For my AT Math proposal, I decided to take the data given by the Government owned and run page for the City of Chula Vista California, along with the data from Chula Vista’s violent crime statistics over the years that I found through the California State Crime Statistics page. I took the data, filed it in a data sheet through excel. (Pic 1) 

I saved the sheet as a .csv file, put it in my python folder, and then combined that file with a .py file that was instructed to run this .csv file. The coding is shown in picture 2. 

The first 2 lines are the preliminary codes, setting up the coding and giving it the ability to be visual represented in graph form. The next line, line 4, is what instructs python to run data from this .csv file. Next, lines 6-8 format the graph. line 6 shows the title of the graph, line 7 is the x-axis title, and line 8 is the y-axis title. Lastly the lines 11 and 12 instructs the data to be graphed as a scatter plot, with number of parks to have red points and crime rate to have blue points. The last line is what instructs the data to be shown in a graphical form. Picture 3 is the graph. 

This project forced me to go beyond what I have learned in single variable statistics so far, and required me to not only learn two variable statistics, but also learning the coding of that, and the coding of a scatter plot. The overall process was very frustrating and difficult, but if anything represents my ability to code and program at an exemplary level, it would be this. I was able to teach myself the coding principles and program the graphical representation of this correlation study. In addition, the application of this can be seen in my AT English proposal, a letter to the Minister of Community Development, Sports and Youth. It analyses this data and data from other sources to formulate the argument that the implementation of skateparks has positive effects on at-risk youth. You can all read this if you are interested.

The programming that I completed for this project was not too difficult, I was able to understand the program using some basic knowldge and guidlines that were given to me. I now understand the coding, but there were some mixups. I origionally did not understand why somethings were not running, but that was all from the data file that I was trying to use, not the code itself. 

I understand all of my code now and can go through it and say what each line does. 

Empathy - We went out to do need finding to seek the problems in our school to understand the students problems. We found that students do not know about SAS’s environmental impact or efforts. We asked many questions in our need founding and took down a lot of information about environmental consciousness at SAS.

Define - We took it upon ourselves as the environmental caring people of SAS to identify the issue and present some solutions. We found that the major issue was that students of SAS don’t know about the environmental impacts and efforts that our school has/makes. We decided to help solve that issue by creating the following how might we statement: How might we raise awareness about SAS paper usage?

Ideate - We decided to come up with ways to solve this problem statement, focusing on interesting, fun, and interactive ways to engage students in our environmental interaction. We came up with several ideas, ranging from a farmers market to a video campaign. We decided to focus on a recycleball idea, a recycling bin with a basketball hoop to make recycling of paper more fun. After prototyping we realised that the idea wasn’t very feasible and decided to focus on another idea, a visual representation/social experiment about paper paper usage at SAS.

Prototype - For our prototype, we decided to make a small plastic box to represent our final idea, which is a large 8ft by 8ft by 8ft cube. We made a small representation on a 12 inch by 12 inch by 12 inch scale, filled it with small pieces of paper and took it out to get feedback. The prototype worked very well and in our process it helped us realise what changes would need to be made. For example, a rope from the top to help the opening and filling process, as well as a reinforcement for the box made of wood on all six sides.

​Test  - In the testing of the prototype, we took out our small box along with a series of unbiased questions. We interviewed over 50 students, teachers, faculty, and parents in the SAS community and got some great feedback. We have since made the changes to our prototype, and we are going to be taking the idea to the manufacturer to get a quote and to get some feedback. After that, the fundraising process will begin and we will work to making this idea a reality.