So we’re in the midst of another round of Destination Imagination . I’m doing improv again this year, but this time around it’s themed around explorers . The gist of the challenge is that we had to research a bunch of different explorers, ranging from fictional explorers to space explorers to just plain old traditional explorers, and a set of “cultural treasures” and then make an improv skit incorporating a random two explorers and one cultural treasure.
The explorers that I researched were Alice Liddle (from Alice in Wonderland), Jacques Cousteau, and Howard Carter. These were the notes I took on them:
Alice (from Alice’s Adventures in Wonderland & Through The Looking Glass)
(treasure: the books)
– 7 years old
– Mid-Victorian era
– Alice Liddell
– May have been loosely based on the real Alice Liddell, the daughter of a friend of Lewis Carroll’s
– Older sister
– Pet cat (Dinah)
– Adventurous, kind, smart, questions authority
– High social standing
– Appears in: Alice’s Adventures in Wonderland, Through the Looking-Glass, various cartoons, Disney’s Alice in Wonderland, and two live action movies created by Tim Burton
Jacques Cousteau (Artifact: Aqua lung):
– French explorer
– Naval officer
– Researcher
– Co-developed the aqua lung
– Studied the sea + marine life
– Lived 1910-1997
– Started in naval aviation but was unable to continue after being hurt in a car accident
– Wrote books on his marine research
– Pioneered marine conservation
Howard Carter (Artifact: Tutankhamun):
– British archeologist
– Discovered Tutankhamun’s tomb
– Egyptologist
– Lived 1874-1939
– Born in Kensington
– After retiring from archeology, worked part time as an agent for museums
The other explorers that we had to learn about were Ann Bancroft, Leif Ericsson, Captain Kidd, Ruth Benedict, Katherine Johnson, John Audborn, Elon Musk, Blackbeard, and Captain Nemo. For each explorer that we researched, we chose a corresponding cultural treasure: not literal treasure, but an artifact that was/is important to the culture the explorer came from, and is somehow related to each explorer.
Along with integrating the explorers and treasure, we were also given a weird setting for our skit to take place in (our setting ended up being a department store perfume department, which we ended up narrowing down to a singular bottle of perfume), and we were given a setback to incorporate partway through the performance (in which the perfume bottle started filling up with mud. For some reason.).
When we weren’t researching, we prepared by trying to learn how to do improv. We had an improv lesson during one of our flex blocks, and we spent a lot of time working through improv games and scenarios, and then through versions of the requirements for the end skit.
After months of preparation, we attended the regional tournament, convienently located at our school. We performed our skit, featuring me and Sydney as unsuspecting department store patrons who got put in a perfume bottle, Kyle as Elon Musk, and Ethan as the ghost of Ruth Benedict.
Once our performance was finished, the judges decided on our raw scores, which would eventually lead to deciding how well we did against the other teams, and whether we could continue to provincials. Our raw scores were as follows:
As for how we stacked up against the other teams? Well…
We got first place! We actually came in first for both our team challenge and our instant challenge, meaning that we’ll definitely be advancing to provincials.
Before we do go to provincials, however, we have some more work to do, so we took the time to reflect on what we thought we did well, what we should work on, and what will get us the most points.
Now, I’ve got to go get started preparing for provincials.
So, as I mentioned in my last post we recently took a class trip to California, specifically San Diego, San Jose, and San Francisco. We did this trip as part of a social studies unit on disruption, and specifically with some focus on how technology is disruptive.
Now, in order to fully understand what this unit was all about, you need to understand exactly what disruption means. The word disruption has some negative connotations, but in essence it just means something that interrupts or changes something else. A lot of the disruptions that we looked at in this unit were positive.
On the technology side, we focussed on newer technology, and we spent a lot of time talking about Silicon Valley (not to mention visiting it), both as a disruption itself, and as the birthplace of a lot of disruptive companies and technology. Some of the major companies that we discussed that came out of Silicon Valley or have headquarters there include Google, Apple, Facebook, HP, Twitter, Intel, and Instagram. In fact, I made a video about the history of Instagram, and the story of how it disrupted the incumbents of social media at the time.
