Andrea's Portfolio

Unit 1-Social Media

December 16, 2025 /

Safety Behaviours

I think that one safety behaviour that is important is to be able to identify what is safe and what isn’t. For example, if friends want me to do something, for example climbing on something, I need to know if it is okay. Sometimes, it also depend on the person’s ability. Like in this scenerio, I can’t even climb and I am scared, so it won’t be safe for me.

Safe People

Sometimes we are on internet, but we see unsafe things, for example someone trying to get your password and start stealing money from your account. If we see this kind of things, we need to tell a trusted people, probably adults. For example, I will choose my mom, my dad, grandparents, teachers, or counselers

Affect of Technology

Technology and social media are fun, but there are negative affects. One affect is that if we play too much it might affect our sleep. If we don’t have a good sleep, the second day we will be sleepy and I can’t do my homework because I was too sleepy to listen.

Ways to Protect Yourself

Some ways that I can protect myself is that I can first identify and decide if what I see or hear is safe. If something is clear that it is unsafe, then I can get away from it and tell a trusted adult. If something is unclear if it is safe ir not, I can ask an adult to help me decide whether it is safe or not.

What I Learned

In this unit, I learned how AI is improving and it is getting more and more realistic. However, AI is not real humans, so they might make obvious mistakes that we find if we look closely. Sometimes what we see on the internet might not be real, so we can’t trust whatever we see on the internet.

Rollercoaster L4 Lab and Model

December 13, 2025 /

For this project, we started by setting up our lab report to decide our dependent variable, our independent variable, and our controlled variable. Then, we gave a hypothesis and mines was that “if the starting height increases, the success rate increases”. Our next step is to make our rollercoaster and test it.

We then start building the rollercoaster. We had one class to build the rollercoaster, then we will start testing and completing our lab report with the results. Ms. Cutter set our highest, middle, and lowest point for us.

After we came from breather, we started testing. We also took videos when testing. We tested from the three starting points that Ms. Cutter gave us. We figured out the percentage of the success rate, and the middle starting point worked the best.

Lastly, I wrote my conclusion on how my hypothesis was wrong and why it was wrong. We then wrote our scripts and made a video. I made mine on iMovie. The link below can take you to the video:

https://saschina-my.sharepoint.com/personal/andrea01px2032_saschina_org/_layouts/15/stream.aspx?id=%2Fpersonal%2Fandrea01px2032%5Fsaschina%5Forg%2FDocuments%2FRollercoaster%20L4%20Movie%2Emp4&referrer=StreamWebApp%2EWeb&referrerScenario=AddressBarCopied%2Eview%2Ead7be7ad%2Df87c%2D4bb2%2Da81b%2D28154c92363d

Unit II – Ötzi Unit Reflection 

December 1, 2025 /

What did I work on? 

In this unit, we mainly focused on the death of Ötzi the Iceman, and our question, why should we care about the past. We observed, inferenced, and asked questions about him. We learned about how to write a CER paragraph and what it is. We also learned about what a closed/open question is, asked about examples of them, and answered them. 

What did I learn? 

We learned about observing, inferencing, and asking questions, which involves open and closed questions that we learned later in the unit. We learned about how to write a CER paragraph and the different parts in a CER paragraph. We mainly learned about facts about Ötzi, and studied about his death, determine whether he was murdered or not. 

What worked well? 

What I was proud of was when I planned and wrote a CER paragraph to prove why Ötzi was murdered. I was proud because I gave great evidence on his death from multiple articles and I explained them. When I started drafting my paragraph, I also used the format that our teacher wanted us to use. I used the correct color, bolding, underlining, and italics. 

What did not work? 

What I need to improve is my skill of talking in front of a group of people. In our final project, each of us gets a job, which we can choose from prosecution, defense, expert witness, and court reporter. I was an expert witness, so the prosecution and defense teams will ask us questions about Ötzi. I chose this job because I wanted to challenge myself, but maybe because I was asked questions that were too deep, I got nervous, and there was a lot of silence. I could have just said what I knew about the case. 

Personal Relevance 

Collaboration skills and communication skills were very important to us. Collaboration skills were important to us because in the future, we might have more group projects, which require lots of teamwork. Communication skills were important because we needed them to talk with others. There will also be times when we need to give a speech, and we need to talk in front of everyone.

Tasty Profits Project

November 28, 2025 /

What did we do?

