The Sea & Me

The Amber Band has been taking some time to make personal connections with the sea. To help with this, we worked with community artist Sierra Reading to learn about how she is helping others make personal connections through art-making. We participated in one of Sierra’s projects, Candle Conversations, where each student passed around a candle to share in a discussion while the wax dripped onto a cloth. As students passed the candle, they shared out intentions for the new arc, and let go of some of the things that they wanted to leave behind. Both Amber Band and Indigo Band got to participate in their own Candle Conversation, and we came together to explore indigo dye as a symbol of strength when we then dyed our batiked cloth.

Audrey and Oscar are carefully dipping the cloth in the vat so as not to disturb the indigo fermentation. It’s important to keep as little oxygen as possible from getting into the mixture.

Ambigo explorations of indigo as a symbol of strength with community artist and educator Sierra Reading.

During the By Sea arc we’ll be getting more opportunities to collaborate as Ambigo on excursions. We went to the Aquarium of the Bay to learn about our local marine life. Students worked in small teams to record observations on estuaries, ecosystems, and conservation strategies. Each student then chose an animal to research further. Making the connection to our San Francisco Bay got us thinking more about conservation efforts, and how we might do our part to keep the Bay healthy. We decided to adopt drains around the school! This presented a design challenge for us: build a device that will help you safely cleanup the drains in our neighborhood. Each week we’ll visit our drains to keep them free of leaves and debris to manage stormwater and minimize flooding in SF.

Ambigo visits the Aquarium of the Bay

Ella, Norabelle, and Owen are playing in the tide pools.

Rhone, Oscar, and Corin exploring under the bay.

We got up close with sharks to learn how they are an important part of the San Francisco Bay.

Taking our connections to the sea a bit deeper, we’ve been asking ourselves: What is our relationship to the sea as residents of California, and how might people living in other parts of the world relate to water differently? Just 5% of California was drought-free a year ago, and today it’s 91% drought-free! We took some time to simulate the Oroville Dam’s use of the emergency spillway by calculating how long it would take to fill a fish tank. The band had to find the volume of the model dam, the water flow rate, and determine their margin of error. We read more about the Oroville Dam, the recent history of the California drought, and American water usage. We decided to track our own water usage, and we analyzed that data.

Amber Band collected data on how much water we use in a day, and then made approximations for that water usage in gallons using USGS data.

How long will it take to fill the tank? Well, after calculating the flow rate of the water pump, the volume of the fish tank, converting cubic inches into gallons, and determining their margin of error (20%, Oops!)… they found that the pump outputs around 62 gallons an hour.

 

Next week we’ll continue exploring our personal connections to the sea by getting out on the Bay in kayaks, touring Angel Island, creating short film adaptations of the novels we just finished on the immigrant experience, and tracking our personal history on what brought our families to the Bay Area. We’ll also start looking at the physics of water, asking questions to find out what we need to know more about water to better understand our relationship to it.

 

Moving From Land to Sea

The By Land Expo Night was such a blast! We got to celebrate all of the hard work from the arc with the Brightworks community.

The Amber Band celebrating with friends and family at Expo.

Elijah and his mom on the ladder he built.

Audrey sharing a demo of her moss on Mars experiment.

Before Expo though, each student shared more about their process through their presentations. They talked about all of their iterations, the experts that helped out along the way, the good times, the bad times, and all the ways their project helped them to understand the movement of things by land in their own unique way.

Rhone presenting on his drift trike, and sharing out the struggles he faced when he bent the axle of his trike.

Oscar talking about the problem he identified in the LARP cart, and how that inspired him to design a mobile LARP Armory.

Declan sharing all the iterations that happened throughout his process, and the challenges of working with copper for his steam engine catalyst.

We took time before presentations to practice many times. We also practiced each other’s presentations with a round of “presentation karaoke”, an improv game that has the presenter sharing slides they’ve never seen before. Practicing our presentations got us talking about the expectations we had for each other’s presentation and exhibition of work, some worries about stage fright, and how we could all support each other as a band.

