TOK Task #1 – “If you cannot explain something, you do not know it”

“If you cannot explain something, you do not know it.”

With reference to the class activity today about knowing and explaining, in what ways might it be reasonable to suggest that people who disagree can both be right?

In reference to the claim itself, it might be reasonable to suggest that people who disagree and agree can both be ‘right’. This is because to be ‘right’ doesn’t always mean to arrive at the same factual definition, and that it pertains to beliefs. For example, some people with Christian beliefs may believe that abortion is wrong and that may be the ‘right’ for people that share the same set of beliefs. However, for atheists, for example, they may believe that abortion is a fair and justified choice, and to other people that share the same belief, this is ‘right’.

However, what does it mean to be ‘right’? Does this mean that one is correct, and that their belief or statement is true? To be ‘right’ could mean to have the current, widely accepted belief about something. To be ‘right’ means that to be appropriate; to know something as morally justified. To be ‘right’ is to follow the common thought that is perceived to be ‘right’ until it is proven opposite, and thus, is not considered ‘right’ anymore. I believe that what classifies as ‘right’ is ultimately what you choose to believe and that you think it is ‘right’. If you believe something is ‘right’, there is a high chance that your belief will not be swayed, because the way you have chosen to interpret something is how you perceive something to be ‘right’.

Therefore, this statement can not be reduced to being ‘right’ or ‘wrong’. In the statement, the language itself provides many opportunities for people to believe if something is ‘right’ or ‘wrong’. To explain is not limited to explaining something correctly and ‘factually’. It means to articulate an idea, even if this idea is absurd. Furthermore, there are limitations in terms of language as to how you can explain – just because you cannot articulate your idea does not mean that you do not know what it is. For example, in North Korean dialect, there is no word for ‘love’ – this does not mean that no one feels love, which counters the claim.

On the other hand, if we look at something as logical as mathematics, someone explaining a maths question needs to know what the question asks, and thus, needs to be able to explain it in order to teach someone else about it. This supports the claim that if you cannot explain it, you do not know it, because mathematics is very logical and one-sided (e.g. follows a set of steps), and if you know how to do it, then you should be able to explain it.

In my opinion, this statement heavily relies on the context given. ‘Knowing’ does not limit to only comprehending how to do something, it extends to meaning, purpose, intention etc. ‘Explaining’ does not limit to describing the truth and the fact. To be ‘right’ is not limited to having one overall, shared, belief, and therefore, people who disagree and agree can both be ‘right’.

Service As Action – Gr7-10

  1. How did you become more aware of your own strengths and areas for growth?

In the ninth grade, I was part of the photography team. I signed up to shoot for some activities, the most prominent being shooting for the Habitat for Humanity hat painting activity. Being part of the photography team allowed me to grow as it fostered my individual skills and also collaborative skills. I was taught to use a camera and to improve my photography, and I began to see growth through the photos I was taking. I began to develop more effective communication skills as well, as I would work with some of my peers in the photography team during workshops to gain a deeper understanding. The areas I still need to work on would be on my commitment skills as I didn’t go to all the workshops I could.

2. How did you undertake challenges that developed new skills?


In the tenth grade, I took part in Applause for a Cause, a musical production to raise money for the charity Worldwide Action, which allowed me to fuse my love for musical theatre to helping the community. I had never done a musical production at school prior to this one, and it was a challenge as this meant that I had another commitment I had to manage my time for. This pushed me to become better organised as I wanted to make time for rehearsals but also maintain my grades and relationships with family and friends. 

3. How did you discuss, evaluate and plan student-initiated activities?

662A9722Screen Shot 2017-05-09 at 9.14.08 pm

I joined the GIN (Global Issues Network) club The Reading Tree in the tenth grade, and became involved in volunteering activities such as the Kids4Kids sessions that happened very Friday. Further on in the year, I then became a collective member of The Reading Tree, and currently co-lead the Lower School Reading Buddy Program, now named Lilypad, in which volunteers read with Grade 1 students at CDNIS. To begin the program, I became a co-leader and was chosen by the previous collective and teachers of TRT. I then started working with the other co-leader to refine the lesson plans in order for the students to maximise improvement. I began a Skype group to communicate with my team and regularly emailed them to ensure that everyone was updated and prepared for the next meeting. I met with my co-leader and the Grade 1 teachers, Ms Sweeney and Ms Adams, to define what the goals were and how to make sure that they were eventually reached. This is continuous and I am still doing this. I know that this worked because I have seen progress in these children’s reading abilities as now many of them are able to read back to me and understand something based on inferences, demonstrating their refined critical thinking skills that have been fostered during this program.

