Archives: Investigate

AP Research Reflection Post: Part 1

Reflect on one challenge you encountered in developing your topic or research question. What is one thing you would change about picking a topic/collecting data? How would the strategy you discussed help improve your project?

When I first started AP Research, I had no idea what my topic should be or what would make a good topic. Originally, I wanted to do a scientific experiment or do a project related to the Pink Tax and was stuck in limbo on which topic would make a better research project. The biggest challenge for me was deciding how to make the project “good” and I focused too much on the score aspect of the class rather than the actual research process. I am unsure of how ended up deciding on a topic but I did eventually land on the Pink Tax. While this topic was interesting, I found that it was difficult to acquire some sources since it was a topic that was not often studied.

Throughout the course of the class, I often compared myself to others and theirs projects and I found that was the biggest barrier to me being confident in my topic and completing a solid project. I wondered if I had picked a topic that was rigorous and required effort or if my project was “too easy”. With so many people telling me that surveys don’t score well, I felt dejected. Others in my class were completing experiments and conducting full-scale interviews, and to me it felt as though my project was inferior. But after completing the year, I’ve come to realize that comparing my project to others did not nothing to help me. I focused more on the score I would get rather than actually writing my paper.

Looking back on the year, if I were to give myself one piece of advice , it’d be to stop focusing so much on what other people are doing and to focus on what you want to do, and how you want to structure your project. It’ll be much more worthwhile if you are confident in your abilities while writing this paper, whether it be in actual topic selection or your chosen method. I’m glad I never switched my topic as I think I had interesting results. If I had listened to my thoughts in the middle of the year and switched, I think I would’ve felt even more dejected.

 

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Systems of Equations

Give a brief description of the project. Describe what you were supposed to do. 

In this project, we were given a system of equations to solve by substitution, elimination, and graphing for the purpose of comparing the methods. My work for each method is shown in four boxes each depicting a different method and my solution.

Which method did you think was the easiest to use? Why?

The elimination method was the easiest for me to complete given this particular set of equations. It took less time and was easier to understand compared to the other methods.

Which method was the most difficult for you? Why?

The graphing method was the most difficult for me because it took the longest out of all of the methods.

What did you notice about the solution of the system, regardless of the method used?

Regardless of the method used, the solution of the system was always (6,7).

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Genetic Counselor

For this project, we were tasked with choosing a case on a genetic disorder and providing information as a genetic counselor. We were to help the case family make a decision on whether they should have children and wrote a letter to the family. I chose to a help a family with a history of thalassemia. By creating a Punnett square and pedigree chart, I was able to explain the pattern of inheritance to the family. The letter applies to the communicate skill through our explaining and helping of the family. Below is my letter.

Letter to Clients

June 9th, 2020

Mr. and Mrs. Andino

Dear Mr. John Andino and Mrs. Sophia Andino:

I am writing to you as a Genetic Counselor reviewing your case. My name is Livia Kola and I am providing information on thalassemia as it pertains to your situation.

Thalassemia is an inherited blood disorder that affects hemoglobin production in the body, leading to fewer red blood cells. This disease can be categorized in minor, intermedia, or major forms depending on the severity. Mutations of the HBB or HBA1 and HBA2 gene cause beta or alpha thalassemia, respectively. The disease can cause fatigue, slow growth, and weakness along with abdominal swelling and bone deformities. Those with severe cases receive blood transfusions often and have a normal life expectancy, but complications may make the disease fatal before the age of thirty.

Upon reading your case, I have discovered that both of you are carriers for the thalassemia trait but display no symptoms. Being carriers for the disease means that both of you have a heterozygous genotype. Additionally, Sophia has a family history with the disease along with a brother that is affected by a major form of the disease. This is important in determining the likelihood that your children will be affected.

Constructing a Punnett Square to show inheritance allows us to see the probability that your children will be affected. Because thalassemia is autosomal recessive, your children would need a homozygous recessive genotype to be affected. Additionally, thalassemia is not sex-linked, meaning that it is just as likely to affect a male as it is a female. After studying the Punnett Square for your case, I can see that your children have a 25% chance to be affected, 50% chance to be carriers, and 25% chance to be completely unaffected.

