Charity Fair 12/17

Summary: This week in class we did the Charity Fair. For our Science part of the Charity Fair we did a carbon footprint map.(Pic Above) Carbon Footprint is the carbon emissions left over when something is shipped. The total carbon emissions for our product was 507.6 kg from: train, car, and trucks.

Backward Looking I feel like the charity that I chose for the charity fair tells a story. It resonated with me especially because when I was little I was always bullied. I feel like conveying my story through my charity is one of the best things I could do.

Inward Looking I feel like it was incredibly satisfying to tell my story through the charity I chose. It feels satisfying to finally get closure after all these years of regretting to stand up to bullies. I wanted others to not have to go through the same thing that I had had to go through.

Outward Looking I did not work the way others did, because most others either did a food or handmade project. My partner and I did a digital key chain design and 3-d printed it.We still had to calculate the carbon emissions, and the cost for the materials.

Forward Looking One thing I would like to improve upon is: not relying on my teammate so much. Since my partner had the 3-d printer he designed and printed all of the products. I could only really do the work at school. Next project I will try to carry more weight in the group work field.

Acids and Bases 12/10/17

https://www.minichemistry.com/ph-scale-indicators.html

Summary: This week in class we learned about acids and Bases. Acids and Bases are measured on the Ph scale, the lower the number the stronger the acid, the higher the number the stronger base, it goes from 0-14 with 7 being the middle and it is neutral. Examples of acids would be: Lemon juice, OJ, Milk, and Stomach acid. Some examples of bases would be: Hand Soap, Shampoo, Bleach, and Drain-O

SP3: Planning and carrying out investigations
This week in class we carried out an investigation by getting a substance making an observation about it then comparing it to other substances. once we figured out what the substance was we chose a substance on the opposite side of the periodic table and we used that substance to neutralize our substance.

Carbon Footprints 12/03

https://www.slideshare.net/APEXGlobal/carbon-footprint-40907087

Summary: This week in class we learned about carbon footprints. A carbon footprint is the carbon emissions left behind when items are transported from one place to another. Airplanes give 0.8 kg of carbon emissions for every mile they travel, trains give 0.1 kg of carbon emissions for every mile they travel, trucks give 0.17 kg of carbon emissions for every mile they travel, and cars give out 0.41 kg of carbon emissions for every mile they travel.

SP2: Developing and using models
This week in class we developed a map using google map maker. We then used the points on the map to make lines to measure the miles. We then used the mile measurements to determine how much carbon emissions our products for the charity fair produced.

Types of Chemical Reactions 11/12

http://saxonylutheranlovechemistry.wikispaces.com/Chemical+Reactions

Summary: This week in class we learned about the different types of chemical reactions. The four basic chemical reactions that can occur are: Synthesis reaction. Decomposition reaction, Single-Displacement reaction, and Double-Displacement reaction. A Synthesis reaction is a chemical reaction where two reactants make a product. A Decomposition reaction happens when a single reactant makes two products each apart of the first reactant.  A Single-Displacement reaction is when one chemical in a formula switches with another element in the product. A Double-Displacement reaction is when 4 elements switch (2 Non-Metals and 2 Metals) for the product.

SP5: Using mathematics and computational thinking
This week in class we used  math calculations to balance equations then figure out what type of chemical reaction was going on. Some math-related things that we had to pay attention to were: How many of each element were in the equation, Where was each element in the equation, How did each element move from reactant to product.

Balancing Equations 11/05

http://slideplayer.com/slide/9303062/

Summary: This week in class we learned about balancing equations. When you balance equations in chemistry, you have to remember the Law of Conservation of Mass. The  Law of Conservation of mass is a law that states when balancing equations no matter is created or destroyed. That means you cannot add any more elements or subscripts. You have to make all the atoms on each side of the equation equal by just using coefficients.

SP5: Using mathematics and computational thinking
This week in class we used mathematical thinking by: taking chemical equations and adding coefficients to them to make each side equal. Coefficients and non-subscript numbers that you put in a chemical equation to multiply certain: elements, compounds, and molecules. If there is a subscript after an atom then the coefficient multiplies by that number instead of multiplying itself be one if there is no subscript next to the element.

