A People's Assembly: The Structural and Cultural Dynamics of Neighborhood

For our last Action Project on A Nation's Argument we had explored how a synthesis is seen in an argument. We looked at how it effects social change by stepping back into time during the 1960's a time of action. Our classmates had focused our learning in building our own call for action by conducting a Peoples Assembly. Our junior class had done an Peoples Assembly on policing where we had a former officer, organizations ran by concerned parents and education leaders who connect with Civilian Office of Police Accountability. This was assembled to talk on the issues related to Policing. This was a surreal experience that helped us experience how a dialect performs in a real life setting that has people with opposite to similar ideas as you. This experience had shaped perfectly into our internal and external learning where we got to connect our experience into what we learn as if we conducted our own Field Experience. For our action project we were able to pick a topic we resided with that was talked in the Peoples Assembly. I chose to talk about the Latinx communities by speaking on the issue of simulated traditions in lower income neighborhoods.

Pinocchio's Cuckoo Clock

For our last action project in Light, Sound and Time we dove into TIME!. In this unit we learned a lot about tools that tell time an how it has shaped our lives. We looked at longitude and latitude, sundial, pendulum, and checked out several other tools that tell time at our FE trip to the planetarium. We then swayed our focus on how time is measured in our lives by thinking about how is it beneficial to us. We then started to design our own clocks for our Action Project. This lead me to make the lying clock... hence the Pinocchio Cuckoo Clock.

           

In conclusion this Action Project was one of the most memorable material. The concept of translating time through science and math was a mind opening experience for me. I had a lot of fun making this video! and being bale to express my creativity in a STEAM class was an overall positive opportunity. 

Citizenships Standardized Testing

In our second unit of A Nation’s Argument we had went back through time to the 1850s to discover how does a nation contradict itself. In order to create our own antithesis we had previously analyzed several documents such as The U.S Constitution, Bill of Rights, the Dread Scott case and the Naturalization test. This perfectly flowed onto our external investigation where we had the opportunity to sit on a City Council and Immigration asylum services hearings. Having the opportunity to physically be where change is made was a great inspiration booster to start on our arguments. This action project was based off the Naturalization test where we had to amend the questions based off what contradictions we think the test faces. I was personally inspired by the fact that my family are immigrants and had gone to a process of citizenship, I wanted to base this project off of my personal experiences that had formed my opinion as to why the test should be amended. 

The naturalization test is a step towards citizenship... in the case that you pass. The one hundred questions are stated to construct importance in becoming a progressive citizen in the United States. To hold such prominence in what it takes to be a citizen specifically in the United States we expect these questions to grasp the entity of an American progression economically and socially. Whether your truths coalesce or collide I amend these following questions taken from The Naturalization test to be clarified for the sake of the United States and most importantly the immigrant's moral discourse.

The proposed amended questions;

52. What do we show loyalty to when we say the Pledge of Allegiance?

53. What is one promise you make when you become a United States citizen?

55. What are two ways that Americans can participate in their democracy?

These questions segment citizenship to be a traveling physical change as if an immigrant took a trip to a candy store trying to figure out which flavor tastes better. As professor Freeman said in a lecture on the progression of the declaration of independence, "the colonies declaring independence feared the feeling of being detached and disembodied from themselves as they leave their lands principles" This brings up the same connotations being formed on the naturalization test. We as a country are stating that immigrants who are seeking sustainable independency aren't capable to characterize the principle of a citizen. Having to face the mental breakthroughs of an immigrants position amplifies when asked to detach themselves from their rooted cultures and laws when we can simply create an altar to the melting pot. The alter will consist of questions that root their country alongside united states asking how will they participate their loyalty to a new system by bringing in their personal passions and culture. By doing so we support the immigrant's breakthroughs and obtain economic and social progression. This will serve as an opposing act towards Morse views that shaped up the know-nothing party during the 1800's. By 1850, roughly 10 percent of the U.S. populace was Roman Catholic. Numerous local brought into the world Protestant Americans started to expect that the United States was being overpowered by Catholic settlers, and some even trusted that the pope needed to colonize the United States so as to expand his power. Morse views had escalated quickly after influencing the “Know-Nothing” party. In the 1840's the Bible Riots had killed several Catholics, immigrants, churches,and Holmes. This is to say the naturalization test hits these subliminal messages that harm what’s to expect of becoming a citizen.

I will clarify these questions to build citizenship as a characteristic…

52. How will you express respect to the Pledge of Allegiance alongside your blank countries principles?

53. How will you use United States resources to obtain economic and social willingness?

55. How will you serve your political standpoint?

The Naturalization Test syllogism:

P1. Citizenship is a physical measurement.

P2. The following questions hold no progressive substance.

P3. Forms Morse views

C1. Therefore The Naturalization Test segregates immigrants abilities. 

The Amended Naturalization Test:

P1. Adapts their roles as citizens in their countries.

P2. Following questions holds economic and social progress.

P3. Provides partnership and safety nets. 

C1. Therefore citizenship is an characteristics trait.

Co-Sign: 

Relationship: Brother

Printed Signature: Daniel Andrade jr the third

rock and roll with a deadly bow

This is my second unit venture for my class Light, Sound and Time. In this unit, we learned about sound, and how we collaborate with this idea in our everyday life as a part of nature. By doing so, we figured out how the ear functions, and how speed, wavelength and frequency. We've figured out how to quantify a high/low frequency and amplitude, in addition to that we realized what the sonic boom was, the edge of hearing, the Doppler effect within the works of a guitar. We then went on a field experience to the Chicago Music Exchange where we talked with professionals about the technicalities of the instruments specifically guitars. This led us perfectly into the action project. For this venture we made a Diddley Bow, helping us figure out how guitars work , with sound waves, notes and vibrations. Stick around and you will see my process in discovering sound on a Diddley Bow.

What is a Diddly Bow?

A diddly bow is a single-stringed instrument that consists of a wire tied between two nails and a battery on a wooden board over a tin can. The tensioned string touches the can, and the nut is where the battery touches the string. This is both used as a bridge and as an amplifier. The outcome will represent the acts of a guitar.

GA, "Sketch", 2019

GA, "diddly bow", 2018

How does a diddly bow make sound?

A diddly bow makes sound by plucking the guitar string that.is wrapped tightly by the nails and battery creating vibrations. These vibrations are what makes the diddly bow have low volume. In order to amplify the low sounds we added a tin can to act as the hole in a guitar creating stronger amplified vibrations. 

GA, "harmonics labelled",2018

How do we perceive sound?

A very important science principle is how we hear! This process starts with sound waves entering our ears through what is called our Pinna. Sound waves then travel through the auditory canal which condenses the sound waves to be smaller. The condensed sound waves then enter the eardrum where they start to vibrate causing the little bones called the ossicles to move. The ossicles then change the vibration into electrical signals by the little hairs in the cohclea. Which then send signals to the brain allowing us to perceive sound. Now the way we distinguish these sounds in terms of volume has to do with sound waves' high or low amplitude. Lastly to distinguish the pitch the sound waves are measured in a low or high frequency.  

What are Harmonic Waves?

A harmonic wave is a wave with a frequency that is measured in whole numbers. In order to calculate my harmonic waves I first measured the frequency by plucking my single string and putting it up to my computer. using this information I was able to find my wavelength to then calculate the harmonics.
Step A:

GA, "wavelenght", 2018

Step B:

GA, "Harmonics", 2019

 Precise Sound Building

This showcases the measured data to calculate the diddly bow angles.

GA,"data",2018

JAM OUT!