Felicia Ho

My ePortfolio

Tag: Technology

Earthquake Project

The aftermath of the Nepal Earthquake.

The destructive and unpredictable nature of earthquakes can not only wreak havoc on buildings but negatively impact surrounding societies, causing uncertainty and fear. In addition to injuries, organizations and infrastructure may be disrupted. Hence, the long-term repercussions of this are socially, economically and environmentally unsustainable.  This was demonstrated through the Nepal 2015 earthquake. In the 2 year aftermath, less than 5% of the destroyed houses were rebuilt, leaving 800, 000 families to take refuge in temporary shelters. If we understand how to engineer earthquake-safe buildings, we will be able to better resist the inevitable damage brought upon us, which would save lives, infrastructure and organizations, creating a safer society for all to reside in.

To end our science course, we were tasked with designing, building and testing a model that would withstand a major earthquake. To be considered successful, this model:

  • was to be made out of spaghetti and blu-tack
  • had to remain standing after an earthquake, as simulated by the 10-second shake of a table. Ideally, it had to be left undamaged after P Waves, S Waves & Surface Waves.
  • had to be quick and easy to assemble
  • constructed using scissors and a ruler
  • It was required to have
    • a maximum base of 30cm by 30cm
    • a minimum height of 60 cm
    • a 5 cm by 5 cm platform at the top
    • a cost less than $60, where each spaghetti strand or gram of blu-tack costs $1. (This was given twice for the initial prototype and once for the second prototype.)

Concept sketches of our intended model that was unsuccessful.

We first engaged in a 50-minute design sprint, and then researched, created a plan and engineered a model based on this. Throughout the process, we kept in mind the design features that would help improve building resistance. As a result of this, our final model was drastically different.

While our building was stable, a piece of spaghetti snapped, dislodging others.

Our building was able to withstand all types of waves, however, due to unforeseen circumstances arising from snapped spaghetti, the fragility of the materials and the interactions between the blu-tack and spaghetti, we were forced to alter, adapt and change our plan. This caused us to have a lack of resources as we neared the top of our model, meaning that we missed the height requirement by a few centimetres. However, we learnt that having a top that is flexible and able to sway on a rigid base is not necessarily a negative. Overall, though the building could not be implemented in real life, it fulfilled most requirements, with the exception being the height.

I thought that our research was thorough, however, as it couldn’t perfectly correlate to real life, it was partly for naught. In terms of teamwork, I thought that we collaborated by distributing the work evenly and taking initiative as required.

To improve the outcomes of the project, it would have been beneficial to spend less time observing, deliberating and researching, to allow more time to iron out any inevitable problems or experiment more with bases that would work and think about how theory applies to real life (by taking into account the specific materials we have on hand).

Building in the process.

Design Portfolio

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

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.

Videos

Digital ICT Video Year 8 Semester One by Felicia

Logo

Photos

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.”

Health campaign by Felicia
Pathway Story Headers by Felicia

Other

Individual Pathway Story

This is my Individual Pathway Story, detailing my present and how this might lead to my future aspirations. This revolves around 3 main themes: The Self, My Learning and My Working Future. The intended outcome of this task was to allow the student to explore their current self and their future opportunities in the professional world.


The Self

The first section of this task explores personal identity and perception. I believe that the values form a basis for identity, as one relies on them heavily to make decisions, and this influences what one holds in esteem as well.

My values can be summed up as integrity, persistence and conscientiousness. My first value, integrity, ensures that I can live in an authentic and honest manner with those around me, by following effective rules and behaving in a morally correct manner. My second and third values, persistence and conscientiousness, are quite closely linked. I prefer to make deliberate choices and work towards long term goals in an efficient manner so I might fulfil my highest need, Self Actualization. Another part of this is that I strive to be faithful to the promises I make, and, as, I frequently find myself desiring to do well in what ever I do, persistence and conscientiousness are values that I rely on heavily. In the same perspective, I dislike inefficiency and closed-mindedness.

Another aspect to my identity is my personal attributes and interests. I perceive myself as a curious and ambitious person, and I would say that others may perceive me as slightly reserved and unusual (although I may be horribly incorrect in both.) I am quite interested in soaking up knowledge and learning about different perspectives and analysing the world around me. Skills I believe I possess are the ability to learn quickly, to see implied meaning and to investigate.


My Learning

My learning pertains to what subjects I enjoy, how I learn and my future educational goals. Although I thoroughly enjoy learning (as stated in the former paragraph), I would not be able to point to a favourite subject(s) as I find different parts interesting. For example, I like that maths is objective and speaks to relationships between numbers, however, I also appreciate the interpretation and creative factor in English. I enjoy Humanities and Science because they give me information about the world around me, including the natural world and society. Electives I undertake are French and Drama. I enjoy seeing the language and cultural differences in French (as opposed to English), and in Drama, it is exciting to embody a new character in a different world. In addition to the core subjects, I learn Religion & Philosophy, Health, Life Skills and Sport. Through the VARK Model, I would say that I learn well through Reading although I think that they are all quite balanced. Through Carl Jung’s Model of Learning, I learn in an Introverted, Intuitive, Thinking and Judging manner. (This also links to Carl Jung’s Personality Model). After high school, I wish to attend university and study law.


My Working Future

The final section of this task sums up by letting the students explore different future options, which gives them a goal to work towards with tangible steps. The occupation I chose to explore was Law, as I find the matter interesting. You can study law by obtaining a Bachelors Degree (you can do this via Juris Doctor) and after that, it is fairly common to complete a Masters Degree. The standards of entry to Law School and or assured pathways are rigorous, requiring a high ATAR and after this, a high GPA. Following this, lawyers work in private and corporate legal offices, and some work for government.

Task 2b: How data travels through a network (Year 8 Digital ICT)

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.

Digital ICT Video Year 8 Semester One by Felicia

GenConnect

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.

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