Ionic bonding 10/29

http://chyscience.blogspot.com/2012_08_01_archive.html

Summary: This week in class we learned about ionic bonding. Ionic bonding happens when two atoms (metal and non-metal) share an electrons. The atom with the most valence electrons which are the electrons on the outer most shell of the atom, receives an electron from the atom with lesser amount of valence electrons. Then the atoms attract because the atom that got the electron is now a negative ion and the atom that gave the electron is now a positive ion, and then the atoms  bond together to make an ionic bond.

SP2: Developing and using models
This week in class we used model atoms with clay on them to represent electrons. We then were given a sheet of paper with 5 bonds we had to do. We then had to determine whether the bond was ionic or covalent. If the bond was ionic we would give the atom that had more valence electrons an electron from the other atom. If it was a covalent bond then we put the atoms on top of each other.

Covalent bonding 10/20

https://commons.wikimedia.org/wiki/File:Covalent_bond_hydrogen.svg

Summary: This week in class we learned about covalent bonding. A covalent bond is formed when two atoms want to take each others electrons. When an the atoms want to take an electron they get closer to the electron. When they get closer to the electron then it begins a loop where the atoms try to get closer to each others electrons bet cannot. YOu cannot have H3O because the amount of inner electrons cannot go over two and the outer electrons do no have strong enough bond to the nucleus for covalent bonds to form.

SP4: Analyzing and interpreting data
This week in class we analyzed data by getting a document with links on it and then reading what each website had to say very carefully. We also analyzed an image that showed us how electrons work in covalent bonding. We interpreted the data in a document that we were given we answered the questions on the document based off of our research

Periodic Table 10/1

https://www.ptable.com/

Summary: This week in class we learned about the Periodic Table of Elements. The Periodic Table is how we organize the atom elements based on the increasing atomic number aka the number of protons. The other way the table is sorted is atomic families that take on similar atomic properties like reactivity of the atom. Other information the Periodic Table of Elements gives is the atomic mass (protons + neutrons) and the atomic charge (Protons - electrons depending which has more).

SP5: Using mathematics and computational thinking
This week in class we used mathematics to calculate various things for the periodic table. The first thing we used math calculate was the charge of an element by finding what amount of protons or electrons were higher then subtracting them to find the positive (more protons) or negative (more electrons). We then used math to calculate the atomic mass of an atom by adding the protons and the neutrons

Periodic table W.A.C 09/25/17

Have you ever wondered how the periodic table came to be? The periodic table is the place where you can find every element that had been discovered so far. There were three big changes to the periodic table and those three changes is what I will be talking about. These new changes to the periodic table has been due to recent discoveries like noble gases.

The first periodic table was cylinder like. The table had helical graph wrapped around the cylinder. The list was published without any graph and It also used geological terms, it also included compounds on the list. Since it was published with things like this the table itself was completely ignored until the work of mendeleev.

The second periodic table was organized into groups of three called triads. A triad is three elements that are similar so they were grouped together based on that. The table had all of the known elements at the time which was 62. All similar elements were put into a single column even if two elements were going to be in a single box. The table left no room on it for any newly discovered elements.

The discovery of the proton made this the most modern and accurate of the versions of the periodic tables I have talked about. The discovery of the proton led to the discovery of the nuclear charge (atomic number). The atomic number (number of protons) changed the organization of the table to fit that way going from 1 to 10 and so-on. The periodic table was based on the periodic law.

The periodic table has changed a lot due to recent and not-so recent discoveries by amazing people who have change the world a lot. These changes occurred after someone made a discovery which in turn could lead to more discoveries like plutonium and the noble gases. We have to change the periodic table a lot because we have to get the most accurate data possible so we don’t make false discoveries.

Istopes 09/17

http://imgarcade.com/anion-cation.html

Summary this week in class we learned about:Isotopes, Cations, and Anions. Isotopes are atoms that have lost or gained electrons most of the atoms in the world are isotopes. If an atom loses and electron then it becomes a cation since cations hove lost electrons they have a positive charge. If an atom gains electrons then it is an anion since anions have lost electrons they have a negative charge. Since all isotopes have lost or gained electrons that would make then ions which are atoms that don't have a neutral charge.