We also learned a lot about Silicon Valley in general; what it is, what’s happening there, and why it’s such a big disruption. We watched some videos in class to learn about it, as well as watching Pirates of Silicon Valley outside of class time. Additionally, we learned about the history of Fairchild and Robert Noyce prior to Intel.
I took some excellent, relevant and very academic notes on these videos including:
…and, you know, a lot of other stuff that actually helped summarize what the videos were talking about. The gist is that Silicon Valley is a place where people go to work on start ups and try to connect with investors, as well as other people to help with their startups, in the hopes of becoming the next big thing. As for the Fairchild video, it explained the history of Fairchild beginning with Shockley Semiconductors: William Shockley discovered the semiconductor while working on the east coast, came over to the west coast to be near his ailing mother, started a company called Shockley Semiconductors and hired a bunch of Stanford students (who were close to geniuses) to work for him, all went well for a little while, and then Shockley’s ego got the better of him and he started treating his employees terribly, leading eight of them to leave the company and go start their own company, Fairchild, led by Robert Noyce. Fairchild would go on to provide important technology to NASA during the Space Race, and to improve semiconductors quite significantly so computers could be made more compact and work better, before the company split and the founders moved onto their own different companies (such as Intel), known as the “Fairchildren”.
At the intel museum taking a selfie in the reflection of a wafer
Robert Noyce
For the end of the unit, we all wrote essays answering the unit question: How has technology acted as a disruption with its creation throughout history?
I started out with the thesis that technology is disruptive because it allows us access to information we might not otherwise have. From there, I created an essay outline, during the making of which I got bored and decided to represent each point with a quippy headline/strange nonfiction book title, and a subheading, which were as follows:
Intro
Paragraph one: Info we’re given
Trump’s Twitter: an insight into the president’s thoughts (AKA: holy guacamole how did this guy get to be president?)
Worldwide news and the speed that information travels: What allows us to read articles online but Dennis the Menace in print
Anticensorship: internet friends, social media, the blogosphere, and other things that allow us to unveil the truth
Paragraph two: Info we go get
People are hacking, security is lacking: the potential for people to get access to your personal info, people who overshare on the internet and don’t bother with being secure about it, how this could ruin your future job
Tweet, delete, repeat: why deleting stuff doesn’t stop people from being able to access it, and how the public can pull up information from throughout the years in a way they weren’t always able to
Getting the Googley eyes for someone: our innate need to cyberstalk people when we meet them and how this is potentially helpful/damaging
Paragraph three: Info we didn’t used to have
George Washington Is Instagram Famous: posing the question of how different history would be with our current technology
Newsprince: How the newspaper used to lord over us all and what it would be like if the paper was still our main/only source of info
Conclusion
Then we were given time in class to write our essays. I didn’t use every point in my outline, but chose some of them to elaborate on, and a few specifically to connect to the book we read for this unit. I ended up with this as my essay:
How Technology Has Acted as a Disruption Throughout History
Throughout history, humans have developed more and more complex tools, or
technology. This technology changes the way we live; we eat, sleep, think, speak, and act differently from any other animal. In short, technology disrupts our daily lives. One of the things technology, especially more recent technology such as computer, the internet and social media, has interrupted is our flow of information. Technology disrupts how, when, and how much we receive information, allows us to get information that wouldn’t come easily to us otherwise, and allows us to have and share much more information than we did in the past.
