Cow Eye Dissection

Immigrate Essay

Chinese-Indonesians

The Chinese and the Chinese immigration to Indonesia:

        Chinese-Indonesians, are Chinese descendants who moved from China to Indonesia in the late 1800's to 1930's. They mostly immigrated from the Southern parts of China, and the rise 

and fall of dynasties in the country were one of the reasons why people moved. These Chinese immigrants were then called the Tionghoa, and they moved when Indonesia was under the rule of the Dutch colonial. They immigrated because most of the people in China were extremely poor, and they needed to find wealth to take care of their families. After immigrating to Indonesia, most of these Chinese immigrants worked as merchants supplying resources for the Dutch, and the majority of them worked as a contract worker, under the Dutch colony. The first wave of Chinese immigrants to immigrate were at the end of the 1800's, and they traveled by sea, directly through the Maritime of Southeast Asia. 

        The largest waves of Chinese migration happened during the earlier colonial era seeking to find new opportunities of trade.  During the 1910-20's, another wave of Chinese immigrants came to Indonesia because China was in war with Japan, and people were looking for a safer and better place to live in. During this time, most of them became businessman, and so the Chinese Indonesians started to become wealthier than the Native people. Race relations between the Chinese-Indonesians and native Indonesians have always been a problem and still is up to the present. Some commentators trace this to the Dutch years when colonial policy favoured the ethnic Chinese, and so they gave them a head start in establishing their economic dominance over the region.

         In general, there were three waves of Chinese to Southeast Asia. The first wave was motivated by trade dating back to the 15th century, the second wave was around the time of the Opium Wars (A war between England and China during 1856-1860) and the third wave was around the first half of the 20th century. In the 1960's, many Chinese Indonesians migrated back to China, or to a different country because of a political riot that occurred against the Chinese Indonesians. While others moved back to home, some moved to different countries, for example, the United States. 

Chinese-Indonesian Americans

The Chinese-Indonesians and their immigration to America:

        A few of the Chinese-Indonesians immigrated to the United States in the 1950's, mostly to study at American universities, and to get better education. As it is stated above, some Chinese Indonesians migrated to different countries such as America, since Indonesia had a political riot against the Chinese Indonesians. During those years, some American universities started providing scholarships for the Chinese Indonesians who worked in Indonesian universities. In the 1960's, because there were a number of political and ethnical issues, several thousands Indonesians and Chinese-Indonesians migrated to the United States. However, this immigration wave only lasted for a short while, due to the fact that Indonesia's political riots subsided quickly, and also because of the limitations of the number of immigrants allowed to pass through America. Some Chinese Indonesians still immigrate for more job and economic opportunities. 

        Overall, the population of Chinese-Indonesians and Indonesians in America is very low compared to the population of Chinese, Japanese and Filipino immigrants who immigrated to America too. According to EveryCulture.com, of the 6,876,394 Asian population in the United States, only 0.4% are from Indonesia. One of the reasons why not many Chinese-Indonesians migrate to the U.S, was because doing business was relatively a lot easier in Indonesia. The majority of Chinese-Indonesians usually lives large cities such as Los Angeles, San Francisco, Houston, New York and Chicago. This is partly because of the improved job opportunities of these areas, and because these cities have established Asian American communities.  

        Immigration for the Chinese-Indonesian Americans have been difficult because Indonesians are extremely attached to the traditions of their homeland. For their culture and food, they mostly stick to what they know. For example, rice is an essential ingredient to the Indonesian meals and diet. During special holidays or events of America, the Chinese-Indonesian Americans would celebrate it by cooking their own dietary customs. For everyday meals, some Indonesians enjoy and are able to eat American food, while some others prefer their own traditional food from their homeland. 

        

        In recent years, many Chinese-Indonesians have immigrated to the United States to go to American colleges or universities. After going to school for a long time, most of them would apply for   permanent residency or for citizenship. The number of Chinese-Indonesian students in America have grown steadily for a long time. Also, because there are more immigrants coming to the States, the language of Chinese and Indonesian are increasing in the country. Although there are two main religions in Indonesia (Islam and Christian), the majority of people who migrated are Christians. 

       
        There are barely anything to say about the history of Chinese-Indonesian Americans long ago, because the Chinese-Indonesians didn't start immigrating until the early 1990's. It was very recent when a lot of Indonesians finally moved to the U.S to seek for better education and life, because they never felt the need to move out of their homeland. Even though Chinese-Indonesians have just finally started to immigrate to the United States, it still has an impact to the American culture, making it more diverse in language, food, religion and more. 