SP2: Developing and using models
This week in class we had been working with models on making an isotope and showing how making an electron move into or leave the atom affected the atom. The information that we gathered was that atoms usually become unstable after losing or gaining an electron, we also could tell how many electrons were lost or gained in the atomic abbreviation this information proved to be useful in further work that we did in the class like worksheets.

Atoms 09/08

https://www.livescience.com/37206-atom-definition.html

Summary: This week in class we learned about atoms. Atoms are the things that make up all of the elements and all of the matter that exists or has ever existed. There are three main parts of an atom: The Proton, the Neutron, and the Electron. The proton has a positive charge it also controls the element and atomic number of the atom. The neutron has a neutral charge and balances out the atom also the number of protons plus the number of neutrons is the atomic mass. The electron has a negative charge and for every positive charge in the atom the electron cancels one out.

SP2: Developing and using models

This week in class we went to a website about making atoms. On the website we made a model atom we had ten protons, 13 neutrons, and 10 electrons to work with. We got to see the atomic mass and charge on the atom as well as the element based on the amount of neutrons, electrons, and protons we had added. Sadly, we could only put 3 elements on our worksheet even though I am interested in them all.

Scientific method 09/1

https://www.pinterest.com/lorilynntrimble/chem-scientific-method-variables-graphing/

Summary: This week in class we learned about the scientific method. The scientific method is how scientists ask and test various questions. We use the scientific method to provide a basic outline on how humans gather information. At the end of the scientific method it is important that you share the information you gathered so you may benefit the human race as a whole.

SP5: Using mathematics and computational thinking

This week in class we used computational thinking to predict how long it would take for our whirly bird to reach the ground. After we had done that we had to calculate the average time that it would take for the whirly bird to fall to the ground.

Clean Cities 05/18

https://en.wikipedia.org/wiki/Minneapolis

Summary: This week in class we learned about different clean cities. Some clean cities include: Minneapolis, Fresno, Budapest, and Toronto. These clean cities all followed the environmental accords. The environmental accords are rules that cities must follow to regarded as a clean city, there are 21 actions in the environmental accords.

Backward-Looking:
I did not know anything about clean cities before the project. This made it especially hard for me to do the project so I had to do more research than usual. The good thing about that is I learned more about clean cities than if I had already knew about them.

Inward-Looking:
What I found frustrating about this project is that some of my teammates were not always working. Most of the time they were just sitting there doing nothing. When they did work it was not very much so it was hard for me to finish If they worked a little more I would make the project really easy and we would not have as much trouble finishing the project.

Outward-Looking:
If I could give this project a grade I would give it an A-. I would give it this grade because of the teamwork that we did. The teamwork in our group was not very good two members of the group decided to do a city without the other two, because they were not paying attention then we got to do that city. Our end result was awesome though

Forward-Looking:

One thing I would like to improve upon is my teamwork with most kids. During the project some kids were complaining about another student and I because we were doing a lot of the work. I feel like shouldn't do all the work for the students as this makes then feel bad. If I stop doing that then the kids on my team will feel better.

Environmental Agreements 05/14

http://www.batteryman.energy/environmental-upgrade-agreement/

Summary: This week in class we learned about the environmental agreements. An environmental agreement is something you do in an urban village to make it environmental friendly over a certain period of time. These agreements can be anything from reducing water usage to making more public transportation. FUN FACT: There are a total of 21 environmental agreements in total

SP6: Constructing explanations and designing solutions
This week in class we constructed a explanation by choosing an environmental agreement and saying what it was in my teams words but also saying how we will comply with the agreement. When we designed the solution on how we are going to comply with the agreement we had to say what we would do and why this helps it comply with the agreement.

Phosphates 05/07

http://pondplace.com/phosphate-about.aspx

Summary: This week in class we learned about phosphates. Phosphates are what is used in fertilizer to make the plant grow faster. If it is dumped in to a lake then it help the algae (water plants) grow faster. If the algae grows faster it makes more oxygen but when it dies it takes away oxygen. If there is too much oxygen being taken away then the fish die off.

