|Timestamp||Contact Period||Project Title||Individual or Partner||Presentation Medium||Subject and Educational Content||Target Audience||Art Type||Secondary goals||Detailed Plan||Link to online Prototype||Mr. Lyke's Comments on Detailed Proposal||Link to Rough Draft||Mr. Lyke's Comments on Rough Draft||Link To Final Product||Mr. Lyke's final comments|
|3/2/2013 13:05:18||P3 Physics||Poetry in Motion||Partner||Book full of poems related to different aspects of waves. 20 poems probably 10 pages.||All forms of waves including longitudinal, transverse, sound, light, etc. Creative descriptions of the characteristics of waves.||Poetry lovers and scientists alike. Age group: elementary school kids||Writing||Poetic||Book of poems about waves. Ten pages in length.||delivered||Since there are two of you working on this you should add some sizzle in the form of visual or video art or make them epic (as in really epic) poems. Or you could supplement with a companion book of 'critiques' (possibly written by famous authors) of each poem and it's potential interpretations regarding waves). Unless this project is hand-drawn (and possibly even then) you should publish it online and submit a link to your online prototype.||https://docs.google.com/document/d/1JFNwSwBQMn__UxpUuExvDZ7h1Y7fH2vjWVXontvVxWg/edit||I like the poems (though that is actually for your major teacher to score) but I don't see any of the elements I asked for in my response to your detailed proposal (see two colums to the left). There are two of you working on this project so it should evidence some synergy between the two of you which I don't currently see. Late.||https://docs.google.com/document/d/1nZUoW1_oIzHP7a8zuDdYctSBsfDl297cyEG7cgr7QpA/edit|
|3/6/2013 10:48:13||P3 Physics||Harmonographic Patterns||Individual||I will have constructed a three-pendulum rotary harmonograph (one of the more complex harmonographs, but the least complex of the complex). I will also have a binder or packet of my 8 constructed graphs with notes and observations. In addition, I will have a table on the functions of properties (frequency, amplitude, damp, phase, time) and their effects on each other and patterns.||I intend to show my audience the interesting elements of harmonographs, which relay many features of waves we have practiced with and created in class.||I suppose all ages can appreciate both the unique patterns harmographs create and the fascinating effects change in properties can have on visual appearance.||I will utilize mostly visual art, but I will need to take notes and create a write up, which pertains to writing.||My biggest secondary goal is aesthetic. The harmonographs are interesting in that they create unique and exquisite patterns. My goal is to show the visual art appeal in physics.||I will be creating a harmonograph based on the instructions of this website: http://www.karlsims.com/harmonograph/index.html. I will be analyzing the graphs and their patterns through the harmonographic movement equation: x(t) = Asin(t*f + p)e^(-dt). A-amplitude, f-frequency, p-phase, d-damping, t-time.||I am currently trying to build the physical apparatus. I should have it done during TCAP week. It is very complicated. But here is what it will look like and do: http://www.youtube.com/watch?v=H4YQonwQUDs||Sounds cool. Wish you could make a video of the construction process and results in action and show some of the finished products and post it on YouTube as well and provide a link. Strong suggestion to consider that for rough draft/final project. Late.||http://harmonographicpatterns.weebly.com/index.html||Great work, keep it up. Late.||http://harmonographicpatterns.weebly.com/||Excellent job. The progression of graphs in your output is fascinating. Thanks.|
|3/12/2013 21:58:43||P3 Physics||Interactive Refraction||Partner||This will be a physical project. Approximately 4 feet long by two or three feet high. Mere inches thick. Final product will be a blacked out board above which we will have mounted (a) laser(s) on one end and an interchangeable slot on the other side will hold various optical components such as a camera lens, plate glass, plane mirrors and parabolic mirrors. Lastly there would be dry ice in water above the vertical setup to visualize the beam of light.||The subject of our installation is light, refraction, and reflection.|
The purpose of this installation is to provide an alternative tool for the students of Mr. Lykes physics class. The recent unit concerning light and refraction and reflection has been handed to us in definition and with this it can become second nature.
