow. The loads are not dependent on one another, and it also won’t affect the brightness of the bulb, it’ll will continue to shine with the same brightness.

 

  1. You have three light bulbs. Two are connected in parallel. This parallel combination is connected in series with the third light bulb. Describe the relative intensity of each bulb. Support your answer.

I noticed that the bulb in series was a lot brighter then the bulbs that were in parallel. And, both bulbs in parallel were the same brightness, because of how they’re wired. The reason why series were brighter than the parallel is because the current flows through the series first, which means that the bulbs in parallel get what’s left of the voltage, which is about half. Than that half is evenly divided between both bulbs.

  1. In Question 3, describe the relative intensities of the two remaining lit bulbs if one of the bulbs in parallel was unscrewed. Support your answer.

When removing one bulb from the parallel, the circuit changes from parallel to series. We saw that the voltage in the bulbs as well as the current didn’t change. This is because the voltage is now being shared between the remaining bulbs, now that they’re both depending on the other.

  1. Outline a step-by-step method that could be used to determine the resistance of the light bulbs in one of your circuits. Feel free to include a circuit diagram of your set-up. 

First, you connect the Ammeter to your circuit to determine the current.

Second, you add the voltmeter and connect it to both sides of your bulb, which determines the voltage.

Third, calculate to find the resistance by using Ohms Law (V = IR)

  1. Using your method outlined in Question 5, determine the resistance of the bulb in one of your circuits.

After using Ohms Law, we calculated that the bulbs have a resistance of about 7.6Ω

Riverside CC Self-Assess

Information Fluency

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For this assignment, me and my partner Sigrid decided to research the Kinder Morgan Pipeline issue. Here is our presentation, and below, the letter sent to Mr. George Heyman, Minister of Environment and Climate Change.

 

https://sd43bcca-my.sharepoint.com/:w:/r/personal/132-mquarantadelar_sd43_bc_ca/Documents/Letter%20to%20George%20Heyman.docx?d=w88fa15b76b264cfd84c88e349fbfd58c&csf=1&web=1&e=873qFN

Kinder Morgan Pipeline by Mia

Here is our letter:

Letter to George Heyman

  1. Ask

How do oil spills affect nature? How long does it take to clean up an oil spill? Are oil spills common? What are the affects it has on people? Can long term exposure be fatal? How will expansion worsen our climate/environment? Does the company have consent to enter territory that belongs to the First Nations?

    2. Acquire

I’ve used Gale for a lot of information, which I’m already familiar with since I’ve used it multiple times before, usually in my Socials or English class. I’m also familiar with Google, Pexals, Citation Machines, because of past projects.

    3. Analyze

My research process was searching up very specific sub questions, if I didn’t find specific information on Gale, I usually go to CBC news and read their articles. I verified the information by looking at multiple different articles on the same topic, because sometimes an article can be biased and stretch the truth a little, although it isn’t common. I used a citation machine to cite my information.

    4.Assess

I found Canva to be a lot easier than Sway, so that’s what we used. I could’ve added more details to our presentation, and maybe added more pictures, but overall, I’m happy with the results. I mostly used Gale for our information which I learned is really helpful, because it’s a lot of information that I know is reliable and true, which saves me the time of trying to verify it. Having that tool available to me will greatly help me in future projects.

 

 

HCE 9 – English Assignment

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The following is an exploration of Assimilation vs. Inclusivity through a poem on the learning concept of Indigenous cultural genocide.

My name is 073

My name is Te’kala. I am 12.

I am from a village with a colorful, cheerful culture, loud dances and happy smiles.

My mother taught me some of her famous recipes, in her own style.

My name is Te’kala.

My days are filled with fishing with my father and brothers, then helping my family with dinner.

Today my brother went out to kill his first buffalo, but it does not make him a sinner.

He came back with heavy footsteps and puffy eyes, his tears carrying the weight of its death.

We do not kill and forget, my father reminds him, so brother takes a deep breath.

My name is Te’kala.

I two long, beautiful braids that reach down to my knees.

We live near a forest with 18-foot trees.

The life we made here is perfect no one would disagree.

My name is Te’kala.

Today me and my brothers are being sent to a school, away from home.

I say my goodbyes to my mother and father, with a wave.

I didn’t know it was a goodbye I would take to my grave.

My name is Te’kala.

I just got to my new room.

I share the bed with another girl my age.

I compliment her hair, she smiles at me but she still looks gloom.

We didn’t know we would have a haircut just that afternoon.

My name is 073.

I am 16.

I am from a small grey dorm room; I do not remember of a home before that, not even a clue.

My days are busy with kitchen work and other chores.

