Capstone project

I’ve made my way through this project by successfully using Powtoon in a way to demonstrate my topic, and also adding voiceover to provide give a better understanding to my audience. However, if I were to do this project again, I would control my voice over to not exceed 18seconds since the maximum was 20 but then some parts didn’t upload.

CaTaPult

Here’s a video of our catapult firing.

In class, we’ve learned how to combine materials with it’s designing process to create a prototype the matches the requirements, to success in the Catapult Challenge. We were also expected to analyze our data by using Logger Pro.

In this project, our goal was to create a prototype that meets the following:

  1. A catapult that could launch a ping-pong ball half a meter away
  2. A catapult that could launch a ping-pong ball at least 30cm above ground.
  3. A functional catapult
  4. The aim needs to be consistent

s we’ve studied standard, factored, and vertex forms in our module, this project made me more familiar with it by actually using it in a real-life experiment; the program, Logger Pro as well.

Something I’ve learned throughout this unit was to efficiently use the time given. The first prototype my partner(Joy) and I made broke when we tried launching it, so that means we would have to restart our whole process with a comparatively more stabled prototype and materials; which took us longer than we thought. And also, if we are to do this project again, I would like to improve on making our catapult’s shoot more accurate and at a further distance. However,I feel like the most important and challenging part of this project is using quadratic functions and interpreting it into our graph, and to analyze the data we collected, making into different forms.

Polymer Journal #4

The first two experiments on our polymer wasn’t a success. In our first polymer, we added too much of almost every ingredient, and that brought us a slimy and sticky solution, which is not what we were looking for. So during our second try, we added less amount of every element involved but didn’t work out as well, and that made us rethink what went wrong, and where’s the actual problem. The following class, Anannya and I thought that the problem was not the number of ingredients added, but the mixture of different ingredients; and that brought us to our third, and final polymer experiment. In our third experiment, we chose to use only warm room temperature water, white glue, and borax. We mixed water with borax until the borax added was dissolved, and slowly poured white glue until the solution matched our desired consistency; it worked out almost perfectly. It wasn’t too slimy but sticky as well. It’s also capable of picking up clouds of dust on flat surfaces such as table tops, so we’ve decided to name it “Polyclean”, a polymer that cleans. I’ve learned to clearly plan the steps before even starting making something, to comprehensively think of having clear desires for the physical properties wanted.

 

Here’s our video:

https://isbtube.isb.bj.edu.cn/video/PolyClean-Video/c6dc72f4e597cacd14d843ab1b9276c0#

Polymer journal #3

We want our product to be slightly sticky at a rate that suits our need in picking up dirty messes on flat surfaces, but also easing our buyers without their hands. We would also be expected to try a few other solutions to form a long lasting product that’s more unlikely to dry out.  After testing few given polymers: boogers, super slime, and gloop, Anannya and I decided to mix borax from Gloop, laundry starch from Boogers, and PVA solution from super slime to reach our need; this polymer would be later tested to clean dirty surfaces,

We want the Physical Properties to include:

  • Sticky but removable
  • Long lasting (won’t dry)
  • Flexible
  • Reusable

Polymer Journal #2

Our final goal for this project would be to create a polymer that would clean messes. So our target audience would be the elderly. By using our prototype, they could easily tidy up flat surfaces, such as table tops. We experimented our first three trials with the following polymer type: gloopy, boogers, and super slime. Gloopy creates a slimy sense that would be just right for our customers since it won’t drip out of their hands. The boogers, on the other hand, gives a slightly sticky touch, which is also one of the properties we were looking for in order to stick the mess on the polymer itself. Super slime is a well-known polymer, that creates a more comfortable using condition which allows our customer to have an experience when they won’t have to struggle to grip the polymer in their hands.

Science- Journal #1

Synthetic VS. Natural

What are synthetic materials?

Synthetic materials are often made out of chemicals.

 

Give 2 examples of synthetic materials.

