For the second STEAM course of my junior year, I'm taking a class called Light, Sound and Time. This course is giving me a chance to explore and learn how to see, hear and measure time. The third unit was focused on time and going over questions like why do we measure time? How are different times measured in different cultures? And who says you need to buy a clock? For the action project, we were asked to design our own time telling device, explaining its prinicpals in a video. We also were asked to connect the math concepts that we learned in class, like, pi, longitude, pythagorean therom, etc, to our project. I decided to come up with a clock that tells time by calculating the temperature. To include the math and science concept, I explained the cool way longitude relates to it. It was a bit challenging at first when it came to brainstorming ideas, because when I would think of something, I'd find out that my idea is already invented. At the end though, I was content with what I came up with. I hope you enjoy watching my animation!
To explain the math part more, my device gives you the amount of minutes and seconds that it would take for you to get to a certain destination, but not the hours. So if it's past an hour, it'll just give you the longitude point instead. Like in my video, it gave you 15°, so now my device calculates that into an hour, since 15 divided by 15 equals 1. The 56 and 6 just equal the amount of minutes and seconds. I also want to explain the quote more. According to my research, I learned that merkhet can also be known as "instrument of knowing". That quote relates to my device because not only are you able to know the time but also the temperature and longitude.
Citations:
"Ancient Egyptian Astronomy - Facts & History from Astronomy-Kids.com." Ancient Egyptian Astronomy - Facts & History from Astronomy-Kids.com. N.p., 2010. Web. 21 Mar. 2016
McMahon, Mary, and Bronwyn Harris. WiseGeek. What is a merkhet?,n.d. Web. 21 Mar. 2016.
"Sirius Is Dog Star and Brightest Star | EarthSky.org." EarthSky. N.p., n.d. Web. 21 Mar. 2016.
Carpenter, Frank G. (Frank George), 1855-1924, Photographer.Egypt. Village and pyramids during the flood-time. ca. 189
Sirius , the brightest star in the sky. nd. Wikicommens.
Thursday, March 17, 2016
No justice served with the death penalty!
The second course in the humanities sequence for junior year is called A Nation’s Argument. In this class, we focused on the structure of an argument, as well as looking back at historical arguments that were used to shape this nation. The third unit of this class was called “1964” because we looked back at what caused our nation to change during the Civil Rights era. For the action project, we were asked to create a synthesis to transcend a contradiction, just as the Civil Rights Act was a response to opposing views on race and equality. We were to take a position on a controversial topic, as well as look at the opposing side to see what they had to say about the issue. In the end, we created a synthesis to bring these two sides to an understanding and,hopefully, a way beyond the contradiction.I decided to address the controversy that surrounds the death penalty,and explain my stance on this issue. I hope you enjoy hearing what I have to say and learning about the topic through my idea for synthesis.
Thesis:
The death penalty has been talked about for many years, with many countries either supporting it or not. I personally do not support it and argue for the abolition of the death penalty. When people hear me say that, they usually get the wrong message, which is that I believe criminals should be saved from suffering. In fact, I do want the murderer/criminal to suffer and pay the price of their wrongdoing, which is why I want them to live the rest of their life in a cell. If they're put to death, their suffering ends in an instant. Instead of the death penalty, there should be a law that requires prison inmates who committed horrendous acts to be put to hard labor.
Evidence to support my thesis:
Aside from ending the suffering of criminals faster, we also pay way more in taxes to put criminals on death row. When someone is sentenced with the death penalty,the cost to taxpayers is 20 times more expensive than the trials that seek a sentence of life in prison without the possibility of parole (Factslide.com). Rather than all the money going towards the death penalty, those funds could go to the family of the victim. Additionally, there was a study conducted by a law professor at the University of Michigan who discovered that 4% of convicts on death row were and are most likely innocent. People are killed for no reason sometimes and by keeping the death penalty, the government is just contradicting itself. Furthermore, a lot of inmates on death row are picked because of race on both ends.An African American who murders a white person, is most likely chosen to be sentenced to the death penalty. Which goes against the Constitution's promise of equal protection for all people.You also have to think about the horrible conditions that prisoners live in. They’re stuck in a cell and following rules their whole lives. When they die they don’t have to go through that suffering anymore. They get put to sleep via lethal injection, which is one of the most peaceful ways to die. Criminals also have the time to gather a will, say goodbye to their family, and even request a certain meal. That’s all something a victim is not able to do, so why should a criminal?