First of all, technology means we are being given more information, from more sources,
some of which is much less filtered than it once was. A good example of this comes in the form of the twitter account of Donald Trump, the current US president. Until recently, almost anything a president said to the publication large would have to be planned, and usually happened via a public appearance in person or on tv. However, the last few presidents have had access to social media sites that allow them to share any thought at any time, unfiltered and without much planning. Many articles, books, and videos talking about Trump’s presidency have discussed statements from his twitter, which he uses regularly to publicly comment on recent or future events. Trump’s twitter allows us to have an insight into his real thoughts and plans, in a way we haven’t had with many people of power throughout history. A Time article described a series of tweets from the president as “angry, sometimes profane and occasionally misspelled outbursts” that “gave the world a glimpse into what was going on in [Trump’s] head” and “brought to light what it’s like to work for [Trump].” Of course, it’s not just Trump who can now share things unfiltered. The internet allows anyone to share opinions and information on the spot, through social media, blogging, or commenting on existing sites. Groups of people who would not have been able to publicly share their thoughts in the past are now able to in a matter of minutes, and as a result we now have access to new, uncensored opinions and information. People from different parts of the world can easily speak directly to one another and talk about where and how they live. There are tutorials and instructions teaching anyone who wants to learn how to do a multitude of things. For better or for worse, information is being shared more than ever before.
However, not all the information shared with technology is public. At the very least, it’s
not all meant to be public. According to a Quartzy article, “few of us deliberately show our whole selves online or elsewhere, even when we’re trying to seem… honest.”. Many people have private information protected with passwords or other forms of required identification. Others still overshare what should be private information, which can lead to security problems. Sometimes, people overshare and then realize their mistake and delete whatever they posted. However, the speed at which information travels means that just pressing delete doesn’t necessarily ensure something is gone forever. Technology gives people the power to find information even if it’s not immediately presented to them, which can be an issue depending on their intentions. The book Little Brother has a running theme of security, lack thereof, and people hacking or cheating the system with technology. Within the first chapter the main character, Marcus, evades various kinds of security technology at his school by either shutting them down or finding a way to “confuse” them into not working. Throughout the book, Marcus is able to hack into almost anything he needs to– while simultaneously taking extra precautions to make sure nobody can do the same thing to him. While Marcus, as the protagonist, has the right intentions for hacking to get past security, the things he does in the book mirror the not-so-wholesome actions of real life people. As much as technology helps to keep our information safe, it also makes it possible for people to gain access to information that they shouldn’t have.
One of the most significant things about technology allowing us access to information is
the sheer amount of information we are able to access now in comparison to the past. At one point, people got almost all their knowledge of world events from either a newspaper or speaking directly to another person. Learning about things from such limited sources meant limited information, and less chance of misinformation being corrected. With the rise of radio, tv, and now the internet, people are able to find hundreds of different sources of information on the same thing. They’re also able to find information on exactly what they’re looking for, quickly and readily. This allows people to learn much more, make sure what they’re learning is correct, and find multiple points of view on things. It also allows people to easily save or share the information once they have it, so knowledge travels faster, and can be kept accurate for a longer amount of time. Had the technologies we use today been able to exist much earlier, we might perceive history very differently.
All in all, technology is disruptive because it changes our ability to get and share
information, be it information that is given to us or information that we seek out ourselves, and it lets us have information that we wouldn’t have had in the past. Technology not only disrupts how we get information, but also when we get information, how much information we can find, and what information that is. As communicating information is incredibly crucial to our ability to function as humans, technology will most likely continue to disrupt how and when we get information, and how much information we get. Technology could go far enough to make the ways that we share information today seem primitive, but who knows what will happen? That’s not information we have access to yet.
Alongside our essays, we were also asked to each create a video, podcast, or puppet show with a partner about how one of the places we visited in San Diego acted as a disruption. My partner and I chose to create a podcast about High Tech High, a high school where we spent time with a grade nine class for a couple days. High Tech High is a charter school that focuses on using project based learning to help prepare kids for the real world, a bit like PLP. High Tech High also works to create equal learning opportunities for students, choosing students to attend via a lottery system by zip code, with more spots available to the lower income areas that typically might not have as nice an education readily available.
So, as I mentioned before, we recently went on a trip to California. While we were there we did an iBook about the different things we did.
The book included different pictures, videos, and text explaining the places we went, people we saw, and things we learned about, all staying within our theme of disruption.
Doing the book allowed us to reflect on the trip and get lots of good pictures and other documentation throughout.