4. How did you persevere in action?


In the ninth grade, my friend Eloise and I decided to take part of The Reading Tree’s K4K Just Write For Kids writing competition. The winners of the competition would have their books published and used in teaching materials for kids in Myanmar and for kids in the Kids4Kids program. We wrote and illustrated a picture book titled ‘Millie and the Magic Mirror’ and won the competition. During the creation process, there were many high points and low points, and we would keep working on the book by motivating each other and by gathering inspiration sources. We did this by reading some children’s books and eventually, asked for help. We asked the help of a published author, Dr Jennifer Ford, to help us with proofreading and she offered us improvements with the phrasing and syntax of the book. From there, we refined our work and submitted the book.

5. How did you work collaboratively with others?  


 In the seventh and eighth grade, I was part of the Junior Student Ambassadors. I worked with the club and teachers to welcome new students at the start of each academic year. I would collaborate with the club to schedule the plans and ice-breakers that we were going to do in order to familiarise ourselves with the new students so that they would feel more welcome. I worked with my group mates in individual committees every week in preparation for the next school year so we would have time to refine our plans and thus, make sure that the new students feel welcomed at their new school. 

6. How did you develop international-mindedness through global engagement, multilingualism and intercultural understanding?


In the tenth grade, I went on a CAS trip to Fiji, which involved building and working with children. I had to learn basic terms in Fijian to communicate with the people there, such as ‘Bula’, which means hello! When I was building and working in construction with the students on my trip, I had to maintain communication between them and the locals that were also helping. I solved communication and cultural challenges mostly by observing and reacting with actions if they were needed. I wanted to decrease the amount of confusion felt between the both parties, so I tried to be as inclusive as possible. This changed the way I think about the world because I realised that I had to be more open-minded in order to help and communicate with different people in the world. 

7. How did you consider the ethical implications of your actions?


In the ninth grade, I was a Digital Ambassador, and I helped my peers with technology if needed. I co-represented the class and attended meetings to gain more knowledge about the technology used at school. My service influenced the target group (students around me) for the better because CDNIS uses a large variety of technology to aid students with their learning. The teachers in the IT department helped the students help others. Being a Digital Ambassador allowed me to grow my personal skills, such as communication and collaboration skills. I know that I have helped my community because I have learnt to employ my problem solving skills to help others, and helped them overcome a challenge. 

Design Inter[sections] Final Reflection

生意: Walks of Life from Eloise F on Vimeo.

The film above is my group’s documentary on economic hardships, and with that, it is important to reflect on the completion of the documentary creation process and how the film raised the target audience’s knowledge and understanding of how the theme of economic hardships influenced the central characters.

The film was about economic hardships and how individuals overcame such hardships – the common thread was that they all became successful business owners.The central characters in this documentary were all affected by economic hardships, but the businesses they had were all different – one opened a hardware business, one opened a tailoring business, and one opened a medical business. This was prominently shown through the narration provided in the introduction and the conclusion, along with context that heightened the audience’s perception on economic hardships in Hong Kong.

The interviews conducted provides a personalised opinion and history on how historical and economic hardships have impacted each individual, allowing the audience to understand this concept from a variety of perspectives. Along with the context provided, the audience was able to grasp what the documentary was about and how the past presents the future, and that we will all lead different walks of life. The use of design aspects played into the audience’s understanding of our topic, such as the use of subtitles – the subtitles allowed the audience to understand what the interviewee’s perspectives were with ease, heightening the impact of the film on the viewer.

The design aspects, combined with the multitude of perspectives introduced in this documentary allowed the target audience to gain a deeper understanding of how economic hardships influenced the three central characters.

PE Healthy Habits Reflection

Over the course of a semester, I have completed the Healthy Habits assignment. My original goals were to drink herbal tea and read a book/magazine 30-60min before bed, get 8-9 hrs of quality sleep at least 3x/week. It was also to take part in a physical activity 3 times a week and to cut back on processed food and increase real food.