Below are quotes that support my argument.
“Life in prison is a worse punishment and a more effective deterrent. For those of you who don't feel much sympathy for a murderer, keep in mind that death may be too good for them. With a death sentence, the suffering is over in an instant. With life in prison, the pain goes on for decades. Prisoners are confined to a cage and live in an internal environment of rape and violence where they're treated as animals”.
"[T]here is no credible evidence that the death penalty deters crime more effectively than long terms of imprisonment. States that have death penalty laws do not have lower crime rates or murder rates than states without such laws. And states that have abolished capital punishment show no significant changes in either crime or murder rates. The death penalty has no deterrent effect. Claims that each execution deters a certain number of murders have been thoroughly discredited by social science research."
"Despite the fact that African Americans make up only 13 percent of the nation’s population, almost 50 percent of those currently on the federal death row are African American. And even though only three people have been executed under the federal death penalty in the modern era, two of them have been racial minorities. Furthermore, all six of the next scheduled executions are African Americans. The U.S. Department of Justice’s own figures reveal that between 2001 and 2006, 48 percent of defendants in federal cases in which the death penalty was sought were African Americans… the biggest argument against the death penalty is that it is handed out in a biased, racially disparate manner."
Antithesis:
The opposing side to my argument is that some criminals should be sentenced to the death penalty. Some families like seeing the murderer being put to death, as it gives the family some sort of closure. Some also think the idea of death scares everyone, so why not scare these criminals? The main opposer of my argument is Hugo Bedau, a philosophy professor who’s best known for his work with capital punishment. In 1982 he remarked, “Think-if every murderer who killed someone died instantly, the homicide rate would be very low because no one likes to die. We cannot do this, but if the Justice system can make it more swift and severe, we could change the laws to make capital punishment faster and make appeals a shorter process. The death penalty is important because it could save the lives of thousands of potential victims who are at stake.” I understand where he is coming from, but keeping someone in prison without parole, also works as keeping criminals away from potential victims.
Synthesis:
Both sides of the death penalty debate want criminals to be punished and to experience some suffering. The suffering won’t be as close to what victims had to go through, but these criminals should remain haunted by what they have done. Both sides also want these criminals off the streets for good.
The synthesis that would bring these two opposing sides toward an understanding would require that the prison system become an even harsher experience for those who might have been sentenced to death. Instead of the death penalty, these criminals should be put to hard labor, giving them a taste of pain.
Citations:
"History and Debate of Death Penalty." Death Penalty Debate. Debate.org, n.d. Web. 18 Mar. 2016.
"33 Facts about The Death Penalty ←FACTSlides→." Death Penalty Facts:. N.p., n.d. Web. 18 Mar. 2016.
"DEATH PENALTY ARGUMENTS." DEATH PENALTY ARGUMENTS. N.p., n.d. Web. 18 Mar.
Thesis:
 |
| Munilla, Miguel, Luis. "The death penalty is not justice". Flickr. Yahoo!. 2, July. 2010. web. 16 March 2016. |
Evidence to support my thesis:
Aside from ending the suffering of criminals faster, we also pay way more in taxes to put criminals on death row. When someone is sentenced with the death penalty,the cost to taxpayers is 20 times more expensive than the trials that seek a sentence of life in prison without the possibility of parole (Factslide.com). Rather than all the money going towards the death penalty, those funds could go to the family of the victim. Additionally, there was a study conducted by a law professor at the University of Michigan who discovered that 4% of convicts on death row were and are most likely innocent. People are killed for no reason sometimes and by keeping the death penalty, the government is just contradicting itself. Furthermore, a lot of inmates on death row are picked because of race on both ends.An African American who murders a white person, is most likely chosen to be sentenced to the death penalty. Which goes against the Constitution's promise of equal protection for all people.You also have to think about the horrible conditions that prisoners live in. They’re stuck in a cell and following rules their whole lives. When they die they don’t have to go through that suffering anymore. They get put to sleep via lethal injection, which is one of the most peaceful ways to die. Criminals also have the time to gather a will, say goodbye to their family, and even request a certain meal. That’s all something a victim is not able to do, so why should a criminal?