Audrey presenting on Rhone’s drift trike process in a round of presentation karaoke.

I made little drawings of each student’s project on worry stones as a way for them to feel ready for their presentations.

Of course we took time to celebrate too. The Magenta Band welcomed us in for a post-presentation party, and we watched Finding Dory on the Thursday after Expo Night.

Magenta Band, Indigo Band, and Amber Band celebrating after all the presentations were done.

As we begin to think about some explorations by sea, we took some time to mind map out all of our curiosities. Questions bubbled up like: How do fish interact with humans? How does water exist on other planets? How does our food get here? Next week we’ll begin by getting up close with some marine life, considering some conservation efforts we might want to help out with in our own Bay Area backyard.

Amberites mind mapping possible explorations for the By Sea Arc.

Iterate, iterate, iterate…

Each student made a mini zine to collect their feedback.

The Amber Band has been hard at work on their expression projects. Last week our goal was to have a second iteration ready for feedback. Each project built off of its first iteration, incorporating feedback from experts, and utilizing more advanced tools and materials. Students sought out feedback from fresh eyes in the Brightworks community, asking questions like: What do you think the purpose of my project is? What did you learn from my project? What are you still wondering about my project?

Elijah learned that he would need to make some structural readjustments to his ladder to make it safer. He was quick to take apart his second iteration. For iteration three he’ll broaden the base, fix some joint gaps, and add more support on the sides.

 

Declan was having some trouble getting the soldering metal to stick to his copper piston. He cleaned his copper well, helping the metal to stick, but now the edges were bumpy. To smooth out the joints he used a blowtorch and some welding tools.

 

Norabelle, Khalia, and Ella got some feedback to clean up the surface of their machine by replacing the tape with hot glue. They’ve already started replacing the tape for iteration three, and continue to add more chain reactions to their Rube Goldberg Machine.

 

Oscar did some user testing of his RFID tracker, and learned that the BWX LARPing community is eager to use it.

 

Audrey got some feedback on the variables of her experiment, and learned that she wouldn’t need to make an airlock, just an antechamber.

 

Felix is working on incorporating more visuals into the third iteration of his infographic to show the many effects of walking meditation.

 

Rhone’s second iteration is looking ready for the final design, using large PVC pipes as the wheels for his drift trike.

Amber Band Declarations

All of the proposed Amber Band project declarations have been approved! Throughout the exploration phase of the By Land Arc, we took a closer look at human migration. We researched traditions local to San Francisco, and traced those traditions back to their origins in Mexico; mapped how our school’s neighborhood, the Mission, has changed over time; designed vehicles that mimic systems from nature in a way that might allow them to cross borders; tracked movement by experimenting with mark-making techniques; and researched forced migration through the close observation of personally meaningful objects. Now in the third week of the expression phase, students are building on what they learned in the exploration phase through their own expression project. Last week students shared declarations with Gever and Liz for final approval, and here’s what was proposed:

Audrey’s plans for testing bryophytes in extreme environments.

Audrey

I am proposing to build on a project that I did previously in the seed arc where I figured out what you would have to do to plant something on Mars, or I learned how to terraform Mars in other words. I want to do this by building on the plant aspect of this project and researching plants that live in extreme environments. My guiding question will be: How do plants survive in extreme environments on Earth? How will they do the same thing with the environment on Mars? I want to research these plants because they could easily be fit to be the first plants on Mars. Two of the biggest problems with trying to plant things on Mars are dust storms and radiation. During this arc, we have mostly focused on how humans move by land, well, plants do it too!! I want to learn how plants in extreme environments got there.

Declan white-boarding out his plans for a steam engine model.