Our tool would be a welcomed hands on learning experience.
It would provide a way for other minded students to cement the concepts that we have been acquiring during the last weeks--
|The typical viewer and primary beneficiary of this project is a student in Mr. Lyke's physics class that would gain from a hands-on and interactive visualization of reflection and refraction.||We will use technical skills to create a dynamic and simple yet functional way to interact with light and its properties.||Technical. We would like to use this project to apply the rules that we have learned to the real world and prove that they apply and remain true.||Principal axis labeled.|
Points to place the laser at;
Multiple interchangeable targets;
Plane glass to show refeaction
Hexagonal and other shapes to show refraction
Pane mirror to show reflection
Parabolic mirror to show reflection
Camera Lens to show focusing
Rotating laser mounts to show multiple angles of incidence
Dry Ice fog to highlight laser beams
|http://www.mediafire.com/?pghp8e2qdgv7lf3 http://www.mediafire.com/?1hafakk7cqha790||Sounds cool. I can't wait. Late||http://sbgnagy.wix.com/apogee||You caught me by surprise with your change in project which was never documented in this spreadsheet, so I didn't get a chance to give you feedback on my expectations for your final project. In terms of my expectations (for your final project) you are not 80-90% there yet. Conceptually yes, (though see some detail notes below) but I also expect a lot more product and better-produced product from a duo like yourselves. You have not provided notes (as requested in the honors project requirements doc) on your planned modifications and improvements for your final project but these are my expectations for an 'E' final: 1. You didn't actually show how to calculate the coefficient of drag, which is the title of the piece. 2. Please produce .pdfs more professionally (word processed, though your handwritten stuff is great and would make a nice appendix showing the development process). 3. Please show derivation of y=(x+z)tan(A). Is there a similar formula involving angle B instead of A? If so what is it? Please provide derivation. 4. Provide some sort of instructions for building the altimeter to explain the template on page 2. 5. Provide pictures and/or video showing construction and/or use (hint: doing the 'ands' instead of the 'ors' is a more sure-fire way of earning an 'E'.) 6. Provide your own data from your own experiment and show your own calculations to arrive at the coefficient of drag. 7. Compare your calculated Fd to some examples found online to see if your calculated value seems reasonable compared to those (example: is it closer to the value a basketball has or is it closer to the value of a bannana?||http://sebast281.wix.com/apogee|
|3/3/2013 18:19:16||P3 Physics||Coloring In Physics||Partner||Our project will be in a physical medium. We will create four coloring books, each 7-10 pages long with at least 3 lines of text on each page. This makes for 28-40 pages of work (not including title/cover pages) for the entire project. The books will each be printed on sheets of standard printer paper (8.5' x 11'). We will physically turn in the books to Mr. Lyke on the specified date.||We will create coloring books that convey a simplified version of four specific concepts that are to be: waves; light and color; plane mirror reflection and one undefined concept (to be determined in coming semester).||The target audience for this project is to be young children (ages 7-10) as an educational tool for basic physics concepts. Because the target audience is so young, this will be purely a qualitative overview put in simple, easy-to- understand terms.||Specific arts we will use in this project include writing, to explain the concepts relative to our specific scope, and visual arts to visually demonstrate concepts in easy to understand settings (e.g a wave may be represented as a jump rope vs. an actual wave diagram). This includes utilizing available resources in regards to compiling pictures. We may also utilize photography in the books.||Our main secondary goal for this project would be to create something that is accessible to young children in every way: to dilute complicated physics concepts so that our target audience can understand it and perhaps enjoy coloring it!|
Our project is a perfect combination of the literary and artistic project. We will be creating a physics coloring book for kids. Therefore, we will be writing simple descriptions of the topics that we have learned this year, with a coloring page for this subject. The color pallet is undefined because it is up to those that use the coloring book to decide how they would like to decorate each page, as they have complete creative control. Our coloring book, though made for kids, it does not follow a plot line, nor have characters. It is purely a simplified version of everything that we have learned, easily understandable by children. For our coloring books, we will utilize all our resources including, online information. The concepts that we will be covering are waves, light and color, plane mirror reflection and one undefined book based off new material that we will be covering in the next few weeks.
