The Manhattan Project and WW2

Hello and welcome back to my blog. Today I’m going to talk about another podcast related topic. This time, about the Second World War.

As the start of this post would suggest, we were making our episodes about WW2. But not just any topic about WW2. We had to find a WW2 topic that was relevant to our podcast topic as a whole. This was very difficult for some, but natural resource use was plentiful during the war, and an easy topic to cover. My issue came when trying to find an expert on the topic, who are quite few and far between. For this reason, my topic has deviated towards the Manhattan Project as a whole, which natural resources were critical in.

The first big part of this project, was to explore nationalism. This is of course a key factor for the entirety of the Second World War, so it was very relevant to the topic. We had to write a paragraph about nationalism, and I think a did a good job at using historical examples to proved the significance of it. This was important to show one of the big causes of World War Two. Here is my paragraph.

The next milestones for the project, just involved setting up he structure, and make up of our podcast episode. I explored many sources related to natural resources during the war, and uncovered some very interesting things, to construct the best amount of information to work as evidence for what my episode is trying to speak/represent. At this stage I also began scripting my episode, which was difficult at first because I didn’t have my interview. This was also about where it wad decided that I should focus my episode around the history of the Manhattan project.

For my interview for the episode, I interviewed my uncle, who is very knowledgeable on the topic of nuclear energy, the history of the Manhattan Project, among other things. He gave me plenty of information regarding the background, and entire process to develop the atom bomb.

And now, let’s talk about the end result. I created my episode to include as much of the relevant information from the interview that I could, to fully tell the story of the Manhattan Project. I also started the podcast out, talking about the war prior to the Manhattan Project, and how Canada took advantage of its natural resources to keep Britain supplied and fed. After a few revisions of the episode, I was able to get the music just right, so that it wasn’t too repetitive or too loud. Here is my podcast.

Another milestone that went on over the course of the project, was one about analyzing and connecting to stories. For this we read, and listened to several stories, that ranged from an American reaction to a war declaration, to a WW2 vet who was one of the men who landed in Normandy on D-Day. These not only showed us different experiences of war, but also showed us the effects it had on different people and their families.

Over the course of the project, I believe I have shown my understanding and provided evidence to show the extremely influential consequences of the Second World War, and the Manhattan Project, along with the key roles Canada played in both.

I think that I’ve shown my understanding of the global collaborator competency as I have used both domestic and international sources across the length of the project, and had my interview with somebody, who may be a relative but do live in another country.

Thank you for reading about my latest project. This wasn’t an easy project, but I think that I have been able to learn a lot about the Second World War by completing this, and hope to share it with you if you listen to my podcast episode. If you want to see my podcast’s page click either the Anchor or Spotify links here.

The Greatest Canadian

Hello and welcome back to my blog. Today I am going to be discussing the recent project in humanities. This project was about identifying the greatest Canadian since 1982, and how to establish the evidence in relation to historical significance that would back up the claim of that individual being the greatest Canadian.

We started off the project by taking some notes and coming up with some need to know questions. I won’t get too much into this, but we learned about some key dates and features of Canada and the identity of Canadians.

The next thing we did was come up with an individual we wanted to do a podcast on. For this podcast episode we had to prove they were the greatest Canadian, as you’ll see later. The criteria for the individual was that they had to be Canadian and had lived here some time after 1982. We then had to make a story spine/mountain about their life to learn about some key parts of it. My individual was Stephen Harper.

The next milestone was to do some research on our individual. This was pretty basic and I just used about 5 sources, and a couple pages from the social studies textbook we looked at in class. This helped me improve my citation skills, and will be useful in future.

Next thing we had to do was write a script. I think I did pretty good on this, but it looked very empty without my interview included in it. It went over the early life of my individual and their accomplishments, and was a slightly short but alright length.

Now it was time for an interview. I interviewed a friend of mine who goes by Ed about Stephen Harper. He had some really interesting answers to my questions. You can listen to the interview if you listen to my podcast later on in the post.

Another thing I’d like to mention is that we watched a couple episodes of CBC’s “The Greatest Canadian”. They were the episodes about Tommy Douglas and Terry Fox. These were quite interesting and gave us some insight into ways we could present our argument for why our individual was the greatest Canadian.