I believe that I have definitely met most of these goals, particularly the fitness and food ones. I was less successful at the sleep goals, but I am presently working on that and am proud to say that my hours of sleep have increased from four/five hours to six/seven. I am still working on this goal actively, and am hoping that by the end of 2017, I will be able to reach this goal. I also was less successful at drinking herbal tea and reading a book/magazine 30-60min before bed because I would be extremely tired or in a rush to get to bed and thus, wouldn’t have time to relax. I am also working on this presently as I really hope to be more awake during the day so I can participate and absorb knowledge. 

I have reached my goal of taking part in physical activity 3 times a week and found out that I am quite fond of it. I began working out everyday with short HIIT workouts and saw results. I was feeling better, looking better and was more focused and motivated. I achieved this goal utilising many apps and workouts, such as the Nike+ Fitness app. It was very useful for me during the time as it would track my process and motivate me to continue working out. 

I have also reached my goal of cutting back on processed food and increasing the amount of real food I consume. As I was trying to reach this goal, I became more aware of what I was eating and would check the labels for things such as sodium, trans fats etc. and would gradually realise that some of the snacks that I consumed were absolutely detrimental to my health and therefore, would stop eating them. I also cut back on soda consumption, as that has a lot of sugar. Amazingly enough, I haven’t had soda in over three months! 

Overall, setting the Healthy Habits goals was a great experience for me – I gained a lot out of it and have become more physically it, happier, and more awake and ready to participate. I have also learnt to become more diligent as I began to respect and follow the goals that I set. I also developed my ‘willpower’ skills, as now I am more motivated to work out and eat healthier and sleep earlier, which has definitely helped me. My grades have improved and so have my relationships with my teachers and peers. I believe that I am going to keep on working on my Healthy Habits and strive to be the best I can be. 

Reflection On Heartbeats Design Unit (History + Design)

This term, the Design project is integrated with History class, and the task is to create a documentary film, so before I begin my project, it is imperative that I reflect on ways to improve.

From the Heartbeats unit, I achieved 7’s on Crit A and C, which were lower than the rest, and so judging from that, I need to work on my research and process journal more than the rest. However, personally, I believe that I need to improve on my process journal entries more as they were not cohesive enough. I can improve on my process journal entries by being more specific in the reflection of my application of skills, challenges, strengths, future plans and include more images of my work in my process journal. To measure that I have completed these in my process journals, I will utilise a checklist that incorporates all of the topics that must be discussed in order to ensure success, and thoroughly double-check my work before Crit C is due. This will help me grow stronger as a learner as I will learn to manage and deal with any obstacles thrown my way more effectively as it will be laid out in an organised matter.

Design Criterion D – ‘In A Heartbeat’ Reflection


This is my final heart valve prototype. The way it functions is that water can only go through this end of the prototype and out this section, labelled ‘atrium’ and ‘ventricle’ respectively. There are small downwards slits cut into the fingers of each glove that permit the water to go through. When the prototype is rotated, the water cannot go back from the ventricle into the atrium, as the string that I taped to the fingers of the glove pulls the fingers to the edge, and doesn’t let it move, and also because the cuts were extremely minuscule and there wasn’t a guide that directed the water into the slits.

I changed and added many components to my final prototype design, for example the information panel and the various labels and markings you can see here. I decided to add an information panel because when I looked back on my design specifications to make sure that my prototype fit these requirements, I saw that one thing I was missing was information about the actual heart. So, I decided to add a small panel with an illustration of a heart valve that I drew to inform my target audience, the seventh graders about the heart valve. This was extremely useful to them, as they gathered much of their information from the panel’s explanations. Also, I added extra labels onto the actual prototype to add to the and accuracy of the model. One thing that I would improve on if I were to create this prototype again is that I would use hot glue to seal the edges of the information panel better so that water wouldn’t seep through and cause the black cardboard to bleed over the paper.

Design Day Term 1

Grade 10 is the last year of the MYP Design project, and today, we had our first Design project of the year. This Design project is joint with Science, and we have to create a model of a valve in a heart, and so our Design Day was based around that and creating a prototype of a valve, which we then tested if it worked with water.

My group’s prototype was a design that we came up with when we were discussing who’s design to use. An image can be seen below (though rotated) – 


Our prototype consisted of six materials – a ping pong ball, a plastic sheets, tape, hot glue, rubber band and a PVC pipe. I think that the most efficient element in my prototype was the combination of a rubber band and tying it to the plastic sheet that was shaped as a funnel. This created the ‘one-way’ valve effect which made our design successful. The criteria that we had to keep in mind was simple: water must be able to only go one way. So, when we poured water into the ‘open’ end of our first prototype, the water went in swiftly like intended, and when we turned it around, the water flowed down the sides and there was no water on the inside of the plastic tube. 

