So the miniature golf project consisted of the entire tenth grade working together on one project. However each team worked on the project slightly different to create a similar outcome. Colleen and Mariah's team were in charge of creating golf clubs and focusing on court cases. Ross and Chris's team (team I was in at the time) were to create a course based on a historical event. After choosing an event with our group we were required to select a person/specific event (and in our case an invention for we chose the Industrial Revolution). Once we researched whatever it was that we wanted, we were to choose an obstacle/issue, which we were going to incorporate into our course in a metaphorical way. I would also like to add that the groups we were in determined what role we had in the project. The groups were: Art and Marketing, Humanities, Math, Snack Shack (?), and the Video Group. I was in the video group with Mandalyn, Rebecca, Mitchell, Emily, and Chloe (in case you were wondering). For the video group we had to create a script template for the other groups to follow, and of course film and edit a few things. But I'd rather go more in depth about that later.
Within the video group there was a documentary group, and this is what they created:
Building Process
The designing of each course took place in math class. In our groups we had to establish the shape of our course, and the amount of green turf/trim we would need. To help us out with that we made a prototype to figure out the measurements and whatnot. Once the prototype was approved by Roberto, we of course then cut everything to it's required length. As shown in the video, we glued on the turf and later on assembled the way we envisioned our course to be (sure it sounds simple, but it was much more difficult/time consuming). Also tying into the building process was the creation of our obstacles (although that occurred later on, considering there were many other things that had to be completed before that). There was a day (maybe two) where we dedicated an entire day to work on our obstacles. I was to create two tunnels, one being a decoy while the other one was a shortcut (the reason behind this will be stated later on).
Obstacles
So one of the first obstacles you will encounter when playing our Industrial Revolution course would be the scattered wooden blocks you see in the picture below. That obstacle is meant to represent the sound waves in the telephone.
Made by Mandalyn.
The second obstacle is meant to symbolize the analytical engine (also known as the first computer). The golf ball will have have to go through the punch card, to show how information and numbers were input (they were transferred through a punch card).
Made by Rebecca.
Third obstacle represents the radio. The slope is meant to symbolize the speed of information before and after the radio was created.
Made by Chloe.
Fourth obstacle is meant to symbolize the maxim gun. Since Emily wasn't allowed to create a gun, she ended up creating a cannon. As the golf ball shoots out it's a way of showing how Europe took imperialism to Africa.
Made by Emily.
Fifth obstacle portrays the airplane. One of the many obstacles that the Wright Brothers experienced when building the airplane were the wings. Which is why Mitchell created the wings to represent the struggle the Wright Brothers had to go through.
Made by Mitchell.
The last obstacle I'll be speaking of will be the obstacle that I created. I didn't exactly take an individual picture of mine because it wasn't necessarily in one place (and because I simply forgot). But the two tunnels are meant to represent locomotives. How? Well steam locomotives were successful in Europe, for they made trade and travelling easier. America wanted to use locomotives as well but they didn't advance as fast, since they had weak and uneven railroads. Which is why one tunnel will give you a shortcut to the hole (Europe), whilst the other tunnel won't let you advance (America).
Humanities
For humanities in this project, we were mainly required to do research on our topic and create an essay on what our obstacle would be. Which means that I wrote an entire essay on steam locomotives. Sure, it may sound like an easy task to complete, but it really wasn't. In order to consider our essay as complete, we had to get it approved by Ross. So of course, there were various drafts. If you would like to read it, well you can.
Math
So how was math involved in this project? Well we were required to get the golf ball into the hole in the least amount of hits. In order to figure that we were allowed to use the line of reflection, isosceles, or the slope method. According to my directions, you would be able to get the golf ball into the hole in 3 hits (yeah, with our course there is no such thing as a hole in one).
Hit the ball 2 feet straight down the middle of the course, that way it will successfully make it through without interfering with the wooden blocks.
Hit the ball 4.03 feet at a 60.26° angle, for it to go through the tunnel.
Considering the ball is in the appropriate position, hit the ball at its side straight into the hole.
We also had to create a blue print to show the way the golf ball would travel if hit in a way that we suggested.
Multimedia
For multimedia we each had to design our own logo for the project. The logo you see at the top of the page was created by Alicia (chosen by both teams). However, for the video group we had to videotape and edit throughout the entire project. The videotaping was quite easy, considering it was mostly the process of the project. But then we had to record a video for each hole (a total of four). Sounds easy, right? Well it's not so easy when you have about a week to videotape and edit them. What made that process difficult, was the fact that no one memorized their scripts (which really slowed us down). Editing was somewhat easier, but keep in mind that while we were trying to edit we were also in the middle of recording the footage for that video. It was quite stressful, but surprisingly the videos ended up being decent considering the amount of time that we had. I would include the videos but...I'd rather not (by the way, I actually had to dress up and be in one of the videos...another reason why I won't put any videos here).
Exhibition
Exhibition was quite fun. Everyone enjoyed playing golf. Although not many were interested in hearing the history/significance of each obstacle (I don't blame them). For exhibition Rebecca and I were dressed as the Wright Brothers (I was fine with that, because it excluded me from wearing a dress or a skirt). We explained to parents the pros and cons of the Industrial Revolution, and as they progressed through the course we briefly explained what each obstacle symbolized. They also had the option to see the videos that we created (many did). The final result of the mini golf project turned out great, but the process leading up to it was stressful and crazy, but I guess it was worth it as well.