Below are quotes that support my argument.
“Life in prison is a worse punishment and a more effective deterrent. For those of you who don't feel much sympathy for a murderer, keep in mind that death may be too good for them. With a death sentence, the suffering is over in an instant. With life in prison, the pain goes on for decades. Prisoners are confined to a cage and live in an internal environment of rape and violence where they're treated as animals”.
- Joe Messerli
Balanced Politics.org, “Death Penalty”
"[T]here is no credible evidence that the death penalty deters crime more effectively than long terms of imprisonment. States that have death penalty laws do not have lower crime rates or murder rates than states without such laws. And states that have abolished capital punishment show no significant changes in either crime or murder rates. The death penalty has no deterrent effect. Claims that each execution deters a certain number of murders have been thoroughly discredited by social science research."
"The Death Penalty: Questions and Answers," ACLU.org
Apr. 9, 2007
"Despite the fact that African Americans make up only 13 percent of the nation’s population, almost 50 percent of those currently on the federal death row are African American. And even though only three people have been executed under the federal death penalty in the modern era, two of them have been racial minorities. Furthermore, all six of the next scheduled executions are African Americans. The U.S. Department of Justice’s own figures reveal that between 2001 and 2006, 48 percent of defendants in federal cases in which the death penalty was sought were African Americans… the biggest argument against the death penalty is that it is handed out in a biased, racially disparate manner."
"NAACP Remains Steadfast in Ending Death Penalty & Fighting Injustice in America's Justice System,” NAACP website
June 28, 2007
The opposing side to my argument is that some criminals should be sentenced to the death penalty. Some families like seeing the murderer being put to death, as it gives the family some sort of closure. Some also think the idea of death scares everyone, so why not scare these criminals? The main opposer of my argument is Hugo Bedau, a philosophy professor who’s best known for his work with capital punishment. In 1982 he remarked, “Think-if every murderer who killed someone died instantly, the homicide rate would be very low because no one likes to die. We cannot do this, but if the Justice system can make it more swift and severe, we could change the laws to make capital punishment faster and make appeals a shorter process. The death penalty is important because it could save the lives of thousands of potential victims who are at stake.” I understand where he is coming from, but keeping someone in prison without parole, also works as keeping criminals away from potential victims.
 |
| Wikicommens. "The lethal injection room at San Quntin State Prison". 3 August 2011. |
Both sides of the death penalty debate want criminals to be punished and to experience some suffering. The suffering won’t be as close to what victims had to go through, but these criminals should remain haunted by what they have done. Both sides also want these criminals off the streets for good.
The synthesis that would bring these two opposing sides toward an understanding would require that the prison system become an even harsher experience for those who might have been sentenced to death. Instead of the death penalty, these criminals should be put to hard labor, giving them a taste of pain.
 |
| Conservative.com "Prison-bars". |
Citations:
Messerli, Joe. "Should the Death Penalty Be Banned as a Form of Punishment?" BalancedPolitics.org. N.p., n.d. Web. 18 Mar. 2016
"DEATH PENALTY ARGUMENTS." DEATH PENALTY ARGUMENTS. N.p., n.d. Web. 18 Mar.
2016.
Thursday, March 10, 2016
You have the right to protect yourself!
The second course of my humanities class for junior year, is a class called A Nation’s Argument. This class focuses on learning about the structure of an argument while looking back at historical arguments that were made as the U.S formed its national identity. The second unit of this course was called 1857 because we looked at the Constitution as a guide to teach us on how to correctly structure an argument, and its relationship to the Supreme Court decision of Scott vs. Sanford. The second action project for this course is giving us a chance to amend a rule in the GCE Code Of Conduct by first deconstructing a current rule in the document. It was a bit hard trying to find a rule that I didn’t agree with, but after going over them twice, I finally found one that I think could be more reasonable and stronger for the whole student body. I looked into the rule of physical fighting. I don’t support it in every situation but I do think students have the right to protect themselves in forms of self-defense. I think the change I made would better protect students at GCE. I hope you enjoy reading and understanding my new policy!