My key takeaways from today’s Design Day can be seen in the video below:

As for what I would do if I could do it all again – I would most likely clarify my ideas and try to be more creative with my designs, as I forgot to consider some of the major ‘must-haves’ in my design, for example the ‘one way’ component of the valve. I also think that I could have been more creative as my final prototype draft design wasn’t very clear and the design would be very difficult to create as it had so many parts. I would have tried to make it more minimalistic but more efficient.

What I learnt from today’s Design Day was essentially more information on the actual project, what is expected of us and most of all – how to create an actual model and what to consider in order to have a functioning and interactive model with simple materials. 

CAS – What I’ve Done, What I Want To Do, and What I’m Going To Do

Action and service are crucial when determining what a good global citizen is. In the seventh grade, I volunteered to carol during Christmas as action – this not only helps the community around me, it also helps me develop self-confidence skills. In the eighth grade, on the CAS day, I signed up for making cards for children, deciding to use my artistic skills for good. In the future, I plan to do community service for Crossroads (in Hong Kong) regularly as personal enrichment and to help people around me. Also, I would like to do something more with arts, or with baking in the future, so I can use my skills for good.

Design Project Reflection


For this Design project, we were tasked with making a graphic novel creation from a few pages from a book, Empire of the Sun. Mine can be seen above. We had to spread our graphic novel creations over two A4 pages, but since there were time constraints, our Design teachers informed us that it was fine to ink only one page.

During the entire Design process, I have learnt many skills and techniques, mainly in Adobe Illustrator. Now, I know how to generate outlines using an Image Trace tool. I have also furthered my knowledge on drawing tablets and how to utilise them to the fullest extent. Technology, specifically design software like Illustrator, facilitates the communication of ideas as there is a large range of tools that can aid you in communicating a message, such as pen tools, shapes, fonts, graphics etc which can make your artistic process easier as you don’t have to tediously color everything individually if you have multiple copies of the identical object.

The use of visuals help reinforce a particular message and to reveal a particular meaning, specifically a theme (which is maturity, in my case), through expressions and close ups. For example, by using a close up on a character’s mouth as they speak, it can emphasise that what they’re saying is a crucial part of the story, which can leave a larger impact on the reader. Also, perspectives change through the use of visuals, both artistically and mentally. By artistically, I mean that different perspectives and conventions are used throughout visuals to, for example, make an object seem smaller or larger. By mentally, I mean that someone’s perception on a previous event could change after visually interpreting a story instead of interpreting a story from words as it helps build the environment and characters’ features.

There were many challenges I encountered throughout this project, mainly during the creating stage as I was quite new to Illustrator and didn’t really know how to use it. One of the biggest problems I had was using the Image Trace tool to develop an outline. This would be really useful if everything you drew was outlined perfectly, but in my case because of the amount of panels I had and time constraints, my outlines (drawn by hand) were slightly messy and hence, the Image Trace tool was not able to develop a clear and coherent outline (this was my fault). I overcame this challenge by manually outlining the scanned graphic novel creation by hand, which was slightly tedious, but generated clearer outlines.

If I were to do this project again, I would most likely arrange my time better, as I had to rush a bit of the inking process because I placed a lot of effort and time on the first panel as I believed that the first panel set the mood and hence, added more detail. I would also try to actually draw my graphic novel creation in Illustrator instead of drawing it on paper first, because it may save time and also, I will be able to develop my digital drawing skills, which could be useful in the future.

Design Day Post

Today, we had our first Design Day in Grade 9, and for this Design project, we will be making two pages of a graphic novel based off of the novel Empire of the Sun by J.G. Ballard. During Design Day, we started our Criterion A which involved understanding the entire project itself and interpreting it in our own words. We also learnt Adobe Illustrator basics, including how to make straight lines, varieties of curved lines etc. Here is a sample of what I learnt to do today –

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I already knew how to use Evernote as I had been using it prior to Design Day, but there were some features I didn’t know I could do, for example share a notebook online. I’m really excited for this Design unit as I am looking forward to interpreting a scene from a novel to a graphic novel!

Population Statistics With Gapminder & Correlations • [Geography of Canada]

Category: Economy

Indicator: Exports

Describe one of the correlations or lack of that you discussed with your group.

