Golf Project:
During this project, we were tasked with building our own mini golf hole. This was a grade wide project involving aspects of all classes that we were currently in. Students became part of groups of about 5 or so students which worked together in Math, Humanities, and Multimedia(or Chemistry) when working on an aspect of the project with the exception of logo design. After voting on logos designed by students, the project was later dubbed the "High Tech Hole In 1" project.
Building Process:
Physically building the holes themselves was challenge. Because we had designed the layout of our courses, so one wasn't was similar to another each required a different amount of materials. We were given a certain amount of plywood base to start off with and once we had cut the base to the desired shape, we then placed the fake turf. We cut the turf to the shape of the board and used a special glue to bind them together. The next thing we did was cut our trim. The trim consisted of long 2inx2in pieces of wood that we need to measure and cut so they fit properly to outside of our courses perimeter. The next thing we did was take black felt and long 2in wide pieces and stapled them to the edge of the turn where the trim would go. We then used drills to screw the trim to the base of our course. After wards be placed our obstacles to our course and attached the separate panels of our course with screws and brackets.
Obstacles:
|
In our Humanities class, we chose a historical era or event to study(the other team in our grade did famous court cases). In a groups of five or six, we then set about learning about our era. Later on, each group member chose to study a specific event or thing that occurred or existed in that historical era. We then based our individual obstacles on the specific thing we studied in a metaphorical like way. For example, my group's topic was The Golden Age and I looked into The Spanish Armada. My obstacle was a set of wooden swings that represented the strength of the armada because if you hit them they're very hard to get past.
|
Humanities:
In humanities, we got into groups and selected a historical era or event to study further. After gathering further knowledge about our event, we then split off in our group and found a specific topic or event within our era or event to study independently. I chose to study the Spanish Armada which was a fleet of large vessels sent by Phillip II of Spain in an attempted invasion of England.
Math:
Math was were we originally designed the layout of our course. here we learned different methods for calculating how a ball would deflect off the side of a golf course and how to figure out how to hit a ball in order to have it deflect and be in position for a good shot. One of these methods was the slope method. This is when create a slop by creating boxes using a unit of measurement. you then pick a starting point and go up and over in an equal extension in both directions creating a slop.
|
Multimedia:
In multimedia, all the groups worked on different aspects of the project mostly tied to presentations of our work. Groups were assigned based on task. There was a video group(two in my class, one in the other. Video groups were only on Mutter/Ross team). Theses groups were in charge of capturing footage of the development of our project. They were also in charge of filming individual holes and filming a member of the group that designed it in costume explaining its obstacles and some basic information on their era. The video groups then took those video and edited them into videos slightly over a minute. These were presented next to the holes at exhibition. Two people from each class from the video groups volunteered and became the documentary group. These two person groups compiled all the video taken of the project and put it into a documentary. Another group was the snack shack group who designed and built a booth where we could sell items in order to acquire money for later projects. The humanities group built the boards(below). In order to do this they collected essays and put everything together by hand. The math group built the stans the boards were placed on.
Exhibition:For exhibition we set up the holes in the sophomore commons and classrooms. The exhibition was scheduled fro about 90 minutes and each group member had an assigned 30 minute stint they were to be stationed at their course. This was there were 1-2 people ready to facilitate and explain their course. The documentary was also playing in one of the classrooms for visitors to watch.
|