The Golf Project (High Tech Hole In 1)
Reflection:
About the project:
The project High Tech Hole In 1 was an eighteen hole mini golf course created by the students of the class of 2017 at, well, High Tech High International. Each hole represented a different event in history that happened in the last 500 years or a court case taken and heard by the Supreme Court. This was a whole 10th grade project, which included all of the subjects (Math, Humanities, Chemistry, and Multimedia).
Documentary:
https://www.youtube.com/watch?v=8dUNPxtPlDg
The project High Tech Hole In 1 was an eighteen hole mini golf course created by the students of the class of 2017 at, well, High Tech High International. Each hole represented a different event in history that happened in the last 500 years or a court case taken and heard by the Supreme Court. This was a whole 10th grade project, which included all of the subjects (Math, Humanities, Chemistry, and Multimedia).
Documentary:
https://www.youtube.com/watch?v=8dUNPxtPlDg
Building Process:
We were put into groups of five or six students and were told to chose a design for our course that used less than six boards. Most of the building was done during math class because most of the materials needed was in that class. The basic materials needed to build the course were base-wood, trim, black felt, and turf (all of which were provided by the teachers). To build the entire course took about 1 1/2 weeks of non stop working, but we eventually completed the courses and were ready to build the obstacles.
Math:
In math, we created blueprints of our golf course with the measurements and obstacle list inside it. In that blueprint we also had the lines (different color for each person in our group) showing how you could get a hole in one or three or four or whatever.
We were put into groups of five or six students and were told to chose a design for our course that used less than six boards. Most of the building was done during math class because most of the materials needed was in that class. The basic materials needed to build the course were base-wood, trim, black felt, and turf (all of which were provided by the teachers). To build the entire course took about 1 1/2 weeks of non stop working, but we eventually completed the courses and were ready to build the obstacles.
Math:
In math, we created blueprints of our golf course with the measurements and obstacle list inside it. In that blueprint we also had the lines (different color for each person in our group) showing how you could get a hole in one or three or four or whatever.
Humanities:
First, with our group we had to pick an event (preferably a revolution or a war) in history that happened in the last 500 years in which we all wanted to learn about. Once we had that, we had to learn about the main event itself and then chose five or six different leaders, topics, or events that happened inside and during that main event (depending on how many people you had in your group). Once every person in our group had that figured out and chose what we wanted to do, we had two weeks to research and write a paper about what we chose to research individually.
First, with our group we had to pick an event (preferably a revolution or a war) in history that happened in the last 500 years in which we all wanted to learn about. Once we had that, we had to learn about the main event itself and then chose five or six different leaders, topics, or events that happened inside and during that main event (depending on how many people you had in your group). Once every person in our group had that figured out and chose what we wanted to do, we had two weeks to research and write a paper about what we chose to research individually.
Obstacles:
After we completed our course and our history part,we started building our obstacles.The obstacles are to prevent the player from getting a hole in one so easily. My group's obstacles were about important figures during The Haitian Revolution and one about the Haitian Social Classes. Every single person in the groups worked on their own obstacles, but we all helped each other if the help was needed. Since our group was a group of six, in total we had six obstacles . . . Which were:
Ramp - Napoleon Bonaparte's rise to power when conquering Haiti
Fire - Jean Jacque Dessalines burning down villages to prevent future rebellion
Two Holes (with pvc pipe attached) Leading to the Winning Hole and to the Other Side of Our Course - The top hole = Rochambeau's failure trying to stop the Revolution and the bottom hole = Rochambeau's leading to France's downfall (not able to reinstate slavery)
Jail Cell - Toussaint L'Ouverture's getting betrayed and sent to jail for claiming himself governor of Haiti without Napoleon's consent
Protest Sign - Symbolizes Vincent Oge's protest so that Mulattoes could have the right to vote
Mouse Holes - Represents the Social Classes of Haiti
After we completed our course and our history part,we started building our obstacles.The obstacles are to prevent the player from getting a hole in one so easily. My group's obstacles were about important figures during The Haitian Revolution and one about the Haitian Social Classes. Every single person in the groups worked on their own obstacles, but we all helped each other if the help was needed. Since our group was a group of six, in total we had six obstacles . . . Which were:
Ramp - Napoleon Bonaparte's rise to power when conquering Haiti
Fire - Jean Jacque Dessalines burning down villages to prevent future rebellion
Two Holes (with pvc pipe attached) Leading to the Winning Hole and to the Other Side of Our Course - The top hole = Rochambeau's failure trying to stop the Revolution and the bottom hole = Rochambeau's leading to France's downfall (not able to reinstate slavery)
Jail Cell - Toussaint L'Ouverture's getting betrayed and sent to jail for claiming himself governor of Haiti without Napoleon's consent
Protest Sign - Symbolizes Vincent Oge's protest so that Mulattoes could have the right to vote
Mouse Holes - Represents the Social Classes of Haiti
Multimedia:
Before we started with anything, Chris assigned 4 different jobs for all of us to have in order to get the project well put together. These jobs were how we got into our group: The Math group, The Humanities Group, The Art + Marketing Group, and The Video Group. We each got up to chose a group, most people chose the Art+Marketing Group, so we had to rock, paper, and scissor for it. That's how my group came to be a group...We all chose the Humanities Group when we lost. This group was in charge of working on the display boards for the project, but that's for later on.