Declan

I want my final product to be a small, safe, portable steam engine that could be used for educational and recreational purposes. It should also be easily put together and taken apart safely, or could simply fit in a 12” x 12” box. You are probably wondering what makes this steam engine educational. Well, I am going to paint the steam engine different colors to indicate what is doing what. For example I would paint the airways that the steam is escaping from the piston blue to indicate this steam has been used and is not going to be powering the engine anymore.

Elijah collecting feedback from the BWX community for his ladder.

Elijah

The end goal is to have a wooden ladder on wheels that can be stowed when not used. It should have a foam landing pad to accompany it which will help for safer and easier transportation of the barrels and whatever else is up there. I may need help from someone else for construction due to my inexperience building and to help speed up the project, especially if I want to paint it. This is challenging because of my lack of knowledge about building. I will have to research the best ways to use wood in order to create a safe ladder. This will be a great opportunity to learn and develop new skills like design and engineering, while building a product that will benefit the school.

Khalia, Ella, and Norabelle drawing out the plans for their Rube Goldberg machine.

Norabelle, Khalia, and Ella

We will build a Rube Goldberg machine that will follow transportation on land through the years. At the beginning of the Arc Megan said we could make a Rube Goldberg Machine, but we had to do it in 45 minutes. We tried, but it didn’t work. So I, Norabelle, decided that I wanted to do it for my project so that I could actually get it to work. Ella and Khalia wanted to join because they liked making Rube Goldberg machines too. This project would be challenging because we’ve never really done many mechanical engineering projects, so it will be fun to see the chain reactions all leading to the end.

Felix experimenting with tape as a way to track his marks.

Felix

This project is based around the question “Can thirty minutes of meditation calm you down?” In order to find the answer to this question I’m going to practice walking meditation thirty minutes a day. While walking I will be listening to a calming meditation tape. In order to see the effect of this meditation I’m going to track my heart rate in the morning, before I go on my walk and after I go on my walk. I’ll then take my heart rate and put it into a chart listing the average heart beats a minute a day.  I’m also going to write a reflection at the end of each day that talks about how I’m feeling. When I’m all done if my heart rate has slowed down the question will be answered yes. If it stays the same or beats faster the question will be answered no.

Audrey, Elijah, and Oscar reflecting on all the work we did during the exploration phase of the By Land Arc.

Oscar

I will build a wagon add-on that will transport LARPing weapons to and from park. The desired product will make bringing the LARPing weapons to park much easier and more efficient by holding all of the LARPing weapons in a safe and efficient manner, and dividing the weight of the LARPing weapons throughout the wagon. By researching how weapons have been transported, I will be able to see how others have transported weapons, and incorporate other’s designs into my final design.

This project is a challenge for me because it will exercise my building skills, my programing skills, and my reading and writing skills. It will exercise my building skills because I will be building a cart add-on to hold LARPing weapons and armor. It will exercise my programming skills because I will be programing an Arduino to track RFID chips. It will exercise my reading and writing skills because I will be writing a research paper about how weapons were transported from one place to another throughout time. Right now we use a barrel on a wagon to transport the LARPing weapons to park. I think that making a wagon that is designed to carry LARPing weapons will be more efficient, and easier to carry, therefore making the entire experience more enjoyable.

Rhone hacking an old bike for his drift trike design.

Rhone

For my project I will make two drift trikes one out of wood and one out of metal and drive it down Bernal Hill to see if there are any problems and how I can fix them. I think that this project will be challenging because  it will involve welding and physics. I think that it is worth five weeks because it’s something that I am interested in and will not only get to explore the world of welding and drift karts, but also get to meet people in the BYOBW (Bring Your Own Big Wheel) community. I will talk about the BYOBW community and the people I got to meet in my presentation.

 

 

Precious Cargo + Persistence

Over the last two weeks, the Amber Band has continued to explore human migration by designing and building a vehicle to safely transport us and the things we need to start a new life. This phrase “start a new life” has been a common one among the group as we research human migration, so we wanted to take some time to understand what that might mean to each of us.