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Having children in your situation is a risk and will likely result in many sacrifices that need to be made. However, people with thalassemia can live an incredibly full and happy life regardless of any health complications. It’s clear that you want a baby, and I would recommend trying for your first child. Remember, however, if your child is born with a major form of thalassemia, they will need large amounts of medical attention through blood transfusions, iron regulation, and sometimes removal of swollen abdominal organs.

Fortunately, some options test for diseases before birth. One is prenatal testing or chorionic villus sampling. In this test, sample cells are taken from the placenta and tested for genetic diseases. This can be done as early as ten weeks into the pregnancy. Depending on the results, you can choose to terminate the pregnancy. Another option is preimplantation genetic diagnosis done through in vitro fertilization. Eggs and sperm are combined outside the body to form an embryo which can then be tested for genetic disorders. The embryos that are free of genetic problems can be implanted into the uterus. Both these methods are expensive, however, and may not be suitable options for your family. If your child is born with a severe case of thalassemia, a stem-cell or bone marrow transplant may be an option, but it is difficult to find a suitable donor.

Know the risks and accept the sacrifices. Remember that your child can live a perfectly happy life, regardless of the disease.

Sincerely,

Livia Kola, MS

Certified Genetic Counselor

1212 Fake St, Rubber Duck, Ohio

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Astrobiology Background Information

For this project, we were tasked with obtaining information on careers in astrobiology. After taking a few career quizzes, we chose a career to relate to astrobiology. I chose a biochemist. We then created a resume for a job at an astrobiology company and included made up education and career experience. We also created a cover letter for the job. Both are below.

Link to Resume

Link to Cover Letter

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Evolutionary Story of a Living Things

For this project, we were tasked with creating a timeline for the evolution of a particular animal in a google presentation. I chose a camel. Surprisingly, camels migrated into Canada before making their way to Asia. This means that their humps and hair were adaptations used to survive the cold weather.  It was difficult, however, to find reliable sources with valuable information on this animal. Many of the sources were blogs or didn’t have the needed information. Below is my presentation and written explanation of the evidence for evolution.

Presentation: https://docs.google.com/presentation/d/1zFjwJcUrwFD8f4uxa5YJl6h1wZyovfkN82K-sfqgYgs/edit?usp=sharing

Written Explanation

Poebrotherium and Protylopus are two of the oldest camelid species and are often compared to each other. In my research, I came across a source written by a paleontologist, J. L. Wortman, in which he compares the fossils of several different ancient camelids. When explaining their connection, he often refers to the skull and teeth. Wortman explains, “…it can be safely stated that the muzzle had moderate length, with slightly overhanging nasals, much as in Pobrotherium wilsoni.” He goes on to say that the Protylopus’ premaxilla, a bone in the upper jaw, shares the same characteristics as Poebrotherium. When explaining characteristics of teeth, Wortman explains that the canine teeth of both fossils shared the same hook-shaped appearance and size. They also both share an extra cusp on the heel of the last molar. Both Poebrotherium and Protylopus share characteristics of teeth, such as shape or size, which connects them as members of the same family.

 Paleontologists are also able to use evidence from pelvic and leg bones to make connections between the two species. To explain, the ilium, the bone that forms the upper part of the pelvis, is consistent between both species. Furthermore, the proximal end of the femur, the end that connects to the hip bone, is structured the same between the Poebrotherium and Protylopus as well as other camelids. The tibia of the Poebrotherium, as well, bears great resemblance to that of the Protylopus. Lastly, both species only have two functional metapodials. To conclude, paleontologists can show the similarities between species in the same family by explaining the bone structure in each species and how they connect, such as the teeth, skull and leg bones of camelids.

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Speaking Out Project Advanced English 9

Frances Kissling writes, “Are we not capable of walking and chewing gum at the same time; of valuing life and respecting women’s rights?” The Roe vs Wade decision was a landmark Supreme Court case surrounding the topic of abortion and allowed abortions across the country. In the decision, the court split the pregnancy into three trimesters where different laws applied to each. In the first trimester, the state cannot regulate abortions, whereas, in the second, it may place some regulations. In the third trimester, it can regulate and outlaw abortions as long as the health of the mother is considered. In the following years, states have created regulations such as bans on partial-birth abortions and heartbeat bills, which have created controversies between pro-life and pro-choice activists. The Roe vs Wade decision protects women’s rights and health and should not be overturned because it is protected under the 14th amendment, is supported by a majority of Americans, and can affect the health
of women.

