Projects 2015

Hi!  This will be the repository of your projects for the year.  Don't forget to check your teacher's individual websites for other assignments or communications.

Walking C-DeAD

posted Mar 3, 2016, 3:50 AM by Michael Reilly   [ updated Mar 23, 2016, 3:54 AM ]


The Walking CDAT.mp4


It's time to use your brrrrraaaaaaiiiiiiinnnnnnnsssss!

Driving Question: How would you survive the walking dead?


For this project, you will be creating a tech piece that relates to The Walking Dead and zombies.  Your goal is to create a project that would either improve the lives of the characters inside The Walking Dead or improve the script or production of the TV show. Although this project should be fun, it will also be rooted in your core academic standards. After all, even the CDC is concerned about the threat of zombies.


You will pick ONE core subject area to focus on. Your deliverable for your chosen content area will replace a quiz grade in that class.


Those in Technology Classes will receive a few different grades for different products, especially those that deal with team communication and collaboration, throughout the project.


Option 1: Language Arts:--analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, AND advance the plot or develop the theme


Option 2: Science:--use science terms to describe a standard as chosen by student from list of five for their particular class

Chemistry:

    • Acids Bases: 14b3 - identify the reactants and products in an acid-base neutralization reaction
    • Acid Bases:14c - classify common substances as acid, base or neutral based on chemical properties
    • Thermochemistry: 13c - collect data in order to calculate the amount of heat given off or taken in by chemical or physical processes
    • Thermochemistry: 13c1 - use the specific heat equation to determine unknown values of mass, specific heat, energy, and temperature change
    • Kinetics: 9b - explain the role of equilibrium in chemical reactions 
    • Kinetics: 12a - understand the effects of changing concentration, temperature and pressure on chemical reactions  

 Biology:

    • Evolution 1A:2- Natural selection acts on phenotypic variations in populations
    • Evolution1B:1- Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
    • Viruses 3C:3- Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts
    • Biological Molecules 4A;1- The subcomponents of biological molecules and the sequence of those molecules determine the properties of that molecule
    • Biological Molecules 4B:1- Interactions between molecules affect their structure and function

Physics:

    • 12f) determine by experiment the effect of unbalanced forces in overcoming inertia (including the effect of sliding and static frictional forces)
    • 18) identify and describe a system of torque-producing forces acting in equilibrium
    • 18a) solve problems (mathematically and experimentally) using the equation torque = lever arm x force for forces only acting at right angles
    • 16b) apply the Law of Conservation of Momentum in one dimension to solve elastic and inelastic collision problems
    • 16c) demonstrate the Law of Conservation of Momentum in experimental situations such as collisions and ballistic studies 
    • 21d) illustrate and analyze through the use of Ohm’s Law steady-state DC circuits in series and parallel to determine the voltage across, current through, total resistance of and power dissipated/added by each element in the circuit
    • 21e) explain the nature of household circuits and the use of fuses and circuit breakers within them  


Option 3: Math-- demonstrate an understanding of exponential growth and decay


Option 4: Social Studies--tie the Walking Dead to a historical event

    •   14a - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • 14b - Write arguments focused on discipline-specific content by using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    • 14c - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes by using varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
    • 14d - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • 14e - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


Are you struggling? Here are some examples:


Jane, Paul, and Jerome are worried about their biology grade. They do some research about vaccines and come up with a really cool idea for a vaccine to prevent the zombie virus. They decide to write a script and create a video for their tech grade. 


David, Eugene, Jorge, and Margaret love the scene in the Walking Dead when the zombies tear down the wall at Alexandria. They decide to engineer a better wall for the people. They create a model of the city and walls for their engineering class. For their core deliverable, they rewrite that scene from The Walking Dead, making sure to flesh out the characters' motivations and developing a clear theme for their language arts deliverable. 


Check back regularly for updates!!

Timeline

  • Thursday, March 3: Kick off, should be fun

  • Friday, March 4: Do your independent "Brainwriting", the first section of this attachment (in writing)

  • Monday, March 7: Create project groups, and share your "Brainwriting" ideas.  Be sure to follow the protocol in Section 2 of this doc

  • Tuesday, March 8: Begin new academy groups and start working on projects.  
    • Choose your group.
    • Start sharing your ideas.
    • Someone volunteer to create the team site and SHARE IT with your team members.
    • Each week, meet in scrums during every academy time EXCEPT Wednesdays.
    • Teachers will check scrum website or other tools for team communication at least once per week per team.