The next part of our project was to create our actual podcast episode about our individual. After having some problems with my mic and some background noise, I was able to make my podcast sound very good, and was able to include lots of information in it for only being about 7 minutes long. If you listen to it later

After we had completed our podcast episode and a basecamp post about it, we had to construct an email to send to our interviewee. This was fairly easy to complete. It also helped me improve on my formatting skills.

To briefly paraphrase, I believe that this project has taught me many things. From improving on basic things like formatting email and writing citations, to learning about the necessary aspects to someone being historically significant. Those being profundity, importance, relevance, quantity and the durability of their actions.

This link will take you to my basecamp post about the episode, and allow you to listen to it, as well as view a transcript for the episode, if you would prefer to read the conversion to text.

Spring exhibition

To close out the year, all of PLP was to present their projects at the massive spring exhibition. The grade eights and nines we’re doing the same project and we’re mixed into groups together while the grade nine and tens did their own projects for their grade. Our project was to create a product that solves a problem people face. The idea for this project is derived from a system that companies like google use where employees can use 20% of their work hours to work on stuff they really care about, this led to the creation of apps like gmail.

After my original unrealistic idea was shot down I decided to make hats where you could swap the logos on them. My first prototype was a hat and patches with Velcro on them. There were problems with this hat like how you have to stick some to the patch, having some of the Velcro show from the side and, the Velcro peels off over time. Here is the hat

For my next prototype I solved those problems by using clips to hold the patches. This prototype did have its own problems like having clips push on your head a bit. I did sort of fix that by using smaller clips but it was still there. Here is the clip prototype:

My third and final prototype solved all but one of those problems. My final prototype used magnets. This was really good except it put your patch in an unnaturally straight posture and you did have to attach something to the patch. This is also the most expensive prototype by far. Here it is

I personally like the clips but I didn’t really know what one was best so I put it up to a vote come the exhibition. Here is the sheet

Velcro: 4

clips: 4

magnets: 8


For this project we had to follow a process called launch L.A.U.N.C.H. L stands for ‘look, listen and learn’, A stands for ‘ask a ton of questions’, U stands for ‘understand the process of problem’, N stands for ‘navigate ideas’, C stands for ‘create a prototype’, and H stands for ‘highlight and fix’. We all made a keynote presentation to represent what we did for each section. Here is my launch portfolio


Now to the actual exhibition. Us grade eights worked non stop from 3-5 to set up and the older people worked longer. My group consisted of Aedan, Kyle, Kira and Gabby. Our section was called ‘me products’ meaning that what we were making was important to us. We based our section on as seen on tv products because our products seem like they could be as seen on tv. We decorated our station with fake money and signs and had a table of as seen on tv products. For food and drink we had coke and pizza pockets. We didn’t have many people come by our station but for the ones who did I think it was pretty good.

This has been a cool project and I think that I have learned a lot about the process of your work and how not to just start by creating your project. In future I think I need to be more realistic in my idea generation and I need to start my projects earlier so I have more time to make more prototypes and test   it.

Colonizing in a Tempest

For the last while in humanities we have been studying colonization and the world views of those doing it. Our driving question was ‘How can we use shakespeares “the tempest” to stage dramatic tableaus that help the audience understand the lasting effects of colonization’.

We started the unit by going outside and acting random tableaus about random topics. We then reflected on the activity.

The next thing we did was act as anthropologists and study cultures and how we compare them to our own. This helped bring to light the stereotypes and thoughts of other cultures by the different groups. We heard the perspectives of the First Nations and the settlers to figure out exactly how they felt and treated each other. This became interesting when we studied a rewritten description of Canadian culture called the snaidanacs. This activity help learn about how we are quick to judge others and assume propaganda is real.

We began to watch the tempest each act at a time and complete a sheets called active readings where we had to show info such as lines in each act that relate to a subject such as nature. It was hard to understand some of the lines but we got an app with the whole play script. Here is the original play script.

After learning about the history of colonization and trade it was time to mix it with the Tempest for our main performance. We would first be put into groups to make a little video about our scene. After that we were assigned a event in history and had to find lines in the play that suited it and make an intro that explains the history, the play, and what is happening in our scene. After we made a background for our scene. Here is the backdrop.

After that was all done we chose our roles and who wanted to be narrating and costumes. Then we just performed.

From this I learned a lot about forms of telling stories and Shakespearean language. What I could improve is my involvement in the play and my skills on animation and backdrop creation.