Plastic and polythene etc

What are natural resources?

Natural materials are the types of materials that obtains/ made out of living things.

 

Give 2 examples of natural resources.

Cotton, paper, silk, and wool.

 

Polymers and Where They Come From

What is a polymer?

A polymer is a substance which has a molecule structure built chiefly/(completely)

From a large number of similar units bonded together.

(Two types: Natural and synthetic)

Give 2 examples of synthetic polymers and the natural resources they come from

Synthetic Polymer #1

Synthetic fabrics

What natural resources does this come from?

Man-made fabric

What would we use this synthetic material for?

The production of textiles

Synthetic Polymer #2

 

Nylon

What natural resources does this come from?

Aliphatic

What would we use this synthetic material for?

Could be melt processed into fibers, films, or shape

Chemical Reaction

How do natural resources go through a chemical reaction to become synthetic materials?

*important words to think about…polymerization, monomer, polymer

All products would be made with the base of natural resources. For example, plastic (a type of synthetic material) is made out from petroleum(natural resource)

What is a monomer?

Monomer is a molecule that could be bonded into other identical molecules to form a polymer.

What is polymerization?

Polymerization is a reaction process of reacting monomer molecules together during a chemical reaction to form what we call the polymer chain or three-dimensional network.

Sources I used:

http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/materials/chemicalscrudeoilrev1.shtml
Petroleum: a liquid mixture of hydrocarbons that is present in certain rock strata and can be extracted and refined to produce fuels including gasoline, kerosene, and diesel oil; oil.

 

http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson12
https://www.google.com.hk/search?newwindow=1&rlz=1C5CHFA_enUS760US761&ei=CE7fWvq7D8Sl0gTb0JOYBA&q=what+is+a+monomer&oq=what+is+a+monomer&gs_l=psy-ab.3..0j0i20i264k1j0j0i20i264k1j0l6.286120.290291.0.290426.22.18.2.0.0.0.271.2263.0j8j3.12.0….0…1c.1.64.p
https://en.wikipedia.org/wiki/Polymerization
 

 

Brainstorm for SLC

L21 Skill: Communication& collaboration

Claim: Collaboration is extremely important during classroom projects including discussions, in this new school year, I’ve tried to be more active on this topic.

Evidence: Classroom collaboration- Socratic seminars

Image result for socratic seminars

Reasoning: I wasn’t familiar with what a Socratic seminar should look like when I was first introduced to this project. But after a few lessons and seminars, I’m able to express ideas and communicate much better than the first few with more background knowledge, preparation, and research.

 

Claim: I’ve expressed dialogues as I wish during TV-Panel discussions.

Evidence: Tv-Panel show, Russian Revolution

Image result for socratic seminars

Reasoning: The TV-panel shows discussion project should probably be new to almost everyone. However, as we were split into groups, we collaborated and helped each other on how we could improve, and how we should create our character profile. We also analyzed our words into a prepared document for further use in our discussion.

 

 

L21 Skill: Creativity& innovtion& responsibility

Claim: I improved taking responsibilities including creativity during our one-day dance project create.

Evidence: One-Day

Reasoning: Groups members and I gathered to create our one-day dance piece and took responsibility for roles we’re supposed to be running. As a group with no Koreans, we struggled to put our K-pop dance piece together at first, but after practices provided during mentoring time, we realized learning this dance as a whole community, as the normal version, might and should work way much efficient than working as individuals. Since then, we used our time both during the days and after school sufficiently, and that’s what led to success in our performance.

Claim: I improved creativity and responsibility skills when I edit the CCR’s common craft video; Creating our own script for descriptions of the CCR in plain English, our own image, and video, and taking responsibility for final video’s edit.