Which is important, because we did a LOT on this trip. My favourite thing we did was visiting High Tech High in San Diego. However, we also visited the San Diego Zoo Safari Park, saw the USS Midway museum, wandered around Old Town, ate a lot of Mexican food, took seven kinds of transportation, saw the birthplace of HP, visited the googleplex, looked around the Apple visitors’ center, toured Stanford, spoke with people who work in Silicon Valley, went bowling, chanted something in Spanish, rode cable cars, went to Alcatraz, toured Haight-Ashbury and the Castro, and looked around the official headquarters of Twitter.
These were some of my favourite pictures from the trip:
Me inside a giant donut at Google
Living the high fashion life
Aboard the USS Midway museum
A hot air balloon that we got to ride in (which was super zen)
Me becoming a fish
Some koalaty sourdough bread at a bread place in San Francisco
Me at High Tech High with a new friend
All in all it was a super interesting trip, and I feel like I learned a lot from the experience, about not just disruption but also technology, school, and aircraft carriers. I’m really glad I had the experience of going on the trip.
So, my classmates and I recently returned from California.
Specifically, we visited three places: San Diego, San Jose, and San Francisco. Right now I want to expand on that first place we visited: San Diego.
Now, we did some interesting things in San Diego. We went to the Safari Park, we saw the USS Midway, we saw Old Town.
(That’s me at the zoo blending in with some cacti)
My favourite thing we did in San Diego, however, was visiting High Tech High , a charter school that uses Project-Based Learning to teach their students. While there, we were each paired up with a grade nine student or two (or four, in my case) who we shadowed throughout the day. We went to classes with our students, ate lunch with them, and at the end of our first of two days there, we interviewed them about life at High Tech High.
I found it very interesting to hear about High Tech High, both because it’s different than Seycove and because in some ways it’s similar to PLP. I also did my main project for this trip on High Tech High, and in the process I interviewed one of the teachers of the class we were working with. Being able to hear what she said about High Tech High in comparison to what the students said gave me some different perspectives on the school as a whole.
So it’s time for another mPOL (Or SLC if you prefer). This time around, we’re focusing on the question “How are you going to progress as a learner before the end of the school year?”.
Before I can look at how to progress, however, I have to take a look back at the work I’ve already done this year.
We have five PLP classea this year: math, science, maker, humanities and planning 10. We’ve done various projects across those subjects, but I’m going to focusing on a few of them.
One of the places that I’ve been struggling this year has been scimathics. I haven’t had trouble with the material, but I’ve found it awkward to adjust to a style of learning math and science that requires you to be able to apply those skills to other things, or to draw upon other skills during projects and assignments. While it makes sense to do these things, especially in PLP, I’m someone who prefers to have math and science tests, or at least a more even mix of tests and projects, rather than just projects, and I haven’t been enjoying the class that much. I also feel, however, that I’ve been slacking in those classes; doing sloppy work on projects that confuse me, or handing in assignments late, both of which are things that I don’t want to do this term.
One project that I actually really enjoyed, and felt I did well on this term was the Social Justice podcast, in which my group focussed on Indigenous Rights. What I wanted to do originally for this project was a different subject, and I was disappointed not to be able to have my first choice, but when I got over that and started putting effort and energy into the project, I ended up learning a lot, and I felt proud of the work I was doing. Feeling good about the work I was doing made it enjoyable, so I kept on doing well.
A project we’re currently working on is Destination Imagination. This has been something that I’ve found to be stressful in the past, and that I wasn’t particularly looking forward to this year. We’re in a stage of DI that requires going through some paperwork and doing some research, and it has been stressful, as per usual. However, that may be at least in part due to my own attitude towards and experiences with DI, and not the actual work itself.
Which brings me to the answer to my question: the way that I want to progress as a learner this year is to learn how to adapt, roll with the punches, and change my attitude about things even if they’re not exactly what I want. If I focus on changing my own attitude, instead of worrying about the things that I can’t change, I’ll have a better chance of being happy with the work that I’m doing.
