Burn Your Bridges

Intro

In this unit of urban planning, called load, we took a look at bridges, and the different mathematical concepts and triangles that are used. We were told to create truss bridges, however the type of truss bridge was left up to us to decide. We were given limited materials, just as one of our FE guests, Mark Bennett, an urban planner for Chicago, would have to use. We had 75 popsicle sticks and glue, and it had to support 10 lbs. The bridge also had to span 18 inches at least. Anything else was completely up to the maker. We made a bailee bridge, commonly used in the world wars.

                NO, SIDEWAYS SKETCH, 2023
I'm not sure what happened to this picture, but it shows what forces are acting on the bridge as it supports weight.

Math Stuff

This is the 3d rendition of the bridge, its to about 1:4 scale. Its about 20 inches long, and 2.5 inches wide. We are using equilateral triangles for the main structure of our build, our sides are supported by obtuse triangles. We ended up using 70 popsicle sticks to make our bridge. Without glue being accounted for the bridge weighs 79.75 grams, or 0.07975kg. 2 6/8ths of an inch by 4 1/4ths inch triangle roughly comes out to 72.5 degrees. Its potential energy would be 1/2xmV^2, = 0.7083J, if dropped at about 90cm. Its kinetic energy is J. 

NO, ROUGHLY THE TRIANGLE DESCRIBED, 2023

History

WP, BAILEY ITALY, 2023

This bridge was made in Italy in 1943, similar to the one that inspired mine, which was built by the 237 company, being the first recorded bailey bridge of  WWII. The image below shows my bridge supporting 25 lbs. This was all we had time to measure, and the bridge would have held more weight given proper time for testing. Another pro of our bridge is the fact that its incredibly easy to make, deconstruct, and transport. This applies to SDG 11, in making sustainable living for everyone. 

NO, BRIDGE, 2023

pedia, wiki. (2023, March 25). Bailey Bridge. Wikipedia. Retrieved April 24, 2023, from https://en.wikipedia.org/wiki/Bailey_bridge

 

solving a solution

        This term I enrolled in a course called A Nations Argument. In this class, we learned about the times leading up to the Civil War, including the conflict between free and slave states, Charles Sumner and his being attacked by Preston Brooks, and more of the contradictions leading to the war. Other topics of discussion in this course include the vital documents that helped create this country and how their arguments were presented, have changed over time, and the importance of rights. We have also discussed how the problems seen in the Civil war connected them to the present and other papers about the USA. We have connected this to the present, where we have to challenge a part of our school. We also met with Andy Clarno, where we discussed our current course topics and relevant events happening around us, and listened to a yale lecture by David Blight on the historical aspects of our topic.

          NO, conflict, 2023

    "The mediator acts as a participant and witnes to the process, so must step back in order to allow the group to reach true, autonomous consensus. The mediator asks questions and intervenes in lulls or during particularly heated interactions, all while allowing the discussion to flow naturally and the group to steer its direction."

    The fact that the students are forced by a third party to resolve said disagreement. And the mention of other students as well.


P1. Students will get into arguments.
P2. Peace happens through discussion.

P3. Arguments need peace.

P4. Students need help achieving peace  

C. Students need a peace circle.


    Forcing students who may not want to be in a peace circle might not work where instead, one can offer a cool-down period and if that person so chooses, they can then elect to be in a peace circle. The forcing of two parties to make amends instead of naturally dissolving the conflict may prove to be futile and lead to future incidence. 


P1. Students get into conflict.

P2. Conflict requires an agreed-upon resolution for a fair conclusion.

P3. Students need agreed-upon resolution.

C. Students need a natural solution.


Co-Signer: FK

    Students need resolutions that make sense to them and are not forced, which is how lions belong in the free and should not be caged in. If students were given a choice of conflict resolution, some may not want to participate in a peace circle. Many times, people need to cool down and process what has happened. The choice should be given to students and only then will real progress be made. This is not skirting the issue of conflict but not all people are comfortable with peace circles. Perhaps giving a choice of peace circle, written apology, or verbal explanation not face to face might offer a more collaborative approach to conflict resolution to all. If GCE is coming up with global citizens, they need to be able to adapt to conflict. The amendment that relates the most is Amendment 1. This amendment talks about how no person can be forced to give "the right answer". This falls in line with the argument of not having a forced peace circle and allowing the individual to choose how to resolve the conflict through multiple choices. This amendment demonstrates true citizenship because it allows each person to be free and choose how they want to resolve and express themselves. If one is put through a system that works for one type of argument and doesn't for others, nothing I'd bring resolved. 