The correlation between of exports and income per person is that over time, as a country’s exports increase, the income per person also increases. For example, China started at around $1203 in around the 1970s with about 10% of GDP of exports. Then, in 2010, the income per person was around $10,040 with the exports at around 31% of GDP. Even though the changes in income is more drastic than the changes in the percentage of GDP, there is a change.

Suggest reasons for the correlation with some reference as to why it might be strong or weak.

As the amount of exports increase, the economy of the country strengthens because of the money it’s making from selling the exports to other countries’ that require these exports to accompany their citizens’ needs. However, sometimes, the value of money differs in different parts of the world, which leads to different developments and increases in income due to exports.

If there are any anomalies in your data on the graph suggest why this may be the case.

The anomalies in my data on the graph may be because a specific country or city may require more exports to increase the income per person due to economical, geographical, societal reasons (e.g. natural disasters: requires more exports to gain more economical wealth after damage and to increase income).

Are Increasing Rates of Urbanisation A Good Thing? • [Geography of Canada]

Are Increasing Rates of Urbanisation A Good Thing?

    There are two sides to every question, this being one of them. Increasing rates of urbanisation is a good thing because it allows the area occupied to grow economically and hence accumulate more global wealth and recognition. An example would be Mexico, as it changed over time from an agricultural-based country to one with a notable industry. Industrialised agriculture is one of the aspects in the developed industry. Also, it’s a good thing because more economic growth can lead to more funding for scientific research and manufacturing goods. Negative aspects of increasing rates of urbanisation is that people continuously migrating and reproducing in that area can lead to overpopulation, which can link to lack of resources and therefore, raising the rates of poverty. Another negative factor of increasing rates of urbanisation is that with the continuously growing economic growth, more factories will be built in order to manufacture goods that suit the citizens’ needs and international needs, which can result in pollution and thus, dirtying the environment around us, an example being in China. China has developed into an economical hub that has many trading relations and is quite wealthy, but due to all the factories causing immense amounts of air pollution, resulting in many deaths in children, adults and animals.

Geography – Choloropleth Map Question

How can people make choloropleth maps to misrepresent facts?

Choloropleth maps are used to identify average values of certain quantities in those areas through different shades of colors or different colors. The way they can be made to misrepresent facts is through misinterpreting the fact that just because a lot of people live there does not necessarily mean that place is developed. Also, a higher population density does not necessarily correlate with the level of modernization of the place.

What Is Geography? • [Geography of Canada]

Geography – what exactly is it? First of all, the subject itself, honestly, is pretty vague. It can be linked to many different subjects (it’s interdisciplinary), for example biology, maths, history, business, science etc. and there is certainly more than one way of looking at geography.

After discussing what geography is to each and every one of us, I have come to a conclusion that geography is the study of a horde of various things..

1. The physical features and characteristics of the Earth, for example natural and organic features/phenomenons like mountains, bodies of water (lakes and seas), climates, weather, and unchartered areas.

2. The collective function of people and natural features, for example the impacts on the world based on the One World implications, or S.E.E.P. (Social, Economical, Environmental, Political), which is basically how something affects the world socially, economically, politically, environmentally, morally, or ethically. Also, relating back to the One World implications, it’s how they act during the study of (human) geography, for example how climate change can affect the Earth environmentally by the migration of humans and animals as a result of their habitat or home deteriorating.

3. The discovery of patterns and how they are observed or studied, for example settlement patterns and how the distribution of humans and culture affects patterns geographically, for example Buddhism being more common in Asia than other places in the world.

4. The study of geography allows us to organise and research many different kinds of aspects of geography and provides knowledge to others about our world and everything around us (geographically).

However, even after the discussion, I still have a few questions.

1. What are the different types of geography?

2. Why is geography so crucial in our lives? Why do we need to know about it?

3. Why do we need to know the history of the geography of the world if what’s happened in the past, well, happened?

4. According to the discussion today, geography pretty much seems to impacts everything, from material things to natural features of the world or phenomenons. Does it impact everything, if not, almost everything?

Waste Not, Want Not Survey

Hi all,

Recently for our Design unit, our task was to design a package for a piece of CDNIS merchandise of our selection. I chose the luggage strap, and the packaging can be seen below (CLICK THE IMAGE, IT’S ACTUALLY A GIF)


ezgif-3256314219I’d really appreciate some feedback, so if you have the time, I’d really like if you left some feedback here. Thanks so so much!