So, we’ve been working on podcasts throughout the year. For our winter exhibiton project, we did a set of interviews: one with a grade twelve PLP student, one with a family member or close family friend, and one with someone who attended the exhibition.
We each worked on this project with a grade twelve counterpart who helped us edit our podcasts, prepare for the exhibition, and found people at the exhibition for us to Interview.
The interviews we did were based off the style of StoryCorps, an organization that does short interviews with everyday people about their everyday lives, working from the philosophy that everyone has a story. We listened to some StoryCorps interviews in order to learn a little bit about their style, and the type of questions we should be asking.
Our first job was to interview a grade 12 PLP student. I interviewed Michael Sutherland . For this interview, we had to come up with a list of questions, and as we were working with the grade 12s, we were allowed to tailor our questions specifically to whatever story they wanted to tell. In this case, Michael told the story of how he got, disliked, and came to like his job– a theme that I held up throughout the rest of my interviews.
Our second job was to interview a friend or family member. I interviewed my mum, Celia, about her time working in a courthouse. She talked about her experiences working there, and the judges that she worked with.
The third thing we did was the exhibiton interview. For this interview, we split off into pairs, and each pair of grade ten students, as well as their grade twelve counterparts, was given a room in which to interview people. We were told to make our rooms look “cozy and comfortable”, so we put lots of lamps and fairy lights, brought a couch up from the theatre, put blankets and pillows on the couch, and added a touch of holiday spirit via a mini Christmas tree with a picture of David Boreanaz on it.
Then we took it in turns to interview the people our grade twelves brought back. I interviewed three people, but I decided to use my final interview, in which I talked to Kym Bontinen about being a nurse, and teaching other people how to nurse.
While I enjoyed some parts of the interviews, I found interviewing people without a very stagnant set of questions to be difficult. I also found it difficult to get clear audio. These are things that I would like to improve on in the future.
So we just read a book called Little Brother . It focussed on a boy who got blamed for a terrorist attack, arrested and treated unfairly, and decided to rebel against the government that captured him. Actually, he was a bit of an idiot. The book, however, was enjoyable.
The book related back to our driving question for this unit, “how has technology acted as a disruption with its creation throughout history?”, and to our ongoing theme of identity.
And it’s about a part of the identity of one of the characters from Little Brother that I’m writing this post now. The book featured a character called Ange who loved hot sauce, enough for it to be a part of who she was. She even spent a significant amount of time building up an immunity to hot sauces which, she explained, ranked high on the Scoville Heat Scale.
You might not be sure what the Scoville Heat Scale is. Luckily, I have an explanation for you:
The Scoville Heat Scale, named after Wilbur L. Scoville, is a basic representation of the heat/hotness/spiciness of different hot peppers, hot sauces, or dishes containing large amounts of said peppers or hot sauce. The literal thing that it’s measuring is a pepper’s concentration of capsaicin, which is the component that makes human beings feel heat.
At the bottom of the scale (at literally zero) would be something like a sweet pepper, which does not contain capsaicin, and therefore isn’t hot. Closer to the top would be certain types of chili peppers that can reach over 300, 000 Scoville units. What this means, essentially, is that in order to make the amount of capsaicin in a pepper of this kind undectable to a human, extract from that pepper would have to be diluted in sugar water by a ratio of 1: 300, 000 units of water. Diluting pepper extract in sugar water and tasting it in order to determine how hot it was is a procedure that was created and used by Wilbur L. Scoville, hence the Scoville scale being named after him. He would usually have a panel of five judges testing the water and reporting back on whether the capsaicin was detectable or not.
Even within one type of pepper, the actual amount of Scoville units can differ based on a few different variables. Examples of these variables include how many hours of sunlight it had while growing, and what temperature it was grown at, how much moisture it contains, and the general chemistry of the soil it was grown in.
A Red Savina Habanero that reached 577, 000 Scoville units claimed the place of hottest pepper ever known, until a pepper was created that reached 1,001, 304 Scoville units, and even that was kicked out of first place by a pepper reaching 2.48 million Scoville units, which is what currently holds the title of hottest pepper.
