Emory's Blog

"Anything that can go wrong will go wrong."

Engineering Project – Reflection

This is evidently not a photo of the final product, but none can be given so I will suffice with a diagram of the circuitry within the flashlight.

The crank and the motor provide the flow of electrons, which pass through the resistor (in order to prevent the LED from short-circuiting) and into the LED, coming back into the oppositely charged port of the motor to complete the circuit. All in all, this was a fairly simple construction that converted mechanical energy into electrical energy, which was then converted into radiant energy.

The lack of batteries and “consumption of electricity” in this construction could have potentially benefited the environment with its natural means of producing energy. Furthermore, such a product may have potentially been useful in a household situation, in particular, in an emergency situation where a flashlight is needed.

I was successful in constructing a working circuit, but I was unable to finish the product i.e. unable to seal it within its outer shell. If I were to do this project again, I would finish the product in its entirety and try to boost the efficiency of the flashlight, perhaps with a higher-voltage motor, a brighter lightbulb, a faster crank (with more gears), or all three.

Engineering Project – Creating

Remark: the lack of photos and videos is credited to the absences in the last two design classes.

This is the first completed circuit constructed; previous prototypes failed spectacularly, short-circuiting the LED immediately [photos needed]. The addition of a resistor was suggested, or perhaps the installation of a higher-voltage lightbulb. Fortunately, the circuit worked once a resistor was attached.

The LED lights up when the handle is cranked (emits dark blue light). The process was going well, and I was planning to fit the circuitry into the outer shell, depicted in the picture below.

Unfortunately, this is the most I’ve managed to complete in this project. A final theoretical glimpse of the construction will be posted last, with a diagram of the circuit.

Engineering Project – Planning

A model of the hand-crank flashlight I have decided to create: (materials are included)

Plan for the next few classes:

W: Figuring out the circuitry behind a hand-crank flashlight and testing circuits
F: Testing circuits, beginning to prototype the final product as it would look
T: Finish the circuitry and build the outer shell of the flashlight
Th: Finish the flashlight

Engineering Project – Define and Inquire

What is this engineering task?

This purpose of this engineering task is to create an object that uses renewable energy to perform meaningful tasks. As an example, we can create a toy that runs on solar energy or an object that converts renewable energy into electrical energy.

What are you thinking about doing?

I was thinking about creating something hand-powered or solar-powered.

The solar-powered fan displayed in the video here is simple and effective, though I’m not sure if it’s a little bit too simple for this project, especially with the time that we are given. However, it is definitely something to consider if I reach the limitations of my designing skill.

This is a hand-powered light-bulb, another solid option to consider. I think it may be roughly around the same difficulty as the fan, and is a little bit cliché, but it’s still a good option.

This is an excellent idea, though I’m not too sure if the materials needed are available. This will be my primary option, as I think it’s slightly more complicated than the other two suggested thus far, but in case of material shortage, I’ll skip to plan B.

Recommended Books

Recommended Books by Emory Sun

The Capstone Project

In the Capstone project, I learned more about the political aspects of air pollution in China and also its many causes. I helped raise awareness about air pollution in the ISB community. My values, opinions or belief did not change as a result of this project. I used the experience I gained from surveying people in the Hutong trip and interviewing skills that I learned to collect information from members within and outside of the ISB community. If I could do this project differently, I definitely would have done much more research on my topic before planning my paper; some sources used in my paper were gathered during the writing phase. To next year’s grade 8 students, I advise you to stay organized during the Capstone project. Collect lots of information from a variety of different sources. Make sure, at every stage of the project, you know what your motive is and what you are researching for. Keep a clear head while writing your paper, and you’ll be fine.

The documentary/PSA I made for the Capstone project:

The Unfortunate Consequence of a Project on Catapults

This is a blog post with the purpose of reflecting on the grade 8 catapult project, designed to test our understanding of quadratic functions and the design process in a variety of ways.

In this project, we learned how to apply the material covered in class by combining it with the design process to create a prototype that met the success criteria. The success criteria also included the task of successfully completing two or more challenges out of three. We were expected to use the data analysis tools on Logger Pro along with our knowledge of quadratic functions to consistently complete these tasks.

The most challenging part of this project for me was most definitely creating a final product that met the success criteria; I’m not exactly the best when it comes to designing and building prototypes.

If I were to do this project again, I would change how we structured our design from the very beginning. Our way of creating tension in the catapult wasn’t the most efficient or successful, and consequently, we didn’t have incredibly consistent results. However, we did meet the success criteria.

This project was a great way to apply my knowledge of quadratic functions beyond pure mathematics.