Each of four books will be 7-10 pages long with at least two lines of text on each page. There will also be pages included in the book with room for “check your understanding”. We will cover concepts within the subjects of each book that are pertinent to the basic understanding of each of the subjects.
The book will be comprised on Microsoft Word using word art, smart graphics, clip art, and other online resources—it may also include original photography. The text will be original and only reference subjects that are relevant to the topic (e.g. this is not a story book, only an explanation of physics concepts). We will submit all four of the books (equaling 28-40 pages total), each individually bound in one set.
|Delivered||I like the physical nature of the project (binding, and possibly an example of one colored by an actual kid or artist) but since you're composing it in Word you should provide a link to an online (Googledocs or equivalent) version as well.||http://dsahonorsphysics.wordpress.com/2013/04/15/honors-physics-rough-draft/||Looking good. Anxious to see the final book as well as your hand-colored physical version. I do think the "amplitude" page in the Waves book is a little unclear. Can you revise that? Please see me if you have any questions.||http://dsahonorsphysics.wordpress.com/2013/05/20/coloring-in-physics-final-draft-series/|
|3/2/2013 20:17:57||P3 Physics||Physics Blues||Partner||Our final project will be a recording of our original composition. It will most likely be around a length of 3-4 minutes. We will send the final project via email.||The "Physics Blues" will include information about what our class has learned this semester, which includes sound waves, electromagnetic waves, refraction, reflection, concave mirrors, convex mirrors, plane mirrors, indices of refraction and reflection, critical angles, color, etc. We intend to describe how many of the processes above work and function.||The typical viewer for our project will be our classmates and other interested peers, and you.||The specific arts that will be utilized in our project is strictly music. The instruments that will be used are piano, saxophone, guitar, and voice.||Besides educational content, our second intent is to entertain others through a catchy and humorous tune.||Our song will be in the form of a 12 bar blues in F. During verses, we will each alternate singing/talking about the different Physics topics described above. Also, besides having a repeating chorus, both of us will be taking some solos on our instruments.||Delivered||I like the sheet music you submitted for your prototype but this project needs to be submitted as a recording accessible online and the prototype needs to be in that same format. Please resubmit.||http://www.youtube.com/watch?v=qcKGdSAEFqI&feature=youtu.be||Well I think that's diggity-dong coming along pretty well. I didn't hear the piano and sax you said would be in there, and I think it would be nice to add a bass (I've got a mini-studio available at my house and will volunteer to play drums if you'd like) and a chorus (or bridge) might relieve some of the monotony (as well as perhaps a little editing and buffing of the lyrics -- sometimes less is more). Late.||http://yourlisten.com/channel/content/16982208/Physics_Blues_Final||Ha cha chaa.|
|1/24/2013 16:21:51||P4 Physics||AP Physics B Self Study||Individual||Physical (in the form of notes, practice problems, and practice tests). There are 33 chapters in my textbook, so depending on how much each one is 'review', I'm guessing between 1/2-5+ pages of notes/chapter (90 pages total on average)||By looking at the table of contents, the following topics seem to be entirely new material which I will study to the extent it will be on the test. |
-Bodies in Equilibrium
-Temperature and Kinetic Theory
-Law of Thermodynamics
-Electric Charge and Electric Field
- DC Instruments
-Special Theory of Relativity
-Early Quantum Theory
|My target audience is Mr. Lyke, so he can begin to gauge how he could change his current physics curriculum to teach AP Physics B. If DSA doesn't end up offering AP Physics in the next year or so, a future student wanting to self study for the test could look at this "project" as well.||This is an alternative project, and given the breadth of study involved, I don't think I can include an art element.||My main goal of this project is to do well on the AP Physics test at the end of the year. Also I hope it will help with my independent study skills (self discipline!), give me more knowledge that will build my appreciation for the world around me, and help me prepare for college in my goals of pursing environmental engineering.||I am going to skim over the chapters that I'm assuming are mostly review just to look for things we didn't go over. Then I'm going look at what the college board says are approximate percentages of various subjects on the test--so I can study those sections as much or as little as necessary (I'll come up with an overview beforehand). Then I'll take notes on those chapters and do practice problems using a study book (Princeton review) and this accompanying website to the textbook:|
