Below is a selection of some of my work. These include posters, videos, logos and other photos. Please note that this work is original, and to be imitated. However, feel free to look around the rest of my ePortfolio, there are additional pieces that may not be shown below.
Posters
123456Posters
Posters 1 to 3 were the winning poster(s) for the Clean Up ASC Poster Competition held earlier this year, in 2022. I received a Wanju voucher for these entries, and the posters were used to promote the cause. Poster 4 was designed for the Class of 2025 End of Transition Celebration. I volunteered for this as part of my role as Class Representative. It was sent to the parents in an email informing them of the event. Posters 5 and 6 were designed solely for enjoyment, to be stuck up in the Math Extension classroom. They were intended as parodies of vintage ads.
Above are the posters for the 2023 theme, Be More You, which I was selected to design after submitting a page of my work. These have been displayed around the College in hard copy, as well as online in assemblies, the Courier, and Eucharist.
I designed both of the above images for a Design Challenge but didn’t submit them due to age constraints. They belong together as a pair, and the stimulus was icecream. I decided to interpret this in an unusual manner, and chosen to use icecream as snow, or mountains. 1 is called “Meeting at Mount Icecream”, and 2 is called “Reaching the Summit.”
Supported by our experience in previous markets and driven by the ambition to further improve, our group had a clear vision of what we wanted.
Previously, our group had sold soy candles, and while we agreed that it was successful, there would be increased competition with the onset of other candle groups as well as little creative freedom due to a rigid structure to follow when one made the candles.
In line with the upcoming Christmas season, we decided to produce laser cut Christmas cards under the name “GreetYourself”, a memorable play on the notable words “treat yourself.” At the market itself, we produced a large amount of revenue, more than four of our previous, selling out in the first 45 minutes. We were also much more organized and creative in the process and had a highly successful outcome. Something that was quite intriguing was that unlike candles and notebooks (our previous products), the cards were not overly labour intensive, as the laser cutter was tasked with the most laborious work of carving the designs that we had previously transferred to Adobe. With this, we all gained valuable skills, most significant were our newly polished Adobe skills and our ability to work the laser-cutter.
This terms journey was an intentional one, with organization, problem-solving and innovation being the backbone of it all.
Our table set up. To improve, I would perhaps prepare some sort of mount before, so as to appear polished and professional.
As per our unofficial goal, we were certainly more organized, slotting in specific bookings with the school’s laser cutter to carve our cards and most importantly, formatting the designs for the cutter before then.
Once our cards were carved, we had to problem-solve to find a way to incorporate colour and a clean writing spot. The method shall not be disclosed, however, they did make for a sleek, unique, innovative finished design, that, when displayed upon our well-set table, attracted many eager buyers, with one even buying up to 10+ cards.
A thought-provoking aspect of GreetYourself was the price. Our products had to meet an equilibrium, not too low for the sake of profits and not too high for the customer. Curiously enough, our initial price was said by a/the facilitator to be too low, as “crafty” cards like ours sold up to double, even triple our proposed price. Heeding their advice, we did increase our price, however, next time, we should research the market and not involve our self-deprecating thoughts that “no one would want to pay ” et cetera.
The All Saints’ print ad.
Even though we used the markup formula, in retrospect, this shouldn’t have been the primary way for settling on the final price. It would have been more effectively used in conjunction with other methods, such as surveying our target audience for what they would pay vs what we would take as a profit, the equilibrium formula, cost-plus pricing and the one that we should have been less careless to overlook, market comparison.
Our product idea was innovative, timely and filled in a gap in our market. To improve, I would consider other unseen aspects and research thoroughly before making a decision. The process was fun, rewarding and gave us a plethora of new skills to add to our ever-growing collection, as well as an exciting profit.
Below is my Digital ICT Video for Task 2b: How data travels through a network. Please note that my video has sound and text. It was made using a combination of Canva & Powtoon. I did not use any templates. It is all my original work.
