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Physics end of the year project takes full flight

Gracie Murray works on attaching components of the physics project together for the final showcase.
Photo By: Zak Sleeth

RAHS physics teacher Dona Bien-Aime is implementing within the AP Physics 1 and 2 classes a comprehensive end-of-the-year project applying physics concepts taught throughout the year to investigate why the Concorde jet was so inefficient.

Senior Matthew Arnold sees the project as a means of applying what he has learned throughout the year in a cumulative showcase.

“We were asked to point out where the Concorde was inefficient, said Arnold. “Namely how the wing is inefficient [and] create a poster to show, using physics that we know, the Concorde wing’s inefficiency.”

More specifically, the project focuses on the factors related to wing efficiency instead of calculating the exact wing efficiency. This is because of the complex nature of flight analysis and the time-limit for the end-of-year project.

“It’s more about seeing what factors affect [wing efficiency] in a more general sense, not necessarily finding how efficient a wing is,” said Arnold. “It just about seeing the factors of the design of the wing how that affects its efficiency.”

Bien-Aime agrees with the function of the project in the context of solidifying important concepts learned throughout the year in an aggregate way.

“[The project applies] concepts that [students have] learned definitely in [AP] Physics 2 like Bernoulli’s Principle, conservation of energy, and conservation of momentum,” said Bien-Aime.

The projects’ main objective is to prepare students for a future aerospace-related career.

“The main objective of the project is to apply physics to understand aerospace engineering, so you can see what exactly is going into a plane — how we design the wing, how we design a big massive thing that can defy gravity and move,” said Bien-Aime.

For the students who may not necessarily want a career in aerospace, the project provides and example of practical engineering.

“Aerospace engineering would be the most practical engineering,” said Arnold. “If you were to give this project to an aerospace engineer, they would probably have the best chance of solving it.”

The culmination of the project is mostly a poster showcase in lieu of a question-answer gallery walkthrough or a presentation.

“[Physics students] don’t have to do a presentation,” said Mr. Bien-Aime. “They’re not going to do a presentation for class, but they are going to have the poster standing there. Probably, in class or preferably in the cafeteria, so people can walk by and ask them questions.”

The information necessary for the project, including wing detail specifications, is available online from a variety of sources.

“I go online,” said Arnold. “There’s lots of good websites. Concorde has its own website with specifications.”

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Science Olympiad, Ultimate Frisbee fundraise for their events

The rose sale is one way Science Olympiad raises funds for competitions.
Photo By: Ryan Lipour

Science Olympiad and Ultimate Frisbee hold fundraising events like the Rose Sale and the PTSA Auction to generate funds for their respective activities.

RAHS senior Miles Bush has been engaged in the Ultimate Frisbee team since freshman year and has experience with various fundraising events.

“We need fundraising [because] it’s expensive to get jerseys and things like that,” said Bush. “We have to ask people to pitch in their own money for things like jerseys as well as pitch in their own money for playing on the team to pay for tournament fees, [which] gets expensive. [Also] we need new frisbees [because] frisbees wear out every year.”

As a result, from all the many things Ultimate Frisbee has to fund, there are various fundraising avenues and methods.

“It’s a little over $100 to play for each season, so we get funds through the PTSA,” said Bush. We also get funds through starting fundraisers like selling duffel bags.”

The Vice President of Science Olympiad, senior Grace Zoppi, recognizes the many events that Science Olympiad needs to fund.

“We travel down to Camas, so we have to rent a bus and rent hotel rooms,” said Zoppi. “Most of the fundraising money goes to that, and then there is a lot of cost on the builder’s side to buy supplies for wood to build towers or parts to build airplane hovercrafts. Money goes to all those different devices.”

With all the various events requiring funding, Science Olympiad holds fundraising to gather necessary funds.

“The majority of our funds come from the PTSA auction, said Zoppi, “and then we raise additional funds through our team dues and the ornament sell and the rose sales.”