We have to determine what are we making, the ingredients, how much it costs, how much are we going to sell it, and sell it in our group of 1 to 3. People might come and ask questions about the project. We used the things we learned in this unit about rates and percent in this project.

What did we learn?

In this unit, we learned about rates and unit rates, including converting rates into unit rates. We also learned about percents and decimals, and converting between rates, decimals, and percents. When solving word problems, we had to show our thinking with rates.

What worked?

I was proud of that I had sold out all of my cupcakes, and somehow there are people buying forks that were supposed to be free. I was proud because people are coming to my stand and liking my cupcakes. I also successfully answered all of the questions that the customers have.

What did not work?

Sometimes people bought other things first, which when they come to me, they don’t have enough money. For example, one person wanted to buy a cupcake, which was 10¥, but she only have 7¥, so she couldn’t buy cupcakes. There are also some times that there was a few people, all around the stand at the same time. Since I was by myself, I was very busy at that time.

Personal Relevance

By learning in this unit, we learned about rates and unit rates. This can help us figure out the unit price of something when buying things. If we are selling things like in this project, we can first use our knowledge on rates to calculate the cost to make the food/thing. Then, we can use our knowledge on percentage to determine how much markup price and percent we want.

Egg Car Challenge

November 13, 2025 /

What did I do?

In this challenge, we had to make a egg car that can allow the egg inside not to crack or fly out when traveling down the track and hitting the bricks. We can only use 3 pieces of A4 paper, 4 wheels, 1 meter of masking tape, axles, and straws. The egg car must be no longer than 15 cm, and the length from the outer side of one wheel to the other must be no longer than 6.5 cm.

What did I learn?

In this challenge, Newton’s 1st and 3rd Law were seen. The 1st Law of Inertia will be seen if the egg fly out of the car, because it’s inertia makes wants to keep traveling after the car stops. The 3rd Law could be seen when the car bumps the bricks, and an equal and opposite force applies on the egg and leave cracks on the egg.

What worked?

During our design, my partner (Yian) and I made the car very quickly. We get to build a crumple zone to prevent the egg from cracking. We also built a seatbelt that looks more like a blanket to prevent the egg from flying out after the car has bumped on the bricks.

What did not work?

When we tested the car, most times the car won’t even go down the track. When we accidently tested the car backwards, we noticed that the car was able to go down, but I thought of that the egg would crack which makes the crumple zone useless. When we had the real test, Ms. Cutter helped us took the rubber off the wheels, so the wheels will makes less friction, and the car will be able to travel down.

Personal Relevance

Now I know that the huge part of the car that was in front of the driver’s seat is the crumple zone. It is for that if there was a car accident, the crumple zone can prevent the passengers from getting hurt. Also, the seatbelt in the cars are for you so if there was an accident and you have your seatbelts on, you won’t fly out of your car and break the glass.

Design Tech

November 7, 2025 /
andrea.wang.6F1.testing.V1Download

In unit 1, we had to create a product for our client(choose one from coaster, fridge magnet, keychain, and earrings). First, we asked them what they want from these four. Then, we design as how our client want it to be, and we need some different designs for our client to choose. After they chosen, we create the design on Inkscape, then put it onto the laser cutter so it would be cut out. Lastly, we add some details according what we made(I made earrings)and test it.

andrea.wang.6F1.Prototype.V1 copyDownload

In unit 2, we had to make chess pieces but redesigning them. Everyone got into groups of 6 and decide which chess piece are they making(I was bishop). We had to decide our themes, too(which our’s was ducks). Then, we make them on Tinkercad and load it to the 3D printing machine. When they were printed, we need to remove the extra parts which it might not be perfect.

In the last and the shortest unit, we had to code our robot cars to go to the wall, bump, and come back. We had tutorial videos to learn to build and code them. This made me quite frustrating because at first we had to build them but got destroyed the next class. When they were built, me and my partner coded them like in the tutorial but the car DO NOT come back(it only goes forward and keep bumping the wall).

Balloon Car Challenge

November 6, 2025 /

What did I do?

In this challenge, we had to make the fastest balloon car possible. The materials we have are styrofoam base, a balloon (there is an extra one in case one pops), one rubber band, straws, sticks, and wheels. We used it to investigate Newton’s 3rd and 2nd law.

What did I learn?