$20Boss is an innovation and entrepreneurship program that was one of the Semester One options for InnovatED. I chose to do $20Boss as it seemed similar to the Christmas Market from year seven where we were also tasked with creating a business that sold a good or service. It started with a revisitation to the familiar Design Thinking Framework which included brainstorming words associated with Design Thinking and doing a Design Sprint with the assistance of other group members and a year nine student from the Leadership and Innovation elective. I and my group members earned a Design Sprint Certificate as seen HERE.
We were also introduced to the concept of a “scrum”, a physical to-do list following the To Do In Progress Done framework. We were also required to write a pitch with our chosen group and potential product, in order to gain a loan so that we might acquire $20 each to produce our product and sell it at the Runway Market Market, which took place on the 16th of June. My group decided on notebooks, and the idea was approved by our Facilitator after we pitched. Initially, this was because we wanted to customize stationery to make it personal to the user and more appealing for school-aged children to use during lessons; however, it was not just limited to school use, but also in leisure time for journalling etc. As we worked through the process of designing the notebooks, some aspects changed, such as the cover material and the method of binding them. Our final product was a notebook the size of half an A4 page, bound together with thread with a hard black cover, which could then be customised with a patterned paper of choice and, if desired, a word/ name written with a chosen font on the front.
ASC Capabilities
Throughout the process of the project, the ASC Capabilities were certainly all utilized, though in varying degrees for each group member.
Effective Communication
Effective communication is the method of human interaction where one does not merely exchange information, but develop meaning through symbols and emotions.
Following our Design Sprint, we had to form the groups that we would be with for the rest of the process. In my humble opinion, therein could have lay our potential pitfall. In retrospect, this could have been not entirely beneficial to our group because it could have made the group too large for comfortable discussion and effective decision making. However, despite our unnaturally large-sized group, I think that I generally exercised effective communication skills as we were able to discuss decisions and ideas in a civil manner, despite the fact that there was four of us. We first divided up the labour, assigning various tasks to each member so each human could meaningfully contribute. We were able to understand each other’s individual perspectives by speaking in turn, although this proved quite challenging due to our group size and the fact that there were four creative humans. To counter this, we also occasionally split the group into pairs to allow for further discussion within a more intimate setting. This was so each human’s ideas were heard and could be easily relayed back to the whole group. Out of hours, we utilized Microsoft Teams which proved to be advantageous as we could easily interact when the person(s) were needed.
Problem Solving
The process of uncovering and piecing together a relevant solution to an underlying, often complex problem.
As mentioned above, we had decided to produce notebooks. However, after research and examination of traditional bookbinding methods, we realized that they were complicated, requiring many materials and time-consuming. I used creativity to develop the method for producing our product with a fellow group member who understood sewing techniques and we also had to use problem-solving to figure out how to most effectively produce it. This included the binding of the individual leaves (of paper) and the attaching of the covers. This involved resilience when some of our concepts and strategies were not entirely suitable — finding a new way to do it. This was part of the “testing” part of the Design Process. This also required organization as there were only 2 of us that were proficient with the needle, and we had to be self-aware ( — knowing when we had enough/too little to do) to make sure that we were dividing the labour equally between the whole group — so that we all contributed to the overall work ethic and productivity.
Organization
The arrangement and systematic planning of a process, or part of, to most efficiently and effectively complete it.
Throughout the project, the organization of the group was of utmost importance for ensuring deadlines are met. Our group utilized this. We consistently ensured that each member was on the same line of communication so they knew what to do to balance the workload. This process was assisted by our scrum which was updated frequently. I would say that it would have been even better if we more rigidly plan our InnovatED time with very clearly defined tasks.
The stage of the design process that I think we did the best at was the prototype stage, as we produced a product with good quality to be our test. I would say that there is room for improvement for the Empathise stage as we needed a better understanding of what people wanted for the design of the notebooks– by being more thorough on this stage, we could have learnt more about what people would want, and we would have created notebooks to be immediately bought instead of focusing on the customisation of the notebooks as pre-orders were not as successful as we had anticipated.