I would like to amend the following rule in the GCE code of conduct:Fighting: Physical confrontations are a violation of the Code of Conduct. Disciplinary action may be taken against any student who uses any form of aggressive or physical behavior that does physical or psychological harm to another student or a staff member. Disciplinary action will also be taken against a student who encourages other students to engage in aggressive behavior; slapping, hitting, and/or punching.
The logic supporting the rule is:
P1: Physically fighting can hurt people and their surroundings.
P2:Physical fighting is dangerous.
P3: GCE is meant to be a safe environment.
C: Physical fighting is not allowed at school.
I understand that physically fighting is not the best way to resolve an issue with someone, but if someone puts their hands on you first, you should have the right to hit back without any disciplinary consequence. In the investigation of the incident, the Disciplinary Council would give you a chance to explain that you felt it necessary to defend your own safety and thus, you should not be punished. Students have the right to protect themselves, and if a student is getting beat up, there isn’t any protection since they’re not able to physically fight back without being punished,according to the current rule. I think this rule should be changed because GCE is a place where safety is a concern, but if someone hits you and you can not hit back, you’re obviously not going to feel safe in any way. My amendment to this rule only applies,though, when someone gets violent first. The first hitter to strike should be the one facing disciplinary consequences.
The logic of my proposed amendment is:
P1: Some students will face an altercation in which someone lays their hands on them.
P2: Hitting back in a way of self-defense will provide protection to the student being assaulted.
P3: Students have the right to protect themselves.
My amendment to the Code of Conduct has other benefits. It would take some anxiety off some students who ever get into a physical altercation since they’re not worrying about what consequence they would have to face, which would just leave room for them to focus on their safety. Although I know students won’t be jumping each other at school, there have been serious injuries when a person does not act in self-defense. Self-defense isn’t about getting wild and violent, but using certain moves to protect yourself. People even take classes to learn about this. GCE has offered its students Self-Defense classes as part of its curriculum,so with training,students can practice self-defense if need be with strategies they’ve been taught that may help de-escalate the fight.I will not support the act of using a weapon as a way of self-defence at school, but there have been many cases when a weapon used as in self-defence act saved a life. There was a study conducted by the American Women's Self Defense Association that found that women who use self-defence gain an 86% chance of avoiding serious injury. The attacker would most likely get discouraged if you put up a fight, which would help end the fight all together.
Another way of thinking about my amendment is, let’s say there’s a student who gets attacked by another student, but no one else is there to stop the fight. The student getting hit should not be worrying about the consequence he’s going to have to face for hitting back. Instead he should be focusing on his own safety.
The logic of my proposed amendment is:
P1: Some students will face an altercation in which someone lays their hands on them.
P2: Hitting back in a way of self-defense will provide protection to the student being assaulted.
P3: Students have the right to protect themselves.
C: Students should be allowed to physically defend themselves without facing a disciplinary consequence.
I talked to VD, a GCE student, about my proposed amendment to this section of the Code of Conduct and she agreed stating: “I think that students should be allowed to defend themselves physically because it is not right to just let someone beat on you. You should have the right to defend yourself, because if you don’t you can actually get really hurt. “
This is an example of true citizenship because in order to be a good citizen, you need to have respect, and that's what my amendment is all about.
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| Jiu Jistu against a knife attack. Berline 1924. Wikicommons |
The picture above shows how one woman used self-defense as a way to protect herself, which is exactly what my new policy is in place for.
The broader set of rights my proposal related to comes from the second amendment of the U.S Constitution, which affords citizens the right to bear arms. That amendment was written to show that people have the right to have weapons for their safety, but of course my amendment does not involve any weapons, and I am aware that schools in Chicago remain a Safe and No Weapons zones.
Wednesday, March 2, 2016
Diddley Bow making
For the second STEAM course of my junior year, I'm taking a course called Light, Sound and Time. This class is giving me a chance to explore and learn how to see, hear and measure time. The second unit was focused on sound and going over questions like how does sound travel? How fast does it travel? How do we hear sound? How do we make sound? We then went over the idea of even being able to control sound. During this unit I learned that light can travel faster than sound, which proved me wrong. For the action project, the class was assigned to build our own diddley bow. This was fun and interesting because we only were able to use recyclable items. I'm not used to using tools, so it was a bit hard, but I also saw this as a chance to learn how to use them. I'm proud of how I stayed on task making sure all my work was done for this project. I hope you enjoy hearing what I made below!
