Performance Task – ATW 2020

Compelling Question: To what extent did the long term causes of World War One also cause World War Two?

MAIN Topic: Nationalism

The Exhibition of Past Nationalism: A Walkthrough

 

A Closer Look

Artefact 1

OPVL Analysis

The primary source is a postcard from Britain during the First World War. The postcard uses the common British icon, the bulldog, and the Union Jack to express nationalism to the general British public in 1915. The centre bulldog represents Britain, while the smaller bulldogs that surround ‘Britain’ consist of nations that include: Australia, Canada, India, South Africa and New Zealand. One reason the authors used the common icon of the bulldog and using differing sizes is that, in a colonial sense, Britain is the motherland of all of the smaller nations listed in the postcard, and as a result, those nations will protect the motherland from harm, which is what the government wanted the audiences to believe. Another reason why Britain was made larger than the rest of the bulldogs was to show that Britain was more powerful than the other nations, while they were made smaller to convey that they were inferior to Britain. As a whole, the bulldogs represent the unity that was formed when all were faced with a common threat, however Britain, in this case, is being guarded by the other bulldogs, showing that the other nations have Britain’s back. The authors convey nationalism through this postcard for two main reasons. Firstly, the authors designed the bulldog that represents Britain to be larger than the others to convey to the audience that Britain is more powerful and dominant. This instils a belief of nationalism into the people because they now believe that nothing can harm them during the war because they not only have other nations defending them, they also have their own nation which is more powerful than anything else to defend them. Lastly, the defending bulldogs stand on the Union Flag, which represents the people’s pride in their nation. If that is defended, then the people are defended, which is what the authors want the audience to believe. As a source, it isn’t very reliable, mainly because it doesn’t have any credentials or affiliations posted on the card itself. There’s also no evidence of copyright on the card either. There is also evidence of bias and as a result, the source isn’t that reliable.

Artefact 2

OPVL Analysis

The source comes from The Evening Star, which was a newspaper company that was stationed in America during the First World War. This newspaper article was posted in April 1917, around when America joined the war. The article’s purpose was to inform the public that the Senate and the House of Representatives had resolved to declare war on Germany. The information presented in the article was informative, unlike the propaganda posters that were popular at the time. However, the article used several appeals to pathos and patriotism to grab the reader’s attention, which suggests that the article’s purpose was to both inform and persuade. One example is the headline itself. It strikes fear into the reader because “WAR” is a concept that is well-known in this time period. Locals most likely don’t want another war, so seeing “WAR” in print is purposed to strike fear into the reader’s mind. However, the word “PRESIDENT” unburdens the reader of that fear because the President is seen as a symbol of hope. By using “PRESIDENT” in the headline, the article reminds the people that the President is a person they elected, and that person has the back of America. If the President gives reassurance, there is no reason to fear, which is what the article is trying to persuade the readers to believe. Another example is the subheading that states, “Hundred Million Special War Fund Voted By Senate.” By using this figure in the subheading, reader’s will feel a sense of safety and gratitude towards the government because they’re spending this much money for a cause that works for their safety. The reader will feel like they specifically are being called up, which in turn will make them feel important, which ultimately will lead to them believing their country is the best. The reason for this is because when someone feels important because someone else who’s important is acknowledging them, they’ll begin to ask questions like, “What other country does this?” This, in turn, will lead them to believe that their country is the only one who’s leader individually acknowledges them, and will allow them to believe their country is the best, which is what the government wants the readers to believe. Regarding the credibility of the source, the article was published by a news agency, which under assumption could mean the article was written by professional reporters. That also means that the article has potential biases. However the article’s purpose was to both inform and persuade, so it is probably neutrally credible.