DNA Fingerprinting

Service Learning Update

What is your service learning theme?
The care for orphanages.

What stage of service learning are you in?
I'm on stage 4- I have already participated and raised awareness at school for my service learning (Half the Sky Club)

How's it going?
Great.

What's hard?
Brainstorming on how to raise money.

What's easy?
Everything else.

What is your next step?
To create a presentation for the service learning project.

What do you need guidance on?
Right now, nothing.

Health Issues With The SAS Cafeteria Food: News Package

News Package Element/ Time Reference	Script
Introduction	Students from the middle school of Singapore American School came back from summer break with surprising new changes. Walking into the MS and HS cafeterias, they learn the healthier developments with the provided food. While many students are more satisfied than before, not everyone is happy with the new transitions and they still have some thoughts and opinions to say about the recent adjustments.
Soundbite 1-Yubin Ohn (student)	“They’re putting in effort into making it healthier, but I don’t think its making such a big affect on students, because while its healthier, students still don’t choose to buy or eat it.”
Bridge	states Yubin Ohn, an eighth grade student. Although the school has been putting in a lot of effort into the meals they provide, students are the main struggle in this situation. Like most of us, they are provided with different varieties, but only choosing the unhealthy.
Soundbite 2-April Yoon (student) (1:14)	“Sure, some food are healthy, but the really tasty ones are really greasy, like the donuts or the fish and chips.”
Bridge	Again, from the perspective of an eighth grade student, April Yoon, she claims that yes, the school might offer a mixture in the menu, but the tasty ones are the unhealthiest.
Soundbite 3-Elena Cheung (student) (did not record)	“After the few years I’ve been here, there has been a lot of changes and the food got healthier, but by taking the unhealthy food away, they’re also taking away the range and the freedom. For example, they took away the vending machines and the soft drinks in the HS is now replaced by juice boxes. I understand that they’re trying to improve our diet, but they should still give us a choice.”
Bridge	Another MS student, Elena Cheung, mentions. Despite the fact that the students understand and accepts what the school is trying to do with the food, they have to admit the unsettling feeling of some of their favourite products being taken away.
Soundbite 4-Yenny Kurniawan (parent) (did not record)	“From what I have been hearing about what my daughter eats at school, I am fine with what they have, and I think that they are trying hard to improve it. I believe that SAS is on the right track and should keep going on this situation. It’s a great school where I am sure that they will think of all the problems they have with much depth.”
Stand-Up	The parents of SAS, such as Yenny Kurniawan, an eighth grade parent, recognizes and trusts the school’s decisions to make good decisions for both the campus and the school. There are still more improvements that’ll develop, and we’ll see how that will transform the school in years to come.
Sign Off	I’m Valerie Darmawan, reporting from SAS for the GR8 News Network (GNN).

Journalism Reflection

This year’s journalism unit was a new kind of learning for the students, especially me. I was surprised when Sean Thomas came to present and teach us about this whole unit, because it really is a great opportunity to meet with an actual professional journalist. Not only did he teach us on the skills of a journalist, but he also taught us how the news industry operates.

For my topic on the interviews, I decided to research on the SAS school cafeteria and the menu. Specifically, my angle was the health issues with the meals and students’ opinions and thoughts about it. I interviewed about 4 people, but I only recorded 2 on quicktime. Three of them was with 8th grade students, and one with an SAS parent. At first, I had decided to interview with Mr. Hoe (Head of the Kiosk department), but it was too difficult to find a schedule for him. Because I didn’t get the time to interview with him, I decided to interview a parent instead. I wanted to get students’ opinions because they’re the ones purchasing the meals provided to them, and I interviewed a parent because I wanted to know more about what their concerns are on what their kids are eating.

My interview with April Yoon, a B side student was first, and my first question was, “In your opinion, what are your thoughts about the provided school menu?” (April, 0:50). I asked this because I wanted to start off the interview with a broad open-ended question that will give me follow up questions to ask. At the end of the interview, I decided to ask if her parents were ever concerned or worried about what she eats because I wanted to know about what the parents think or might’ve said from a student’s perspective. This was my first interview on my topic, and I have to admit it wasn’t my best. After I listened to it, I realized that I barely had any follow up questions and it didn’t sound conversational.