SP3: Planning and carrying out investigations
This week in class we did an experiment on phosphates. We tested water by putting it in a small container with another liquid. If the water was orange then it was okay but if the water is black then it is not okay. We also looked for bio indicators in the water, and we also looked at the bird populations over time.

04/30/17 How climate change effects water

http://www.water.ca.gov/climatechange/factsheet.cfm

Summary: This week in class we learned about how water is affected by climate change. When is rains it helps crops grow and it also keeps us from getting into droughts. When it rains too much then that causes a flood, which destroys building and other things. If it doesn't rain enough then that causes a drought which limits water supply.

SP2: Developing and using models
This week my group made a model. The model was of a small city, which had five buildings in it. We used the model city to help out with presenting about: Droughts, Floods, and Rain. I think that we could have done better presenting about the flood.

Climate change 04/09

https://en.wikipedia.org/wiki/K%C3%B6ppen_climate_classification

Summary: This week in class we learned about climate change. We mostly studied the positives and negatives about it. One positive about it is that it creates a longer harvest season so we can grow wheat longer. One negative is that it helps diseases like malaria spread quicker through insects.

SP2: Developing and using models
This week in class we made model by getting a graph and plotting the points on it. We used the model to see how climate change has effected the temperature  over the years.

Green house effect 04/02

https://www.allianz.com/en/about_us/open-knowledge/topics/environment/articles/140912-fifteen-sources-of-greenhouse-gases.html/

Summary: This week in class we learned about the Greenhouse effect. The green house effect is where types of Greenhouse gases get trapped the the atmosphere heating up the earth. The Greenhouse effect is being multiplied by humans using fossil fuels such as oil. If we use clean energy then we can prevent global warming, which is caused by the greenhouse effect.

SP4: Analyzing and interpreting data
This week in class we analyzed data by viewing videos and articles about the Greenhouse effect. We interpreted the data by putting it into notes that were short but showed a lot of information. We also played a game about climate change as-well as looking at a model that shows us the effects of climate change. 

Carbon cycle 03/24/2017

https://en.wikipedia.org/wiki/Carbon_cycle

Summary: This week in class we learned about the carbon cycle. The carbon cycle is how carbon (the main element of earth) I reused and recycled due to things like fossil fuels and factory emissions.The carbon cycle plays a big role in the greenhouse effect a global warming. FUN FACT: Every time you breathe you are playing a role in the carbon cycle.

SP4: Analyzing and interpreting data

This week in class we analyzed data by watching videos and putting them in notes. We interpreted data by putting them into labeled drawings (On the gizmo) that we observed from the videos that we watched. One other way we interpreted data is we glued parts of the carbon cycle to a paper from a video we watched.

Weather and Climate 03/19/2017

http://clccharter.org/cgi-sys/suspendedpage.cgi
(It did not exist anymore)

Summary: This week in class we learned about weather and climate. Weather is the state of things like rain, snow and cloudless days over a short period of time. Climate is the state of the weather over a long period of time. FUN FACT things like tornadoes storms and hurricanes are known as extreme weather.

SP3: Planning and carrying out investigations
This week in class we planned an investigation by looking at what weather an climate is. Our goal for the investigation was to learn the difference in weather and in climate. We carried out the investigation by watching a bunch of Bill Nye videos and we ended up meeting our goal in the end.

Penguin home 03/09/17

Summary:
This week in class we learned about insulation. Insulation is when heat cannot pass through an object an example of an insulator is styrophone. A conductor is a material that heat can easily pass through changing the objects temperature, an example of a conductor is iron. Insulators help keep things warm and keeps things cold.

 Backward looking, I knew a bit about insulators, though it was not much. I had never really thought about researching the topic. I thought this would be a great experience to learn about insulators this year.

Inward looking, I feel like I worked really hard on the project and put a lot of effort into making it. I like the window on the house so that we can check up on the penguin and see how much it has lost. I didn't like the crack that was in the Styrofoam.