Hong Kong International School and Brightworks SF meet to discuss similarities and differences in their schools.

To help us dig a bit deeper into this topic, each student chose a particular place in the world to research how humans have migrated to or from that region. In addition to their independent research, we had the opportunity to interview students at Hong Kong International School to hear their stories of migration. Because of the 15 hour time difference, we stayed overnight at school so that we could chat with students in Hong Kong during their school day.
 
We also got a chance to have an expert visit from human migration researcher, Alice Taylor. She asked students to consider how they might design a school for refugees. She also shared some powerful resources with the group, like the educational online game Against All Odds. The game is designed to show you what it feels like to flee a country. As you play, you have to try and start a new life in a different country after you’ve escaped conflict. The game is built on facts and short films, and comes from The UN High Commissioner for Refugees.

A lesson in physics with Gever.

Declan’s work space

Audrey and Norabelle’s vehicle prototype.

Each student considered the things they would need to start a new life—their precious cargo. Those things ranged from survival items like food and water to pets and card games. We built prototype vehicles to test on a small ramp to measure and graph each vehicle’s speed, and approximate the speed of our final build. Gever visited for a guest lesson on vehicle safety and physics, and helped students start to transform their design into a vehicle big enough to test drive down Bernal Hill.

All hands on deck!

Audrey and Norabelle reviewing their vehicle designs with Gever.

Audrey and Norabelle’s designs for their vehicle… so many ideas!

Rhone on the drill press, working on the steering of his vehicle.

After many hours in the shop, each group followed up with Gever for a safety check on their vehicle build—all of the groups were sent back to the drawing board! Some needed to make steering revisions, others had to install brakes, while others struggled with structural problems. This set us all back, but no one was ready to give up. The whole group worked double time last week to try and meet our Friday deadline to race down Bernal Hill.

Audrey on the chop saw cutting out the posts for the box design of her vehicle.

Khalia on the circular saw to cut the chassis for her vehicle.

Rhone, Felix, and Elijah work on the frame for their vehicle.

“Can you supervise a bunch of cuts?” – Ella

In the end, we didn’t meet our deadline. However, this did give us the opportunity to have a conversation about persistence, and to learn from our mistakes and failures. Students reflected on questions like: How did we work towards our goal over the two weeks? How did we manage our time? What might we do differently next time? For many, they realized that working as one big team would have helped us meet our deadline. They also talked about strategies to help them get focused in the future. All this helped us prepare for the upcoming expression phase of the By Land Arc, as students will need to find ways to set their own goals, manage their time, and work towards making something epic!

Biomimicry + Borders

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Students reflected on the election news through collaging.

The Amber Band took some time to reflect on the current events taking place in our country, and tried to process the recent election news through art-making. Students talked about how their art showed a divide in our country, and for many this divide sparked questions around immigration. We decided to research the history of our political borders, and how the natural world crosses those borders freely. To guide our work, we asked: How might we design a vehicle that mimics a system from nature, allowing us to travel across borders?
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Some students colored printouts of Favianna Rodriguez’s work while we watched videos of artists as activists.

Artists like Favianna Rodriguez, Tania Bruguera, and Theo Jansen were all great sources of inspiration for our work. Favianna’s Migration is Beautiful series uses the butterfly as a symbol for migration, and it got us thinking metaphorically about our own work. Tania Brugera’s Immigrant Movement International project, a community space that seeks to empower immigrants, showed us the power of community. Theo Jansen’s Strandbeests captured the potential for bringing life to our vehicle designs. We organized ideas for our designs by conducting short research projects around immigration.
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War & Expansion: Crash Course US History #17

As an introduction to the complicated history of the political border between the United States and Mexico, we analyzed Crash Course’s War and Expansion video. We also read Howard Zinn’s A Young People’s History of the United States, Chapter 8, War with Mexico. Students were surprised to learn that several of our States were previously part of Mexico, and that the Mexicans and Native Americans who had been living on that land were suddenly under the jurisdiction of the United States. This lead us to explore current events on immigration. Students read this article on Donald Trump’s deportation plan. The article got us thinking more about how and why people might cross borders.
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Audrey made close observations of the frogs in the rainforest at Cal Academy.