Criterion C & D – 16 Bar Melody Summative (Cinderella’s Dance)

Cinderella's Dance - Natalie K 8B ©

Criterion C – Thinking Creatively

I’m just going to start out by saying that this was not an easy task for me to compose this melody, it took a lot of time and I made several decisions that impacted the outcome of the entire melody which I deleted and started over again. I wanted to create a generally happier, more upbeat feel so I left the key signature in major and used generally higher notes to create something that you could dance to at an elegant ball or something of the sort, hence the title ‘Cinderella’s Dance’. I experimented with different instruments to see which sounded the most elegant and ‘floaty’ but each one I chose either sounded too light or too loud and heavy, so I stuck with piano because it was a mixture of both: just in the middle. I made the tempo 140 because I thought that 120 was too slow and would sound a bit like a dragging, upbeat melody, which wasn’t what I wanted. I also tried using 160, but that was too fast and it took away the ‘dance’ feel from the entire song, which was what I was aiming for and think I achieved. I kept the time signature at 4/4 because I think that it was the most appropriate time for the melody to go. I attempted to change it around but I think that the bar had too many notes or too little, so I settled for the original 4/4 time signature.

Criterion D – Responding

After about a day or two of attempting to create a melody that sounded nice and ticked off all the boxes in my mental checklist for this composition, I’m happy to say that I’m quite proud of my melody. It came out the way I wanted to, and I reckon that if it were maybe softer and slower and generally ‘floatier’, it would be something Cinderella could dance to. However, I think that there are some parts that weren’t totally perfect, like the harmonisations, because some sounded off but after a few listens, they started sounding okay, so I was unsure of whether I should’ve changed them or not. I think that my strengths with composing melodies is that I know exactly what I want something to sound like or a theme I’m aiming for and I don’t compose randomly, I usually have a whole plan. I’m also usually easily inspired, in this case, I started thinking about the Cinderella theme right after I saw the trailer, and I thought it would be interesting if I could compose a piece that sounded a bit like something you would hear in the movie. However, a weakness that I possess is that sometimes I dream too big, and when I can’t exactly execute my plan, I get frustrated and lose patience because it doesn’t sound the way I want it to, so that’s something I need to work on if I were to do this again. Also, if I can’t get something to cooperate with what I’m trying to do, I tend to feel like I want to give up, an example being when I was trying to add the chord progressions to my melody. I kept on forgetting that the chord progressions were in the bass clef, so I labeled all of them incorrectly and mixed up the different Roman numerals with each other. However, I fixed my mistakes and eventually learned how to label them properly and correctly with practice. When I first started composing this melody, I was extremely annoyed over the fact that it didn’t sound the way I wanted to, and that it sounded more like a children’s song than a dance. Then, I started to experiment with rests and different note values and eventually, I came to the final draft of my composition.


Waste Not, Want Not (Pt. 3)

My participation today was good/excellent, as I listened attentively to what the teachers were saying and I asked my peers questions when I was unsure of where to find a button in the SketchUp toolbar or how to do something, like creating a hole in one of the surfaces of an object (7). My collaboration was good/excellent because I worked well with my group and we had little to no conflicts and if we did, we compromised on what we wanted to do, such as generating a design for our apple (7). My effort was good today because I tried my best to do a good job when using SketchUp, when designing my fruit container object etc. but sometimes I got frustrated and felt like blaming everything on my computer (6) . My time management was good today because I sometimes got off track when I was writing iFolio posts and when designing objects, such as when I was writing this blog post, I started talking to my friends about un-related things (5). In the future, I will make sure that I am in an environment where I will not be disturbed so I can work well and efficiently, and learn to control my frustration and take things slowly and relax.

Waste Not, Want Not



 Would you like a juicy apple?

   Originated in 2015 at CDNIS, Apple Parkour Farm grows the freshest, and most delicious organic apples! Each apple is packaged in a box, unless you would rather six/a dozen apples in one big box. The box (which is an early prototype) has a simple opening flap that provides secure shelter for the apple and shows you where the apple is from by the (cute) logo, which has an apple flying on a skateboard. The apple is protected completely by the box, which is durable and stabilised by the copious amounts of tape. The box is eco-friendly and can be recycled. There is just enough space for the apple to breathe and move around in the box!

Buy our apples now! 


