Science Reflection- Unit 1, Science Basics: Scientific Method and the Metric Systrem

This unit in science we have learnt the very basics of science- designing experiment, making graphs, science tools, measuring processes, and unit conversion.

Our first few classes were pre-occupied with scientific tools, what they are, what they look like, what you use them for. Each student was granted an item and they had to figure out what it was. I received a concave glass lens known as a watch glass for holding dry chemicals. By far the most interesting was Ethan's striker, which was a flint and steel tool used for making short sparks to ignite chemicals. We later learned all of the tools, and then has a short test on our memorization of the tools.

Afterwards, we learnt the six basic Metric system prefixes, milli, centi, deci, deca, hecto, and kilo. Probably, it would not have been nearly as easy if it wasn't for the remembrance phrase: King Henry Doesn't Usually Drink Chocolate Milk. The metric system gave me some trouble at first, but I think I figured it out.

By far my favorite part of science so far has been chemical ignition of a gummy bear and acidic destruction of a protein. Probably the most hilarious and stereotypical science displays I have seen in a long time. They have both proved that science this year will probably turn out fine.

Mind Map- Problem Solving

http://www.mindmeister.com/449189811/problem-solving-pe

TWMM Unit 2 Reflection

1.  a)  When does it make sense to choose a linear function to model a set of data?

Linear Functions allow you to calculate any X value from a Y, or vice versa. They are commonly easy to find from a graph or table, and can be converted into them. Linear functions are optimal in a position where you have a predictable relation between two or more variables. It is also good for predicting values of variables relative to other variables.

b)  What steps would you follow to find a line of best fit? Include how you would calculate the residuals and what those results might tell you.

One of the easiest ways is simply to eyeball a line into a graph, and then calculate the slope and Y-intercept for it. However, it is also possible to calculate the slope between every two points, and then average the slope, and then use the slope to find the Y-Intercept. To calculate residuals, calculate, using your formula, a Y for each X that has been pre-defined, and then compare it to the pre-defined Ys. If the residuals are high, you probably have an inaccurate equation.

2.  How would you find the equation for a linear function in the following situations?

a)  You are given a description of the variables in words.

Simply put, finding equations in words is a matter of logic. Search for a relation between two values

b)  You are given a table of values for the variables.

Find the slope using the table- find the distance between two different X values, and put that number over the difference between their corresponding Y values. To find the Y-intercept, find the value of Y when X is zero using the slope. Insert all of the values into the equation Y=mx+b

c)  You are given a graph of sample data points.

Find the slope using the graph instead- pick two points, and calculate the rise over run for them to find the slope. The Y-intercept is possible determinable by the graph if it shows where Y crosses over 0- but otherwise, you will need to find Y when X is zero. Place them into the equation Y=mx+b.

TECH 8 Blog Post 4

Massive achievement- our first draft that looks like a game is complete. However, Nyannogg has seen no development. A simple jet-packing game featuring Mr. Selley has been drawn up over the weekend. Also, our groups have been organised, and our Nyannogg arcade box has been designed (but not built).
The basic rules to Nyannogg are as follows- two players attempt to kill each other. Once one side is dead, the other side gains advantage, and may move to the next stage- but the other player resurrects. As such, the advantage moves back and forth, and their first side to hit final stage wins.

TECH 8 Blog Post 3

Much trouble with the can and mouse game. Evan and I have attempted several ideas, none were very successful. The only designs that worked were basically copies of the original game, but with sprites changed. We have, after several episodes of hilarious sprite spinning out of control scenes, decided to scrap the idea and begin work on our official arcade game- a game know as nyannogg. A combination of the internet celebrity flying pop tart cat, nyan cat, and the sword-fighting game nidhogg (and its younger brother, eggnogg). So far, no real progress has been achieved.

PE- Belaying (with the boring guy whom I DEFINETELY don't know who is)

Reflection- Week Two

Throughout the week, we have been granted access to Arduinos, Tinkerkits, and Scratch at the same time- Our entire technology palette, save for the Raspberry Pis. We have not been taught any procedures to the usage of these hardwares, and have only experimented and played around. We got to play a game designed by Mr. Selley- named Fly the Falcon, in which you fly the Millennium Falcon. We only managed to play with the costumes of entities, and controls- shall I use a push button or touch sensor to fire the engine, or use a slider to adjust speed? Should I steer with a Variable Resistor, or a slider? At current, my previous use of the Arduino is not helping excessively, because we are using Scratch for Arduino. Even and I have tried designing a simple program using the code, but we do not expect to continue work on it.
Mr. Diebley's style of teaching (okay kids, here's the software, here's an example, go do stuff) forced us to figure out how stuff works- expecting kids to do stuff on their own is a risky move, and might not have worked if not for Mr. Selley's example. It seems to have worked, it forced us to think not about what it does, but what it's used for- also, Mr Selleys progressive examples (first, you can download this game and maybe mod it if you pay attention, but this next one you need to copy it down word for word and pay attention to what you're doing) helped greatly.