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Felix, Elijah, and Oscar were inspired by the snapping turtles in the aquarium at Cal Academy.

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Norabelle practiced using the camera lucida to make a scientific illustration of an alligator skull.

 We talked about examples of how the natural world crosses borders through migrations, in search of food and shelter for survival. Then we looked at how scientists and inventors are learning from nature to make advancements in technology, like how Tokyo’s Shinkansen Bullet Train was inspired by the aerodynamic head of the Kingfisher. To help us take a closer look at nature, and to get inspiration for our biomimicry vehicles, we went on an excursion to the California Academy of Sciences. We got up close to living creatures and preserved specimens to make detailed scientific illustrations in our journals, and students made note of the qualities they would use in the design of their vehicle.
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The Amber Band strikes a pose on the Cal Academy living roof.

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Ella explains her biomimicry vehicle design to the group.

On Friday students presented their biomimicry vehicle designs, along with their research on immigration. We took some time to reflect on how our thinking had changed on immigration. Each vehicle design showed new possibilities for exploration, and their written reflections captured the challenges many face by crossing borders. After the Thanksgiving break, we’ll continue exploring alternative vehicle designs and looking closely at our global community.

NaNoWriMo

It’s the first week of National Novel Writing Month (NaNoWriMo), and the Amber Band is digging in! NaNoWriMo has become a rich tradition at Brightworks. For some of the Amber Band though, myself included, participating in NaNoWriMo is new territory. To help us get into the writing zone, we’ve decided to transform our upstairs band space into a cozy writing nook.

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Our upstairs band space blue prints.

We wanted a creative space for each of us to work on our daily NaNoWriMo goals, and so we brainstormed what we might need to do to transform the space. Teams quickly formed to tackle building a roof to reduce sound, curtains to block out light, furniture to sit on, and a mural to inspire creativity. Students created scale drawings of our band space to map out plans before we jumped right into building.

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Norabelle and Khalia working on the mural.

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Oscar and Elijah assembling one of our chairs.

Then each team had to tackle problems involving volume, and surface area. What’s the surface area of the wood panel for our mural, and how much paint will we need to buy to cover it? How big can we build the chairs, given the volume of our space? 

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Declan double checking his math before we got the supplies to build our roof.

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Amber Band on the move shopping for materials in SOMA

Designing a modular roof was very tricky, and we’re still working on it. The team wanted to use cardboard as our roofing material, but we couldn’t find any panels that were the exact size of our roof area. We worked through this constraint by designing tiles for the roof. To help determine how many tiles, and what size to cut them, the roofing team had to identify factor pairs of the roof size. What’s the largest size tile piece we can cut from the cardboard sheets we bought, and how many cardboard sheets will it take to cover our roof?

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Audrey testing out The Most Dangerous Writing App.

Of course, we also took time this week to set our NaNoWriMo goals, analyze stories, and write! Each student set a personal goal for how they’ll be using their time during NaNoWriMo, and we’re working together to help one another through this journey. Some students experimented with using The Most Dangerous Writing App to help with this. The app is designed to encourage writers to just keep writing, and if they don’t, the app deletes their text. We’ll have all of December to edit our work, but for now students are encouraged to turn off their inner editor.

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Ella sewing our curtains.

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Our cozy writing nook from below.

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Our cozy writing nook from inside.

Redesigning our upstairs bandspace into a cozy writing nook got our band thinking about shelter and home. We talked about how people seek out shelter as they move by land. Next week we’ll explore what causes people to move by land, and the effect that movement can have.