Making a diddley bow was actually pretty fun. The materials I used include: wood, a tin can, an old guitar string, a battery and screws. To get the guitar string through the can, I had to poke a hole into it with a nail. The battery worked as a nut, which made a big difference when it came to the tightness. The screws worked to hold my can and battery down.
My instrument creates sound when the strings vibrate. When a slide is used, the note is changed because of the shortening of the vibrations. The tin can works as a sound hole or resonator that brings out those sounds. Depending on how you play your guitar, you'll have a different amplitude. If it produces a high pitch, the wavelength is going to be shorter but the amplitude will be the same. If it has a lower amplitude, the volume will come out quiter. This obviously also demonstrates another science principal like sound waves because it’s creating some.
In this class we also went over the idea of the Doppler effect. The Doppler effect is the change in pitch of a sound if it's moving towards or away from the listener. When you move toward the object producing sound, the pitch is higher and when you move away the pitch comes out sounding lower. So once I play my guitar and someone moves away, it’ll sound lower, and when you move towards me, it’ll sound higher.
Below are my measurments of my diddley bow:
Length of string: 23 cm
Thickness of string:0.34mm
To find the volume of my guitar's body I used the equation, 3.14r^2xheight. The height came out to be 10 cm and radius 2.5, so my equation looked like this: 3.14x6.25x10=196.25cm^3
When it came to finding the frequency and wavelength of my first 4 harmonics, my calculations came out to this:
If I were to build one again, I would use a bigger tin can and see what sound that gives me, but I hope you enjoy hearing my first diddley bow!
Making a diddley bow was actually pretty fun. The materials I used include: wood, a tin can, an old guitar string, a battery and screws. To get the guitar string through the can, I had to poke a hole into it with a nail. The battery worked as a nut, which made a big difference when it came to the tightness. The screws worked to hold my can and battery down.
 |
| RD. Diddley Bow sketch. (2016) |
My instrument creates sound when the strings vibrate. When a slide is used, the note is changed because of the shortening of the vibrations. The tin can works as a sound hole or resonator that brings out those sounds. Depending on how you play your guitar, you'll have a different amplitude. If it produces a high pitch, the wavelength is going to be shorter but the amplitude will be the same. If it has a lower amplitude, the volume will come out quiter. This obviously also demonstrates another science principal like sound waves because it’s creating some.
In this class we also went over the idea of the Doppler effect. The Doppler effect is the change in pitch of a sound if it's moving towards or away from the listener. When you move toward the object producing sound, the pitch is higher and when you move away the pitch comes out sounding lower. So once I play my guitar and someone moves away, it’ll sound lower, and when you move towards me, it’ll sound higher.
Below are my measurments of my diddley bow:
Length of string: 23 cm
Thickness of string:0.34mm
 |
| RD.Diddley Bow. (2016) |
 |
| RD. Diddley Bow. (2016) |
 |
| RD. Diddley Bow. (2016) |
To find the volume of my guitar's body I used the equation, 3.14r^2xheight. The height came out to be 10 cm and radius 2.5, so my equation looked like this: 3.14x6.25x10=196.25cm^3
When it came to finding the frequency and wavelength of my first 4 harmonics, my calculations came out to this:
 |
| RD. Labled Harmonics. (2016) |
 |
| RD. Wavelength and Frequency calculations. (2016) |
If I were to build one again, I would use a bigger tin can and see what sound that gives me, but I hope you enjoy hearing my first diddley bow!
Monday, February 15, 2016
Wouldn't you like some Culture Candy?
In the second course of my humanities class for junior year, I'm taking a class called A Nation's Argument. This class focuses on learning about the structure of an argument and also looking back at historical arguments that were written. The first unit of this course was called 1776 because we used the Declaration of Independance as a guide to teach us about how to correctly structure a written argument. The first action project for this course gave us a chance to write our own Declaration about which class we believe should be taught at GCE. When I first heard about this project, I knew I wanted to include travel and culture, so coming up with an idea wasn’t that hard. The only challenging thing for me was trying to display my passion for those ideas onto paper, but I overcame that challenge by sitting and thinking very carefully about which words to write. It took awhile but I’m proud of how patient I was. I hope you enjoy reading my declaration below!