I'm going to try to do 2-3 chapters/week
Here are links to other study materials I'll be using:
Study guide: http://images.betterworldbooks.com/037/Cracking-the-AP-Physics-B-Exam-2011-Edition-9780375427787.jpg
College board: http://www.collegeboard.com/student/testing/ap/sub_physb.html
|I'm going to email you my prototype||Please make prototype/finiished project available online and provide link.||https://docs.google.com/file/d/0B_n9hbgMpRfZV3c4S0Znb1pUcEE/edit||Keep up the great work.||https://docs.google.com/file/d/0B_n9hbgMpRfZOWdjbFFocm5ZX28/edit||Nice job.|
|3/2/2013 13:06:09||P4 Physics||Poetry in Motion||Partner||Our project will be a book full of poems related to different aspects of waves. We plan on writing 20 poems, that will probably take up about 10 pages.||All forms of waves and their characteristics. These waves will include longitudinal, transverse, sound, light, etc. The poems will creatively educate readers about these waves.||Poets and Scientists. Age group: elementary school kids||Writing||Our poems will be Poetic.||Book of poems about waves. Ten pages||delivered||see comments on partner's submission from P3|
|3/15/2013 9:29:28||P4 Physics||Physics Blog||Individual||This blog is formatted on a tumblr. There will be at least one post per day. The link to the blog is leblogphysique.tumblr.com.||My blog follows what we do in class as we do it. So it covers waves and friction, etc., etc. I have a lot of different types of posts including informational posts, jokes, poems, and photographs. I am communicating with my audience my journey through Physics.||The typical viewer of my blog is roughly a college student. Right now I have 27 followers in between the ages of 14-24. My blog is targeted toward students like me who are taking Physics or have taken Physics.||I utilize photography and writing in my project with my personal photographs of conceptualizing ideas in physics and my poetry responses to topics we are discussing in class.||My goals vary depending on the type of post. Some posts are meant to have aesthetic value and appeal to the artistic instinct. Other posts are humorous, jokes and funny photographs as well as silly poems. There are also technical posts that deal with understanding how to do Physics problems as I see them.||A blog consisting of posts relating to Physics as we discuss it in class. The posts include personal photography, links to helpful websites, quotes, creative ways to solve problems, poetry about physics ideas (hyperbolizing physics), photos I find online, relative information (ie: how camera lenses work), and also responses to my 27 followers questions about physics.||leblogphysique.tumblr.com||Looking good. Late.||leblogphysique.tumblr.com||I think your project is visually very aesthetic but doesn't have as much of what you proposed regarding your personal poetry, informational and technical posts, and responses to followers' questions (that I could see). It also doesn't seem to me that you achieved your goal of one post per day. When I was editor of my high school yearbook I remember being advised by the representative from the company that while a picture may be worth 1000 words, the value of a picture with a caption telling what it is about or how it relates to the 'bigger picture' varies as the product of the picture and the words. In other words, words (other than these) really add to the depth and meaning of a set of pictures. Right now I'm just getting a kind of vague sense of your physics journey from your pictures but I would like a much more detailed picture which can only be facilitated by the addition of some well-chosen words. I will hope to see more of that in your final version.||http://leblogphysique.tumblr.com/|
|3/15/2013 9:59:27||P4 Physics||Physics song||Partner||A youtube video||whimsical and easy to remember physics facts||highschool students. I don't know; this could go viral....||The specific arts we will focus on are creative writing and vocal.||humorous||We are creating a youtube video of us singing a song about physics. It will be like a mnemonic device in that it helps students remember equations and laws in a catchy way.||delivered||Need more specifics about topics to be covered and plans for song(s). What key(s)? Any instruments? What style of music? Will there be harmony? Etc... Link to online prototype missing. Late.||missing||http://www.facebook.com/l.php?u=http://hellokatiemae.wix.com/themopcops||Cute but I don't find a song concerning physics facts as you had proposed. Late.|