 In the Roe vs Wade decision, the Supreme Court Justices decided abortion’s place within the fourteenth amendment. When explaining the court’s decision, J. Shoshana Ehrlich said, “it had identified a right of privacy in a variety of contexts, including activities related to marriage, procreation, contraception, child-rearing, and education, the Court held that the “right of privacy … founded in the Fourteenth Amendment’s concept of personal liberty and restrictions upon state action … is broad enough to encompass a woman’s decision whether or not to terminate a pregnancy.” Based on cases reaching back as far as 1891, the court identified the parameters of a right to privacy and the place of abortion within the amendment. They decided that the right to privacy encompassed the right to abortion. These laws are similar to those protecting a patient’s right to refuse medical treatment. Although morally questionable, it is ultimately up to the patient. In an attempt to argue for the rights of a fetus, the state of Texas stated that denying a fetus life violated their fifth amendment rights of life, liberty, and property. In their decision, “…the Supreme Court ruled that embryos and fetuses have “potential human life,” but are not protected by the Constitution,” (Lee). Since the question of when life begins has been a long unanswered question, the Supreme Court was unable to grant a fetus constitutional rights. Due to this, all and any amendments that protect life are deemed obsolete for fetuses.

 Although overturning Roe vs Wade is a priority for many in positions of power, a majority of Americans voted against overturning the decision. According to Lydia Saad, “Forty years after the Supreme Court issued its opinion in Roe v. Wade, significantly more Americans want the landmark abortion decision kept in place rather than overturned, 53% to 29%.” The monumental case has made several headlines throughout the years due to new restricting state laws or plans to overturn the law. When the public is asked, however, it is clear that significantly more Americans do not want to see the case overturned. Many Americans have also distinguished themselves as pro-life or pro-choice activists. According to Lydia Saad, “…48% call themselves “pro-choice” and 44% “pro-life.” The results from the survey show the American publics’ thoughts on the issue. Although it is controversial and has been long debated for years, the American public does not want to see Roe vs Wade overturned.

 In the case that Roe vs Wade is overturned, the side effects will impact many women and families. Often, when abortion is illegal, women search for alternate methods of termination. This includes untrustworthy doctors, self-induced miscarriages, or suicide. These processes are done in unsanitary conditions and with no post-surgical care. According to Nancy Sprague, “When this happens, the potential complications are numerous and frightening: they include inflammation, infection, hemorrhage, kidney failure, infertility, and an increased tendency toward future miscarriages.” Treating complications have a large financial cost to society and the healthcare system and lead to thousands of deaths worldwide. According to Nancy Sprague, “It is estimated that up to 78,000 deaths occur each year as a result of the approximately 20 million illegal and unsafe abortion procedures that take place worldwide.” Even when 81 countries allow abortions with small restrictions, 78,000 thousand deaths occur worldwide, not including other health complications. If Roe vs Wade was overturned, can you imagine how much greater this number would be?

 Many argue that the 14th amendment was not meant to protect a right to abortion. According to J. Shoshanna Ehrlich, “In dissent, Justices Byron White and William Rehnquist took the Court to task for fashioning what they deemed to be a new substantive right” The dissenting judges critiqued the majority for creating what they thought was a new right. They believed the majority used their judicial authority to place the life of the pregnant woman over the life of the fetus. Although not specifically stated in the fourteenth amendment, the right to abortion is protected under the due process clause which prohibits the denial of liberty. According to J. Shoshanna Ehrlich, the right to abortion is legalized because it is, “…founded in the Fourteenth Amendment’s concept of personal liberty and restrictions upon state action…” The fourteenth amendment has a general “right to privacy” or personal liberty meaning. The ability to get an abortion falls under this definition.