I would like to declare that there be a class studying the many different cultures around the world. Knowing about many cultures and learning about how different they are from one another can teach people to accept differences, which would create a positive change in how some people see each other. There is a lot of unnecessary hatred in the world today, and most of it is because people can’t accept their differences.
The name of this course would be Culture Candy because I’m hoping people see this class as a treat. It would be a humanities course offered to the seniors during the spring term. I also want to include an aspect of traveling in this course, but to be more realistic, students would only be traveling around the city to get closer to the cultures we study. Students would really get the chance to explore and realize how many different ethnicities, races, etc have taken root in Chicago.It would be perfect for the spring term because it’s warmer outside, which makes traveling by public transportation both quicker and less painful. The guiding question is: “How will you use culture to better connect with people?”
I would definitely reach out to My Block, My Hood, My City, an organization that also focuses on the same goal as I do when it comes to exploring the city. I’d probably want to reach out to the Chamber of Commerce from each neighborhood that we visit to get some good history and background. Usually neighborhoods that are focused on one specific culture have a museum to celebrate that culture, so I’d like to partner with these institutions, as well. They can have hidden gems that are important to that culture's and community’s history. Going to libraries would also be helpful when it comes to research, because sometimes books can give you information that the internet can not offer. The Chicago Cultural Alliance would also be a great learning experience for students because they also focus on accepting cultural differences from first voice perspectives. The Chicago Cultural Center would also be a great place to partner with because of the art that exemplifies the culture of Chicago.
P1: When you don’t understand a culture, it’s easy to judge.
P2: Once you understand, you’re prone to stop judging.
P3: Once you explore and do fun things to better connect, it’ll be easy to accept.
C: Culture Candy would be a fun class to teach and educate students on those topics.
I declare that there be a class that promotes traveling and teaches how to accept the many different cultures. This would give students an open mind and teach them to not be afraid to reach out to a different surrounding, along with getting to know other people, even if they are different from them. Imagine all the diverse people you’ll meet, along with amazing places you’ll go!
I would like to declare that there be a class studying the many different cultures around the world. Knowing about many cultures and learning about how different they are from one another can teach people to accept differences, which would create a positive change in how some people see each other. There is a lot of unnecessary hatred in the world today, and most of it is because people can’t accept their differences.
Many people still do not understand other cultures and sometimes not even their own, and when they don’t understand, some are quick to judge. That makes it hard for many people to accept cultures other than their own. That is the one thing I want to get rid of. Once you actually have knowledge about another culture, you finally understand. Culture Candy would look into the history of some cultures and see how they developed into how they are now.
I think this would be great for the seniors because it’s only going to be a few months before they go to college, and in college you meet many people coming from diverse cultures. There would be more cultural knowledge sticking with them. It would also work great for freshman. They’re going to be going to many different communities throughout their GCE career, so it would be cool if they had some background knowledge about some of those neighborhoods. It would also be a chance for them to learn their way around. Overall, my desired outcome would be that students come out of this class with an open mind, and instead of judging other cultures, they learn to accept them.
To include the traveling part more, there would be 2 FE’s a week, traveling to cultural neighborhoods around Chicago such as, Chinatown, Greektown, Pilsen,etc. This would be a great chance for students to not only better connect with the cultures being studied, but to also learn their way around the diverse neighborhoods in Chicago. A teacher will accompany the students on 1 FE during that week, setting goals that need to be reached while exploring. The 2nd FE will be up to the students when it comes to figuring out what they want to do, but a teacher would still be there to supervise.
I would definitely reach out to My Block, My Hood, My City, an organization that also focuses on the same goal as I do when it comes to exploring the city. I’d probably want to reach out to the Chamber of Commerce from each neighborhood that we visit to get some good history and background. Usually neighborhoods that are focused on one specific culture have a museum to celebrate that culture, so I’d like to partner with these institutions, as well. They can have hidden gems that are important to that culture's and community’s history. Going to libraries would also be helpful when it comes to research, because sometimes books can give you information that the internet can not offer. The Chicago Cultural Alliance would also be a great learning experience for students because they also focus on accepting cultural differences from first voice perspectives. The Chicago Cultural Center would also be a great place to partner with because of the art that exemplifies the culture of Chicago.