  • Thursday, March 10: Team website submitted to form 
    • Submit your team website on this form (click here) - each person on the team needs to do this
    • Be sure to have all team members names on the site, make sure all team members have access to the site.
    • Start working on your Treatment/Pitch/Description for your project.

  • Tuesday, March 15: Treatment/Pitch/Project Description (these are synonyms) should be on the team site.
    • More details will be posted here soon regarding the rubric for a good Treatment/Summary/Pitch
    • Start working on more detailed items like Storyboards, Scripts, etc., as soon as you finish your Treatment/Summary/Pitch

  • Tuesday, March 22: CORE CONTENT Justification and First Draft Items  DUE
    • A First Draft Item is a completed script, storyboard, engineering design, etc. (more links will be posted here soon)
    • A CORE CONTENT Justification is the explanation of where your CORE CONTENT (Math or Science or LA) are demonstrated in your draft, and how they accomplish the AKS. Fill out the CORE CONTENT Justification form below.

      Walking CDead CORE CONTENT Justification


  • Thursday, March 24: Receive feedback on justification/treatment from your teachers.  You do not wait on feedback, you should continue making your product assuming your draft is good to go, and make changes later.

  • Thursday/Friday, March 24/25:  Have your Second Draft ready, which should be a strong example of the product, between 50-75% complete.

  • Tuesday, March 29:  Presentations



Kick it!

posted Jan 8, 2016, 3:19 AM by Michael Reilly   [ updated Jan 19, 2016, 10:25 AM by Janelle Wilson ]

In past projects, we have approached this topic, but now it's real.  Imagine you get paid thousands to do your homework?  Not only that, but you pretty much start your own business?  It's time to "Kick It!"

Kickstarter is one site that you present a concept, and people will fund it!  Most people think that this is for cell phones, etc., but it's not just that.  For example, look at this cool card game that someone invented, and they received more than $50,000 to make it real! (Some of that cash was used to pay their own living expenses while they made the cards, it's not just for materials).  Other examples of making a job out of learning are Crash Course on YouTubeTeachersPayTeachers.com and check out FranknFood (the picture to the left), which raised more than $14,000!

What are YOU going to make for school, that will actually make YOU cash?  Yes, we will really help you get this online, selling, if you deliver a high-quality product.  It will be focused on your science, technology, engineering or math topic (ask your science teacher about that), and you will have a lot of time in your elective classes to get the job done.

During your tech classes, you will be learning how to do basic video editing, because a high-quality video is a great for telling (selling!) your story and product.  While you develop it, you should document it!

Deliverables:
  • Launch on Jan 19th/Jan 20th in chemistry class.
  • Create and submit a team site. Include your EQ and write an explanation of what standards you are using (science). 
  • Create a pretest pulling from a bank of questions
    • You will choose three questions from the bank and write one of your own. 
    • Answer each of the questions correctly and justify how each question ties to your science EQ. 
    • This needs to be completed by January 22nd. 
    • Feedback deadline is January 25th. (Feedback may be provided in class by science teachers or via comments on your team site). 
  • Create a detailed outline to plan out the specifics of your project. This will be done in language arts. 
    • This is due by January 28th. You will receive feedback from your language arts teachers by February 3rd.
  • Your final project due February 18th. Presentations February 23rd and 24th in science classes.
  • **Your tech teachers will be giving assignments that parallel these dates, specific to your project.

Essential Questions:

Choose one EQ below and relate it to a synthesis reaction of your choice:


  • Given the amount of one of the reactants in grams, how you do identify how many particles are in the reactant?

  • How does the mole ratio allow you to move from moles of one reactant to moles of the other reactant in a given equation?

  • How can stoichiometry predict the amount of product produced from a specific amount of one of the reactants?

  • How can stoichiometry be used used to predict how many particles are in the product given the number of particles of one of the reactants?

  • How can stoichiometry be used to predict how many grams of product will be produced from a specific number of particles of one of the reactants?

Standards:

  • S1: Calculate the molar mass of a compound.

  • S2: Convert from grams of a substance to moles of the same substance.

  • S3: Convert from particles of a substance to moles of the same substance.

  • S4: Balance a chemical equation.

  • S5: Identify the mole ratio between two substances in a chemical equation.


Fun, Funny or Hmm....

posted Jan 8, 2016, 3:19 AM by Michael Reilly   [ updated Feb 3, 2016, 11:06 AM ]


The basic concept of this project is to use your technology skills to articulate your understanding of a science concept.