It is the end of the year now and all of our topics are coming to a close so it is time to reflect on the year. This post is my hosts examples of work for my tPOL (transitional presentation of learning).

To start off I am going to show with the work I am most proud of. This would have to be DI, even though it didn’t turn out how we had hoped it was fun and was full of challenges, solutions, learning and idea sharing. I am proud of this because I got to complete my main part and it worked perfectly. There was also a lot of teamwork and teamwork problems overcame for each part. Some would do a lot and some no work.

Here are my DI posts 1 and. 2

I think some of the most important stuff I have learned this year is in scimatics in the disease and tectonics units. This stuff is important because it is important to know in real life and it is essential to safety. It was also cool learning facts about all the diseases.

here is the slideshow for my disease presentation.

Here is the rundown on some of the projects we’ve done.

Humanities: for humanities we mainly focused on worldview throughout all the units. Some recent projects were our arghh mayte project where we studied exploration and pirates and made a comic book about one explorer/pirate your group chose.

Our latest project was to reenact the play the tempest as tableaus and based in New France.

For maker we did DI and now we are working on the blue sky. In blue sky we are building prototypes of products or services that solve problems the common folk face.

here are some pictures of my prototype for blue sky. It is a hat where you can change the patch on the front

For Scimatics we studied EMR, tectonics and cells/disease. Our latest thing we did was dissect a sheep eye. It was interesting and a bit gross but it was cool to see in real life.

Our latest PGP project was to make a object that showed what we have learned about this year. Here is my post

I think i have learned a lot about the basics of designing stuff, the dangers or earth and teamwork in groups. My goal moving forward is to reduce distractions from the iPad so I can be more focused on the project and hand it in early.




PGP final post

This is my post talking about how the course PGP went and what we learned from it. PGP is a course that all PLP students must take. PGP is a course completely set on self improvement and goal setting. So now that the basics are out of the way lets get started with a summary of the year:

To start off the year we did an academic performance plan where we talked about our learning intent for the year. Next we read a book called ‘what do you really want’. This book was all about goal setting and how to plan and motivate yourself to the ending you want. Our activities with this were to do some forms about the book and to complete a dream board. Here it is:

Next we had to study and do activities for a book called seven habits of highly effective teens. We had to complete a workbook and a reflection for multiple parts.

Now for the real stuff. Our latest project was called time machine and it is supposed to be some item, video art etc… It is supposed to be about our PGP lessons. This was supposed to be useful if we had it in September as it would have taught us the skills we learned from PGP much faster. For my time machine I chose to make a flag. Everything in my flag has a meaning. I researched all the animals and colours and found the ones that represented what we learned from PGP most. Here is my time machine.:

I will now better describe each meaning

Gold is on my flag because it represents wealth and success and this is basically what PGP is based off. I have incorporated orange because a important part of personal growth is communication. Social communication is also was also quite important in a part of the seven habits called relationship ban account, this focuses on how we basically have a virtual bank account with everyone we know and how every action can be positive or negative. Green is there because it represents balance and one of our lessons was about balancing every aspect of our lives. Purple represents imagination and creativity because besides learning it may be the most important part of school. Grey is present as it represents compromise because a part of PGP taught about how we dont always win and we need to accept certain things and move on. There is a goose on the coat of arms as it represents following your own path. A lesson in PGP was about how in order to stand out you needed to create and follow your own path instead of following others. The salamander is on the coat of arms because it represents time management. One of the biggest lessons in PGP was time management. We did things to manage our time like, Time blocking and things to keep track of our schedule. The armadillo is important because it represents goals and making the right choices.

I decided what animals I wanted to include in my project by searching the general ideas of the lessons on this website. I chose the animals that had the meaning that best fit each idea. For the colours I just found what ones fit the lessons. I found the colour meanings on this website.

These are just some of the many skills we have learned in PGP this year.

DI provincials reflection

I am going to start off by saying that I have already made a post for DI region so here is the link. I will just skim over the basics then.

*videos are links*


On April 6th all of the students who participated in DI in British Columbia met at Collingwood school to compete. Teams were welcome all over BC from Sooke to Fort Nelson. and some even came from the territoires. Just like the regionals, the teams participated in a list of challenges.


