Embedded Files
Physics
This was a physics project in which we (Danny Gadzic, Tyler Firth, Ale Pryor, Jackson Baker) had to create a device to protect an egg from various heights. Our group ended up with the best overall performing egg-catcher in our class period. We were one of the few groups that made it to the gym balcony drop (11 meters). This was a project that had no set instructions, we just had to use the materials given to us. This led to a variety of designs in the class, all aiming to be the best egg-catcher.
The Egg project connects to the pillar of Communicate Ideas. To maximize our time and the size of our group, we needed to dedicate roles for this project. It was important that we managed to work both individually on some parts while properly communicating to make sure we’re not counteracting something another group member was working on. Our group was comprised of people who were very fun but also very easily distracted (me included). This led to concern from our teacher, Mr. Robison, but our cooperation led to a successful project.
Jackson Baker, 2/19/25-2/28-25, Sock Baby, AP Psychology, Mrs. Morgan
AP Psychology
This project involved taking care of a baby we created out of a sock. This was connected to psychology as it was during our child development unit. This was a multi-week project that we had to take pictures of the baby every day and document what developmental stage he was in.
This project connects to the pillar of recognizing perspectives. While the main point of the project was connecting to developmental stages, most of the project consisted of keeping the sock baby safe. We were not allowed to have the baby inside of our book bags nor could we leave him with someone without documenting it in the project log. This led to an added difficulty in my daily routine as I had to organize where I’d leave my sock baby during practices. This helped me recognize the perspectives of parents/guardians. Having to constantly keep watch of the sock baby gave me even more of an appreciation for parents.
Model UN
The project shown is a resolution created by me and Brady Wyss. This was the first resolution we had made in Model UN. We had gone for an economic theme with an emphasis on solving economic inequality in certain regions. This led to our resolution, which included reforms aimed at addressing racial inequality, gentrification, and issues within the prison system in the United States.
This project connects to Communicate Ideas. Communication between me and Brady was essential for this resolution to be created efficiently and on time. Once we had finished our resolution, we had to discuss it with the rest of the class. Communicating ideas connects to this aspect of the project as well, since we had to take feedback from the class and make amendments to the resolution.
Jackson Baker, 5/20/25, AP Classroom, AP Pre-Calc, Mrs. MacDonald
AP Pre-Calc
Shown are the practice tests I took in AP Classroom for AP Pre-Calc. These tests aimed to replicate the upcoming AP exam. We also took practice tests in class. When it comes to studying, I like practice tests the most as they prepare me for both the format of the test and the type of questions that will show up.
This connects to the pillar of take action. As the AP Pre-Calc exam approached, I felt I wasn’t properly prepared. I took action by finding resources to study from, including extra practice tests from AP classroom. These tests helped tremendously, as when test day came, I felt prepared and the exam felt significantly easier than the earlier tests in class.
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