While we were working on the Humanities and Math part of the project, we were also working on the Multimedia part. We all contributed to the name of the whole project itself. When we had the top three most liked names, we moved on to creating a logo for one of the names. We each had to create three different logos using Adobe Illustrator and out of those the class picked one from each student where we then had to revise it using the feedback they gave us. Once we were all done, we all chose the top three (one for each of the three names) from each class. Once we had the top six, we took them to the other team to chose their favorite one. When we got everything out of the way for all of the classes, we started to work on the display boards.
Humanities Group: Put together the information for Humanities class in an organized way. This included ; 6 or 5 paragraphs (one from each of the group members), the "What", "So What", obstacles in our course, and the blueprints. We were also in charge of making the boards looks good (My group had to do the even numbers plus our group number, which was #3)
Video/ Documentary: To film the daily process of project time and building
Art + Marketing:This group was in charge of making the 19th hole snack shack, and making the classrooms look nice for the exhibition day as well as the flyers
Math Group: This group was in charge of making the stands that would hold up the humanities boards, and printing out the blueprints to put onto the boards.
Before we started with anything, Chris assigned 4 different jobs for all of us to have in order to get the project well put together. These jobs were how we got into our group: The Math group, The Humanities Group, The Art + Marketing Group, and The Video Group. We each got up to chose a group, most people chose the Art+Marketing Group, so we had to rock, paper, and scissor for it. That's how my group came to be a group...We all chose the Humanities Group when we lost. This group was in charge of working on the display boards for the project, but that's for later on.
While we were working on the Humanities and Math part of the project, we were also working on the Multimedia part. We all contributed to the name of the whole project itself. When we had the top three most liked names, we moved on to creating a logo for one of the names. We each had to create three different logos using Adobe Illustrator and out of those the class picked one from each student where we then had to revise it using the feedback they gave us. Once we were all done, we all chose the top three (one for each of the three names) from each class. Once we had the top six, we took them to the other team to chose their favorite one. When we got everything out of the way for all of the classes, we started to work on the display boards.
Humanities Group: Put together the information for Humanities class in an organized way. This included ; 6 or 5 paragraphs (one from each of the group members), the "What", "So What", obstacles in our course, and the blueprints. We were also in charge of making the boards looks good (My group had to do the even numbers plus our group number, which was #3)
Video/ Documentary: To film the daily process of project time and building
Art + Marketing:This group was in charge of making the 19th hole snack shack, and making the classrooms look nice for the exhibition day as well as the flyers
Math Group: This group was in charge of making the stands that would hold up the humanities boards, and printing out the blueprints to put onto the boards.
Exhibition:
The day of exhibition was chaotic. Our group (Humanities group) was still working on the boards and we barely ended up completing them an hour before school ended. Another issue we had was getting our PVC pipe between the jail cell to work more smoothly. The golf ball kept getting stuck inside (lost its momentum), so I had to fix it before it happened on the real exhibition after school. While people came to our course, we explained the history behind our obstacles (both the Haitian Revolution and our smaller topics + what the obstacles represent). Of course,most people just wanted to play (I would also just want to play). I think that my favorite part was watching people fail when trying to get the ball into one of the holes on the ramp, it looked really easy but when you actually tried it, it was really hard because of the ramp and the fire (when you hit the fire, the ball would shoot off to a different direction than expected). Out of everyone who played only five people made the ball into one of the holes on their first try, and only one actually made a hole in one...and it was Dr. Don (Engineer teacher).
The day of exhibition was chaotic. Our group (Humanities group) was still working on the boards and we barely ended up completing them an hour before school ended. Another issue we had was getting our PVC pipe between the jail cell to work more smoothly. The golf ball kept getting stuck inside (lost its momentum), so I had to fix it before it happened on the real exhibition after school. While people came to our course, we explained the history behind our obstacles (both the Haitian Revolution and our smaller topics + what the obstacles represent). Of course,most people just wanted to play (I would also just want to play). I think that my favorite part was watching people fail when trying to get the ball into one of the holes on the ramp, it looked really easy but when you actually tried it, it was really hard because of the ramp and the fire (when you hit the fire, the ball would shoot off to a different direction than expected). Out of everyone who played only five people made the ball into one of the holes on their first try, and only one actually made a hole in one...and it was Dr. Don (Engineer teacher).