My group members were Anthony, Meg, Ryan, Ally, Anders and myself. We were tasked with building an aircraft that can successfully carry and drop a payload on a target area.  In the start we had planned to build a quadcopter out of parts, but time was our enemy and we were unable to build it on time because of communication problems. Anders had a last minute plan to disassemble a rc helicopter and turn it into a helium blimp. This worked great at regionals but it stopped working 5 minutes before our provincials presentation. Because of that I had to use a cardboard cutout of wind to push our aircraft so we could at least use the drop system. For our drop system I put out the idea to create a remote controlled electromagnet. This seemed cool because we couldn’t find anyone online who did it. I used a remote control relay like those in electric blinds and car lights and connected a electromagnet. I connected that to an electromagnet made from some enameled wire and a bolt. One of the other problems with this was powering it. To power the relay I used three 2032 batteries and to power the electromagnet I used a 3v battery called a cr123 because it puts out the same voltage as two AA’s, weighs less and has higher current output. In regionals the system was too heavy but in provincials it work perfect and had a good weight. In the end we got third in both tournaments out of seven in regionals and eight in provincials. My team also won the instant challenge but I cannot talk about more than that.

Here is the full performance


Between regionals and provincials our groups along with all the others were told to figure out the areas we need to improve and we chose the payload and team choice elements as what we had to improve. We did the payload perfectly with the exception of its looks. For one of our team choice elements Anders made a cool backdrop with spray paint, how we revised it was Meg poked holes in it and inserted individual fairy lights. For our second team choice element a couple group members recorder a song, how we revised this was we built a wooden rover and put a speaker in it to play our music. We tried to revise our aircraft to make it have multiple helicopters combined but our whole plan fell apart when they both failed last minute.


A big thing in both these competitions was improvising. Wether it be the script or props we have had many problems and still placed third. Teamwork was an important skill that we improved but we still dont function perfect. Innovation and creativity is what DI is all about. My groups ideas were pretty unique and from watching our competition they seem far more creative and technicallly challenging. We learned a lot about problem solving too. For next time we should plan ahead more and work together better.

I was disappointed at the failure of the drone so at home I did a few modifications to a drone I found at a store for $20 such as taking off the outer shell and adding balloons. Here is a video of the new drone I made with the drop system dropping a coin.


Because of all these new skills I think this has been a positive experience and look forward to it next year.


DI reflection

The last weekend all of the grade eight PLP students participated in the lower mainland destination imagination tournament. In fact all PLP students grade eight to ten participated in the challenges. There were a variety of challenges for the groups from improv to building a drone.


My challenge was was to build a drone and drop a payload from it. The people in my group were Ryan, Anthony, Anders, Meg and Ally and I. We all got different parts of the project assigned to us. My job was to build a payload drop system to drop tart tins. My idea was to use a electromagnet that was controlled by a relay. A relay is basically a switch you power and it can close and open a circuit. I was able to get a relay for quite cheap and built the system without many problems. The first problem was that the wires kept falling apart so I had to do a lot of soldering. The next problem was our drone was not strong enough to lift it but, that was not a problem because it stopped working ten minutes before the performance. For the provincials I will make a lighter electromagnet and carry a far lighter payload. The payload will consist of a neon painted coin most likely a quarter.


For the drone we made a sort of blimp. The credit for the design should go to Anders for finding it as a last minute replacement for the quad copter because the parts didn’t come. The drone was made from  a rc helicopter that was stripped of almost everything but the motors, board and motor. It was glued on a piece of wood. After we clipped a lot of helium balloons to it. We had a faulty motor so Anders and I were soldering for an hour. Over spring break our group will try to use more balloons and stronger motors so it flies faster. Here is a picture of me piloting our drone.

Some other things we had to do were team choice elements and costumes. Our first team choice was a song played by our group members Meg and Anders I think. The second was a spray painted backdrop that switches with the other backdrop to make an inside and outside. The normal one was made mostly by Meg and the spray painted one was made by Anders. For costumes Anthony and I made space helmet. The group didn’t really like them because they were hard to breath in though. I made some armbands with an insignia and Ryan sewed buttons on to keep them on peoples arms. The other props were made by Ally and Meg. Here is an armband.

Our story was about some explorers who needed supplies to survive but their radio was dead so they set out to find a power source in a cave and one collapses. They find a suitable power source from a crystal. They contact earth who has really bad customer service and get airdrops. They got medical supplies in the airdrop and revive the collapsed one.