 Overall, the legality of Roe vs Wade is protected under the fourteenth amendment and is supported by a majority of Americans. Overturning it will lead to health consequences for many women. The fourteenth amendment allows abortions due to its clause on liberty. The same liberty that allows anti-vax moms to send their kids to school. When asked to display their opinions on the subject, the American public voted against overturning the decision. Most importantly, health complications as a result of illegal pregnancies are dangerous and numerous. The lives of these dead girls and women are in the hands of anyone who denied them a choice. But is it worth it to save the life of a fetus? Although many disagree with Roe vs Wade’s legal verity, overturning the case will only lead to more complications.

 

How do you feel about your final products, including the persuasive speech script and speech? Are you proud of the work you have done, or were there some areas that you could have improved on? Explain.

After completing both the projects, the script and speech, I feel that I completed the work that I can be proud of. I picked a topic for my speech that I am interested in and I feel that helped me to create a speech that I can be proud of sharing with others. My speech, in my opinion, does a good job of explaining information while also arguing for a claim. The one thing that was slightly disappointing was my score for my speech. I spent a lot of time preparing for my speech by repeating it to myself in the mirror or giving my speech to my family. When it came to give the speech though, my nerves got the best of me. Although I had memorized my speech, I spent a lot of tine looking at my notecards and had a nervous stance. Although my oral presentation was slightly disappointing, I am proud of my script and being able to get in front of the class to give a speech.

What steps in the project were most helpful and least helpful to get you to your final product? Explain.

I would say that all the checkpoints were extremely beneficial for the project. For example, checkpoint one was the research for the entire project and was the basis for writing our speech. It was important to get valid information for our project. Checkpoint 2 was helpful in creating a counterclaim for our speech, although I ended up changing it. Finally, checkpoint 3 helped us to create a whole outline for our speech. This outline was used to write the speech entirely.

Out of the 9 Student Skills profile categories (Innovate, Create, Investigate, Serve, Collaborate, Problem Solve, Lead, Communicate, Reflect), pick 3 Student Skills that you utilized in your project and a couple sentences for each category explaining how you demonstrated that aspect in the project.

In writing and giving our speech, we used many of the skills from the Student Skills Profile. For example, when giving our speech, we communicate a topic to the classroom. The script also communicates a claim for a current topic. In addition, we problem solved within our speech. In our conclusion, we were tasked with creating a call-to-action which also offered a solution to the problem we were discussing. Finally, we used the create skill in actually writing and creating a speech.

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To Kill A Mockingbird

How do you feel about your final products? Are you proud of the work you have done, or were there some areas that you could have improved on? Explain.

For the project on To Kill A Mockingbird, we were tasked with creating four paragraphs analyzing theme statements in the book as well as central ideas from news article we picked out. Although I am proud of the work I produced for this project, I do feel as though it was not my best work. This is due to me procrastinating when completing the paragraphs. However, I did keep up with my reading. In the future, I need to work on managing my time better. I do feel that at times I rush work and then go back to redo it because I feel that its not good enough. I need to work on taking my time with my projects.

What steps (checkpoints/activities) in the project were most helpful and least helpful to get you to your final products? Explain.

In creating the final product, checkpoints 1, 3, and 4 were definitely the most helpful. The first checkpoint was to pick theme topics present in To Kill a Mockingbird and write theme statements. We also found quotes which we used later in the paragraphs. Checkpoint 3 was the same except we found central ideas in newspaper articles. Then, checkpoint 4 was to create outlines for our paragraphs. After that, the project was basically complete.

A few skills we worked on for this project included: Innovate, Communicate, and Solve Problems. How did your project involve you using these skills as they came up while writing your Analytical Portfolio and the Structured Academic Controversy Prep? Were there any times where you helped another student with these skills on their project? Explain.

In this project we definitely used many fairview advantage skills. First, using our paragraphs we communicated theme topics and central ideas. We also communicated with each other when finding quotes and topics. Throughout the project, I also helped other students. For example, when we got into groups into groups and found quotes to support a theme topic. I also helped students by proofreading their writing.