|3/10/2013 22:51:05||P5 Chemistry||Facebook Chemistry Page||Individual||The presentation medium of my project is an online Facebook group page, which will be developped over time as I post various information about the topics we cover. It will eventually appear as a long timeline of our semester's lessons (no pages, just one continuous page in which you can scroll down). It will be accessible through Facebook, so anyone with a Facebook account will be able to view the information on the page, and/or like the page. It will include both writing, diagrams, drawings, pictures, and video, so it will act as a multimedia source for our class.||The subject of my project will be very broad, as it will cover most of the topics we review in class. It will highlight certain key points that Mr. Lyke brings up, clarify certain confusing topics through additional information and through different ways of portraying concepts, and will remind the class of due dates for tests, assignements, and projects. Overall, I intend to communicate general concepts to my audience and a clear schedule as well. help struggling students in our class who have a hard time grasping the concepts behind the Chemistry topics Mr. Lyke covers. I hope to help any Chemistry peer in general who would like to keep track of the "learning schedule" in our class.||The typical viewer of my project might be a struggling student in our class who has a hard time grasping the concepts behind the Chemistry topics Mr. Lyke covers. I hope to help any Chemistry peer in general who would like to keep track of the "learning schedule" in our class, so my viewing range is rather broad.||Even though my project will be an online medium, it will include a combination of different art forms: visual, auditory, writing, etc. It will try to communicate different concepts by portraying them through those different mediums, so that my peers from different majors will be able to understand them through a format similar to their arts major.||My intentions beyond the educational content are technical, social, supportive, and aesthetic. I do not want my group page to be boring, or visually unpleasing. I would like peers to feel involved with my page through it's technical and social aspect, and I would like them to feel supported by the network that may be created there. As a Visual Arts major, I also hope my page will be visually pleasing so that a peer may spend more of their attention on it.||My plan is to continue to post regularly on my page (more often than last semester) so that I truely develop a class timeline that my peers may even be able to view before our final test at the end of the year. I plan on posting everyday, and if that is not possible (things happen), to make up for the missing posts by contributing more another day. I plan on finding more websites and videos than I did last semester, maybe varying the mediums I use each day so that I have a balanced amount of different resources. I also hope to involve more people in our class by announcing my page in person and on Facebook.||https://www.facebook.com/MrLykesChemistryClass?ref=hl||https://www.facebook.com/MrLykesChemistryClass?ref=hl||I like your design and the posts you've got but it doesn't seem like you've met your goal concerning the volume of posts at this point. I also don't see much evidence that others are utilizing your page as much as we had hoped but I'm not sure how you can encourage more of that.||https://www.facebook.com/MrLykesChemistryClass|
|3/3/2013 19:27:52||P5 Chemistry||Creative Elements||Partner||Our project will be located on a blog (http://honorscreativeelements.tumblr.com/)||Our topic is the characteristics and behavior of the elements, and that is what is communicated and taught when our poems are read. We use accurate facts from reliable resources in constructing our poems.||The target audience encompasses both people who like reading poetry and people who like learning about the elements. The ideal viewer would be someone in both categories, but persons in either would enjoy our project.||Writing||Our main secondary goal with our project is to be creative—taking scientific observation and translating them into poetry requires a lot of creative energy. This is a learning experience for both of us because we have to push our boundaries and expand our skill set in order to succeed.||Both of us will write 15 poems, referencing scientific resources, and then posting them on the blog when we are done. Most of the facts will come from the Royal Society of Chemistry.|