My second interview was with another student, Yubin Ohn. This interview was a lot better than my first, because when I listened to Yubin’s responses carefully, I had a lot more follow up questions with much thought. An example would be, “If you could bring your own food from home, would you? If you had the choice? Why?” (4:58) Not only did I ask more follow up questions for this interview, it also seemed more like a conversation when I was having the interview and after I listened to it. At the end of my interview, I made sure that I asked the question, “Is there anything you’d like to add?”, as Sean Thomas said that this last question is essential in interviews. Also, I told the interviewee that I appreciate their time for answering my questions.

For some of my text evidence, I didn’t record it on quicktime because I had asked a few people some questions after the deadline on Wednesday. I had to ask more people because I needed more answers for the soundbites in my news package. For example, on my news package, I asked Elena Cheung a few of my interview questions to get more of a variety of opinions. I also asked my mother to represent an opinion from an SAS parent and I asked her a few questions such as, “Are you ever worried about what I eat at school? Do you trust what SAS gives and provides for your kids?”

Overall I thought that this whole journalism unit was a great opportunity for eighth graders to experience what it’s like to be a journalist and an interviewer. The interviews and news package helped me understand more about the news industry and how it all works.

Multicultural America Project

This website was created as part of my Social Studies class as we learned about American history. In this website I will not only be explaining about the history of America, but also about my family's history, and why people from the same ethnic background as myself immigrate to the United States. 

Click here for the website

My Service Learning Personal Inventory

In Home Base, we recently discussed our own likes and skills as we contemplate our service learning projects. I know I love to learn and think about other countries, and their different cultures, and since I like to travel a lot and I'm very organised, I know how to help and make sure that the people we are serving for are all healthy and safe.

Because I love to learn about new cultures and countries, I think I'd like my service learning project to relate to a new culture and country that I'm not familiar with. I have decided to join the GK service, because they will be serving a different country outside of Singapore. I don't know what they mainly do, and I am not able to go on their trip during the second semester to Indonesia, but I will still be able to volunteer and help them during the after school club.

Since I know I want learning and helping new cultures and countries to be my focus, my next steps for my service learning will be to find out about the ways of life in Indonesia and other international clubs. I want to know what their criteria are for serving as a volunteer. I also need to talk with my parents to confirm that they're fine with me joining and staying after school to volunteer.

http://www.gk1world.com/home
http://www.interaksyon.com/article/75185/a-tale-of-two-relief-operations--gawad-kalinga-ateneo-volunteers-packed-and-sacked-night-away

GGG Mathematical Reflections 1

1. Describe an exponential growth pattern. Include key properties such as growth factors.

An exponential growth pattern is when one value is multiplied by a common factor to get a new value, or number. For example, each time x increases by 1, the previous y value is multiplied by this constant factor to get a new value for x. In an exponential function, the constant factor is also the growth factor. An example of an exponential growth pattern is when you have 3 to the power of n. For this, the pattern would be would look something like this: 3, 9, 27, 81, 243, and so on. This is an exponential growth pattern because each time x increases by 1, y variable is multiplied by 3 to get to the next value.

2. How are exponential functions similar and different from the linear functions you worked with in earlier Units?

Linear and exponential functions are similar because they both increase or decrease in a specific pattern on a graph or table. A difference between both functions is that exponential functions on a graph is not linear, but instead it goes in an upward curve that goes steeper as it goes higher. On the other hand, a linear function on a graph would be a straight line since the slope is always constant. Also, exponential functions always include exponents, while linear functions never do.

Cream Puffs/ French Choux Documentary

INGREDIENTS

Pastry:   

• 125 grams of all purpose flour
• 250 ml of water 
• 1/2 tsp of salt
• 1/2 tsp of baking powder
• 125 grams of unsalted butter
• 4 eggs

Mixed Custard and Chantilly Cream:

• 6 eggs (yolk only)
• 500 ml of fresh milk
• 200 grams of sugar
• 50 grams of corn flour
• 1/2 tsp of salt 
• 250 ml of fresh cream
• 50 grams of powdered sugar

DURATION TIME: 2 hours

INSTRUCTIONS:

(For the pastry) 

          Firstly, I preheated the oven to 200 degrees celsius and I placed the water, butter and the salt into a pan. Then, I heated the stove on medium and stirred until it boiled. After sifting the flour, I poured it into the pan, and mixed it well, till it thickened and is able to form a ball, leaving a thin layer on the bottom of the pan. Then I put it aside on a mixing bowl to cool for 5 minutes. 