Your group will take a science concept and create a project that uses one of the following Language Arts techniques:
  1. Satire - a literary work holding up human vices and follies to ridicule or scorn; trenchant wit, irony, or sarcasm used to expose and discredit vice or folly
  2. Parody a literary or musical work in which the style of an author or work is closely imitated for comic effect or in ridicule; a feeble or ridiculous imitation
  3. Humor - a funny or amusing quality; jokes, funny stories, etc., of a particular kind

Biology: Choose one of the following Biotechnology related topics to fully address in your project.-see summative rubric in attached documents below

• Cloning
• Human Genetic Enhancement 
• GMO's
• Full Genome Analysis(in regards to heredity)
• Personalized Medicine
• Transgenic Organisms
• Antibiotic Resistance
• Stem Cell Therapy

You will still be reviewing technology concepts during your tech class (IDT, CSP, Engineering), but you may use ANY technology for this project. For example, many of you will be learning about Unity Game development or Movie editing, etc., during classes, but you are not required to use it.  You are required to use SOME tech, talk with your teacher about it.

Timeline:
  • Launch on Jan 19/20 in biology class.
  • Create and submit a team site during biology class on January 19/20. Please submit your team site here
    • Include your Biotechnology topic and make sure your teacher approves in class. 
    • This needs to be completed by January 19/20.  
  • Research your topic in LA class January 20/21st. and identify five key points a person needs to know to understand your topic including the relevant laboratory techniques. List and explain these five points.  Include your references in MLA format as well.  
    • This needs to be completed by January 20/21. Feedback will be given by science teacher on January 22/23rd.
  • Create a plan: detailed outline with specific details. This needs to completed by January 25th. Feedback will be given by LA teacher by February 1.
  • Technology teachers expect a detailed, written timeline of all due dates/tasks for your project.  They will check this on February 4th or February 5th at the start of class.  WHO is doing WHAT by WHEN?  Get started on making your project now!  See Reilly's site for more info on that.
  • You should be ready to demonstrate an almost-complete project in technology class on February 10th or  February 11th. (Only fine tuning should be left, the majority should be done.)  
  • Final project due February 18. Presentations are February 23/24 in science classes.
  • **Your tech teachers will be assigning tasks that parallel these dates, but are specific to your choice of product.

Hiroshima and Nuclear Theory

posted Oct 19, 2015, 11:50 AM by Margaret Rohrbaugh   [ updated Nov 17, 2015, 5:16 AM by Naomi Kirchner ]




To turn in your project, please submit your project in the dropbox. 

        Shared Drive --> Lanier HS --> Student Work --> 
        Shared --> CDAT Dropboxes --> Sophomore Hiroshima                Project due 11.18.15

Please name your project: Each group member's last name
Example: Martinez, Jones, Whitehead

Nuclear Weapons. Clean Energy. Chemotherapy. 

These are all practical applications of atomic theory. Our focus for this project is atomic theory, research practices, and expository writing strategies.

Driving Question: How does radiation and atomic energy affect living things?

Your Task: Pick a specific topic, and then research and explain how atomic theory affects a living thing. It could be a biological extension that you derive from Hiroshima, or it could be something else in the world that is impacted by radiation.  Then you will create an expository project that demonstrates in depth research of your topic.  This project can be a video, a song, a story or some other creative approach.  Just make sure that it is teaching your topic and shows a depth of understanding.  

Science Standards:

Chemistry Focus:

  • SCCH.B.10: use the modern atomic theory to explain the characteristics of atoms
  • SCCH.B.10.d3: relate the role of nuclear fusion in producing essentially all elements heavier than helium
  • SCCH.B.10.d1: differentiate between alpha, beta, and gamma radiation
Biology Focus:
  • SCBI.B.9.d: describe the relationship between changes in DNA and potential appearance of new traits including alterations during replication, insertions, deletions, and substitutions and mutagenic factors that can alter DNA (high energy radiation and chemical) 
  • Learning Objective 4.20- The student is able to explain how the distributions of ecosystem changes over time by identifying large scale event that have resulted in changes in the past.
  • Learning Objective 4.21- The student is able to predict consequences of human action on both local and global ecosystems.

ELA Standards:

  • LA10.C.21: write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
  • LA10.C.27: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citations

You will also be writing a timed piece of expository writing using your research.

Tech Standards:

  • Produce a high-quality technology product (rubric to be posted)
  • Demonstrate employability skills required by business and industry.  
    • 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities. 
    • 1.2 Demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products. 
    • 1.3 Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations. 
    • 1.4 Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. 
    • 1.5 Apply the appropriate skill sets to be productive in a changing, technological, and diverse workplace to be able to work independently, interpret data, and apply team work skills. 
    • 1.6 Present a professional image through appearance, behavior, and language.

