To whom it may concern:
Hello, my name is Joshua Lei and I am a 15-year old Freshman at Saratoga High School. During my Freshman year, I took the mandatory Health/Drivers-Ed and World Geography, English 9 MAP, Biology, Chinese, PE, Engineering, and Geometry. Before I came to Saratoga High, I went to Redwood Middle School and Saratoga Elementary. I like various topics in school such as math and science. Outside of school, I am a fencer and I train almost every day of the week. This takes a lot of time and balancing school and sports may be difficult. On the first day of Biology class, I did not know what to expect with each teacher because they are so new to me. As any student would, I payed attention to what Mr. Orre had to say and tried to understand what this class might feel like.
Mr. Orre designed a class known as "Flipped Classroom". This means that you will be listening to his vodcast lectures for homework and then bringing in your questions for the next day to ask Mr. Orre. The idea is to learn as much as you can at home and bring all the difficult topics to school to discuss with the teacher. As the school year progresses, you can start to see a pattern for his classes. On a typical day, you begin your DO NOW, an activity to get you thinking about last night's vodcast. After Mr. Orre gets around to check all the vodcasts, you will recap the vodcast and then ask Mr. Orre about any lingering thoughts about the vodcast. After all this, we normally do a project, lab, or write up. It is essential to get a good quality notebook before the semester starts. The notebook be a good chunk of your grade and it is imperative to keep your notebook tidy or else you will lose a lot of points during the notebook check before each test.
One of Mr. Orre's biggest Pet Peeves is definitely not cleaning up after completing a lab. I had third period, the period right before lunch. He would not let us go for lunch until we cleaned everything up. This made the whole class work together to clean up the classroom so we could go eat lunch. The tests, in my opinion, are fairly difficult. My advice for studying for the tests is to obviously know the vodcast and also do the CFU's, the mini tests after each vodcast.
I thought this class was fun because of the 'Flipped Classroom" design. It was definitely different from any other class I enrolled in. The biggest piece of advice would be to keep a tidy notebook, submit the Blogger posts on time (especially second semester), and take the CFU's to get a deeper understanding for the vodcast.
Sincerely,
-Joshua Lei
Thursday, June 1, 2017
20 Time Final Post
For my 20 Time project, I designed an experiment which tested whether taking a nap would help you study. For my experiment, I different lengths of a nap to test one thing. I then composed another experiment with the same nap duration, but it tested a different topic. I did tested two topics with different nap lengths and also included a no nap control. I ran the two experiments with a decent amount of test subjects and gathered my data.
The first thing I tested was the number of words remembered after taking a nap with the various nap lengths. I have attached my data table below. For my data table, there are three sections: a section with no nap, a section with a 15-20 minute nap, and a 30-60 minute nap. Under that include the number of words remembered by the test subjects out of a possible 15 words remembered. For the subjects that did not take a nap, they remembered an average of two words, which can be seen with the blue lines in the chart. This low number of words that the subjects remembered can be attributed to the amount of stress of their daily lives and sleep deprivation. According to Nationwide Children's Hospital, teenagers get an average of seven to seven and a half hours of sleep a day, but teens should receive at least nine hours of sleep. This huge gap of sleep may impede students to perform at their full potential. Also, school gives a lot of stress to students to get good grades. These factors could be a reason why the subjects remember such a low number of words.
The next thing I experimented was how fast the test subjects could type. This seem like a trivial trait, but it really tells me about how attentive the subjects are and also tests accuracy as well as motor skills. I have attached the data table below. Again, as you can see, not taking a nap hurt the performance. The no nap subjects had an average of 55 words, which can be seen with the blue line, the 15-20 minute subjects had an average of 91, which can be seen with the red line, and the 30-60 minute nap had an average of 68, which can be seen with the orange line. The 15-20 minute students had the most benefit because of what kind of waves were produce in their short nap. A 15-20 minute nap boosts alertness and studying accuracy.