In conclusion, the $20 boss project was good for further improving Capabilities and working on the Design process, as it was utilized through our Semester One, and it helped significantly with the production of the product. $20Boss was extremely enjoyable, informative that challenged us in many ways. While our group did not produce the most profit; we produced enough revenue to cover costs, plus surplus, this experience has offered me valuable learning points that I can use to further improve myself.
Feedback
Thank you so much for the lovely notebook, I really like it and think you guys have done a really good job.
Impacts of my asthma plan of ASC students and staff:
The students and staff have to be considerate of the asthmatic and follow all the rules in place for the asthmatic’s safety. The healthcare centre and teacher will have to know about the condition and get educated in the proper precautions and first aid. They will also have to have the plan with them, and understand it. The relevant teacher would have to carefully monitor behavior, intervene where needed and marshal a calm atmosphere to avoid flareups. The students and adults will need to be considerate and accommodating. The staff and students would no longer be permitted to wear or have strong scents on/with them. The cleaners would also have to make sure that the ventilation system is clean and functional. They would also have to make sure that the air conditioning (if there even is any) is clean and equipped with an asthma and allergy friendly filter attachment. The relevant people would also have to be prompt in identifying and fixing unwanted leaks. The pool would also have to be clean and with a working pool system. The staff would have to be careful and keep in mind that the student cannot handle large amounts of very vigorous exercise. The swimming teacher would also have to (maybe) modify their class structure to accommodate, warmups, stretching and cool downs.
If a young person had asthma I would suggest that they seek reliable support and assistance from:
People: For concerns, one can book an appointment with their local general practitioner for further assistance and advice. They will review your asthma plan, answer any questions and measure your breathing.
Your carer is also a vessel that can give you emotional and physical support as they should be educated about your condition.You can also call 1800 278 462 (1800 ASTHMA) to talk to an educator who can answer your questions and provide support for asthmatics and their carers.
Digital Resources:Websites such as asthma.org, asthmawa.org.au or healthline.com can provide comprehensive and reliable information about asthma management. There is a website with linked resources, https://asthma.org.au/what-we-do/how-we-can-help/resources/
There is also an Asthma First Aid App, which, as the name suggests, is an app that provides first aid for emergencies and reviews of the four first aid steps. t is an educational tool, useful for asthmatics, their families and carers.
Kiss My Asthma is another app developed by “young people” for “young people.” It has access to your asthma plan, the ability to track your asthma symptoms, severity and attacks, making it easy to inform your doctor or specialist accurately about your asthma, a mood tracker, a goal setter and assistant that can deliver support, reminders to take your asthma preventative medications, first aid instructions and emergency contacts and resources so you can find out more about asthma, medications/devices and how to manage anxiety. There is also an Air Rater App (https://airrater.org/) that can rate the air quality so you can make informed decisions.
Three year sevens’ and three year eights’ were chosen to compete in a math competition that took place at John Curtin in a quiz-night format, with four rounds of eight questions and tie-breakers. As stated above in the caption, we won first place, and received a trophy. This was an improvement from last year in 2020, when we won 2nd place and got a pen.
The Synergy Solar Car Challenge is a program that is designed for year six and eight students to apply STEM skills in an engaging, real-life application. As the name suggests, I and several others in our team of 4 had to build a solar car out of a corflute (a type of corrugated plastic), axles, wheels, a motor, a switch and a solar panel which was attached to the circuit with various wires. We were provided 45 minutes to do this, which included testing time.
Skills needed:
Collaboration and Teamwork:
Because we were under time pressure to build a functional car, we had to collaborate so as to build it quickly and efficiently by dividing the labour.
Problem Solving:
As mentioned above, the 45 minutes we were given was inclusive of building and testing time. During one of our trial times, the switch came apart, and through usage of problem solving skills, our team managed to solve the problem and use a working switch.