Analytical Portfolio

Link to Analytical Portfolio

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Analytical Paragraphs

In Advanced English, we were tasked with creating a personal narrative and paragraphs analyzing other narratives, which can be found below. Although I try hard to produce quality work, writing about myself is not something that comes easily to me, so when it came to writing a narrative, I found it challenging. There were definitely areas in my narrative where I felt I could have improved such as using imagery or including more dialogue. Analyzing other narratives, however, was much easier for me to do. I did not find it very challenging in finding themes and evidence throughout the stories that we read.

In creating the narratives, I found it helpful to have an outline of the plot and characters such as the one included in checkpoint five. It certainly helped to complete a cohesive story. As for the analytical paragraphs, analyzing a story with the class helped me to better analyze stories on my own. Completing the template in checkpoint 1 helped me to get the needed evidence and themes for my paragraphs. The template for the paragraphs also helped to create a well structured paragraph.

Throughout the project, we used the skills collaborate, communicate, and investigate in preparing for and writing our paragraphs and narratives. For example, in analyzing stories, we investigated said stories in search for theme and evidence. After completing our paragraphs and narratives, we peer edited with others, displaying the theme of collaboration. Not only did people help me with editing my stories and paragraphs, I also edited the stories of my peers. Obviously, we created a narrative and two analytical paragraphs.

Analytical Paragraphs

 In “Nightwalker”, the author Brent Staples displays a theme about race: the prejudice of others affects the way they perceive you. The story follows a young black man who walks the streets of New York, alone, at night, scaring those who take it upon themselves to cross the street or lock their doors as he passes by. They, however, don’t know that he has no intention of hurting anyone he walks by, he just enjoys the scenery. The author writes, “She cast back a worried glance. To her, the youngish black man-a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket-seemed menacingly close. She picked up her pace and was soon running in earnest. ”The author describes how his appearance, along with the fact that he was alone at night, affected this women’s impression of him, enough to make her run away from this man, because she was worried of his intentions. Throughout the story, the author explains ways in which he had scared those around him. After noticing the behavior towards him, the narrator changes qualities about his appearance and how he moves, even singing classical music as he walks the streets. After this change, people see him as less threatening. The author writes, “I whistle melodies from Beethoven and Vivaldi and the more popular classical composers. Even steely New Yorkers hunching toward nighttime destinations seem to relax, and occasionally they even join in the tune. ”The author explains a way in which he would make himself appear less threatening. After doing so, others around him stopped perceiving him as dangerous or menacing, but instead as calming. The story explains the ways in which people can react towards people they have a prejudice to, especially when dealing with race. The text reminds us of the everlasting problems of racism which are still prevalent in America today.

 In “How It Feels To Be Colored Me”, by Zora Hurston, the author displays a theme about race: our perspective of ourselves can be changed by who or what we are surrounded with. Zora, a colored girl, lived in a primarily colored area of Florida. Her exposure to white people consisted mostly of tourists that passed by. The text reads, “I remember the very day that I became colored. Up to my thirteenth year I lived in the little Negro town of Eatonville, Florida.”The author explains that she only became colored when she was surrounded by those who weren’t, showing that our perspective of ourselves is ever-changing depending on what we surround ourselves with. Later, the author explains where she felt as if she had no race. The author explains an instance with a white friend in which she got up and danced to music, whereas he sat motionless, showing, to her, her race. She goes on to explain when she feels as though she has no race. The author writes, “AT CERTAIN TIMES I have no race, I am me. When I set my hat at a certain angle and saunter down Seventh Avenue, Harlem City, feeling as snooty as the lions in front of the Forty.” The author explains how walking down certain areas, known for their dominant African- American heritage, she does not feel her race. This reveals that your environment can make you feel differently about yourself. The story explains how a change in your environment can change the way you perceive yourself. This text reminds us of the power that our environment can have over ourselves.

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Mock Trial

In 9th grade Advanced History, we were put into groups and given an Industrialist to research. This was to later create a trial which would determine if they were a captain of industry or a robber baron. Our group was given Andrew Carnegie, a leader in the steel industry. I was given the role of prosecutor, and was tasked with writing an opening statement and questioning witnesses, my script can be found below.