Artefact 3

OPVL Analysis

This primary source was created by J & W Ross, who worked for Biz Graphics back in the 1940s. The poster was created and published in Australia during 1939-1945, which was during the Second World War. However, information about these two poster designers is scarce, since they only designed one poster together which a poster which was identified as a wartime propaganda poster. Biz Graphic’s signature can be located in the top right-hand corner of the paper. The poster’s purpose poster was to persuade the public or people whose family members are in the war to think and carefully choose the words that they speak, under the impression that loose talk will end up killing soldiers. This was a common theme during World War Two, since radio eavesdropping was a popular method of intel gathering during the war, which is indicated on the poster by the small radio waves extending from the Australian continent to the Japanese general’s ear. Under these circumstances, the fear of Japanese invasion and the fear of killing their Australian soldiers motivated the audiences to keep silent about important information. The people also felt motivated by the fact that they wanted to help those in the armies as best they could from home. By giving them a purpose, the authors instilled internal and national pride into the people by making them feel like they were part of some common cause with the soldiers. The poster conveys nationalism because of its bias towards Australia. By making Australia one of the central focuses of the sign, the authors depicted Australia as being dominant amongst its surroundings. However, by also drawing a commanding general that looms over the continent, the authors created an opposing theme that threatens the continent’s control over its surroundings. As a result, the Australian’s alike will feel obligated to protect Australia’s pride and dominance. The authors call out to the people indirectly, to fight for the belief that Australia is the better and more dominant than any enemy they face. Which in other words, fight to protect their national pride. Since the source is a propaganda poster, it is very biased, because the source was made to persuade, not to inform. However, since affiliations and credentials are provided on the poster, it is more reliable than Source 1.

Artefact 4

Who is to blame for the War!

OPVL Analysis

Taking on a different perspective, Source 4 is a propaganda poster made in Germany during the 1940s. It has no credentials on the poster nor is the author known. The poster shows a finger descending from above, pointing down at a person in an accusatory manner. The person being pointed at has a Star of David badge on his suit, which is labelled “Jude”, which directly translates to “Jew” in English. From the general message on the poster, “Who is to blame for the War,” it’s inferable that the Germans, who are represented by the hand in the sky, are blaming the cause of the war on the Jews. From the government/author’s perspective, it appears that they want to unite their people against a common enemy, the Jews, by depicting them to be evil in order to gain power and control in their own nation. A sense of nationalism is also indicated on the poster, by the colour scheme that surrounds both “the Jew” and the hand. Surrounding the Jew is a collection of deep, dark reds, which marks the Jew as evil, unto like a devil or demon, whereas the hand is surrounded by bright yellows and whites, which suggests that the hand/Germans are pure good, and are capable of passing judgements of the Jews. By making the public feel like they’re pure and ultimately better than the rest of the world, the government ties a common issue the nation is facing towards a common threat, and through this connection, the government persuades the public to unite against the threat that is causing such chaos. If the audience listens, then the government succeeds in uniting the people. Concerning the limitations of the source, it is not very reliable for many reasons. Firstly, the author’s names aren’t given on the poster. Secondly, the affiliations of the publishers aren’t provided and lastly, the poster is filled with bias with no actual facts/evidence to back up the claims made.

Artefact 5

“Your fatherland is in danger! Get in touch!”

OPVL Analysis

Source 5 was designed by Lucien Zabel, who got his poster published by Dinse & Eckert. The poster was made in Germany in 1918, during World War 1, and it targeted civilians to convince them to join the army. The poster shows a German soldier is carrying weapons in both hands while standing on a chaotic battlefield. Above the soldier is a statement that says, “Your Fatherland is in Danger!” While targeting the reader’s sense of ethics and morale, the author attempts to persuade them to join the army by making it seem it is their responsibility to protect their fatherland. The poster reflects nationalist beliefs because from a reader’s perspective, it seemed like an obligation to protect their fatherland because the authors are telling them so, but at the same time, the reader would’ve felt trusted by their government to protect the homeland because it was their responsibility. As a result, their morale will improve if they believe they are helping to protect their fatherland, which is why the poster reflects nationalism. A limitation of the source can include its bias in the poster, that deeply reflects German propaganda. Some elements of the poster are exaggerated, which also limits the source.