          While waiting, I beat the eggs and whisked them. After I finished, I poured the mixed eggs into the mixing bowl slowly, bit by bit, blending well with a wooden spoon after each addition. I stirred it until it was thick and shiny. To make sure that I did everything well, I dropped the batter of the spoon, and it should've dropped when shaken, which it did. 

          Then, since I didn't have a non-stick spray, I spreaded butter and sprinkled flour onto the baking pan so that the batter won't stick onto it once it's done. After, I poured the batter into a large pastry bag, fitted with an open tip. Next, I piped round mounds of the cream puff mixture onto the baking pan. When finished, I placed the baking pan into the oven and set a timer for 15 minutes. After 15 minutes, I turned off the oven, and I didn't open the oven right away, to prevent the cream puffs from deflating, and let it cool for 30 minutes. 

Once 30 minutes have passed, I took it out, and let the cream puffs cool. (For the filling) While waiting, I made the custard cream. I put the egg yolks, corn flour, sugar, milk and salt into a pan and mixed it on medium heat until it boiled, and thickened. I mixed it well till it was smooth and shiny. I turn of the stove and set it aside to cool down. Then I made the chantilly cream. I placed the cream and powdered sugar into a mixing bowl, and mixed it using an electric mixer until it thickened. After, I placed it in the fridge for 1 hour. After that, I mixed the chantilly cream and the custard cream together. 

Lastly, I cut the cream puffs into half, and I filled it with the Chantilly and Custard cream, with thin strawberry slices. To finish it off, I sprinkled powdered sugar on top. Voila!

Thinking With Mathematical Models Reflection 2

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

It makes sense to choose a linear function to model a set of data when the data points on the scatter plots look linear, or you can make a line of best fit.

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.

I would look at the points of the data and try to draw different lines to see which one fits all the points the best. I would also calculate the residuals (actual-predicted) for each line and see which one is most accurate. If the residual result is a large amount, then I know that my line of best fit is not accurate. The lower the residual is, the more accurate the trend line is.

Valerie's Health Wellness Prezi

Thinking With Mathematical Models

1. a) How can you decide whether a relationship is linear by studying the pattern in a data table?

You can decide whether a pattern is linear from looking at the data table by studying the relationship between the x and y variables. For example, if the data points are 0,2; 1,4; 2;6 and so on, we know that this is linear because you notice that every time the x variable increases by 1, the y variable increases by 2. This is linear because when the x variable increases by 1, the difference of the y variable is always the same and is consistent each time.

b) How can you decide whether a relationship is linear by studying the pattern in a graph?

You can always tell when a relationship on a graph is linear or not if the data forms into a straight line. Sometimes, even though there is a pattern in a relationship, it still might not be linear, because pattern could mean different things. Therefore, when we are not sure that a relationship is linear, graphing could help us check to make sure.

c) How can you decide whether a relationship is linear by studying the words used to describe the variables?

For example, if the words are 'every time the x-variable increases by 1, the y-variable increases by 2' we know that the relationship is linear. This is because the words show that the difference between the x-variable and the y-variable is constant and the same each time. Whenever it says something along the line of 'each time x increases/decreases, the y-variable increases/decreases by a certain number', we know that the relationship is linear because it is constant each time.

d) How can you decide whether a relationship is linear by studying the equation that expresses the relationship in symbolic form?

Most of the time you can tell if the relationship in an equation is linear. This is because most of the time an equation is taken out from a linear graph/data table (y=mx+b). The one thing that you have to watch out for is if there are exponents in the equation. If an equation has exponents, there is no way it is linear because the difference of the y-variable is not ever going to be the same or constant.

2. What are the advantages and disadvantages of each representation in finding patterns and finding predictions?

Data Table- The advantage of using a data table is that you can find the pattern in the numbers of the data easily. The disadvantages might be that you could guess the wrong pattern, and that sometimes you might think that a pattern is linear because there is a constant pattern, when actually the difference does not remain the same between the y-variables.

Graph- The advantage of using a graph is that you can always tell if a relationship is linear easily. The disadvantage is that you might not be able to find the patterns quickly as you will need to find the exact points and then make a table, or you would need to make an equation.

Words- The advantage of reading words is that it is very easy to tell whether a relationship is linear or not, because the meaning is clear that the difference between the x and y-variable is constant. The disadvantage of reading words is that it might be difficult to put into a graph or a table if you don't know where to start.