If I were to grade my self based on what I set my goals as at the start of this project, I would give myself an almost perfect score, if not a perfect score. The grade I give myself is very high because throughout the time for this project, I have worked productively, worked outside of class, and have also provided accurate data from the people I ask all in the short amount of time I received. As my final product, I have composed two data tables and charts illustrating my findings and attached them onto this chart. Along the way, I have written about what I have done so far as a checkpoint. My first checkpoint I wrote was in February and can be read on my blog here. I have write three total checkpoints all on the same blog, which I have already added earlier.
Not only have I been working productively to produce enough data to form a conclusion, I have also learned a lot on the way. During the duration of this project, I kept thinking about "Process over Product." I thought about this during this project because this project is so open ended and there is no right or wrong answer. I feel like I have produced a sufficient product, but I also learned a lot of intangible things along the way. I feel like a better student today because of what I experienced during this project. I have overcome many obstacles by myself and I have grown as a student.
The first thing I tested was the number of words remembered after taking a nap with the various nap lengths. I have attached my data table below. For my data table, there are three sections: a section with no nap, a section with a 15-20 minute nap, and a 30-60 minute nap. Under that include the number of words remembered by the test subjects out of a possible 15 words remembered. For the subjects that did not take a nap, they remembered an average of two words, which can be seen with the blue lines in the chart. This low number of words that the subjects remembered can be attributed to the amount of stress of their daily lives and sleep deprivation. According to Nationwide Children's Hospital, teenagers get an average of seven to seven and a half hours of sleep a day, but teens should receive at least nine hours of sleep. This huge gap of sleep may impede students to perform at their full potential. Also, school gives a lot of stress to students to get good grades. These factors could be a reason why the subjects remember such a low number of words.
| Words | ||
| NO NAP | 15-20 min | 30-60 min |
| 2 | 5 | 10 |
| 3 | 6 | 11 |
| 2 | 7 | 12 |
| 3 | 8 | 15 |
| 4 | 6 | 13 |
| 2 | 7 | 12 |
| 1 | 5 | 10 |
| 0 | 6 | 9 |
| 2 | 6 | 12 |
| 2 | 6 | 11 |
| 3 | 7 | 13 |
| 4 | 6 | 10 |
Next to the no nap data is the data for the people that got a 15-20 minute nap. The average number of words remembered was six words, which can be seen with the red line. The nap slightly helped but the brain waves in the brain during a power nap is not the ideal type of wave to improve memory. That is why the 30-60 minute nap is so helpful if you want to memorize things. The average words remembered for a 30-60 minute nap is 11 words, which can be seen with the orange line. The longer nap helps with memory because the waves in the longer nap help memory.
 |
| Words Remembered Chart |
The next thing I experimented was how fast the test subjects could type. This seem like a trivial trait, but it really tells me about how attentive the subjects are and also tests accuracy as well as motor skills. I have attached the data table below. Again, as you can see, not taking a nap hurt the performance. The no nap subjects had an average of 55 words, which can be seen with the blue line, the 15-20 minute subjects had an average of 91, which can be seen with the red line, and the 30-60 minute nap had an average of 68, which can be seen with the orange line. The 15-20 minute students had the most benefit because of what kind of waves were produce in their short nap. A 15-20 minute nap boosts alertness and studying accuracy.
| Typing | ||
| NO NAP | 15-20 min | 30-60 min |
| 60 | 93 | 76 |
| 61 | 83 | 73 |
| 65 | 83 | 69 |
| 59 | 82 | 67 |
| 57 | 89 | 73 |
| 62 | 90 | 75 |
| 63 | 91 | 69 |
| 60 | 90 | 68 |
| 59 | 89 | 72 |
| 65 | 88 | 73 |
| 60 | 88 | 71 |
| 65 | 85 | 73 |
| 55 | 91 | 68 |
 |
| Words per Minute Chart |
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