Creativity:
The track that we were to use to race on was simply a wooden pole lain horizontally on the ground. We were given a mere two pins that we could use to align the car with the pole. This proved challenging due to the shape and height of the pins.
Overall, my team (All Saints’ One) finished third place.
We are researching the opinions on Maths/ STEM of students who are doing year 9 mathematics. We chose this as STEM is a field growing in size, and mathematics and STEM are now seen as more than a subject in school. The categorical question we had was “The topic in Maths I find the most enjoyable and interesting is…” and the numerical question was “In your life beyond school, how many days per week do you foresee yourself using mathematics (for work or life)?”. Some of the extra avenues for parallel data analysis that we use include by gender and by class. These results are needed to investigate what the students doing year 9 mathematics think/ do/ need/ want.
Validity and Reliability:
The non-probability sampling method used in this project was a convenience sample (non-probability sample method) which is everyone learning year nine mathematics.
This sampling method is prone to bias because the participants don’t represent a cross section of the population as all the participants are of the same/similar age group. The sample size was the 141 people, and there was sampling bias as the only people sampled were students learning year nine math. The generalization that is made is that because we only surveyed people learning year nine mathematics, this means that we can only draw conclusions and make statements about this type of people (the certain age bracket of 12-14)
The non response bias in the survey:
Question Order Bias:
People would have become tired and bored by the end of the survey (as it was very long and contained many questions)
The owner of the survey tried to avoid the problem of the questions affecting each other, but there was not anything to do to minimize/limit boredom.
Social Desirability Bias:
This wasn’t really avoided as there wasn’t anonymity of the responses and the students wanted to give the socially acceptable answer. There was apparent anonymity as names were not shared with the students, however, it was easy to see who was who, and this is obvious when viewing the results ( as the results all lined up to show a nameless profile of each student learning year nine maths. This would not be able to be avoided because in the event that the results were randomized so it didn’t show up in order for each person, we wouldn’t be able to have parallel data analysis.
There wasn’t any Yes-man phenomenon as the students didn’t know what the owner of the form would have wanted.
Ways Bias was avoided:
There were no double negatives
There was no/ limited jargon and technical language
None of the questions were leading to a specific reply
Ways Bias was included, and how to not be biased:
“What is your favourite topic in maths?” – The list of topics which could be chosen was long, and people might get bored and stop reading. This can be fixed by ordering it into rows so there would be multiple options on the same row.
There is no option for people who do not like mathematics or have another favourite do not have an option, and will therefore need a ‘other’ or/and ‘none’ option.
Sampling bias – only using year 9 mathematics students. This could have been avoided by surveying a larger range of people, such as sending the survey to the whole school. It probably could not be avoided that we only surveyed students from All Saints’ College as it would be hard to get people out of the All Saints’ community to take part in the survey.
Sample size – to get more accurate results, a larger sample size would be beneficial. This would be especially important in some places, such as when using parallel data analysis with gender, as there were not many people who were non-binary, and therefore, their views could not be represented properly.
Favourite Maths Topic
Algebra and equations
56
Functions and graphs
5
Geometry
17
Measurement
22
Probability
23
Rates, ratios and percentages
6
Statistics
12
MODE
Algebra and Equations (56)
Days of Math beyond School
MEAN
3.709219858
MEDIAN
3
MODE
7
RANGE
7
Quartile 1 – 25%
2
Quartile 2 – 50%
3
Quartile 3 – 75%
6
Quartile 4 – 100%
7
INTER-QUARTILE RANGE
4
Days of Math beyond school according to gender
FEMALE
MALE
NON- BINARY
Mean
3.01515152
4.30555556
4.666667
Mode
1 and 2
7
all
Range
7
7
6
Quartile 1- 25%
1
2
3.5
Quartile 2- 50%
2.5
5
4
Quartile 3-75%
5
7
5.5
Quartile 4-100%
7
7
7
Interquartile range
4
5
2
CATEGORICAL
For the categorical question “Which topic in mathematics do you enjoy the most?”, 56 people chose algebra and equations; 23 people chose probability; 22 people chose measurement; 17 people chose geometry; 12 people chose statistics; 6 people chose rates, ratios and percentages and a mere 5 people chose functions and graphs. The mean was algebra and equations, which was 39.72% of the students who took the survey. Topics such as Functions and Graphs, Measurement, Probability, Rates, ratios and percentages and statistics are less challenging, and therefore it will be more enjoyable for the less mathematically inclined students that take Applications. Methods students find more challenging topics such as Algebra and Geometry (which are Methods students modal topics) more stimulating and exciting, therefore these are their most common favourite topics.