Equation- The advantage of using an equation is that it is easy to graph the pattern is shown clearly. The disadvantage is that you have to make a table to figure out the numbers associated with the equation.

Label Test

Feature Article

Art Progression Pictures-Acrylic Painting

Health Blog Reflections

Some countries and cultures have special ceremonies when boys and girls hit puberty.
Do you know of any ‘coming of age’ or ‘rite of passage ceremony? If so, provide some details for your fellow blog readers. If not, research and provide the relevant details.

In Hinduism, the coming of age represents that a boy or a girl is old and mature enough to understand their responsibilities towards their family. There's also a sacred thread ceremony for boys when they hit puberty, called Upanayana, when they have a thread that goes around their shoulder to their hips. When girls hit puberty, they celebrate by having a ceremony called Ritushuddhi, where they wear a traditional dress called Sari.
Why do you think we don’t make a big ‘thing’ out of hitting puberty in this country?

I think that we don't make a big thing out of hitting puberty in this country because maybe we're all too busy, and we don't really care about those things. Also, maybe it's because in Singapore, we all have different religions and cultures, making it difficult to celebrate highly with all the different mixtures of celebrating.

Math Probability Reflections #3

1. Describe a situation in which you and a friend can use probability to make a decision. Can the probabilities of the outcomes be determined both experimentally and theoretically? Why or why not?

There are multiple ways in which a friend and I can use probability to make decisions. A few examples are flipping a coin, throwing a dice or spinning a spinner. For example, there are three people including me who wants to do different activities today. We can use a spinner with three equal portions for each of the activities we each want to do, and so then all of us have an equal chance of winning (1/3 chance). The probabilities of the outcomes can be determined both experimentally and theoretically. With the spinner, we can find the theoretical probability by using math. First, we find the total outcomes (3), and find the amount of the favorable outcome (1), and so then the theoretical probability is 1/3. We can find the experimental probability by actually spinning it as many times as we want and seeing our results.

2. Describe a situation in which it is difficult or impossible to find the theoretical probabilities of the outcomes.

A situation in which it is difficult or impossible to find the theoretical probabilities of the outcomes can be when the situation requires skill to win. A situation like this can involve with sports. For example, two new soccer teams are starting a match. Assuming we don't know the background results of each team, we don't know who has the higher probability of winning or losing, and so therefore it is difficult to find the theoretical probability.

4. Describe some of the strategies for determining the theoretical probabilities for situations in this Unit. Give an example of a situation for each of the strategies.

One of the strategies we can use to determine the theoretical probability is to use a fraction. We use this in simple situations, like throwing a six-sided dice and getting the number 2. You put the total number of outcomes on the denominator, which in this case is 6. Then on the numerator, we find the number of the favorable outcome, which is 1. So, the probability of getting number 2 on a dice would look like this:

A second strategy for finding the theoretical probability is drawing a tree diagram. For example, there are two bags. In one bag, there are four different colored blocks (one blue, yellow, pink, green). Then in the second bag, there are three different colored blocks (one black, red, purple). The theoretical probability in getting a blue block from the first bag then a purple block from the second is 1/12. I found this by drawing the tree diagram below:

Climbing Unit Reflection

What were your climbing strengths?

My climbing strengths was making sure safety comes first. I always try to check my harness and see if its safe, getting a teacher check, and also trying to watch my partner with my best intention while being a spotter. This was my first time doing a climbing unit, and it really teaches me about giving up and how to keep going. I realized I climbed and bouldered much better after a lot of practise. 

What were your climbing weaknesses?

One of my climbing weakness that I think I have most problem with is knowing where to go and where to hang on. Usually, when I'm in the middle of climbing and I think that I have no where else to go, I don't have a plan and so I just try to get my hands and feet on any rock I can, but then I just trip or stumble and I fall back down.

Describe at least THREE checks required when putting on your climbing harness.

1. Make sure that your harness is above your hips and tightened, so that there's less chance of falling out of your harness during a climb.
2. Make sure that the harness around your thighs are tight enough that only one finger and get through.
3. Make sure that the carabiner's lock is facing the opposite of your stomach, so that it won't unlock when climbing. 

What is your climbing goal for your next climbing unit?

I think that my next climbing goal for next time is to have a plan. I need to make sure and know where I'm going to go, so that I won't have to fall or trip down because then I would have a plan of where I think I should put my hands or feet next. 

Always With The Questions!

