Student Name: Jean Kang Date: 6/19/2020 Artifact Description: Reflection On Project Science Fair
Student Name: Jean Kang Date: 6/19/2020 Artifact Description: Reflection On Project Science Fair
Date: 6/19/2020
In this project, I used Microsoft Power Point (PPT) and created 7-slide
presentation for a science fair. I used a research that my daughter and I did together recently,
using a comb after combing hair multiple times to approach water flow from a faucet. We
found out that the water flow changed direction evidently, from straight down without
interference to curved toward the comb. The observation was dramatic and over our
expectation. I took a small video, cut it shorter and inserted in my presentation on the result
slide. The result raised a question, why did the water flow change direction? We know comb
carries electrostatics, or electrons which are negatively charges. Was water positively
charged? Does that mean water have a microstructure, like small particulates that are
positively charged? That became our hypothesis and the project started and described in my
presentation.
I used 7 slides, with the title, question, hypothesis, materials, procedure, results,
and conclusions described in each slide. It was fun to make the slides, though it took me a
little longer than expected. I really loved the formatting part. I was pleased to see that PPT
starts to provide automatically designed templates for slides. I used to have to make a design
manually and step by step. It was very time-consuming. I am so glad that this feature came
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into being. So, I just clicked and chose my favorite slide design. I like the dark background
It is worth to mention that one should write out all the content of each slide, make a
simple and plain presentation first. With this as a baseline, the design of the slides can be
searched and chosen. This order is more efficient and make the slides more coordinated with
each other as a whole piece of work than the one that finalizes the design of slide
learning sciences.
1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
1c. Students use technology to seek feedback that informs and improves their practice
tools to construct knowledge, produce creative artifacts and make meaningful learning
3a. Students plan and employ effective research strategies to locate information and other
3c. Students curate information from digital resources using a variety of tools and
conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems,
4a. Students know and use a deliberate design process for generating ideas, testing
4b. Students select and use digital tools to plan and manage a design process that
4c. Students develop, test and refine prototypes as part of a cyclical design process.
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4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work
5. Computational thinker. Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop
5a. Students formulate problem definitions suited for technology-assisted methods such
as data analysis, abstract models and algorithmic thinking in exploring and finding
solutions.
5b. Students collect data or identify relevant data sets, use digital tools to analyze them,
5c. Students break problems into component parts, extract key information, and develop
5d. Students understand how automation works and use algorithmic thinking to develop
for a variety of purposes using the platforms, tools, styles, formats and digital media
6a. Students choose the appropriate platforms and tools for meeting the desired objectives
6b. Students create original works or responsibly repurpose or remix digital resources
6c. Students communicate complex ideas clearly and effectively by creating or using a
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
7. Global collaborator. Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in teams locally and
globally.
7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
7b. Students use collaborative technologies to work with others, including peers, experts
7c. Students contribute constructively to project teams, assuming various roles and
7d. Students explore local and global issues and use collaborative technologies to work
This project can be used in any research result presentation. Actually, almost all
professions are using power point to give presentations today. In education, teachers like me
can use it almost every day. Students have been using it for presentations in every subject.
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educators. Students learn better when the learning is self-initiated, such as project-based
compared to the instructions-based learning. I can not imagine any project-based education is
possible without a presentation making software such as Power Point. In my fourth project, I
actually found out another slide making application online, Canva, that was mainly used by
Project-based education fits diverse learners, no matter what type of learner they are,
extrovert, intuitive or perceiving learners. This is because the learners can choose the best
way they like to perform the research and learning, such as reading, watching educational
video, talking to peers, drawing, making music, and all other format. And the result is that
the project-based project trains and develops multi-intelligence. And it is one of my goals for
the new semester to adopt more project-based learning amidst my traditional instruction-
based learning.