Polymer Journal #4

This is the fourth and final journal entry concerning our polymer project in Science. We made two prototypes in total, one incredibly unsuccessful and one slightly more successful. We didn’t develop any of our own recipes for our slimes due to our successive failures, as our plan was to start with gloop and alter the recipe until we got the best product. For the first prototype, we tried to make gloop. We failed fantastically. For the second prototype, we made gloop. We succeeded.

Our second prototype was much more successful at meeting our goal, as it was more bouncy than the first and was dryer, thus more aesthetically pleasing and absorbs more force.

For a method of creating our “final design,” I will present the procedure to create our second prototype:

1. Start off with the recipe for gloop.
2. Finish with the recipe for gloop.

Prototype #1.

Our first prototype failed most likely due to our overuse of glue; it came out too wet and a bit too sticky. It wasn’t bouncy at all and failed drastically. However, it did manage to stick to surfaces pretty well.

Prototype #2.

Our second prototype was bouncy but wasn’t very sticky at all; it couldn’t stick to surfaces consistently. It could have been slightly more elastic as well, but it met the criteria for bounciness.

Possible changes we could have done if we had more time was to alter the ratio of Borax solution to white glue; that would have given us a good ratio between sticky and bouncy, while also keeping the surface of the polymer relatively dry (so it’s more aesthetically pleasing and less messy). It was quite challenging to come up with these ratios as we were doing our tests since we weren’t really given guidelines on exact values; we were meant to find the values through trial and error.

All in all, we weren’t very satisfied with our final product, but I feel that the steps we took towards getting a satisfactory product were in the right direction.

This is the infomercial that we made for our product:


“It was a pleasure to burn.” (Bradbury 7) In Fahrenheit 451, Ray Bradbury creates a world where individuals on this production line they call society are swept into whirlpools of kerosene and eventually, fire. There are many overarching topics and themes to this book, such as conformity and censorship, but the one that will be examined in this blog post is: the prevalence of technology preys on pliant minds.

In Fahrenheit 451, the people of the society tend to seek out mindless, brainwashing entertainment. As an example, Mildred is always seen walking around with her “seashells,” little earpieces that you could use in order to listen to mindless talk as entertainment. “And in her ears the little Seashells, the thimble radios tamped tight, and an electronic ocean of sound, of music and talk and music and talk coming in, coming in on the shore of her unsleeping mind.” (Bradbury 16) The use of the word “seashell” is most likely a reference to the non-stop, roaring sound of the ocean you hear when you hold a seashell up to your ear. Another excellent example of mindlessness is when Mildred asks Montag for permission to install a fourth parlor wall, although it’s incredibly expensive: “‘It’s only two thousand dollars.’ ‘That’s nearly one-third of my yearly pay.’ ‘It’s only two thousand dollars,’ she replied.” (Bradbury 24) These passages of dialogue display Mildred’s reliance on technology and a detachment from reality mirrored later, when her friends are discussing the best candidate in the presidential election and the war.

In this book, Bradbury is trying to teach us the importance of keeping contact with the real world, rather than spend all our time on the mindless entertainment that may come with the prevalence of technology. Those who only seek mindless entertainment will fall victim to its alluring grasp. It is clear how influential technology has become in Fahrenheit 451, and it should also be clear how influential technology has become in our society. In Fahrenheit 451, the decline of thought was due to the public’s increasing demand for entertainment, not because the government decided to place a ban on books from the start. “There was no dictum, no declaration, no censorship, to start with, no!” (Bradbury 61) Technology quickly met people’s demands and intelligent entertainment fell out of favor, resulting in the dead society where everyone is Mildred. In our world today, we may meet similar challenges in the future as technological advancements take place.

In conclusion, an overarching theme in Fahrenheit 451 is the prevalence of technology and how it preys on the pliant minds of society. But such a world, no matter how many technological marvels it contains, will eventually burn, like all the rest.

Polymer Journal #3

We are making a polymer that can stick to surfaces and hopefully have enough bounce to absorb force.

We want the physical properties to include: bounciness, stickiness, some stretchiness, and some rubbery properties.

First, we will try to create a mixture of these properties using the guide given to us on the different materials. We will try to improve our prototype by changing the amounts of individual materials we incorporate into our polymer until the time runs out or until we end up with something satisfactory.

We’ll test our prototypes by evaluating its stickiness (on surfaces), its ability to hold together, and its bounciness. We will do this by sticking it to surfaces and applying forces to it at various strengths. This way, we can test the practicality of our polymer.

« Older posts

© 2019 Emory's Blog

Theme by Anders NorenUp ↑