One question that I have about the Douc Langur is, What does it actually look like close up? And how does it act when its active in the zoo? This is my question because while I was at the zoo, the Doucs weren't active, and all they did was rest. Also, I wasn't able to see them close up, because they were hiding far away from my view, and the lighting was dark around that area. I would really like to see it close up, and during its active feeding time next time.

If I could find out more things about them regardless of time, money and effort, I would really like to be able to get close to them and observe them clearly, how they grow and how they act with real field work observation. 

Zoo Highlights

What was a highlight of the zoo trip observation? (please DO NOT respond with “LUNCH”, this isn’t about going to eat...) 

I think that the highlight of my zoo trip observation was looking at my partner's primate. I didn't really get to see my primate as it only comes out during it's feeding time, and so it was much more enjoyable observing my partner's primate as it was very active. It was also much more interesting because my partner told me new things about about a new primate that I don't know much about, and its fun to see what another primate can do that I haven't researched on or knew much about.

What did you learn about your animal by watching it in the zoo? 

I learned its behaviors through a real life observation instead of just searching it up on the internet. It was much better when observing my primate when it's right in front of me, instead of just reading about it online. Watching it in the zoo really connects to the researches I found in reliable websites, and I can predict what the primate's behaviors would be like.

Did you notice any surprising behaviors? 

No, I didn't, as my primate was hiding most of time and was too far from my view to observe carefully on. It did though surprise me on how correctly websites can tell us about something that we have never known about.

How is this different from how it behaves in the wild?

I think that in the wild, they would be more active than in the zoo. Their space in the zoo was much smaller and cramped, and I think that they would have been more active when humans aren't watching them, because when I was observing them, they were far back in their area away from our view, up on a treehouse that we can barely see as if they were hiding.

Math Probability Reflections #2

1. Describe how you can find the theoretical probability of an outcome. Why is it called a theoretical probability?
You can find the theoretical probability of an outcome by analyzing the situation without experimenting. For example, you want to know the probability of getting either a red, yellow or blue block from a bag. Say there was an equal amount of 5 blocks for each color. We would estimate using calculation that the chances of getting picked for each color would be the same, 5/15 or 1/3. That is then the theoretical probability using a fraction (p=favorable outcome/total). It is called a theoretical probability because we are trying to find the probability of an outcome using a theory instead of an experiment.

2. a) Suppose two people do an experiment to estimate the probability of an outcome. Will they get the same probabilities? Explain.
It is possible, but unlikely in an experiment. It won't be exactly the same all the time, but their probability results will be very similar, if they keep repeating the number of samples. For example, two people each toss a coin 50 times. The first person got heads 23 times and the second person got heads 27 times. They aren't exactly the same, but they are both very close.

b) Two people analyze a situation to find the theoretical probability of an outcome. Will they get the same probabilities? Explain.
They should get the same probability when they're finding it by analyzing not experimenting. This is because instead of doing an experiment to find the probability of an outcome, you use a mathematical way of finding it. They can never get a different probability than the other of an outcome, unless one or both of them made a mistake in their calculation.

c) One person uses an experiment to estimate the probability of an outcome. Another person analyzes the situation to find the theoretical probability of an outcome. Will they get the same probabilities? Explain.
As I said in the previous questions, it is possible that they will get the same probabilities, but it is unlikely, but it is likely that they will get very similar results. For example, the spinner below shows an equal amount of 25% chance for each color (red, yellow, green and blue). The theoretical probability would mean that each color has 1/4 chance of getting picked. But once the spinner is spun 500 times, the results of each color aren't the same probability as shown below on the results chart. Although it isn't exactly the same probabilities, they experiment's results are very similar to the theoretical probability.

3. What does it mean for a game to be fair?
For a game to be fair, each of its possible outcomes needs to have an equal probability or chance of winning. An example of a fair game is throwing a six-sided dice 30 times and seeing how many times you get each number. Since they all have a 1/6 chance of winning, this is considered a fair game. They may not all get the same results if experimenting, but they all still have the same probability.

4. What is a sample space, and how can it be represented?
A sample space is another name for the possible outcomes in a game or event. It can be represented by drawing a tree diagram. For example, to show the possible outcomes for tossing a heads and tails coins I drew a tree diagram below. In this situation, the sample space are TH, TT, HT, HH.

Spinner Design

• How did you decide how to design your spinner? In other words, how did you go about planning the design?

We decided to design our spinner by naming all the colors an odd number to start with. We then went on by re-fixing and reseting the spinner until we found the right way. In the beginning, all the members of our team were struggling and still trying to figure out how to make this spinner design. But once we got what we had to do, it only took us a while to finally finish making it.