Gabriela will write poems about: Hydrogen, Titanium, Barium, Silicon, Cadmium, Radon, Tungsten, Molybdenum, Indium, Astatine, Flourine, Copper, Beryllium, Caesium
Isabella will write: Antimony, Bismuth, Calcium, Chlorine, Cobalt, Gallium, Germanium, Helium, Iodine, Lawrencium, Magnesium, Platinum, Polonium, Xenon
|http://honorscreativeelements.tumblr.com/||an Excellent version of this project would add a visually artistic element to complement the poems.||http://honorscreativeelements.tumblr.com/||I would still like to see some visual elements added to your project.||http://honorscreativeelements.tumblr.com/|
|3/3/2013 17:41:55||P5 Chemistry||Chemical Music||Individual||The anticipated length of the song will be 3-4 pages which is about 90-100 measures in music. I will submit an mp3 and pdf of the song. I will also create a presentation to address my impressionistic interpretation of chemicals||My subject is impressionism on chemical states, figures, bonds and so on. I want to create a song that interprets different chemicals and how they change through music. For example, if water heats, then I want to create music that sounds agitated and intense, if water cools, then i was to have more dry and soothing sounds.||I'd like my final project to be specific for audiences who are mature in music. The typical viewer should be interested in abstract music.||I will utilize my knowledge of music and my knowledge of chemistry to help create an image for the viewer.||My intention is to develop my musical ability and at the same time be able to portray elements in songs that are specified to a certain topic.||I plan on using water as my main subject because it can be associate to a wide range of principles, and because it is one of the most important chemicals for our survival. My song should include typical IV I cadences and V I cadences to try to bring back the themed topic. Sometimes I plan on leaving a Vii diminished chord to try to address the peculiar nature of water. The song will include a dribbling feeling as composers like debussy and ravel were keen to doing. In terms of chord structure, I plan to have a varied assortment. When I am talking about water movement, and changes occuring in water then the song should use triad chords at most. When I get to a more bulky topic like the formation of water, the use of water to form solvents, and others, I will try to use dynamic sevenths such as augmented, dimished, major, minor, and occasionally sus chords. The key will be typically varied, but a majority of it will probably sound more atonal to capture the abstract art of it.||delivered||prototype needs to be online since presentation medium is ultimately online. See requirements for online nature of prototype/final project.||http://www.youtube.com/watch?v=F9bgsPIx4HQ http://www.youtube.com/watch?v=ZJt-oiZKYiw http://www.youtube.com/watch?v=Tobc71_iXxA http://www.youtube.com/watch?v=UuyX3ljSAG8||The various movements all sound good but incomplete. I look forward to hearing and seeing the completed versions for your final submission. Late.||http://www.youtube.com/watch?v=LhNr5Hllpsw&feature=youtu.be|
|3/3/2013 21:02:59||P5 Chemistry||Periodic Poems: A Collection of Elements and Compounds||Partner||This project will be in the form of a poetry book. The poems will be placed in sheet covers within a binder. The book will be approximately 30 pages long. There will be 30 poems, and each poem will occupy about one page. The book will be separated into four chapters that include Metals, Metalloids, Non-Metals, and Compounds. There will also be a title page and a table of contents.||The topic of this poetry book is elements and compounds. We intend to communicate information about 20 different elements to our audience. We will inform them about the elements’ atomic numbers, physical and chemical characteristics, position on the periodic table, etc. We will also include information about 10 chemical compounds. These poems will convey the type of compound, common uses of the compound, and the relationship between the elements within the compound.||Our target audience is teenagers and young adults who have a basic understanding of chemistry, but who want to learn more about specific elements and compounds. The reader must have a basic understanding of the periodic table to benefit from the information in the poems.