Another thing we had to was an instant challenge. I cannot tell much about it because of rules against it but our team work isn’t the best but it is improving. We would have been disqualified because we forget to do a super simple thing but the appraisers were nice and just gave us a large deduction.

In the end we placed third out of seven.

One of our biggest problems was the payload. We need our drone to move faster because it is really slow. We put the wrong screw in our drone controller so the batteries fell out during the presentation and it took forever to get it working. Ano low point also was our team choice elements. We had to say one of our back drops was team choice 2 because our first team choice 2 was too slow I  the development. Our lines were memorized quite well and after the drone took to long the improv was great. We also were very creative. I learned quite a few things. First was I learned the importance of team communication because of how long it took to confirm stuff. I learned about time management because our drone was last minute. I learned the science about electronics, what makes stuff fly and how complicated everyday stuff is. I learned about weight distribution from the failed payload drop. Destination imagination is supposed to encourage creativity and from our drone to our costumes I think my group accomplished that well.

here is a link to the full presentation on Anthony’s YouTube.

I would like to also mention that almost every team from Seycove placed top three with more then two getting first. I think that our school and my group will do great at provincials.


End of my world project

I Our last project was about the change between grade seven to eight.


We started off with our old worldview unit 

Next we read a book called book of the lion about the crusades. We learned about the transition for Europe after the crusades.


Next we had a few reflections about the book. Where we took on different roles and did research on different things. On Monday we would share our research and observations with our group and we would comment about the best and most interesting.      Later we had to brainstorm about some things that affected my worldview. Three for each of the aspects. They could be anything that posed a change to our lives. We showed a peer ours and got feedback from them and gave some feedback of our own. Then we were put in larger groups to make a triple Venn diagram about others changes, our changes and experts opinions. This gave us ideas for the later project.  Next we wrote a paragraph about the crusades and how they affected the Christian worldview. This gave us perspective of similar large transitions.       Our next project was to make a song. We took the lyrics to the song it’s the end of the world as we know it and rewrote them to fit our transition. We got feedback for our stuff then we were put into a group and put our song lyrics together into a better version. I was sick for the recording time so I had to use my own one again.


The driving question was how did moving from elementary to secondary school challenge and the answer all in the lyrics. The change and challenge in worldview is not summed up in one thing but the different aspects of the change. I showed the wider variety of options for high school and talked about the more work. The lyrics touched on mostly on work but showed all aspects of worldview. The biggest change was the work and use of technology though


The skills i came out of the project with were I learned new skills in garage band along with a lot of new history information about the crusades. I learned I cannot sing and my rhymes are bad. A skill I came out of the project with was a ability to describe a variety of things in one thing like a lyrics or a paragraph. I had to go in depth for a few of the things and see my writing skill increase also. I think the outcome would have been better if I were able to do the group one because it combined the best of multiple. This project was kind of an expansion on the previous unit but focused on us more, that was good because we know all about ourselves.


It is the time of the year when my fellow grade eights and I to begin presenting our first mPOLs (mid year presentation of learning).

Here is a quick break down of all the big projects.

Humanities: Advertising and worldview

Scimatics: Tectonics

Maker: Blog

PGP: Time blocking and book about goals

For the mPOL we are supposed to not only show what we have done like normal student leds but, we are supposed to talk about what we have improved on and what we still can improve on. We have to back up those statements with our work from the year so far.


What I am most disappointed with of my work this year is my Oregon ad draft. I am disappointed because I hit the wall and just stopped the drafts. I stopped because I really didn’t have the right pictures to achieve what I needed. Link


I feel as if I have a ways to go in aesthetic design and having a better schedule. I still have trouble with leaving stuff for the last minute.


In Humanities our biggest project was worldview link and to present our learning we had the Winter exhibition. link

For Science we had to make a book about tectonics for kids. I think I made the message clear but made it more for five year olds than who it was supposed to be made for.


In Maker we have mostly been focusing on our blogs but we have a big DI project starting. We have also worked on the Winter exhibition in Maker.


In PGP we have read a goal setting book and have had to fill out forms and build a dream board to show our understanding. We also have had to do time blocking on our calendar. Here is a time blocked week.

Next is my dream board.

I think that all of these activities have greatly improved my understanding of my work habits, improved my presentation and slightly made my schedule better.