In order to further aid my research on the Scoville Heat Scale, I decided to try some hot sauce myself. To my knowledge, I’ve never had hot sauce before, and I definitely haven’t had it straight up. I asked a friend of mine to film me trying some hot sauce that allegedly stands around 100, 000 Scoville units to see if I would burst into flames.
A while later, I decided to try the Scoville method of diluting hot sauce in sugar water. I definitely didn’t use enough to fully get rid of the hotness, but it did help tone down the immediate taste and left just the hot aftertaste.
All in all, I’d say I’ve proved to not be quite the hot sauce afficianado that Ange was, but at the very least no smoke came out of my ears. Learning about the Scoville scale gave me an interesting insight into the identity of this character.
Hello, Internet. Merry December. The classroom is full of fairy lights and poinsettias, students are wandering the halls in Santa hats and festive jumpers, and everyone’s getting ready for the WinterExhibition.
However, that’s not what this post is about. This post is about Social Studies. More specifically, it’s about a socials project we’ve been working on concerning social justice throughout the history of Vancouver.
For this project, we were split into groups based on the specific topics we were interested in, and asked to create a podcast about our topic, and how it affected Vancouver, in the interwar years and now. My group’s topic was Aboriginal Rights. Specifically, we focussed on two things: Residential Schools, and the Truth and Reconciliation Commission.
In order to get some firsthand information on residential schools and First Nations rights, we interviewed Joy Fontaine-Cramer over the phone. She gave us an insight into the lives of her parents growing up, and her job now. We had to cut down her interview in order to integrate it into our podcast properly, but listening to all of what she had to say was very interesting, and I wish we could have kept more of it in.
Our final project ended up going on SoundCloud, and we’ve sent it to Joy Fontaine-Cramer in the hopes that she can listen to it,
Now that we’ve finished the podcast part of our project, we’re working on writing essays that we’ll eventually amalgamate into a letter to send to Terry Beech. Each letter must address a problem related to our subject, and suggest a way to help solve that problem. For my group, we’re addressing the problem of stereotypes surrounding aboriginal peoples, with the suggestion to add discussion about these stereotypes into the BC curriculum in order to dispel them in the future.
So, last week was National History Week, and in order to celebrate it we did a mini history project. We worked in small groups to research the history, and particularly the namesakes, of different places around Vancouver. Each group chose one place to research that they thought was interesting or iconic. The place my group chose was Blood Alley.
We then made a video about that place, in the style of this video.
Now, while Blood Alley is a somewhat gruesome name, the history of the alley, originally known as Trounce Alley after Thomas Trounce, is much less sketchy than it sounds. It was a pretty normal alley that was renamed in the 70s during Gastown’s rénovation into a commercial heritage district, as it was believed the name Blood Alley would interest more people than “Trounce Alley”.
So, in Health and Career, we’ve been learning about work safety.
We started out by watching a video of a few different situations in which young adults were permanently injured due to improperly following work safety rules, and filling out some worksheets about job safety in our own respective work experiences, and the Occupational Health and Safety Regulation.
We also talked about the required training for different jobs, and how being trained thoroughly can help you stay safe at work.
We were supposed to have a guest speaker come in to talk to us about work safety, but they didn’t show, so we instead did an activity where we looked at different scenarios and figured out what was unsafe about them, and how they could have been made safe.
As part of our learning for this unit, we were each asked t create a visual to represent work safety. I drew some common safety related symbols (no fire, toxic chemicals, tripping or falling), and a girl giving a thumbs up.
We were also asked to talk about how we would each handle our own workplace safety. My current job has very little in the way of safety hazards, and is generally safe as long as you use common sense. However, for jobs in the future that might be more risky, I’ll make sure to stay out of potentially dangerous situations that I haven’t recieved proper training for, and to wear the appropriate safety gear and use safety precautions when needed. I’ll also keep aware of the fact that I don’t have to put myself in a situation in which I feel unsafe.
Toodles!
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