 

Holistic Analysis

 

 

Sources:

Alamy Limited (2017). Stock Photo – 1940’s Nazi Germany anti-Semitic propaganda poster with finger pointing at a Jewish stereotype male banker wearing a Nazi designated Star of David. Anti-semitic racist German. [online] Alamy. Available at: https://www.alamy.com/stock-photo-1940s-nazi-germany-anti-semitic-propaganda-poster-with-finger-pointing-173406762.html [Accessed 14 Jan. 2020].

 

Anon, (2015). Propaganda Posters Analysis. [online] Available at: https://408441449422466860.weebly.com/propaganda-posters-analysis.html [Accessed 14 Jan. 2020].

 

Emmitsburg.net. (2020). The Great War – World War 1 – WW1 – News Reports From the Front – April 1917. [online] Available at: https://www.emmitsburg.net/archive_list/articles/history/100_years_ago_ww1/1917/april.htm [Accessed 14 Jan. 2020].

 

Govt.nz. (2020). Loading… | Collections Online – Museum of New Zealand Te Papa Tongarewa. [online] Available at:          https://collections.tepapa.govt.nz/object/714766 [Accessed 12 Jan. 2020].

The British Library (2020). “Are we afraid? No!” A propaganda postcard depicting the British Empire. The British Library. [online] Available at: https://www.bl.uk/collection-items/are-we-afraid-no [Accessed 14 Jan. 2020].

 

Johari Window

When I heard about the Johari Window activity, it didn’t turn out as I expected. Maybe I assumed that everyone would be on the same boat and would choose the same words as me, or perhaps I was taken aback when I realised not everyone would want the same words.

 

(I’m not salty)

 

Either way, the results surprised me. At least there was some overlap, and most of my words were used by the others, so it’s not like I’m salty that only like 2 or 3 words weren’t chosen.

 

(Wow this sounds like I’m sad or something, but I’m really not I promise). 

 

I did enjoy the activity, however, because hearing others opinions was fun and revealing. If there was something, people didn’t recognise then maybe I should work on that trait, to make it more noticeable to people. An easy way to improve yourself.

 

In the end, I enjoyed the activity. It was fun. I’d do it again

Blog Post #4 – Reflect and Share

 

This is my final design. I found thinner axels which could fit real wheels onto, so I decided to abandon the bottle caps and replace them, except these wheels were also light, they weren’t heavy like my first design’s wheels. And now my car looks more aesthetically appealing.

How my car works: So it works by wind power, and it shows the transfer of potential energy to kinetic energy. So when the propeller is wound up, the elastic band which its connected to builds up potential energy, and once the propeller is released, all of the potential energy inside the elastic band gets released and spins the propeller so fast that it moves the car forward. This car motion is the kinetic energy.

Some areas of my process in which I was successful was the part where I managed to improve my design so it would be more aesthetically appealing. I was really worried about how the bottle caps would make the car look ugly, and so I’m proud that I managed to make the design look better. I’m also proud of my time management during this project because sometimes I don’t really manage my time well, and knowing that I had missed 2 classes already, I’m glad I managed to finish my project before the deadline.

I think an improvement I should’ve done since the beginning is that I should’ve recorded more photos and videos of my design process. I should’ve taken a photo at least of my first design so I could’ve shown the process better.

This is a test of my final design:

Blog Post #3 – Testing

This is the second design of my propeller-powered car. It uses water bottle caps for the wheels instead of heavy rubber wheels. I didn’t get any footage or photos of my first design, but I mainly used real wheels, but they were too heavy, and they would fall off the axels when in motion because they didn’t fit properly. So as an improvement, I wanted to use lighter wheels which could fit onto the axels.

I reckon my process has been going well since I’ve missed heaps of classes, I feel like I’ve been really efficient in this project. I’ve stayed on task, and I finished my car in 3 classes.

If I changed anything to my design, it would be to change the wheels so that they would be real and not water bottle caps. If the wheels were real, they would be more aesthetically appealing, and they would probably provide more distance when driving. But I can’t find any axels anywhere that can fit inside the real wheels, so I don’t know how I can make the actual wheels fit onto my current axels.