Important Dates:

  • 10/28-29: Research!  You will use your day in language arts to find at least three reliable sources that you can use for your project.  The citation of each source and the information that you found needs to be deposited on your team's site.  You will use this information when you create your script/story board AND when you write your essay. 
  • 10/29:Brainstorm more! Have you heard of the dwarfs Awful, Graveful, and Biggo-Ego? No? What about Bashful, Sleepy, Sneezy, and Doc? Walt Disney brainstormed 50 names for the 7 Dwarfs before settling on the ones we all know. (Want to know more? Read this article on brainstorming.) Today, you need to continue brainstorming aspects of your projects. We are looking for a list of 20 brainstorm ideas on your page by the end of the day. Make sure it is a number list. 
  • 11/2: Storyboard/script and draft of project due at beginning, posted on your team site. During the previous week you should talk to your teachers to see if your research, project storyboard, science, and tech are reasonable (not too much, not too little). You should not have any major gaps at this point. Have a clear plan for the next week (try to finish the project!), with specific tasks assigned to specific team members. 

    Storyboard rubric is here
  • 11/11: Your goal is to be finished with most of your project by this date. There will be a lot of fine-tuning to do, more than you expect. Be ready to share a draft with your teachers for critique and suggestions. Ask your peers as well. Write up a specific list of tasks, assigned to specific team members, posted on your team site. 
  • 11/19: Project DUE!!

Dia de los Muertos Casino and Carnival

posted Sep 15, 2015, 8:15 AM by Michael Reilly   [ updated Sep 28, 2015, 3:59 AM ]



We will have mixed 9th and 10th grade teams based on Math topic, so click here for the the CDAT9 page for the project.

NEW:  if you are a 10th grader, and feel that you NEED in-school time for Science Fair, and you would like to petition to do Science Fair and NOT the Relay Carnival Project, fill out the form linked below.


NOTE:  you are not given permission by filling out the form, we will let you know if we agree with your petition very soon.

Innovation Nation!!

posted Aug 20, 2015, 7:20 AM by Michael Reilly   [ updated Sep 9, 2015, 5:46 AM ]

Science Fair FloorScience Fair ProjectScience Fair WinnersA man leafing through the book

Tired of hearing about the discoveries of others and ready for some of your own? Is there a question or problem you have a mind to fix? Now is your chance. It is time to open your mind to possibilities and see what you can discover!!  


There are a number of areas you can pursue to compete including Biology, Computer Science, Mathematics, Engineering, Physics, Chemistry and Environmental Science.


YOUR peers have already received copyright and patent pending, just this year!!

YOU could create the next great invention, the next amazing discovery, and this pursuit could be your career. And many contests lead to full scholarships and even thousands of dollars in cash! One great first step is the Science and Engineering Fair. The Fair is not just a great chance to practice your own science but it is also an opportunity to compete among peers in school, county, state and even international competitions.  This video describes the Gwinnett County Fair from last year: VIDEO. We will be following the county science fair format to prepare our projects, but what you discover can be used for a number of competitions:

Intel International
 
 Google Science Fair
 
 Siemens Westinghouse Competition
 
 Georgia Tech Inventure Competition

and more!


In the next two weeks, you will complete Part 1 of the science fair project- create a research plan for your experiment or project following the guidelines detailed below. Once your science teacher and your parents or guardians have signed off on your plan, you will then have the following several weeks to conduct your research and prepare your presentation for the Lanier Science and Engineering Fair in November.

For now let's just worry about the first two weeks.  Below is a brief summary of what is expected with due dates.


Deliverables:    

  1. Brainstorming during advisement Thurs, Fri Aug. 20-21  - should be recorded on your team site

  2. Research in ELA on Mon and Tuesday, Aug. 24-25
  3. Project Idea Document  and Annotated Bibliography (Due Weds. Aug 26)
  4. Materials, Procedures and Timeline (Due Weds. September 2)
  5. Final Research Plan (Due Wed. September 9) - you can simply create a summary page on your team site, and paste/type your summary on it. Teachers will review your sites for this information.

Links:

The following links will help you to prepare your project and generate ideas:


Official sites for paperwork, forms, rules:

How to do a Science Fair Project

Gwinnett Science and Engineering Fair


Sites of other competitions, and to generate ideas:

Science Buddies

Intel Society for Science and the Public

Google Science Fair

NASA/JPL Video Series: How to Do a Science Fair Project


Don't forget, science can be FUN!!!!!!!!!!!!!!!!!!!!!!!!!!!!




1-6 of 6