Hi guys, my group and I designed this box for an apple for a Design Activity during Design Day, and we were told to present it in an interesting way. 🙂

16 Bar Melody – Formative Assessment


Screen Shot 2015-02-21 at 4.31.56 pm

I feel like I did an okay job on my music formative, because I had a lot of trouble with composing a 16 bar melody (it isn’t really my forté :P), especially with figuring out what notes sound good together and where rests would be appropriate to be put. I believe that there aren’t particularly enough dynamics, but I’m still debating between that, so I will change my composition according to feedback that I will receive. I had trouble composing the melody, but I also had fun experimenting with variations of notes.

Rhythm 2 & 3 Worksheet

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(Rhythm 2)

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(Rhythm 3)

This rhythms worksheet really helped me become more familiar with rhythms, even though I’m still a little slow on finding what note or what rest to put in the bar so that it matches the time signature. My strategy to find what note or rest is to count the notes and see if I can ‘group’ any together to form another note, as you can see in the sheets above.

Intervals Worksheet

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(Front page)


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(Back page)

This intervals worksheet really cleared things up for me – I feel like I understand how to count and differentiate between the kinds of intervals. However, I feel like I still need to polish up on my technique, because it still takes me a larger amount of time to see which interval the two notes form, and I actually learnt that there are names for intervals, and you don’t just count them and call them as (e.g.) ‘8 notes up’.

8 Bar Melody Reflection (New and Improved Attached Below)

After I received a comment, I made further edits to my (group and I’s) 8 Bar Rhythm/Melody, which you can see below. I didn’t change much, the largest change was probably the last note, where I made it longer.

Rhythm - ENZ(Rhythm)



I think that this helped me improve my music skills, particularly my composing and Finale skills, because Finale allowed me (and my partners) to play around with different notes and rests and compose a piece. I feel that this experience has helped me developed more musical knowledge, and I am able to apply (more of) my musical knowledge into musical/rhythmic composition now.

Criteria D (Responding) – Personal Reflection

At the start of the year, I was extremely unconfident with note reading and what notes meant, the different sharps and flats, but after the exercises, worksheets and continuously practicing reading music, I feel like I’ve gotten better at distinguishing the different aspects in music theory.

I’ve furthered my development as a musician because I am able to read notes faster and can tell which notes are what note. Also, I can understand the ‘commands’/directions when reading sheet music, such as the repeat signs, the D.C. (al Coda/al Fine etc.).

Considering that I’m more of a drummer than a xylophonist, I tend to listen to music that contains a large amount of drums in it. My main influences consist of a few drummers, notable examples being the late Jimmy “The Rev” Sullivan from Avenged Sevenfold and the current Avenged Sevenfold drummer, Arin Ilejay. These two drummers play for the same band, and they’re my influences because their technique is amazing and there’s usually different grooves and beats in all their band’s songs respectively. They’ve also inspired me by sort of helping me develop a goal to work towards, such as ‘learn how to play (insert song name here)’ to learn the techniques used in their songs. An example would be in one of Avenged Sevenfold’s newer songs, ‘Shepherd of Fire’, where Ilejay uses a double kick to create a faster kick drum beat. In this case, one of my goals would be to try out the double kick, which would be beneficial to me if I wanted to be a drummer in the future.


Practical Performance Reflection – Scarborough Fair

Task: Select (at least) ONE question and create an iFolio post where you reflect on your practical performance by responding to the prompt question.  You may like to include your recording of Scarborough Fair on your iFolio site.

1. What are the benefits of PRACTICING towards musical goals?

Overall answer: The benefits of practicing towards musical goals is that you’ll eventually become better after you practice. This is an extreme benefit because you become more confident when playing your instrument which is fairly important when you’re performing or rehearsing in a large group.

Specific to Scarborough Fair Recording/Performance: Before I submitted my Scarborough Fair piece, I rehearsed it quite a few times and practiced it beforehand to achieve a better mark on my recording of Scarborough Fair. I managed to play it almost correctly and efficiently after rehearsing and practicing. Rehearsing and practicing a song before I record it is extremely important, because the final outcome is hugely affected by it, especially this recording*. However, according to my feedback, when I’m practicing for a recording or performance, I need to focus on remembering to roll some notes.

*I actually recorded the before and after and listened to the difference.