Newton’s 1st law says that an object that stays at rest tends to stay at rest and an object that stays in motion tends to stay in motion unless acted upon by an unbalanced force, and we see this when the air were already gone but the car is still traveling until friction stops it. Newton’s 2nd law says that the greater the mass of an object the more force needed to accelerate it, and we see it when we put more mass on the balloon car and it travels less. Newton’s 3rd law says that every action has an equal and opposite force. We see it when the air was coming out from behind the balloon car, but the car was going foward.

What worked?

The stage of putting everything together except the balloon went well because those parts we can follow the tutorial. We put the wheels, the straws, the sticks, and the styrofoam base together. Then, we had to put the balloon on there otherwise the balloon car won’t move, and everything was working till here.

What did not work?

We were struggling when the balloon keep falling off, and when we test it, it won’t move a little bit. I tried to make the rubber band tighter so the air won’t come out of the places we don’t want it to and checked the wheels, but they didn’t work. Then, we changed the straw that puts out the air from a thin one to a thick one, so air will be able to come out more, and it worked like other people.

Personal Relevance

The balloon car was like real cars in real life, because they all need a force to move them and follow Newton’s 3 laws, just that most real cars need gas to move instead of a balloon filled with air. I see Newton’s 1st law of inertia when I push a swing then stop pushing, the swing will not stop moving until an unbalanced force stops it. It was important to know these laws because it helps people like car enginneers make cars, because without knowing Newton’s 3 laws, the car might start traveling and got too fast then can’t stop.

My Reading Recording

November 2, 2025 /

Something that was quite hard was memorizing how to pronounce each word, especially the words that we didn’t learn before and I had to go back and listen to the audio again and again. For example, for the word surtout, I had to go back to listen to it a few times because I wasn’t sure about the pronunciation.

Something that was quite easy was that in class we already learned some of the words and some we didn’t learn but we can figure out how to pronounce the word because we learned some different letters that get together to make different sounds in the beginning of the unit. For example, I know how to say beaucoup because of the sounds we learned.

On the first days of school, my pronunciation weren’t that good because I say the words in a way as if they were english. Now, my pronunciation became better and improved. I knew to keep some letters silent, and that some letters when thy get together they make a new sound. I have improved a lot since the beginning of the year. (The one below is my recording)

Un Pays Francophone

October 30, 2025 /

For this project, we need to choose a country that speaks French and we research it. We need to include it’s location in the world, describe the flag, name the capital, tell people’s nationality for men and women, find the national day and the date, present another 4 items of our choice (for example: a monument/ an animal / a place / money / a symbol/ a dish, etc.) and present the work on Canva or Powerpoint. For this project, we can use only French.

I chose to research on Cameroon because I thought that maybe I don’t want to research on something that a lot of people will choose, like Canada or France. I thought about doing something that other people will not do or something that less people will research, so I chose Cameroon.

In my project, I mentioned about Cameroon’s location in the world, described the flag, named the capital, told people’s nationality for men and women in French, found the national day and the date. For the other 4 items, I chose a place, it’s money, a dish, and a famous person.

The teacher gave me the feedback that I submitted my project on time and demonstrated exceptional engagement. I also used vocabularies learned at school, and I kept my project simple and concise, but there was some spelling issues.

I was proud that I met all of the meeting expectitions for my first French presentation. Next time, I can work on the spelling. For example, capitale and étoile which I missed an E.

Critical Thinking Science

October 10, 2025 /

What did I do?

I used my critical thinking skills to complete challenges with Indi robot cars and build rollercoasters with Gravitrax.

What did I learn?

I learned about how I would be graded for Critical Thinking. Critical Thinking is my ability to solve problems and make the right decisions.

What worked?

I thought critically when I helped my teammates figure out what each color does in the Robot Cars activity. I also thought critically when I figured out one of the little green piece can make the ball go in the direction we want when some of the pieces make the ball go in two ways during the Gravitrax activity.

What did not work?

It didn’t work when during the Robot Cars activity, sometimes we accidently put the wrong tile and the Robot Car moves to the wrong direction. It sometimes leaves a little space and don’t even go on the tile. During building the Gravitrax rollercoasters, sometime the pieces will fall apart or the ball will get stuck.

Personal Relevence

Today’s learning helps me understand to collaborate with my partners. In the Robot Cars activity, we work together to figure out the meaning of the colorful tiles and what color does the question marks represent. In the Gravitrax activity, we worked together to make the rollercoaster.

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