Outward looking, I would give our project an A-. I would give it this grade because we did the second best in the entire class. I think this was do to our teamwork and how we worked good together.

Forward looking, if I could do this project over again the first thing I would do is make thicker Styrofoam and not crack it. I would also put less cotton balls it the project. I would also make the whole project smaller.

Heat transfer 03/05/2017

https://me-mechanicalengineering.com/modes-of-heat-transfer/

Summary:
This week in class we learned about the three types of heat transfer. The first type is radiation which is the movement of heat through electro magnetic waves. The second type is conduction which is the movement of heat from two things that are touching. The third type is convection which is the movement of heat through liquids and air.

SP4: Analyzing and interpreting data:
This week in class we made a drawing to help us make a habitat for a penguin using insulators. The drawing included the materials we are going to use and the layout of how we are going to put them

States of matter 02/12/17

http://www.crafthubs.com/matter/10393

Summary: This week in class we learned about the three states of matter. One of the three states of matter is a Solid where the particles are linked together and vibrate. The second state of matter is Liquid when the particles are still linked together but moved more freely. The third state of matter is Gas which is when the particles are not linked and move much, much more freely.

SP6: Constructing explanations and designing solutions
This week in class I constructed an explanation by doing a work sheet and explaining how each of the particles of each state of matter works. We made solution to remind us on how the particles work and used that to aid our attempt at the worksheet.

Superhero project 02/02/17

Summary: In this project in class I learned about mutations, animals and heredity. Heredity is the how we pass on traits to our offspring. We learned about animals because that is what our super hero was going to be about so I learned that the robin has super good sight. Mutations is the change in DNA from an outside source, it has many types.

Backward-Looking:
I knew a little about body systems and animals before I started. But I knew very little about mutations and heredity before we started the project. I learned about how I got to be how I looked like and why every one looks like their parent, I also learned that there are many different types of mutations in the world.

Inward-Looking:
I feel good about this project because I worked very hard on it so I feel proud about the effort that I put into the project. I liked the fact that we could make our own superhero / villain. I disliked the parts of the project where you had to draw because I do not like drawing.

Outward-Looking
I would give this a 92/100 so an A- because I did all the work to the expectations and complied with the rules of the project. I feel as if my grade would drop for non-detailed drawings that could be hard to understand. I feel that I also could have detailed my descriptions more.


Forward-Looking:
I would change the animal that I based my super hero on. I would do this because I feel that a different animal would give me more ideas for my superhero. I would also change the body systems I changed for my villain for the same reasons.

Mutations 01/29/17

http://evolution.berkeley.edu/evolibrary/article/mutations_04

Summary: This week in class we learned about mutations. There are many different types of mutations like insertion mutations or substitution mutations. A mutation is a change in the DNA that can affect how we look on the outside. FUN FACT: There are some mutations that can be carried on from parent to offspring.

SP6: Constructing explanations and designing solutions
This week in class I constructed an explanation by looking at a type of mutation and inserted it into an origin story for our superhero in class.

X and Y linked traits 01/12

https://www.pinterest.com/norzaleha/hemophilia/

Summary: This week in class we learned about X and Y linked traits. The X and Y genes are the sex genes that determine whether we are a boy or if we are a girl. X and Y linked traits are shown through subscript when reading them out. Usually males are more likely to get recessive traits rather than females because they only need one of the traits. FUN FACT: If a dad carries a trait on his Y gene then only his sons can get the trait.

SP2: Developing and using models
We developed models by finding the traits and where to put each of the traits that we found We used the models to figure out what the percentage would be that the off spring will have that certain trait. FUN FACT: These models are called punnet squares.

Trait chance 01/06/17

https://en.wikipedia.org/wiki/Punnett_square

Summary: This week in class we learned about trait chances. The trait chance is determined by the genotype of the parents if there are two dominant traits the baby will not have a recessive trait. Some traits have a 0% chance of appearing if there are only the same genotype. FUN FACT: The thing that calculates trait probability is called a punnet square.

SP4: Analyzing and interpreting data
We analyzed data in class by looking at punnet squares and determining the probability of the trait. We interpreted data by converting the probability of the trait into percentages.