By Course:
Algebra: 50 Methods students and 5 Applications students chose Algebra. Not surprisingly, those in the Methods course most commonly chose Algebra as their favourite topic.
Functions and Graphs: 4 Applications and 1 Methods students chose Functions and Graphs. This could indicate that this topic is less challenging.
Geometry: 4 Applications and 13 Methods students chose Geometry as their favourite.
The Methods students seem to gravitate towards Algebra and Geometry, which may indicate that these topics are more stimulating for them, as it is more challenging.
Measurement: 11 Applications and 10 Methods students chose Measurement as their favourite. Measurement is challenging for some, but easy and enjoyable for others as seen in the results, where nearly an equal number of applications and methods students chose Measurement.
Probability:13 Applications and 10 Methods students chose Probability.
Rates, ratios and percentages: 2 Applications students and 4 Methods students.
Statistics: 6 Applications and Methods students chose Statistics. Statistics is equally popular between the 2 courses. This means that perhaps it involves less complex math, as it understandig and comprehending the data.
Topic in contrast to gender:
Algebra: 27 females, 28 males and 1 non binary.
Functions and Graphs: 2 females, 3 male and 0 non binary.
Geometry:4 female, 13 males, 0 non binary.
Measurement: 11 females, 11 males, 0 non binary.
Probability: 14 females, 9 males
Rates, ratios and percentages:3 female, 3 male, 0 non binary
Statistics: 5 females, 5 males, 2 non binary
NUMERICAL
For our numerical question “In your life beyond school, how many days per week do you foresee yourself using mathematics (for work or life)?”, 11 people said 0 days a week, 21 people said 1 day a week, 22 people said 2 days a week, 17 people said 3 days a week, 13 people said 4 days a week, 20 people said 5 days a week, 4 people said 6 days a week and 33 people said 7 days a week. The shape of the distribution was irregular – there wasn’t much of a pattern. However, when looked at with parallel data analysis using gender, we can see that females tended to choose less days a week then males. This may be because of their ideas for what they would like as a future career. A surprising feature of the results was that only 4 people chose 6 days.
The data we had from the survey allowed us to relate and understand many things about the results. Some limitations of the work, however, include the bias, especially the sampling bias as we could only find out the results from students doing year 9 mathematics at All Saints’ College. For future research in this area, it would be beneficial to survey a wider range of students, and assess the survey questions more thoroughly for bias. Overall, I enjoyed this task because I was able to learn about the opinions of students on STEM and mathematics as well as using mathematics in the research.
While technology is a part of our education and lives, this is not the reality for many people such as the elderly at Amana Living.
Felicia Ho
While technology is a part of our education and lives, this is not the reality for many people such as the elderly at Amana Living. I take part in an activity called GenConnect which involves teaching the elderly how to use and understand technology. It allows me to give back to the community, improve my communication skills and develop empathy. GenConnect makes me realise how fortunate I am to be able to be able to have access to, and use technology.
What exactly is GenConnect?
The GenConnect program is designed for us students to teach the elderly about technology and how to use it through one on one engagement.
In 2020, Covid19 Restrictions have seen us take our teaching into a booklet filled with a glossary, images and concise, sharp instruction. As of 2021, GenConnect has resumed as per normal; and in term 2 we are visiting the RAAFA residents.