||The majority of our project will utilize creative writing, and there will be minimal aspects of visual arts. The poems will be written in a creative manner, and each one will be illustrated with a small visual.||Beyond the educational content, we intend for our project to be aesthetically pleasing and entertaining to read. We hope for the presentation of the book to be pleasing to the audience, and we intend for the poems to be creative and interesting.||Our poetry book, Periodic Poems: A Collection of Elements and Compounds, will be in a binder. The book will be divided into four chapters. The chapter titled “Metals” will include poems about gold, mercury, magnesium, lithium, calcium, iron, copper, and sodium. The chapter “Metalloids” will include boron, silicon, arsenic, germanium, and antimony. The chapter titled “Non-Metals” will include hydrogen, bromine, helium, carbon, chlorine, nitrogen, and oxygen. The chapter “Compounds” will include poems about sodium bicarbonate, sodium chloride, dihydrogen monoxide, boron nitride, calcium chloride, copper (II) carbonate, gold (III) oxide, hydrochloric acid, nitrogen monoxide, and magnesium chloride. (A few of these poems were written for last semester's honors project). The element poems will include information about the element’s atomic number, position on the periodic table, physical and chemical characteristics, and more. The compound poems will include information about the compound’s common uses, relationship between the elements, the type of compound, etc. Each poem will be about a page long and will include a small illustration or page border.||Delivered||Since there are two of you, I will expect to see the draft and final versions delivered both physically as well as in an online form (through publication of photos of the physical version or elsewise). See me if any questions.||https://www.facebook.com/media/set/?set=a.517623191618016.1073741827.441715005875502&type=3#!/media/set/?set=a.517623191618016.1073741827.441715005875502&type=3||Nice. Keep up the great work!||https://www.facebook.com/media/set/?set=a.517623191618016.1073741827.441715005875502&type=1&l=0bec7053b9|
|3/3/2013 12:42:35||P5 Chemistry||Compositions Based on Reactions||Individual||The presentation will be physical. The examples of the reactions themselves will be done during a class period. The musical compositions based on the visual and auditory aspects of those reactions will be either physical or in digital form depending on time allowable.||The subject of my project is to show the most visual representation of the main types of reactions: oscillating, decomposition, synthesis, single displacement, double displacement, acid-base and combustion. These more visual representations will be helpful for the audience to remember the process and results of these reactions better.||The target audience will be my chemistry class or anybody who is interested in visual reactions.||Music will be used in my project. I will write a musical composition based on each of the chemical reactions.||This project should be fun for the entire class based on previous in-class labs' success.||In the musical aspect of my project, I will make a composition for each reaction type which will be and individual movement in a whole piano piece. The musical will be in the classical genre, and it will include various tempos, time signature and keys depending on the result of the reactions. My project is aimed to be similar to Debussy's Preludes which are all individually based on some action of object. |
For the scientific portion of my project, the 7 examples for each of the reactions will as follows: Briggs-Rauscher-oscillating, thermite-single displacement, aluminum and bromine-synthesis, and salt flames-combustion, sugar decomposition. Double displacement and acid-base are the same chemical processes; a dramatic experiment will be found to represent these two reactions.
|Delivered||Need link to online version of prototype since final project will be delivered in online format (partially).||http://prezi.com/chqne9dlpc6r/untitled-prezi/||Judging by the template this will be a major achievement if it is completed. But I do not feel that it is 80-90% complete, as a rough draft needs to be. It is also late.||Alternate plan substituted at last minute.|
|3/4/2013 22:00:57||P5 Chemistry||Six Questions for Six Scientists- The History of the Atom||Partner||We will film a short video on the history of the atom, through six humerous skits conveying interviews with six main scientists who made important discoveries of the atom.|
Each scientist's interview will be roughly three minutes in length, with the entire short film being around 18 minutes.
