Brainstorming Genius Hour project

1. Reflect upon the brainstorming process. Explain how easy or difficult was it to brainstorm a variety of ideas?

The brainstorming process took a lot of time. It was difficult because at first, I wanted to work with a partner but then it was easier if we didn’t work together but we helped each other.
2. We spent three class periods brainstorming. What is the value of slowing down and considering a wide variety of ideas?

It helps with not getting stuck with your project. It also helps with finding a project that is meaningful and you will keep with the whole time.
3. Reflect upon your ability to communicate and give feedback to your peers. What are your strengths? What are your areas for growth?

I think that I am good at giving feedback. I am good at asking questions to make people think. I think that I have to get better at answering questions people ask me.
4. Why did you choose your topic?

Because I love music and I think that it will be an accomplishment if I can make my own song.

How is the Earth changing

1. For the past two weeks, you have been examining maps and studying evidence related to our driving question…How is the Earth Changing? Based on this information, how would you answer this question right now?

The Earth is changing because of the tectonic plates. The theory of the continental drift states that the continents were once together and they have gradually moved apart. We looked at 6 pieces of evidence that Alfred Wegner and other scientists used to back their theory up. The six pieces of evidence are animal and plant fossils, fit of continents, glaciers, rock sequences, and climate change in Antartica. We were split into groups and we analyzed each piece of evidence. Once we analyzed them all we came to the conclusion that the Earth has changed and it is still changing.
2. When you consider all six types of phenomena (animal and plant fossils, fit of continents, glaciers, rock sequences and climate change in Antarctica), which piece(s) of information seem most convincing to support the theory of continental drift?

I think that they are all pretty convincing once you look at the information. I think that the most convincing ones are the fit of continents and the sequence of rocks. I think that because they are the most obvious ones to look at and analyze.

3. What questions do you have about the theory of continental drift?

None right now.

Genius House Ideas

Recording music

making websites

youtube channel

make a computer game

make a video game

make a robot

history of a country

learn Spanish

write a play

learn how to sing

learn sign language

learn how to play an instrument

make house

learn how to braid

learn how to make a friendship bracelet

learn a new sport

 

Driving Questions

1. Answer the driving question–Why do I look the way I do?

I look the way I do because of my genetics and because of my DNA. I have 23 chromosomes from my mom and 23 from my dad. Those chromosomes hold my DNA and my Genes. Those make me look the way I do.
2. This quarter you analyzed data and wrote a scientific argument from that analysis. What were your strengths? What challenges did you have? How did you deal with those challenges? What will you do differently next time?

I would say that growing from my feedback was one of my strengths. Coming in I had no idea what to do, so when people gave me things to fix I tried to fix them as best as I could. I struggled with how to write the CER at first. I dealt with these challenges by asking for help from my peers and from Gev. Jirovetz. Next time I will try to tell the story of what I did so I won’t have so many questions.
3. This class involves extensive collaboration with others. What are your strengths in this area? What are your areas for growth?

I think that I work well with others in this class. I do think that sometimes I get distracted while working with certain people. That means that I have to figure out who I work well with and who I don’t so I can get my work done well and efficiently.

Fruit-Fly Genetics

I think that the yellow body trait on a fruit fly is an X-linked recessive trait.  

We were given tables to analyze. Table 4.1 has an affected female an unaffected male. They had two types of kids, 64 affected males and 44 unaffected females.  One affected male and one unaffected female were bred together and they had four types of kids. 68 wild males and 63 yellow males, 57 wild females and 62 yellow females. Table 4.2 had an affected male and a wild female. They had 52 wild males and 57 wild females. When a wild male and a wild female were bred together they produced 88 wild males 42 affected males and 144 wild females. Table 4.3 has an affected male and an affected female. When they were bred together they had 84 affected males and 91 affected females. When one affected male and one affected female were bred together they had 80 affected males and 75 affected females. After analyzing the tables I made a pedigree for each table.

Pedigree 4.1 showed that there was an equal chance of males and females getting the trait. It also showed that the trait didn’t skip generations. The packet told us that the parents have to be homozygous. This means that the alleles have to be the same. Because of this, I thought that the trait was autosomal dominant, but after drawing Punnett squares my hypothesis was proven wrong. The Punnett squares showed that the offspring wouldn’t have the trait because the dominant trait always has to show.  I then realized that this trait could have been an X-linked recessive trait. I then made a Punnett square to see if my thought was right. The Punnett square proved me right because the Punnett square had both parents being homozygous there was a chance that the trait would show in the kids.

Pedigree 4.2 showed that there was not an equal chance of males and females getting the trait which automatically eliminated the chance of it being an autosomal trait. The pedigree also showed that the trait skipped a generation.  Because the first pedigree showed that the trait was X-linked recessive I thought that this pedigree would show the same thing. After making Punnett squares it also was proven that this was an X-linked recessive trait. The Punnett square showed that there was a chance of the trait skipping a generation. I then made a Punnett square that would show the chances of the F2 generation getting the trait. The Punnett square showed that the offspring could get the trait. It also showed that there was a chance that only 50% of the males could get the trait.

Pedigree 4.3 Showed that there was an equal chance that males and females could get the trait. The pedigree also showed that everyone in the family has the trait so there were no skipping generations. Because of the evidence presented on the pedigree, I thought that the trait would be Autosomal dominant, but that wouldn’t make sense because the other two pedigrees proved that it wouldn’t be. So, I made a Punnett square to see if I was right. Sure enough, it didn’t make sense. So I made a Punnett square that was X-linked recessive. This Punnett square once again proved that this trait is an X-linked recessive inheritance pattern. The Punnett square showed that 100% of the offspring would have the yellow body trait.

This evidence proves that the yellow body trait is an X-linked recessive trait. I made pedigrees and Punnett squares to further prove my evidence right.

midterm election thoughts

  1. What questions did you have when reading this article?

How did Congress violate the amendment involving voting rights?

2.What thoughts came into your mind?

How is it possible for them to break an amendment? Shouldn’t something happen when Congress breaks an amendment?

3. How does this impact you and your life?

This could possibly put me or others in danger is Congress continues to break amendments.

4. What is one thing you learned from the article that you want to share out?

I learned that states are very divided about transgender rights.

 

Racism

I think that this video is important to show to other people because it can help people make less racist choices. I didn’t really learn anything different and my view of racism stayed the same. I don’t like that people of color are being treated differently because of their color. Racism is an idea or a mindset that you have the to classify others as lower than you are because they are different. I wish that they would be able to show this video to everyone because it can help people change their mindset about how they treat others. This video is a small step to making the world a better place. I think that we should be able to continue to do social phycological experiments or at least do phycological experiments. Down below is the video that was shown in class.

https://www.pbs.org/wgbh/frontline/film/class-divided/

MGP- Purpose and Audience

1. Why does our purpose and audience matter in relation to the type of information and the format in which I present that information?

It matters because if I were to be doing a violent topic I can’t have my audience be 7-year-olds. Also if I were to do something mental health my audience has to consist of people who understand what I am talking about.
2. Who do you see as your target audience for your presentation?

For my project I see my audience being a 10-11-year-old crowd and up, however, I would probably have to say caution some parts may be too intense for younger viewers.
3. What do you hope your audience gains from your project, aka what is your purpose/lesson/theme? (see slide below for the 4 purposes of writing) (think about what your theme topics)

I want my audience to be more educated about mental health. I also want my audience to not be oblivious to what people are going through.