    I spoke with my friend about the question “is a peace circle a good solution for student conflict?” Quote: “unnatural resolution is regressive.” Speaker: DB

    1.No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation

law, cornell. “Fifth Amendment.” Legal Information Institute, Legal Information Institute, 2023, https://www.law.cornell.edu/constitution/fifth_amendment.

    2. Peacemaking circles bring together individuals who want to engage in conflict resolution, healing, support, decision-making, or other activities when honest communication, relationship development, and community building are desired outcomes. Circles can be appropriate in business, family, judicial, social service, and other settings. They offer an alternative to other meeting processes that often rely on hierarchy, win-lose positioning, and victim/rescuer approaches to relationships and problem-solving. Circles bring people together in a way that creates trust, respect, intimacy, goodwill, belonging, generosity, mutuality, and reciprocity. The process is never about "changing others", but rather is an inhttps://www.rjssi.org/peace-making-circlesvitation to change oneself and one’s relationship with the community.


3. The three pillars of restorative justice are harm & needs, obligations, and engagement.

Justice center, Hartford. “What Is Restorative Justice?” Hartford Community Restorative Justice Center, 2023, https://hartfordjusticecenter.org/what-is-restorative-justice/#:~:text=The%20three%20pillars%20of%20restorative,needs%2C%20obligations%2C%20and%20engagement.

a knife time to be alive

    In this unit of light, sound, and time, we focused on time, how it's measured, and what we can use it for. one example is finding the longitude or latitude at sea using GMT or the sun's position at noon. We covered sundials, arc calculations, and the famous equation E=mc^2. We also looked into space and talked about general relativity, time dilation, and the twin paradox, and we had Taylor Hoyt talk to us about what he does with astronomy and cosmic studies. We also looked at pendulums, and how helpful they are.

    My knife sharpener will essentially take the aspect of knife upkeep into play, and measure the time in-between sharpening, which will determine the date. The only times you'd need to sharpen are when the blade is dull, but for accuracy measure the blade sharpness before sharpening. The increments used will be anywhere from days to years. The display on the sharpener will say how much time has passed since sharpening. If the knife is used consistently the sharpening will be accurate enough to tell how much time has passed since sharpening. The user doesn’t have to constantly check and can carry the knife around, and use it for all its knife uses. Watches or phones are very expensive, but the knife made will be cost-effective and have the benefit of a tool and use in life. Using the arc angle equation, Arc Length / (2 πr), we can find how precise a cut was made. With the angle of the paper split being taken, it will accordingly calculate the time since the last sharpening. 

    A 6-inch blade length, using 420 hc steel, lasts six weeks. Approximately 58 Rockwell hardness. Damascus has about a 62 on Rockwell hardness, lasting significantly longer than 420 hc steel. I have both kinds of blades, and testing, if this theory is true, was simple, and worked. The Damascus blade lasted longer than the 420 hc and kept the edge longer. Even a 440-c blade can last a few weeks in-between sharpening. I’d use a caliper device that sits the blade edge on a piece of paper, and when cut, is measured in microns to show how precise the cut is, which varies depending on knife sharpness. The number correlates to how many days or weeks it has been due to how fine of a cut it is. The volume of the knife I tested (using the volume equation height x depth x width) was 0.2114 cubic inches.   

NO, sharpener example with a caliper, 2023

    In the image above, I used a caliper to replace the measuring device in my sharpener, but it's a similar idea.

                                                        NO, blade depth meter, 2023

                                                

                                                    NO, anatomy of device, 2023

    Overall, this project was fun and I got to think a lot about what I was making, and how I decided to innovate a new way to tell time. One thing I struggled with (and struggle with consistently) is formatting my post to make sense, but I'll keep working on that. One thing I did well was coming up with an idea and putting it on paper.

can creativity be manufactured?

These are some of the projects I've done in my course, "manufacturing" where we look at different processes of creating products, and use them to make things for ourselves. iron-on vinyl, cardstock cut with a CNC, and laser etching my face into a tortilla. I've also used the laser to cut out a label for my tortilla launcher. 

this was my friends idea, a heat transfer vinyl with natty spelled out in steroids. i used the silluette cutter to cut the words out, transfer paper to place it onto the shirt, then ironed on the vinyl. over all this project turned out great and I still wear the shirt regularly.

in this project, I used laser gerbl to transpose an image of my face onto a tortilla. the tortilla was kind of small, so I had to adjust the size of the image and set the fill as cross fill so It wouldn't take forever. this project was really cool and the tortilla tasted pretty normal. 

this was one of my earlier projects i did, i used cardstock to cut out a image for a bookmark. this had two parts to it, the initial image, then the background. this was one of the easier projects but still fun to do.

good vibrations

This class is about how light, sound, and time have so many different properties, and what kind of daily applications there are. This unit is about sound, and the other properties it has. One example is the guitar. An acoustic guitar demonstrates reverberation, wavelength, frequency, and all while sounding good. We went to a violin maker to ask about acoustics and waves. One thing I'm really proud of is my physical project, which is an electric diddley bow. I struggled with written notes for the most part, but that's getting better. 