P2: Once you understand, you’re prone to stop judging.
P3: Once you explore and do fun things to better connect, it’ll be easy to accept.
C: Culture Candy would be a fun class to teach and educate students on those topics.
 |
| RD. Syllogism diagram. 2016 |
I declare that there be a class that promotes traveling and teaches how to accept the many different cultures. This would give students an open mind and teach them to not be afraid to reach out to a different surrounding, along with getting to know other people, even if they are different from them. Imagine all the diverse people you’ll meet, along with amazing places you’ll go!
Tuesday, February 9, 2016
Lights, Camera, Action!
For the second STEAM course of my junior year, I'm taking a class called Light, Sound and Time. This course is giving us a chance to explore and learn how to see, hear and measure time. The first unit was focused on light and answering questions like how can we measure it? How fast does it go? And even going over what the real definition of light is. During this unit I learned that light can be both a particle and wave, depending on the situation. I also learned that light can bend, also known as refraction. For the action project, the class was assigned to build our own pinhole cameras and capture an image with it. The most challenging part for me was including the math with the project, but with the help of the teacher and some classmates, I was able to better understand it. I'm proud of how I stayed on task, and having my camera ready for the day we were going to use them.
A pinhole camera is a light-proof box without a traditional lens, but with a pinhole instead. Once you open the shutter, it's allowing light to be transferred to the photosensitive paper inside. It's important that the inside of the box is completely black, that way you won't get any light reflections. The black light does not reflect but absorbs most of it. This wouldn't be an example of refraction because the light isn't going from one medium to another. Refraction is the bending of light as it travels through different mediums.This would be an example of light equals energy because the energy (light) is letting the particles create an image with the chemicals on the photo paper. That would also be an example of particle vs wave. A lot of light waves are coming through the pinhole, so that would be an example of one part of the electromagnetic spectrum.
The object that I'm going to photograph is 25 cm tall. The height from the bottom of my camera to the pinhole is 12 cm and it's 13 cm across from the lens to the photopaper. Below, I have a drawing depicting what it would be like if I created similar triangles with those numbers, along with my calculations. I also included some pics of my camera.
A pinhole camera is a light-proof box without a traditional lens, but with a pinhole instead. Once you open the shutter, it's allowing light to be transferred to the photosensitive paper inside. It's important that the inside of the box is completely black, that way you won't get any light reflections. The black light does not reflect but absorbs most of it. This wouldn't be an example of refraction because the light isn't going from one medium to another. Refraction is the bending of light as it travels through different mediums.This would be an example of light equals energy because the energy (light) is letting the particles create an image with the chemicals on the photo paper. That would also be an example of particle vs wave. A lot of light waves are coming through the pinhole, so that would be an example of one part of the electromagnetic spectrum.
The object that I'm going to photograph is 25 cm tall. The height from the bottom of my camera to the pinhole is 12 cm and it's 13 cm across from the lens to the photopaper. Below, I have a drawing depicting what it would be like if I created similar triangles with those numbers, along with my calculations. I also included some pics of my camera.
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| RD.Calculations (2016) |
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| RD. Pinhole camera (2016) |
When we finally went to a dark room to test out our cameras, I was actually shocked with what I got. A lot of people that tested out their cameras before me, didn't really have anything show up on their photopaper, so I was a bit worried. When I finally tested it out, my shutter speed was 4 minutes. Once I went to develop it, I saw an image emerging but all I got was a checkered background. Next time I think I would place my camera a bit closer to the object I want to capture in order to actually get a full image.
The picture below shows how the object photographed actually comes out backwards inside the camera.
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| RD. Pinhole camera result. (2016) |
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Friday, February 5, 2016
Mermaids.
In the digital media class, we were assigned to post about any topic we wanted to. This will help the teacher understand whether or not we understand the correct format of blog posting. I decided to blog about mermaids because they have always been really interesting and cool to me.
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| Waterhouse,William John. The Mermaid, 1901. |
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