I have not eaten in days, my stomachs reminds me with its constant roar.

Yesterday a young boy, a new arrival, speaks to me in our language.

It was like there were memories coming from  his voice rather than words.

I did not recognize it, my thoughts going backwards.

Our teacher heard him and took him away by the ear.

The boy did not come back, I stand there in fear.

My name is 073.

093 tells me she’s going to escape and wants me to go with her.

I deny, I don’t want to end up like the little boy, whose face is now a blur.

I don’t want part in this stupid ploy.

That night 092 left but was caught.

If only she tried to listen and learn what she was taught.

I watched through the window while the school was sound asleep.

I watch 092 beg for mercy, and ridiculously plead.

She called for help.

No one heard her but the trees and moon.

The stars raise, saying goodbye the afternoon.

The man tightens his clutch.

They beat her to her death I do nothing but watch.

The night is dark and late.

If I go to help, I will suffer the same fate.

The man catches my eye, I quickly hide from his gaze.

My head pounding and still in a haze,

There is no escape from this life, no matter how eager.

Our only escape was our memoires, but now we don’t have those either.

My name is 073.

Months later the same man comes up to me.

I do not look up to him, I don’t want to see.

“Where’s that friend of yours, 093?”

I know what he’s really asking me.

“I do not know anyone by that number, sorry.”

No, I did not tell them what you did to her, because then you’ll do it to me.

My name Is 073.

Substance Abuse Role Play Assignment

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The influences involved in the role play are peer pressure from Dany, difference of opinion because she smokes and I don’t, and persuasion when she tries to convince me to try it.

At first, I come up with excuses without actually saying no, I said we’re indoors, and lied and said I was “allergic to smoke.” I delayed it at the start.  Then I use negotiation, I tell her we should study instead, but she keeps insisting. Finally, I have to be clear and refuse, because I’m not comfortable with smoking, then I apologize, because not smoking doesn’t mean I want us to fight, so I smooth things over, and we make up. 

This builds resilience because knowing how to say no, even if you’re best friend suggests it, is important to learn. It shows strong character, it helps you by having good decision-making skills by knowing what’s right or wrong. Also, instead of getting into a whole fight over a cigarette, by using different tactics, such as, negotiate, assertive communication, then refusal the outcome is better. It makes you strong because you regulate your emotions/feelings in an appropriate way. 

I used 3 of the core competencies in my assignment. I used communication when I used different tactics to negotiate other things we could’ve done instead of smoking. I used critical thinking when I gathered that my friend wasn’t going to let it go, based on how the conversation had gone so far, so I had to use a different approach, outright refusal. I used social skills by being assertive in my refusal but not too harsh, so it doesn’t end up as a fight.

 

The Veldt by Ray Bradbury – Blackout Poem

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Mia Quaranta chose abandonment as the theme for her poem, it connects with Bradbury’s short story theme, how we are losing relationships with each other, and the negative impacts it can have.

Her poem is about a person who is suffering from losing a loved one, but not from death. Just how the kids were abandoned by their own parents. The kids are not at fault, they were taught to depend on and love the nursery, the technology, the house, more than their parents.

Another connection is that the protagonist in Mia’s poem is trying to overcome their sadness, using different methods, as the kids, although it does not work. The protagonist uses denial when they say, “the wounded creature I know has died.” Meaning that they are no longer affected by their abandonment, which is not true. They find some acceptance when they say, “I realize I can’t be saved.” And finally, fear, when they say, “Shaking I, I desperately reach light.” The methods the kids use are similar. They deal with their loss of loving parents by denial, anger, illusions (the nursery) and manipulation. They tell themselves they are happy loving family as long as the nursery stays on. When that changes and the nursery is about to get shut down, the kids realize they feel nothing for their parents, not even empathy. Both the character in Mia’s poem and the kids in Bradbury’s story use similar methods of dealing with abandonment.

Mia used poetic devices such as metaphors. One of the metaphors she used was “My head drops with blood.” The character is not literally bleeding, but they are filled with such pain, from all their thoughts and memories, they feel as if their head was dripping with blood.

Another metaphor she used was “The wounded creature I know has died.” When the protagonist talks about the wounded creature, they are referring to themselves. Also, they are not literally dying or a wounded creature, they show the reader how they see themselves. Weak, pathetic, lonely. When they say the creature has died, they are trying to convince themselves that they aren’t the person they used to be, that they are okay, and that they have moved on. Really, they are lying to themselves.

Another poetic device Mia Quaranta used, was personification. When the protagonist said, “My feet run away to her.” The words Mia chose made it sound like the feet have a mind of its own. It gave it human characteristics such as thinking for themselves and running.

