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Tag Archives: Collaboration
By Colin Boylan and Jonathan Noel, VI Form
Macroeconomics: “Easy Key” Product for Campus Safety and Convenience
Editor’s Note: As a final project in Macroeconomics, students had to find an issue within St. Mark’s and the world and then find the solution to it by “creating” a product. They had to find the costs associated with making the startup business, pitch the idea to Mr. Rob Calagione, and ask the venture capitalist for money in exchange for royalty.
On American educational campuses and specifically the St. Mark’s campus, campus safety and individual convenience are issues. All campus buildings are now being locked for safety reasons, but unfortunately, this is leaving students and faculty locked out of the buildings as well. Yes, key cards are a solution. However key cards are easily forgotten or lost, are likely to be broken, and are simply outdated. Our product, Easy Key, addresses both issues by providing students with a convenient way to access locked buildings in addition to allowing students to pay for school products. (more…)
By Izzy Kim & Riya Shankar, VI Form and Haley Dion & Laura Drepanos, V Form
Autism-Vaccine Controversy: Video
Editors’ Note: In Advanced Biology, students were encouraged to tell the story that they felt compelled to relate about their Public Health issue (click here for assignment). In this video, the students integrated a given Case Study with relevant information gathered through independent research. Their integration of the Case Study with additional research reflects an advanced understanding of, and ability to convey, scientific content.
By Geetika Surapaneni, Frances Hornbostel, & Graham Butterfield, III Form with Will Figueroa, V Form
Diminishing the Diversity of Devastating Diarrhea
CLICK ON EACH IMAGE BELOW TO ZOOM TO EACH PIECE OF PROJECT. (more…)
By Alex Cardonick, V Form
Biology: Membrane Structure and Function
Editors’ Note: In Advanced Biology, students are often evaluated on the reflection of their learning process. They constantly ask themselves questions that demonstrate advanced scholarship such as “How am I connecting each part of my learning into a flowing story?” and “What do I still not understand?” This form of deep reflection is summarized in each student’s ePortfolio at the end of a unit, which includes several different Learning Outcomes ranging from “Dynamic Homeostasis” to “The Central Dogma of Biology.” These Learning Outcomes are often present throughout multiple units, and therefore challenges the students to synthesize information across different areas of focus.
Linked here is Alex Cardonick’s ePortfolio on Learning Outcome 6: Membrane Structure and Function, including four Artifacts of Learning, including text, video, and images.
Cell membranes act as the “guards” of the cell. Membranes’ structure consists of phospholipids tightly knitted together by their hydrophobic tails, with the hydrophilic heads sticking out on either side. This phospholipid bilayer structure makes membranes semi-permeable; they let small, non-polar molecules such as water and carbon dioxide in, while keeping out large and polar substances such as starch and Iodide anions. In addition, cell membranes can be modified to help cells perform specific functions. Proteins added into the phospholipid structure can create transport channels for molecules that cannot travel through the membrane itself, such as Na+ ions in the nerve impulse. These ions allow a neuron to send a signal in the form of an action potential. Furthermore, molecules and ions can even move against the concentration gradient by active transport when a transport protein and outside energy are provided. This type of movement across a membrane allows essential functions such as the repolarization of the nerve impulse to occur when Sodium-Potassium pumps “reset” the nerve impulse to its resting membrane potential by moving the ions against the concentration gradient. (more…)
By Liz McCulloch, Director of Lion Term and French Faculty
Leadership from All Directions – The Collaborative Effort of Lion Term
Editors’ Note: This piece originally appeared in the gcLi’s Leadership blog on 2 April. You can further seek the Gardner Carney Leadership Institute on Facebook by clicking here.
Last Spring, our entire community experienced the first ever St. Mark’s Lion Term, a two-week experiential education program that ends the school year. During Lion Term, each grade has its own unique focus and all 10th grade students work with local organizations to promote community engagement. We adopted a modified version of the African Leadership Academy’s BUILD model, a form of design-thinking adapted for social entrepreneurship. The ideas were iterated and tested first, and students came away with the confidence that working together, they can play a role in their communities.
One of my favorite stories from last year’s Lion Term involves a group of 10th grade students who worked at Daniel’s Table, an organization committed to ending hunger in Framingham, MA and beyond. After volunteering to serve meals and talking to the founders and clients at Daniel’s Table, our group recognized that it would be helpful to list the ingredients in multiple languages for those who do not speak English or who are not familiar with the local produce. The group decided to make laminated cards with ingredients in English, Spanish, and Portuguese on one side and recipe ideas on the back. In working to understand the needs that the organization was meeting, our students were able to offer a solution that helped the organization to improve its service. (more…)
By Tony Banson, Colton Bullard, John Cho, Thayer Cornell, Alan Gao, Jovin Ho, Izzy Kim, Ivy Li, Helynna Lin, Sada Nichols-Worley, Cooper Schmitz, Jonathan Shakespeare, Leon Shi, Alex Song, Alan Yang, Justin Zhang
Evolution and Revolutions in Physics (with Tiki-Toki)
Editors’ Note: In “Advanced Physics: Modern Topics in Physics,” the class is collaborating on a “Timeline” of physics, utilizing the online tool Tiki-Toki. The timeline is an ongoing work in progress throughout the course, hence moments, details, and explanations are added as completed.
Click on the image or here to go the Tiki-Toki site for the timeline.
The best way to view it is as a 3D “highway (look for the round 3d button on the lower left of your screen), but it is also visible as a conventional 2D side-scrolling timeline. (more…)
By Luc Coté, Filip Kierzenka, Connor Browder, V Form and Jason Chen, IV Form
The Blueprint Hackathon and Finding Your Scientist Doppelgänger
On February 17th and 18th, the annual Blueprint Hackathon was held at MIT. You may wonder what exactly a Hackathon is, and we certainly wouldn’t blame you. A Hackathon is essentially a “Hacking” Convention, although “Hacking” is used very liberally to make the name sound cooler than “Computer Science” Convention. On the first day, we had the Learnathon, which is devoted entirely to learning about computer science, specifically about App Development, Web Design, or Basics of Coding. Taking the Web Design course, we learned a lot about a style of programming our JAVA based classes have not exposed us to.
The first day was an appetizer of new knowledge. The second day gave the main course: The Buildathon. This is where we put our knowledge to the test, working as a team to create a final project in 9 hours. Our idea was to build a program that matches a user’s face to a famous scientist doppelgänger. (more…)
By Ariah Henderson, V Form and Urgyen Wangmo, VI Form
PSA Sur Le Changement Climatique
Click on the image or here for the video!
Editors’ Note: Below are the parameters of the assignment for this French IV project.
Projet de Chapitre 10 :Vidéo
- Individually or with a partner, you will make a video (2 min / person in groups) in which you explain to the St. Mark’s community:
- the seriousness and causes of climate change
- and explain how they can make more sustainable choices (include the cost of such measures, if applicable).
- You will submit your script.
- The script/video should use:
- at least 12/24 vocabulary words from Chapter 10,
- at least 4/8 examples of le conditionnel passé,
- at least 4/8 examples of le futur antérieur,
- and examples of all three types of si clauses, plus si used to express a wish or reget (double the quantity for two person groups).