This is my test run:

Elastic Car – Engineering Project Blog Post #2

Timeline:

Monday: Get model approved by the teacher, and move forward with making the product

Wednesday: Continue Building

Friday: Touch up and hand in

 

Materials:

  • Clear Plastic bottle (24cm x 6cm)
  • 4 Wheels
  • 1 Elastic Band
  • 2 Skewers
  • Plastic Fan (will probably have to make my own)
  • A plastic that can be cut to make a fan

 

Plan:

  • Puncture 2 holes near the front of the bottle, 2 near the back, and 1 in the centre of the bottom, to attach the skewers and the fan
  • Attach the elastic band to the fan via tape
  • Feed the elastic band through the hole and tape it to the lid
  • Attach the 4 wheels onto both sides of both wooden skewers

 

Model:

 

Edit: This involves a lot of taping which isn’t very reliable for the elastic band. It will also be difficult to attach the fan.

Timeline: Same as above

Materials:

  • Pop-sticks
  • 1 Fuji water bottle (for its rectangular shape)
  • Wooden Skewers
  • Wheels (can use the ones provided but I don’t know how heavy they are and how it might affect the car, will try to find lighter ones)
  • Thick, 23 cm straws (I have some at home)
  • Sticky tape
  • A fan/propeller 12 cm in diameter (I can order a propeller plane from tao bao which comes with a 12 cm propeller)
  • Paper clip(s)
  • Glue

Plan:

  1. Glue 2 23cm straws onto the bottom of the Fuji bottle
  2. Attach a wheel onto the end of a skewer
  3. Attach tape on the end of the skewer (to keep the wheel from falling off)
  4. Slide skewer inside the straw
  5. Attach wheel on the other side of the skewer and add tape
  6. Make sure wheels can spin freely
  7. Repeat steps 2-6  for the next straw
  8. Glue 3 pop sticks together
  9. Attach the propeller on one side and a bent paperclip on the other
  10. Hook 2 rubber bands onto the fan and the paperclip
  11. Glue the propeller pop stick contraption to a support pop stick on top of the Fuji bottle
  12. Glue the paperclip side of the propeller pop stick contraption onto the bottle itself
  13. Wind up the propeller and release it

Revised Model:

Engineering Ideas for Project

In this project, we have to make something that shows the transfer of energy.

One of my ideas is that I could make a Rubber Band Car, which would show the transfer of elastic energy to kinetic energy. The fan would be wound up and released (elastic energy) and then the car will move forward (kinetic energy)

One thing that is bad about this design is that it’s pretty tacky I don’t know.

Another idea is to make a ball and ramp and show the transfer between potential energy and kinetic energy when the ball moves down the ramp. Gravity is also playing part in this as well. 

If I make a better design than this so it looks visually appealing, I would.

Robotics Reflection

In this project, I am planning to make a person that is playing the piano. I wish to make this because the piano is one of my best hobbies that I do and it is a big part of my life. I will make the person using 4-millimetre acrylic plastic, which I will use the laser cutter to make the pieces, and finally, I will 3-D print the piano.

 

In Scratch, I made the motion that my person would do. It shows the arms moving up and down, and later, I will put a piano in front of the arms, so then the person is playing the piano.

To actually see what it would look like, I needed to model it somehow. Using the software “Fusion 360”, I was able to make the piano player, along with his piano, and his stool. Here is what my final design looks like.

 

And to get a feel for the motions I’ll be implementing to my person, I made a cardboard model to show what the motions would look like on a to-scale model,

My plan from the beginning was to Laser Cut all the materials I needed to make the person, and 3-D print all of the accessories that came with it, the piano and the stool. Once I’d laser cut the materials for the person, I’d fit the pieces so they would make the shapes they were designed to be arranged in, and then glue them together to make the person. The 3-D printing and the Laser Cutting ending as well as I could’ve hoped for, but the glueing stage didn’t work for me. When I was glueing, the glue was making the plastic look ugly, leaving scrapes and marks, and the glue didn’t last very long, because the boxes would keep snapping off. As a result, the person isn’t the shiny robot I wanted, it’s just less shiny.

