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Category Archives: Volume 3

The “Toy” World of St. Mark’s: Tilt-Shifting Effect

by The New Media Class of Mr. Christopher Roche, Computer Science and Physics Faculty

The New Media class (a computer science elective) at St. Mark’s explores digital design and desktop publishing St._Mark's_School%2c_Southborough%2c_MA_-_IMG_0592ideas, using 2D and 3D tools like Photoshop, Illustrator, and CAD software.  The class seeks to show students the myriad possibilities of design in the digital world.  Gabriel Xu, III Form, came to the second class this fall with an amazing image he found that showed the “tilt-shifting” effect (it was his response to a “favorite photo” assignment).  When we saw the image, we were so excited to investigate tilt-shifting so we could learn how it works and practice it ourselves.  (more…)

22 Hours Across the World

by Mame Kane, V Form

st_hildas_SGC_CMYKVer-410x270Last summer, I participated in a new exchange program between St. Mark’s and St. Hilda’s School in Queensland, Australia. Dr. Warren, the head of the Global Citizenship Initiative, introduced me to the program. Dr. Warren taught my Third Form Seminar class in 2011-12, and she ignited my intrigue about the different parts of the world that we studied in that course. I expressed my interest to her about becoming more globally aware and competent, and she emailed me last September. I was asked if I wanted to (more…)

Learning How To Read, Again

by Finnegan Schick, VI Form

Can you remember what it was like to be illiterate? That was an individual dark age, sometime before your fifth or sixth birthday, which was filled with strange symbols:  black and white icons sprawled across book pages, on shop windows, and on the sides of trucks. The world of words was the world of your parents, mysterious, silent…and agonizingly boring. Young Alice Liddell, just before her famous journey to Wonderland, asks herself, “What is the use of a book without pictures or conversations?” The answer, for young children, is simple. Such lackluster books, full of meaningless words and dry chapter-headings, are useless. (more…)

Math and Physics as Play

by Jacob Backon, Mathematics and Science Faculty

When I tell people that I teach physics and geometry they usually respond with a grimace or a sound usually reserved for the taste of something rotten. This is almost always followed up with some sort of admission of defeat at the hands of either or both of these subjects. Occasionally, someone will tell me they loved geometry but hated algebra as if the two were competing vacation locales. In many ways, this is like admitting that you love words but hate reading. It seems to me that many people’s opinions of math and physics are negative. (more…)

Sharing About Teaching and Learning

by Lynette Sumpter, Dean of Academics and Director of The Center

This year I’m teaching a religion elective called “Psychology and Religion.”   The focus of the course is to examine religion through the lens of psychology, prompting deep thinking about religious phenomena and experiences. My primary work in graduate school was exploring the relationship between psychology and religion, and I found my graduate years of study extremely rewarding.  What was most powerful was finishing graduate school with even more questions necessitating a life-long learner approach to engaging these questions!  (more…)

Controlling the Handedness of Pesticides: STEM Fellowship Project

by Julie Geng, V Form

Synthesis of R-Furalaxyl Using D-Alanine Methyl Ester via Buchwald-Hartwig Cross Coupling Reaction Followed by Nucleophilic Acyl Substitution

Fundamentals of Chirality

This summer, I was enrolled in an intensive organic chemistry program at Stanford University. This program exposed me to the concept of stereochemistry.

Stereochemistry involves the study of the relative spatial arrangement of atoms that form the structure of (more…)