The RAHS Science Olympiad treasurer, Connor Whitlock, is in charge of the planning and allocation of the funds for events as well as bookkeeping and tracking of the funds.

“Any of the executive members come to the meetings to plan team events like when we hoisted the invitational or different things like transportation food building scheduling for the events that we go to,” said Whitlock. “All the executives are responsible for that. I am responsible for keeping the log of any time we do any fundraising requests, anytime we make any expenditures for food, hotel. I am also responsible for communicating with Mrs. Keithly the registrar to handle any documentation that we make of our finances.”

Furthermore, there are multiple places for the funds since Science Olympiad participates in competitions.

“I was elected at the end of last year for this year’s season,” said Whitlock. “Most of the money raised through the movie night and rose sale go to paying for materials for our projects that we compete with. Most of our money goes to transportation to and from Camas or regionals and if we make that far to state, and then lodging at Camas and state because they are far enough away for us to stay the night.”

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Winter Ball arrives in the midst of Spirit Week

Sophomore student Mekhi Weekly dresses in spirit for pop culture day as Jimmy Hendrix representing the fun ideas ASB plans for Spirit Week.
Photo Credit: Semay Alazar

During Spirit Week starting Jan. 22 through Jan. 26, there are unique events that ASB committee plans for the RAHS student body, including the annual Winter Ball dance.

RAHS Junior Abdi Osman, is on the ASB committee, helping to come up with fun and interesting ideas and activities for students on Spirit Week.

“Monday we have class colors which is what we start off with on Spirit Weeks. Tuesday we have twin day, so you can choose a friend or anyone you want and match up with them,” said Osman. “On Saturday, Jan. 27, we have Winter Ball.”

In regards to the Winter Ball, ASB is a fundamental catalyst in pushing an event into action for all RAHS students. In particular, RAHS sophomore Nick Ankuta is on the Winter Ball planning committee in ASB.

“I did a lot of work on Winter Ball. Pretty much the entire ASB coordinated some efforts towards achieving all the things that go into it,” said Ankuta. “It looks like when planning for dances you have to coordinate with teachers and administration.”

Furthermore, other considerations are pertinent when planning an event like Winter Ball.

“We bend the dress code a little bit but not too much,” said Ankutta. “How we plan the assembly is a lot of logistical things, doing the dance, the finance, reserving the BPC, reserving this and that, getting a DJ.”

Some experience does help when being a part of the planning committee of a big dance like Winter Ball.

“This is my second time [planning the Winter Ball],” said Ankutta. “It’s a lot easier this time because I definitely know how to do these different things when it comes to contacting people, making sure everything is accounted for, so it goes a lot smoother and is more professionally done.”

A fascinating, exciting part of annual dances is the addition of new renditions and themes. Each year brings a new aspect to the Winter Ball tradition.

“This is our second year doing Winter Ball so it’s still a pretty fresh thing. We have our winter wonderland [theme], so that goes with it,” said Ankuta. “We plan to have some fake snow, so that is kind of exciting.”

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Seniors show their interest in languages through the Senior Project

Spencer Slaton and his teammates work on ideas for an interesting project related to linguistics.
Photo by Tristina Huynh

Senior Projects have kicked off for the 2017-18 school year with creative ideas based on STEM concepts and an interest in linguistics.

Senior Spencer Slaton is considering doing a senior project that provides further preparation for college including his strong interest in Japanese. However, even with Slaton’s passion, he still is unsure of the details regarding the project’s final display and details.

“I know I’m going to continue learning Japanese in college,” said Slaton, “and since this project would require me to heavily dig into the Japanese language, it would certainly have some crossover with what I want to do in college.”

Sources of inspiration for senior projects can come from a diverse range of ideas and experiences. For example, Slaton’s project originates from his experiences in the language classes.

“[The] trip to Japan definitely inspired me,” said Slaton. “Technically, I am taking Japanese because I am studying for the AP test, so my study up to this point has inspired me.”