• How did you know that your spinner design met the criteria above? Show evidence.

We knew because we didn't have any problems once we finished it and we made sure all of the rules that were required made sense and was in our spinner design. Also, the results made sense to the criteria after 100 spins.

Math Probability Reflection

How do you find the experimental probability that a particular result will occur? Why is it called the experimental probability?

You can find the experimental probability of a particular result by using the method of the probability ratio. The probability ratio is when you find the number of favorable outcomes over the number of trials. For example, you do an experiment of throwing a six-sided dice 60 times. Suppose the number of times 6 comes up is 12. The number of favorable outcomes would be 12, as this is what we are trying to find the probability for. The number of trials would then also be 60, since there was 60 trials. Using the ratio of probability, we place the number of favorable results at the numerator and the number of trials at the denominator, making a fraction that is 12/60. Simplifying this, the chances of of getting a specific number based on this experiment is 1/5. This is the experimental probability. It is called an experimental probability because the probability you're getting from an event is according to the experiment's data.

This is the probability ratio

In an experiment, are 30 trials as good as 500 trials to predict the chances of a result? Explain.

30 trials are not as good as 500 trials to predict the chances of a result, because the more trials or the bigger sample you have in an experiment, your data is closer to getting the more accurate and mathematical probability. For example, let's say we want to test an experiment of flipping a coin 10 times, and 8 out of the 10 times it lands on tails. That would tell us that from this experimental probability, the chances of getting tails is 80%, but if we do 50 trials or more, the closer we will get to a 50% chance data. This also relates to what we learned in our statistics unit, on how larger samples can give us a more better and accurate outcome.

What does it mean for results to be equally likely?

For results to be equally likely, all of the outcomes have an equal chance of getting picked. It does not only mean that each outcome needs to have a 50% chance. For example, the outcomes of a six-sided dice all has a 1/6 chance, and the outcomes of a coin have a 1/2 chance, but the chances for both examples are equally likely.

UN Day Reflection

During RLA, we had a poetry club where some of us are anonymously chosen to read our poems out loud to the whole audience. This really boosted some people’s confidence in order to speak loud and clear.

During Math, our main target learning was to understand how to make the right decisions around the world. We really connected with it and it gave us a chance to understand how difficult it is to make real decisions for real world problems.

During the food festival, we really got a chance to taste all kinds of food around the world. It was a great experience, and it was really fun for all of us.

During science, as we played the game that was described above, some teams started to realize that other teams had better resources and help to get them to win faster. Once we were finished with the game, our teachers then told us why they made the game unfair. This led us to realize that throughout the world, there are countries that are feeling the same as we did when playing the game. Some countries have better access to other resources, and they might be allies with other countries, and so that gives them an advantage. While other countries might not be lucky. Countries that are developing might not have the money or resources to get food, water, goods and to build new shelter.

During PE, we got to experience what it’s like for the women in Africa. It wasn’t fun or a very great experience, but it was a good one for learning something new. We got a chance to know what they feel everyday, and if we can imagine that they have to carry two gallons of water to their villages back every single day. When I was finished with the two laps around the field, my hands started to hurt and my shoulder was hurting. And then I realized that this was the whole point of why we did it. To know that the girls there have to walk 6km everyday carrying a big bucket of water made me understand their situation much more.

I would like to learn more about the real world problem countries and how people make those hard decisions. It really makes me wonder because even during the decision game we had to do during Math, the groups had some trouble deciding what their decision would be and we couldn’t stop arguing. If we found that hard, I really want to know how the people out there make decisions.

If I could do UN Day again, I would really like to keep the food festival. It was the best experience out of all for me, and I think it would be great for others too. I wouldn’t change anything because I think that UN Day was really fun and I really enjoyed it.

Dairy Farm

How do you feel after doing field work? What did you learn about yourself? What did you find out about the Dairy Farm rainforest that you found interesting? What are some noteworthy differences and similarities between our forest and the dairy farm forest?

After doing the field work, I realized it was easier for me to actually do it, because we practiced and learned how a realistic field work is done at the SAS campus rainforest. I learned that I am actually quite interested in the animals and plants that I saw during the field trip to Dairy Farm. I am interested in how there are a variety of animals that lives in the Dairy Farm and how there are still some species that have not yet been discovered. The rainforest in SAS was smaller and tighter, and it was a little bit more moist than the one in dairy farm. Dairy farm's rainforest was bigger, wider and wilder, with more plants and insects, and other animals. Another thing I noticed was that dairy farm was much dryer than the SAS rainforest.