We will post the final video on Youtube.
|We are filming a humerous documentary conveying facts about how the human peception of the atom developed, as well as presenting biographical information about the main scientists that made these discoveries through an interview of six questions to each scientist about their lives and discoveries.||The typical viewer of our film would be someone who is curious about the history of the human perception of the atom and the scientists who made important discoveries about it, while being entertained. As well as children, since our interviewer is Mr. Rogers who hosts a kids show normally.||Mainly video cinematography. Some acting as well, in the skit/interviews with each of the scientists.||To connect with the audience and humor them with our acting.||All of the characters in our film are real in history or the present. Our six scientists are: Demicritos, John Dalton, JJ Thompson, Robert Millikan, Ernest Rutherford, and Niels Bohr.|
Our host will be Mr. Rogers from the TV show, Mister Rogers' Neighborhood
We will have costumes according to what each character looks like, and the setting will be at an interviewing table.
|Lucy Sroka and Miriam Vonnahme Chemistry Honors per. 5 Prototype of Honors project- Script/dialogue for movie about the discovery of the atom Six Questions for Six Scientists: The History of the Atom with Mr. Rogers- 1st Scientist: Democritus Democritus enters the room and sits down across from Mr. Rogers Mr. Rogers: Today kids, we welcome a very special guest all the way from 370 BC Greece. (Clapping) Mr. Rogers: His name is Democritus, can you say D-E-M-I-C-R-I-T-O-S? Kids voices sating Democritus… (Democritus slightly crazed, looks thoughtfully offstage and mutters under his breath) Mr. Rogers: So Democritus, how is it that you’re still so well known to chemists in this day? Democritus shrugs and says something in Greek Mr. Rogers: I see… something to do with the makeup of matter you say? The smallest bit of possible matter? Democritus: Well Mr. Rogers, I discovered that matter, things and people such as you and me, are made up of smaller particles. I called these particles the atoms. Mr. Rogers: And what does atom mean, Democritus? Democritus: Back in the day, we called them atomos, meaning indivisible. Mr. Rogers: Indivisible? What does that mean, Mr. Democritus? Democritus: It means the simplest form and smallest piece of something there can be. Mr. Rogers: Well that certainly is interesting, Democritus! Imagine being made up of hundreds of thousands of little particles, Kids! Kids ooh and ahh Democritus: Yes it’s hard to imagine, all those little things floating around. Many people thought that I was crazy at the time. Silence, Democritus looks at the camera. Mr. Rogers: Yes… err… the next question we have for you, dear Democritus, is what did you think that these atoms looked like? Democritus: Like little hard spheres, you see, Mr. Rogers, the universe is composed of two different elements; the atoms, and the void in which they exist and move. Mr. Rogers: How very interesting! But Democritus, you were found to be wrong, atoms in fact, do not all look the same! They do different things and have different weights, as we will find out with our next guest, Mr. Dalton! Democritus, angry and blabbering is pulled offstage as John Dalton, the next scientist, takes his chair at the table. …||I can't wait! Need link to online version of prototype since final project will be delivered in online format (YouTube).||Part #1: http://www.youtube.com/watch?v=k8MwXRpvx68&feature=youtu.be Part #2: http://www.youtube.com/watch?v=2VJ3Z-7UiiA&feature=youtu.be Part #3: http://www.youtube.com/watch?v=8P7e6_-Y5vA&feature=youtu.be Part #4: http://www.youtube.com/watch?v=qP5Oss9O_Fk&feature=youtu.be Part #5: http://www.youtube.com/watch?v=fSgdiI_kFLY&feature=youtu.be Part #6: http://www.youtube.com/watch?v=AsPHPRSvszU&feature=youtu.be||I like the script but I would like to see you further along at this point since you plan to incorporate more actors, costumes, and props.||http://www.youtube.com/watch?v=r1iR43OJVGk&feature=youtu.be|