                                                        NO, diddley bow, 2023

This specific project is about creating an instrument that demonstrates all the concepts of sound we have gone over. So, we made a one-stringed instrument that shows each of the concepts we have learned. Here is an image of mine. My diddley bow creates sound by a wound string vibrating in front of a piece of metal called the pickup, which then takes those waves and sends them into an output, and carries a signal to an amplifier.

Basically, the diddley bow's string vibrates, which produces sound waves and causes differences in pressure waves. The magnets in a pickup catch the vibrations of the string, causing a disturbance and creating fluctuation, which is channeled into output through tone and volume knobs, which of course just toggle some aspects of the signal.

NO, diagram of the diddley bow, 2023

                                                NO, playing diddley bow with fretboard, 2023

math stuff

My string is a .70-gauge bass string.


String height- 1.6 in at nut 1.4 at the bridge.

harmonic marks are at:/
9.5 in, 13 in, 19 in, 25.8 in, 29 in.


My scale length is 38 in.


The loudest my diddley bow was acoustically reached about 70DB. About 10,000,000 times louder than the threshold of hearing. i wish i could see how loud it'd go through my amp, but I don't feel like that would be a good thing to do in a classroom. 


It is tuned to about d1, or about 37hz

The area of my trapezoid is 57in^2

The open note frequency of my string is 37hz.

2nd harmonic 74hz = 4.635135m

3rd harmonic 111hz= 3.09009m

4th harmonic148hz = 2.317568m

The trapezoid my bow makes has an area of 51^2in and the only two angles that have changed are 92 degrees to 88 degrees. The other two angles are 90 degrees.

conclusion


If I were to do this again, I'd make a more extended scale and more eye-pleasing diddley bow. mine looks pretty bad but it works and makes a sound. I was originally inspired to do this due to videos online and how cool they were, doing covers of Meshuggah on shovel guitars, using piano strings on pieces of wood, everything you could imagine. I love what I came up with and I'll probably use it for fun in the future.

music to my ear

In this unit of argument, we have dissected the anatomy of an argument and summoned our nation's founding documents as a reference to truly understand what this looks like. We have discovered unalienable rights, premises, and conclusions, and met with a Montessori school to understand the reason behind learning the way they do. 

a bright experience

 This course is about the study of light sound and time. Those are all very broad topics, with lots and lots encased within.  This unit is focused on the behaviors of light. So far, we have learned about light waves, frequency, sine, cosine, and tangent.

This action project focuses on the way light can be captured. To do this, we are making pinhole cameras. First, I took a shoebox and painted the inside black. Then, I searched for any light getting in and blocked it with tape. For the pinhole, I took a piece of a can and poked a hole into it about the size of a sewing needle. The pinhole camera works by stretching and expanding light through a hole the size of a pin. My camera demonstrates the concept of light absorption. As the light is going through a small hole, and transposing onto a piece of paper. However, there isn't any kind of image being reflected from the hole. The inside is black to ensure all light is only reflecting off of the white page inside. The inside is black to attempt to eliminate all light other than the pinhole from entering. This will cause distortion in the transposition. This demonstrates how light travels in straight lines. This is why the camera's picture is flipped. 

The two images below I took with my camera. I set a piece of photo paper on the side opposite of my lens. i then kept my shutter closed until I was ready to expose the paper. Then, I opened it and waited around five minutes, trying not to move. After the time was up, I closed the shutter until I was back in the darkroom for development. I dipped it in a series of developing chemicals and saw my image appear.

                                                       NO, 1/30/2022, Pinhole Camera Image

                                                       NO, 1/30/2022, Pinhole Camera Image

                                                            

NO, 1/30/2022, Pinhole Camera

NO, 1/30/2022, Diagram of Image Flip Through Lens

Math stuff

The overall calculation is 7/5=26/18.5 for the distance away from the object I would've photographed. Using the Pythagorean theorem, we get h=8.6 for the smaller triangle. For the large triangle, we get h=31.9 using the same process. To find the inverse tangent, we do op/adj and get 55 degrees. The last angle equals 35 degrees.

NO, 1/30/2022, Calculations

Overall, this was a great lesson and I had a lot of fun at Truman college. I had fun learning about all these concepts, and getting the opportunity to try out something new.