Furthermore, to speed the project development process up and increase the valuable aspects of a collaborative project, Slaton decided to work with other students with similar interests and goals.

“I’m thinking about doing a partner project with a few other people just to see how collaboration can help do good,” said Slaton. “We’re thinking about something linguistically based [because] me, [senior] Ravi, and [senior] Caden do Spanish, Ravi does Punjabi, and I do Japanese.”

In addition, collaborator Ravi Sangani agrees that peers are a valuable resource in creating ideas and doing a senior project.

“It’s a project based on languages with me, Spencer, and Caden,” said Sangan. “Partially, it comes from the fact that Spencer speaks Japanese, and Caden has an interest in linguistics overall.”

Senior Projects offer a chance for students to engage with a subject in which they do not have much experience or want to learn more about.

“We decided that we wanted something we haven’t had the chance to get into over the course of Aviation in the last three years with a lack of interest in these things,” said Sangani, “so we just wanted to get more into linguistics and learn more about how these languages form.”

All the aspects of the project don’t have to be worked out initially because Senior Projects tend to be learning experiences that contribute to a student’s further academic and industrial interests.

“We’re not sure if we are going to do something about linguistics in general and what conclusions we can draw from those three languages,” said Slaton.

One of the important aspects of the senior project is a method of incorporating science, technology, engineering, and mathematics (STEM) into the project.

“A huge part of the project is that at this school we don’t always have the opportunity to explore these other interest a part from STEM,” said Sangani, “so we’ll try to implement some STEM within it or find a roundabout way for STEM to be in it but not directly.”

The Senior Project allows students to explore new possibilities of interests and further develop college preparation through interacting with new concepts.

“At its fundamentals it doesn’t relate to it because I want to do computer science, but studying how things have evolved and how they now interact with each other,” said Sangani. “That is a huge part of any college experience. The information itself isn’t relatable to my college experience or what I will have but rather just the way of thinking like analyzing the progress and evolution of things and then comparing it to others.”

Despite a seemingly lacking presence of STEM components in a particular interest, most disciplines and processes can be analyzed in a systematic, orderly way prompting the inclusion and adherence to STEM concepts.

“It will be the skills that we learn through the project of being able to recognize where do certain languages excel in certain parts, so for instance when you talk about speaking languages, certain languages can better convey certain emotions and stuff,” said Sangani. “So in the same way, in computer science, certain languages are more applicable for projects, so in that sense there is that connection there.”

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RAHS students introduce a new Spanish Club during lunch

Señor Peterson leads activities in his Spanish I class, where freshmen have a chance to start four years of Spanish.
Photo By: Semay Alazar

The new Spanish Club emerged from experienced Spanish-speaking RAHS students who wanted more opportunities to practice speaking and listening to the language during lunch.

The origins of the class emerged from a conversation between junior Katie Taylor and Jacob Savishinsky.

“Last year when I was in Journalism, I found out Sav also spoke Spanish at a conversational level,” said Taylor, “so we spoke after school when I was working on homework.”

In fact, Savishinsky suggested to Taylor about the possibility of a Club to just talk and hang out in Spanish.

“He recommended that we have some sort of lunch group and bring friends,” said Taylor, “and we could talk about things in Spanish, listen to music, and do fun things like that.”

The Club started with a small group of interested Spanish students. Those students started meeting on Fridays at lunch as an unofficial club.

“It’s not an official club because it’s during lunch on Fridays,” said Taylor. “I put a list of people I could email about it that I knew were interested.”

One of the main participants in the Club, RAHS senior Leonard Jerome, sees the Spanish Club as an important part of language development.

“The main goal of Spanish Club on Fridays is to have an opportunity to practice Spanish in general conversations,” said Jerome, “and not just listening in the classroom.”

In this way, the Friday meetings at lunch provide an extension to the learning in class.

“In the Spanish classroom, we get a lot of immersion in Spanish,” said Jerome, “but we don’t often get to just talk in Spanish with each other.”