Here are some animals we saw in Dairy Farm:

Mental Health Lesson Video

Rainforests Post

This is another reason why the rainforests are important. This tree with the fruits are food for animals. If we destroy the rainforest, the animals will have no food and no home left to stay in.

Rainforests are important because they are part of the human world and they bring a big impact to the earth. Rainforests also affect the rain and weather patterns in the world. They are one of the biggest homes for plants, trees, and other animals. They contain over 30 million kinds of species. Most importantly, they are where the trees mostly lives in all parts of the world, and trees are what gives us humans oxygen to breathe and live. Also, there may be some plants that have not been discovered in some rainforests, and they might be useful to us in ways like medicine. Animals that are endangered and almost extinct may live in these rainforests. The rainforests is important to all kinds of nature in the world, and we should save it before all of them gets destroyed.

 "The global coverage by rain forests is dimished each year by human activities in order to support things such as agriculture, mineral resource exploitation, the hardwood lumber industry and urbanization."
This quote really stood out for me because it really told me that what was destroying the rainforests were humans ourselves. While we are here trying to figure out ways to help save rainforests, some of us are cutting them down even more. It really just says that what we're really doing is destroying the rainforests and doing nothing about saving it. What we're really doing is just making plans and thinking. We don't need to actually save the rainforests. As long as we let it be and keep it, it'll stay there. I think that what we really need to do is to persuade the people who are destroying other rainforests around the world to stop before all the rainforests are gone. 

Blog #9

Fruit Market Madness and Genius

-What intrigued you about the fruits and veggies you saw? Describe three different fruits.In the wet market, I saw all kinds of different fruits and vegetables. Some fruits and vegetables I saw were dragon fruits, star fruits, longans, and Bitter Gourd. The dragon fruits has a very pink color, with a little bit of green. It has peeling skins on the outside. The dragon fruit has no smell, very heavy, and quite hard. The star fruits had a weird shape, it was wide and star-shaped. The skin is smooth and quite shiny, and it has a yellowish greenish color. Star fruits are quite squishy, but not that heavy. The Duku fruit was very small, round and tiny. It has a light brownish color, squishy and very light.  

-Discuss the ingenious ways that each fruit has to spread its seeds. The three fruits that I have just described probably have been eaten and digested by an animal. The fruits could have either fallen of a tree that animals can take from, or the animals can pick it from the tree right away. 

-Who do you think is most likely to spread the seeds given the size, shape and nature of the fruit? Birds? Bats? Squirrels? Monkeys?The Dragon fruit was probably spread by a bigger sized animal, because it has a big size and is very heavy for its size. I think that maybe monkeys are able to eat dragon fruits. Star fruits were probably spread by also bigger animals, and were probably eaten by monkeys too. The Duku fruit on the other hand, could be eaten by varies of animals, since it has a small size and is easy to eat. THe Duku are probably eaten by smaller animals like birds, bats and squirrels.

ITN Reflection

1.  What makes a great “In the News” presentation?  Give 2 to 3 examples.

A great ‘In the News’ presentation is when the ITN document is filled in clearly, and specifically, and when a presentation uses the Tell n Show method. Everything is dropped in the Social Studies dropbox before the presentation, labeled correctly. The document should be correct and clearly filled with effort and consistency. The presentation should be clear, with eye contact, a strong voice with expression, a smooth pace, and controlled movements and gestures. It also

2.  What feedback did you receive about your “In the News” presentation last semester.  

a)  What went well for you?

My presentation went really well, it was clear, detailed and thoroughly explained and practiced. I projected my voice, and I made eye contact with the audience in front of me, with no uncontrolled gestures or movements. My presentation had the Tell n Show method, with barely any text, and a clear layout that is easy to understand.

b)  What areas do you need to focus on and improve?

I need to improve on my ITN document and make it more thorough, with clear explanations that are clearly and correctly explained. I need to put more effort and time to writing it, and balance out the time between the presentation and document.

My goal is….

My goal is to have a clearly explained ITN document, done with effort and consistency.

I will achieve it by…

I will achieve it by putting more time into writing it, with more effort.

I will know I have a achieved it when...

When I get a good grade for my ITN document, or when I compare it with my other ITN document from last semester and see if I have improved.