The Project - An Introduction

As I briefly mentioned in my last post, my project idea is a purely introverted idea, meaning that it's not super community based (like many of the other Openers' projects), but rather an entrepreneurial concept based upon a lack of necessary technology:  A Stoichiometry Calculator.

"What is that? I have never heard of that ever in my life, how do you even say that word?" Is probably the most recurring statement I ever heard during the Faire...and for good reason It's most certainly not a common subject.

Stoichiometry, in my own words, is a sub-category of chemistry; a tool, if you will, to solve certain chemistry problems.

In certain situations in chemistry, chemists calculate how much of a chemical will be produced. I'm sure you're all at least vaguely familiar with the classic science fair experiment of the erupting volcano. The classic volcano combines vinegar and baking soda to produce water and carbon dioxide (the foamy stuff). Stoichiometry is the act, or calculation of how much product will be produced with a given amount of starting chemicals. Or, working backwards from how much chemicals were produced, to how much of each reactant was used. So in our volcano example, if we had, let's say, 15 grams of vinegar and 45 grams of baking soda, how much water and carbon dioxide (the foamy stuff) could we produce. Or, if we wanted exactly 140 grams of product (the foamy stuff) to erupt from our volcano, how much vinegar and baking soda would we need?
These are examples of stoichiometric problems.

The best way I can describe my project is comparing it to long division. When you're faced with a challenging division problem, the easiest and most probable solution is to utilize a calculator. Well, when chemists encounter a challenging chemistry/stoichiometry problem, the easiest and most probable solution would be to use a calculator...my calculator. Because a calculator like mine does not yet exist.

Now, in long division, people must learn the essentials first: writing it all on paper, showing their work, knowing how the math works, and understanding how the problems work as a whole. People must do this before moving toward the calculator for answers; if one were to skip the initial learning phase, they'd be missing the concept as a whole, and get entirely lost when trying to understand concepts at a higher complexity than what their missing.

The same goes for my calculator. It's sole propose is not a learning tool for the subject itself, more so a tool to solve problems for a higher purpose. For example: our volcano experiment above, or a  more real-to-life example would include calculating the correct components for a pharmaceutical product and applying the calculator's results toward the end solution, aiding the process of work.

I am coding it from scratch on a PC (computer) with Python 3.x.x (a programing language used for writing code) using IDLE as a text editor, and a GUI (graphical user interface (where things are displayed to the user)). It's going to be a downloadable program via computer. I'm working in close parameters with Mr. Larsen, OHS's assistant-superintendent. He's serving as a sort of mentor for the cause, and is helping in the aspect of the code and GUI building for the program itself. After nearly a year of pre-examination and meticulous dissection of the arithmetic, as well as how it will fit into the code of a program, I have completely mastered the chemistry aspect, along with all the math involved. The challenge, then, is first to obtain a stronger programming understanding and learn how to build the GUI of the program.

I am currently undergoing the process, and everyday I'm learning something new. I'll try my best to keep everyone interested informed via this page. If you have any questions feel free to comment below or contact me via email.

The Second Semester

It is now the ninth week of the proclaimed "scary" second semester. It was dubbed scary for all the right reasons:  each individual student is individual as a learner, and must proceed through their Math and English courses, as well as their personal projects, as they choose.

If you were not aware, each student within the Open Program must compile an independent idea for a project they are to work on the entire second semester. For example, Alex Sitze is constructing the first formal talent show to be hosted by OHS. Ellen Reckamp has taken on the rigorous challenge of constructing Open Program for Juniors next year. And many more innovative concepts that that will be carried out by each individual student over the course of second semester.

I haven't wrote anything in the longest of times so I feel the need to catch everyone up. Nearing the end of the first semester, Open Program put on a Faire for the public and all the curious onlookers. The Open Program Faire consisted of all the Openers' (students enlisted in the Open Program) project ideas;  a visual display along with a oral presentation aided their pitch to the public. The Faire was set up in a Faire-like fashion, meaning the onlookers browsed as they pleased, and could travel from table to table as they desired (similar to how the activities fair is ran). I think the Faire went extremely well! Personally, I know I have crazy stage fright/anxiety, and I definitely have problems speaking in front of people. As the Faire went on though, it became easier and easier to deliver my presentation, and to get my ideas across to people.

Due to the specificity of my project, it wasn't easy to explain my introverted idea. Regardless, I got amazing feedback from all my peers and everyone willing to listen and understand; a lot of people were really excited and supportive of my idea, and I'm overjoyed that they were so kind and caring.

After the Faire, all the Openers had to then pitch their second semester project idea to the four Open Teachers (Ms. Rad, Mr. Glim, Mr. Davidson, and Mr. Sitze), the principal of OHS (Mr. Nelson), the vice principal (Mr. Boyer), the superintendent (Mr. Mahoney), and any Board of Education members that were interested. The pitch was a speech -- a presentation of the independent second semester project and a plan of what is to come. The pitch also served as a first semester final exam for the Open Lab class. Due to my anxiety during the presentation, I was really surprised at the 100% I received as a grade for the pitch. Needless to say, I am very excited to see what I can accomplish this semester. Future posts will entail what my project consists of; if you have any questions feel free to ask below.