Project Description:
https://docs.google.com/document/d/1GApq0DMYGjDjNmk2XpmX9XRkek7UlE0OIcUuG5vXvEo/edit?usp=sharing
In this project, my group's dynamic was a lot different from previous projects we had done before. In my group was Caleb Crozier and Noel Ramirez and we worked fairly well together once we figured out how. We each had something different to contribute to the project. Caleb's presenting skills, Noel's patience, and my researching skills all combined to make a great overall presentation, Stirling Engine, and Fahrenheit 451 connections. We definitely needed to work on our communication though. It was one of our major downfalls, especially as far as our zine was concerned.
During this project we studied a lot of interesting things in humanities. One of the most important things to take away from this project was that controversy exists for a reason. It's really important to get both sides of the story and take the opinions of other people to form your own. This is where Fahrenheit 451 became a really good example. In this novel set in a dystopian society, people only rely on what their government tells them. Basically, the can't form any opinions of their own and they are forced to believe that everything is as perfect as the little world they live in. This eventually leads to their demise which ultimately proves that we need conflicting sides and opinions. This was seen in real life and modern day when we did our regime presentations. We had to explain the same concepts and find them throughout history. Being able to make connections, a skill learned in humanities, made this project a lot lot easier.
Like in humanities, a lot of connections were made in physics as well. In physics we learned about Thermodynamics and heat and this connected to our overall project with ideas like absolute zero, heat of fusion, and heat of vaporization. We connected this to characters in Fahrenheit 451 by assigning a character who was at absolute zero, the lowest temperature or point with zero energy, a character who was changing, like a phase change, and the character at the top of the phase change diagram who had the most energy. Learning about thermodynamics and understanding these concepts made making connections that much easier.
There are many abstract ways you could connect the Stirling Engine to our physics and humanities classes but this project was truly unique on its own. During the Stirling Engine mini-project we had to build our own engine using cans, straws, wire, foam, PVC, balloons, and other materials. At first it seemed extremely easy, too easy almost, but once our group started making the engine we realized it was a lot harder than we thought. There were a lot of precise measurements that had to be exactly right and our group didn't quite get them right. Although a lot of engines didn't work, we learned a lot about how Stirling Engines work. We also learned a lot about other engine types as we began this project in hopes that it would mentally prepare us.
All of that being said, exhibition was great. I put a lot of work into this project and I was a really strong collaborator so I was proud to put my work on display for everyone to come see. Exhibition is always a good time to work on your oral communications skills too and I felt really good presenting all my stuff. I felt I had a very deepunderstanding and knowledge of Italy 1920-1940, immigration, and Fahrenheit 451. I was also able to explain how all of our components came together and connected to modern day life. Many people said they were not only impressed with my knowledge and take on things but also my peers as well. Overall I feel exhibition was a great way to show parents, friends, and other family how well we understood what we had learned.
During this project we studied a lot of interesting things in humanities. One of the most important things to take away from this project was that controversy exists for a reason. It's really important to get both sides of the story and take the opinions of other people to form your own. This is where Fahrenheit 451 became a really good example. In this novel set in a dystopian society, people only rely on what their government tells them. Basically, the can't form any opinions of their own and they are forced to believe that everything is as perfect as the little world they live in. This eventually leads to their demise which ultimately proves that we need conflicting sides and opinions. This was seen in real life and modern day when we did our regime presentations. We had to explain the same concepts and find them throughout history. Being able to make connections, a skill learned in humanities, made this project a lot lot easier.
Like in humanities, a lot of connections were made in physics as well. In physics we learned about Thermodynamics and heat and this connected to our overall project with ideas like absolute zero, heat of fusion, and heat of vaporization. We connected this to characters in Fahrenheit 451 by assigning a character who was at absolute zero, the lowest temperature or point with zero energy, a character who was changing, like a phase change, and the character at the top of the phase change diagram who had the most energy. Learning about thermodynamics and understanding these concepts made making connections that much easier.
There are many abstract ways you could connect the Stirling Engine to our physics and humanities classes but this project was truly unique on its own. During the Stirling Engine mini-project we had to build our own engine using cans, straws, wire, foam, PVC, balloons, and other materials. At first it seemed extremely easy, too easy almost, but once our group started making the engine we realized it was a lot harder than we thought. There were a lot of precise measurements that had to be exactly right and our group didn't quite get them right. Although a lot of engines didn't work, we learned a lot about how Stirling Engines work. We also learned a lot about other engine types as we began this project in hopes that it would mentally prepare us.
All of that being said, exhibition was great. I put a lot of work into this project and I was a really strong collaborator so I was proud to put my work on display for everyone to come see. Exhibition is always a good time to work on your oral communications skills too and I felt really good presenting all my stuff. I felt I had a very deepunderstanding and knowledge of Italy 1920-1940, immigration, and Fahrenheit 451. I was also able to explain how all of our components came together and connected to modern day life. Many people said they were not only impressed with my knowledge and take on things but also my peers as well. Overall I feel exhibition was a great way to show parents, friends, and other family how well we understood what we had learned.