One of the major ways the Club enhances Spanish learning is through a relaxed, fun atmosphere.

“The goal [of the Friday Spanish Club] is to have a long amount of time where we can just have normal conversations together in an all Spanish speaking environment,” said Jerome.

With these benefits of Spanish club, students of varying Spanish levels joined as a fun activity.

“I first heard about [the club] from some of my friends who were planning it,” said Jerome, “and they said that they wanted some people to come to get the club going. I thought that was a really good idea so I came.”

In addition to the fun aspects of the club, Taylor believes the Spanish Club also provides further preparation to struggling students.

“Maybe they are struggling a little bit in class,” said Taylor, “[Friday Spanish club] is where they can use their Spanish outside of class. It’s a setting that’s fun outside of class.”

However, Jerome and Taylor both believe that sufficient preparation in Spanish is necessary for fulfilling participation in the club.

“This isn’t like a hard rule,” said Taylor, “but a semester of Spanish [is sufficient background]. You don’t have to speak a lot if you don’t want to.”

Some of the features that make Friday Spanish Club beneficial to Spanish learners is a conversational environment and activities that are fun and interactive.

“It’s really good for just becoming more comfortable speaking and listening,” said Jerome. “One day we watched an episode of a Spanish show called the Ministry of Time. Sometimes we play a game; It’s like charades. We play it in Spanish.”

In general, Taylor and Jerome both agree that having sufficient experience is one of the most fundamental components of having a productive experience in the club.

“For people who are just [beginning], it might be a little bit hard to catch up,” said Jerome, “but [it’s better] for people who have had Spanish 2 or even gone all the way through Spanish 1, or [are] in AP Spanish.”

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RAHS revises the dress code

Students have a variety of business casual clothing options to wear from the office if not following the new revised dress code.

The new dress code announced by ASB during the first day of school assembly allows RAHS students to wear a more relaxed clothing style, such as wearing shorts in May if they want.

As the dress code allows for more flexibility, some students, such as RAHS junior Kristina Chen, are excited about these new revisions.

“I do like the new dress code,” said Chen, “so wearing what I want isn’t that much of a problem.”

Chen, though, is already happy with the current dress code.

“I already wear things that are similar to what we can and are supposed to wear,” said Chen.

As a result of the similarity to last year’s dress code, Chen sees the dress code as fair.

“I find [the dress code] the same as last year,” said Chen, “so I guess I find [the revisions] fair.”

The revised dress code requires business casual clothes as it’s a fundamental part of RAHS culture, and Chen supports the business casual aspect.

“I actually kind of enjoy the dress code [because] I like wearing button up shirts,” said Chen, “so I guess [business casual is] my favorite type.”

However, the consistency of the revisions to the previous dress code are one of the more important parts of the revised version according to senior Erik Harang.

“I like t-shirts,” said Harang, “and I think there is more freedom to wear them on Fridays.”

Furthermore, the revised dress code builds upon the old standards that the students have grown accustomed to.

“Personally, I have really grown into khakis,” said Harang, “and I really like khakis at this point.”

According to some students, such as RAHS senior Toshi Take’, the new dress code requirements are not so convenient.

“I currently do not own bermuda shorts specified by the dress code that I can wear on May 1 until the summer,” said Take’, “nor do I plan to buy them because those look really wack.”

In addition to the impracticality of the new dress code and business casual format, Take’ believes the RAHS dress code may not convey the professional atmosphere it intends to.

“It doesn’t reflect anything of the industry standards in the aerospace industry like our school wants to provide,” said Take’. “It provides no real value to us as students. Otherwise we should buy chinos to look professional.”

However, despite some beliefs against the dress code’s industry reflection, many still believe the revised dress code allows for freedom of expression and comfort including the variable types of shoes students wear.

“My favorite article of clothing is shoes because you can express yourself in different ways,” said Take’. “I can wear whatever shoes I want except for flip flops, so it doesn’t matter.”

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