Evidence: The CCR’s common craft video

 

Reasoning: This video I’ve edited was actually my first experience collecting media and placing it together with iMovie. I wasn’t capable of using iMovie before this task, and that also includes the lack of skills inserting segments of video recordings in order for the match of our film, etc. Even though I faced lots of obstacles, but with two teammates, we divided roles and each took responsibility for it and therefore made our common craft video into a success.

 

L21 Skill: Critical Thinking& Problem Solving

Claim: The science NIH project has helped me in improving my critical thinking skills, by researching, collaborating, and presenting.

Evidence: NIH

Reasoning: I’ve tried digging deep into our science project, by critically thinking during the formation of our script. The NIH project improved me critically thinking skills while researching is required. I’ve decided to concentrate on the topic, Breast Cancer, to be more precise, the early detection-screening in Breast Cancer. I was completely unfamiliar with this topic before this project, but after the well-prepared presentation, I’ve gained much more knowledge.

 

Claim: I’ve gained lots of knowledge of the Cultural Revolution that happened during the 1960’s in China

Evidence: The journal entry I’ve created as the final project of the revolution unit

Reasoning: We were required to create a journal from the perspective of any character that period as our final project. However, the preparation of that journal has pushed me to think like a historian, and critically decided whether or not is it beneficial etc.

The Chinese Cultural Revolution in Plain English

Joy, Tori, and I made a simple common craft video demonstrating the Cultural Revolution in plain English which happened between 1966-1976, and how it impacted China to reshape itself after taking one week of study followed by research, which this revolution’s also believed as the least discussed, but bloodiest one apart from all China’s 5000years of history. Within the well-organized turning points, and images which we believe could express history, our final piece of video formed its shape. This video is believed best suited for the ones searching for a general idea of how the cultural revolution works, and the major people involved. As efforts we spent, we really hope you would enjoy this video!

Yell-Oh Girls! -Vickie Nam’s Edit

More Asian Americans and second generations of immigrated families these days face obstacles and dilemmas in “searching for roots”. And as a consecutively surging population group, the book Yell-Oh Girls had soon become famous in the 5.4 percent of Asian Americans but also remains to be controversial to most of the societies.

A carefully edited piece of an Asian-American, Vickie Nam, created this book by collecting letters, poems, and stories written by mostly students within the same scenario. The book also showcases some of the main struggles for people similar; identifying own cultures, not being accepted by either side, misinterpretaions, and so on… But respects are still needed.

It seems to me that all chapters are somehow related. The same theme penetrated throughout every story, “Growing up, as an Asian-American”.

There were two stories that were outstanding from my perspective in many chapters, one of them shall be short passages following the chapter Orientation: Finding the Way Home. Another one would be, “Two” Written by Junnie Kim, a 19years old, living currently in California. The day after her high school graduation, Junnie Kim boarded a plane with a heavy heart and a “nervous yet hopeful smile” (quoted from the chapter “Orientation: Finding the way home”) for a cultural immersion summer program enrolled by Korean parents from immigrated families, “Discover your roots” associated by the Yonsei University of Seol. Feelings we have of flying the way home would be complete opposite than hers. Flying her way to her actual home country without much knowledge of her native tongue for the first time is definitely crucial yet full of unknowns for students in their late teens. Even though she didn’t succeed her goals as wishes at last, but uttered and tagged as “gyo-pos” (Quoted from chapter1 the Korean translation of foreigners) by natives (taxi drivers, waiters, and saleswomen) impatiently passing by, friends of Junnie including herself  got kicked out of nightclubs, poor services, could shoulders, being defined as “outside yellow but inside white” (Quoted from text of a taxi driver that Junnie and her friends have interacted)… and so on, would definately be something all population from similar backgrounds should be awared, and reflect.

The book Yell-Oh Girls is not only for Asian Americans. But a book to leave all readers the same note, to respect populations that had been brought since young in a different continent, respect the ones living in a different cultural background, especially gift respect the ones searching for their actual root.

 

https://en.wikipedia.org/wiki/Asian_Americans

a website for more data and further information for Asian-Americans