 

Opening Statement:

Your honor, members of the jury, my name is Livia Kola, and my partner Cadence Ries and I will be prosecuting Andrew Carnegie in this case. Andrew Carnegie, regarded as a captain of industry, a man who has given away his wealth, and known for saying “a man who dies rich dies disgraced.” A man known for being generous, and donating to many different charities did not extend his generosity to his workers. As a boss, he gave them awful working conditions where they had a break of a few minutes and no time to eat as according to PBS. org, which states, “For many the work went without a break; others managed to find a few minutes here and there.” He also often lowered the wages of his workers. He is a man riddled with hypocrisy. The wealth of his company mattered more to him than the livelihood of his workers. Arguments from the defense will try to shift the blame to Mr. Frick and pretend that Mr. Carnegie has no responsibility for the actions that take place in his factory. He is a boss who did not care to pay attention to his workers, or his factory, his negligence and lack of empathy leading to the homestead strike. He is a man who decided breaks and safety were not necessary for his workers, and decent wages were not a given. But most importantly, he is a robber baron.

Steel Worker

What is your relationship with Mr. Carnegie?

It is said that Mr. Carnegie often lowered the wages of his workers, is this true?

Who is Henry Clay Frick?

Mr. Frick was seen as Mr. Carnegie’s right-hand man, is this correct?

What is the reason that you were locked out of the factory?

After you stood outside the factory for while what happened?

These guards were sent by?

Do you feel that Mr. Carnegie made living tougher?

Did the wage cut affect you directly?

Did it make providing for your family harder?

 

Mr. Frick

Mr. Frick, you were put in charge of Mr. Carnegie’s factory, correct?

And you lowered the wages of the workers, correct?

In what way would this have benefited the workers?

Would Mr. Carnegie have wanted you to do so?

Was this a direct order from Mr. Carnegie?

Why did you lock the workers out of the factory?

Were these orders from Mr. Carnegie?

Why were the guards called in?

Had the workers been violent before?

Are you aware that seven men were killed by these actions?

Would you say any of your actions were because of orders from Mr. Carnegie?

Why do you feel you were assaulted?

Andrew Carnegie

Mr. Carnegie, would you say that you pay your workers a good amount?

Is it true that you often lower their wages?

Moving to the homestead strike, you were not at the factory, correct?

Who did you leave in charge?

Henry Clay Frick, would you describe him as your right-hand man, your most trusted employee?

Since Mr. Frick was left in charge of your factory, are any of his actions are your responsibility?

.

Did you know ahead of time that Mr. Frick was going to order the factory to be closed, and the guards to be called?

What do you think caused the workers to revolt?

Can you give a few examples of these actions?

Do you blame Mr.Frick for this revolt or someone else?

There were ways to communicate with Mr. Frick through telegraphs, correct? Yes.

If this was the case, why did you not check in on Mr. Frick as he led your factory?

How many breaks ( during the day and through the year) did your worker receive?

 

Closing Statement:

Mr. Carnegie’s generosity through donations to various charities is only a facade to hide the fact that he refused to pay his workers with the money that they deserved and instead lowered his wages. Although he was not there during the homestead strike, he placed Mr. Frick in charge of his company, for which he takes responsibility for. Even though, it had not been his actions that led to the strike, the actions of his so-called right-hand man are greatly his responsibility as he was the one to place Mr. Frick in charge. Andrew Carnegie, a man that would drive his workers to a deadly strike through his low wages is a robber baron.

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Portfolio Problem- Equations and Inequalities

For our portfolio, we were given four options. I chose to do a desmos. In this desmos, we were tasked with predicting where two cars would meet.

First we were not given a number line, or the speed at which the cars were moving and were forced to make an educated guess.

Screen Recording 2019-04-23 at 10.39.59 AM-1qqmyub

Next, we were given the amount that it traveled after 4 seconds, and a number line.

After making our predictions, we were given the answer.

Screen Recording 2019-04-23 at 10.42.11 AM-1fiq383

The answer was 50.

In this activity, I learned how to use inequalities in real-life situations. I made some mistakes in my estimating, mostly because I didn’t create an equation at first and I just counted where they would be after every second. After creating the equation, I was able to easily figure it out. If I did this activity again, I would create an equation first for my estimating. I enjoyed the activity.

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