2. How can you develop FLUENCY in your playing?

Overall answer: You can develop fluency in your playing by practicing and finding errors and correcting them. Eventually, the final outcome will be worth it and probably sound a lot better than when you first play it. Also, you could do some research and find information on what some things mean (e.g. if you don’t understand how long a rest is)

Specific to Scarborough Fair Recording/Performance: I practiced quite a bit for this recording/performance and recorded myself without practicing first, then finding errors and slowly correcting and recorded the final ‘playing’. Also, there was a note or rest (or was it the time signature..?) that I wasn’t clear on, so I looked back into the book for reference on what it meant. This helped me developed fluency when playing because knowing/comprehending what the piece is telling you develops the final outcome.



Grade 5&6’s: Poliomyelitis iBook (FEEDBACK)

Hi Grade 5’s and 6’s,

Grade 8 is currently doing a Design project for Science, and we had to make an iBook about our assigned disease. Our target audience is, well, you guys (Grade 5’s and 6’s), and we’d like to ask you for your feedback. My group is doing an iBook on the disease Poliomyelitis.

Oh, what’s Polio?

Read our iBook 🙂

You can find it here (When you open the file, it leaves to a Drive window. See that little ‘download’ button above? Click on that).


Please answer these questions:

Was the text simple to comprehend?
Were the visual aids effective?




Invitation: Inviting You To Give Feedback For The Creation of My iBook

Hi guys,

I would like to cordially invite you to give feedback on past Science books you’ve read 🙂 The Grade 8’s are doing a Design project on a project that is about Science merged with iBooks.

I remember when I was younger and I read the Magic School Bus (yep, there are books 🙂 ). The covers were really bright and colorful and as a child, that drew me to read them. How about you? When you were younger, what series of Science books did you enjoy and why? The Magic School Bus has pictures and words, so that really helped me understand the scientific topics better. What are the differences between Science books and adult focused books (what are the features)? Give some examples and explain the ways they aid in understanding.

What makes a book appealing to you? Was the author able to use words to explain complex ideas in a simplistic way? If so, what techniques did the author use?  If not, how would you improve it?

(Leave a comment and reply 🙂 )

Meanwhile, you can probably check out my partners’ blogs. For this project, we’re researching individually but compiling the iBook together.

Charlotte L.

Alvin T.

P.S. This is the mindmap of my group’s plan we did on Design Day, which was basically planning. Take a look!

Screen Shot 2014-11-13 at 8.21.25 pm



Natalie 🙂

Humanities Entry on Guns, Germs and Steel

In Humanities, we’ve been learning about colonisation; we were shown a documentary named Guns, Germs and Steel based on the novel of the same name by Jared Diamond.

I think that Diamond’s ‘answer’ to Yali’s question about cargo was a good one, because it was proved through sufficient research that the geographical location was different, the Papua New Guineans would’ve been able to develop more technologies (it is mentioned in the documentary that they could’ve invented helicopters if not for the geographical location.

I think that the concept of Guns, Germs and Steel having impact on development is actually very accurate, because those three things have had major impact on the development of different continents and countries. For example, steel was used for railways, which were a development for transportation, which then enabled transport for cargo, which was faster and more efficient and in general could get things to one point to another at a quicker speed.

However, other than just Guns, Germs and Steel, I think that religion and culture plays a big part in this too because I think that they are major factors that affect settlement and their actions, such as certain beliefs.



Percentage Unit


In this unit, we learnt about percentages (i.e. markups, profits, investments etc.)

I improved my math skills in multiple different ways. I learnt to used Excel to assist me in ‘crunching’ numbers, and it has made my life a whole lot easier in math. I find that it is quite complicated to use, but after you get the hang of it it’s okay. In Excel, I learnt how to do the operations by using the ‘=’ sign, I learnt to make different kinds of graphs…there really is a lot more. Also, I learnt to manage investments better by predicting and looking at things more logically with tables and graphs. I also learnt how to do a Criterion B assessment better with these following steps:

1) Generate and organise data

2) Describe patterns

3) Suggest general rules

4) Verify general rules

5) Justify general rules

Photo on 6-11-14 at 10.09 pm

(These were some of the notes I took)

This ‘list’ has helped me understand and make sure that I did everything that’s supposed to be in a Criterion B assessment and basically clear everything up for me.



Things I Liked About English This Year

Hi everybody,

So…things I liked about English class this year. I liked that we explored different forms of stories like short stories, and we were able to write our own. Also, I liked how we could read different books and be able to comprehend it in different ways, for example comprehending the story together in a literacy circle.

Overall, this was a great year in English and I learnt a lot more about different literary terms and how to properly write an essay with an outline and everything 🙂 .