Mia Quaranta also used sound devices, like repetition. The protagonist said, “I, I desperately reach light.” They repeated “I” twice because it represents hesitation, as they are trying to move on from the heartbreak. However, they are still so attached to the other person, making it hard to let go, therefore showing hesitation.

As for the visual imagery, Mia drew a person walking alone in the darkness towards an exit. This represents her theme of abandonment which also connects to Bradburys story. For example, the darkness all around represents negative emotions, like sadness, fear, anger, loneliness after we are abandoned. The person walking alone represents solitude. The moon represents hope, and the door at the end represents finally letting them go, and moving on.

 

Indigenous Explorations- Kamloops residential school

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The assignment was to learn about Residential schools, and Sienna, Sigrid and I chose to learn about Kamloops Residential school.

Our Podcast:

https://sd43bcca-my.sharepoint.com/:u:/g/personal/132-smiller_sd43_bc_ca/EaP6CYgvwBNBp6jwGt2hXsABnKlfXrI8_pTmWHJcZzTd0w

Reflection- My experience 

My experience with this assignment was very educative, I learned lots of things about Residential schools that I did not know before. Such as, the sexual abuse from the staff. I knew the children were treated horribly, but I didn’t know how many were raped and assaulted at the school.

I also learned that the kids stayed at the school for much longer than I expected. For some of them, more than 10 years.

I felt awful learning about these kids, but at least I feel glad that we’re learning about our country’s past, the dark past. At least we’re acknowledging our past mistakes, instead of ignoring them.

Overall, it was not a pleasant thing to learn about, but it was an educative experience, and that’s what’s important.

Our groups path in researching the topic

Our experience in the research part of this project was very well done, I would say. Each of us worked on different things so we could finish the project efficiently, we helped each other out if we were stuck, we asked questions, we brainstormed together. I think what we really excelled at was the organization.

Obstacles in Recording 

Well, some of the obstacles we faced as a group were our personal opinions on residential schools, because they were different. We each thought differently about whether what the British did was right or wrong. For example, some of us understood why they were sent to the schools, while others thought it was not necessary and just plain wrong. I think we had different opinions because we each have different personal experiences with racism. It created a bit of conflict, but after mature and calm discussions the obstacle was overcome.

Positive and Cultural Identity 

Things I value about the First Nations Culture are, for one, their respect for the world.  I value their kind relationship with nature because in my culture, (Mexican culture) it is valued as well. I grew up learning how important it is to respect our planet by not littering and picking up trash if you see it, always finishing your food, not killing anything, even if it’s a little insect, because all life is precious. We consider it shameful to waste.

I also value their traditions and celebrations as well. For example, how they would all gather together every now and then, to feast together and eat lots of food, dancing to loud cheerful, traditional music.
I value their way of living and celebrating because my culture loves big parties as well, for example a Quinceañera, which celebrates a young girl turning 15, and entering womanhood.

Sources

“Kamloops Indian Residential School.” Gale Canada Online Collection, Gale, 2021. Gale In Context: Canada, link.gale.com/apps/doc/PSUUTT174058505/CIC?u=43riss&sid=bookmark-CIC&xid=52f90b45. Accessed 14 Oct. 2022.

https://www.worldpressphoto.org/collection/photo-contest/2022/Amber-Bracken-POY/1

“The dark and difficult legacy of the Kamloops Indian Residential School.” Kamloops This Week [BC], 7 Oct. 2020, p. A31. Gale In Context: Canada, link.gale.com/apps/doc/A637671661/GPS?u=43riss&sid=bookmark-GPS&xid=cb7a0ff2. Accessed 14 Oct. 2022.

https://collections.irshdc.ubc.ca/index.php/Detail/entities/46

https://nctr.ca/residential-schools/british-columbia/kamloops-st-louis/

Effects/Impacts:

https://www.kamloopsthisweek.com/local-news/survivors-of-kamloops-indian-residential-school-share-their-stories-4449001

https://globalnews.ca/news/7915520/kamloops-residential-school-survivors-stories/

Anecdotes (stories from those involved):

https://www.kamloopsthisweek.com/local-news/survivors-of-kamloops-indian-residential-school-share-their-stories-4449001

What survivors said about life at the Kamloops Indian Residential School | Globalnews.ca

Indigenous Languages Spoken:

https://en.wikipedia.org/wiki/Shuswap_language#:~:text=The%20Shuswap%20language%20(%2F%CB%88%CA%83,%CA%83%C9%99%CB%88x%CA%B7%C9%9Bp%C9%99m%C9%99x%5D)%20of%20British%20Columbia.

Bands in area:

https://tkemlups.ca/