I also eventually had to glue the arms onto the servos, which I didn’t plan on at the beginning, because I assumed the holes that I made would be tight enough to hold the arms to the servos. Sadly, this didn’t happen for one arm, so my only choice was to hot glue it to the servo, and thankfully, it didn’t limit its movement. But, it also meant that it could snap off the servo at any time, which it did, overnight. The result was a hot gluey mess of an arm, which meant I had to scrape off the old glue and glue it again.

I think if I were to do this project again, I would probably try using a lighter material (like wood) so that when I would glue it to the servo, there will be a less likely chance of the arm snapping off. Actually, now that I’m thinking about it, maybe I can find a linkage that won’t involve glue at all because glue is too risky to use for something like a final project. If I’ve learned anything from this unit (besides from learning how to code, design, laser cut, sawder etc.) it’s that I shouldn’t use glue with heavy objects, because I see now it obviously won’t stick together for very long.

Stop With The Fossil-Fuels – A documentary

During this Capstone Project, I have been researching the benefits and problems of Renewable Energy but decided to base my video on advertising it. I have noticed that fossil-fuels have been a growing problem for the world (considering greenhouse gases and global warming/climate change), and we need to stop using it immediately. When I found out the effects fossil-fuels was having on people and families, I couldn’t turn a blind eye. One thing I have learned throughout this project is empathy for those less fortunate than us, and it has helped change my beliefs about the world. One of my skills I called upon during this project was my communication skills, as we were challenged to conduct our own survey to collect some primary source information for the project. To next year’s Grade 8’s, I want you to know that this project might seem like the hardest thing in the world, but by the end of it, the satisfaction is the greatest feeling ever, and your view of the world might change, for better or worse, knowledge is good. Thank you.

Polymer Journal #4


Description of all prototypes:

Prototype Observations Strengths for this Prototype Limitations for this Prototype
#1 = super slime (green, runny) Squishy

Green

Good

One of my favourites (when in bag)

It is entertaining and fun to use

Try to make it less runny
#2 = super slime (pink) Stable

Squishy but doesn’t fall apart

Pink

It is more like a standard stress ball compared to others. Is Easy to use. Try to make it less stiff
#3 = super slime (yellow) Compact yet mouldable

Squishy

Crumbly

One of my favourites (when in bag)

Fun

Easy to use

Try to make it less crumbly
#4 = super slime (green, less runny) More wet on inside

Squishy and mouldable

It is entertaining and fun to use I see no limitations
#5 = super slime (blue) Wet inside

Fun

Blue

Entertaining

It is entertaining and fun to use I see no limitations
#6 = gloop White

Extremely sticky

Too hard to poke at

Wasn’t fun to use or easy to concentrate with

Sticky

stretchy

It was way too sticky
#7 = gloop Not as sticky

White

Very Fun to use

Easy to concentrate with

It was good to poke at and the consistency was good It could be improved by making it a little more runny
#8 = gloop Light pink

50/50 softness

fun to use

it neither helped or endangered my concentration

It was good to poke at and the consistency was good It was slightly harder than it was before
#9 = gloop Not fun and not easy to concentrate with

Pink

Too hard

Cool colour?

 

Try to make it less hard
#10 = gloop Very fun and very easy to concentrate

A good amount of soft

The consistency of the gloop was very good and could be easily poked at I see no limitations

Polymer Journal #3

Describing our Polymer:

  1. We are making a Stress Ball
  2. We want the physical properties of our polymer to include:
  • Slightly Bouncy
  • Soft and Squishy
  • Comes in cool colours and smells
  • Easy to use

 

Our Plan to Develop our Prototype:

*Prototype = sample/model

1st we will…

Create Gloop and Super Slime because they are our top choices for our stress ball.

2nd we will…

Change the number of substances used to fit our wanted properties.

3rd we will…

Test our prototypes to see if they meet our standards.

Finally, we will…

Select our most promising prototype and present it to the Dream On panel.

 

Our Method for Testing our Prototype:

 

Method Why we chose this/How this will be effective
Keep it out in open air for a week to see if the slime dried or expired I chose this method to see the durability of the slime and to see how long it would last
Bounce and squeeze it for a long time To see how sustainable the slime is and to see how it can help us concentrate.