8th Grade Science Fair Interviews
by Ryan Park
For Science Academy’s 2022-2023 Science Fair, I interviewed two 8th graders to learn more about their projects: Dani Tsao, 1st place winner, and Aspen Chung, 2nd place winner.
* Dani Tsao’s Science Fair project built on her experiment from last year in creating a new type of solar panel.
What inspired you to choose your Science Fair topic?
My experiment this year is a continuation of last year’s project. I first thought of my idea when I was driving around my neighborhood and realized that there are mainly two types of solar panels: a) those that create electricity, and b) those that heat up water. When I saw this, I thought “Why can’t there be a solar panel to do both?”
What experiment did you do? What were your hypothesis and results?
With the above question in mind, I combined an electricity-generating and a water-heating solar system. Although the solar panel efficiency increased, I have thought of another idea for further improvement.
This year, I decided to make a control system that rotates the solar panel so that it always faces the sun. My results showed that this new solar panel design, combined with improved thermal insulation, increased the electricity-generating efficiency as well as heated up the water more. Compared to the original solar panel idea, this new design increased the energy capture efficiency by 25 – 30%.
Is there anything you’d like to say about receiving 1st place in your grade level?
I am very appreciative of this project because it allowed me to use the information I learned in Mr. Bradfield’s class about Arduinos and soldering. The award gives me a lot of satisfaction, but I think there are still more problems to be solved.
Dani at the L.A. County Science Fair
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* Aspen Chung’s Science Fair project was about the growing danger of climate change and her method of using cleaner alternatives to carbon fossil fuels.
What inspired you to choose your Science Fair topic?
Our world is powered by fuel, ranging from transportation to heating to factories that produce many of the goods used in our daily lives. However, many of the non-green fuels that are commonly used contribute to climate change through carbon dioxide emissions, a greenhouse gas that is damaging our ozone layer. And in a world that is aiming to become greener, I believe it’s important to explore cleaner alternatives for fuel, such as hydrogen gas, which only emits water vapor as a byproduct.
What experiment did you do? What were your hypothesis and results?
My project focuses on finding the most effective way to produce hydrogen gas, which acts as a clean fuel source, through electrolysis. I varied the amounts of magnesium sulfate between 20 grams, 45 grams, and 75 grams to test how it affected the rate of electrolysis and the change in pH. I hypothesized that if the water has more magnesium sulfate, then the rate of electrolysis will be faster and the pH will change quickly. My hypothesis was proven correct through my experiment, where 75 grams of magnesium sulfate produced the fastest-changing pH, demonstrating a more efficient rate of electrolysis.
Aspen’s Science Fair Board
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7th Grade Science Fair Interviews
by Liz Zarikyan
This year’s Science Fair, which took place February 6-8th, was a showcase of projects from 7th and 8th grade students that uncovered mysteries, revealed solutions to some of our world problems, and even provided resources to use in case of emergency. I interviewed some of the 7th grade winners to find out more about their projects.
Jordan R. – Honorable Mention – 7th grade
What was the title of your project? 
The Effects of Proteinase K on the Biodegradation of Plastic
Why did you choose to do this project?
I was interested in finding a way to safely degrade plastic because I’ve seen plastic pollution and have wondered how that problem could be solved. Only around 9 percent of plastic is recycled so I started my research to see if there was any way to eliminate it. I thought this method was a good option for dealing with the problem, and Proteinase K got my attention due to its ability to degrade the polymers in plastic. The surrounding soil is used through the existing microbes that consume the lactic acids which are created when the polymer is broken down by the enzyme.
Did you have any complications when working on your project?
It was hard to find proteinase K, which is an enzyme used in molecular biology. It was hard to find because it’s not an item that’s bought on a day-to-day basis, making it less available. I didn’t consider purchasing other enzymes because I researched other “digestive” enzymes such as lipase and I found that they would not be effective on plastic. I originally tried to obtain the enzyme from BLIRT, which is the primary European manufacturer of recombinant enzymes, but after applying for an offer and not getting a response, I searched for other suppliers and was then able to purchase it on eBay.
What was your process?
I tested the effects of the enzyme on the plastic by embedding the different amounts (0 mg, 10 mg, 40 mg) into 50 g of soil and then using that to cover plastic disks that came from disposable food containers. After 2 weeks of putting these out in the sun, I used Image J, which is a Java-based image processing program that provides the function of calculating the surface area within an image.
What were your results?
Proteinase K helps biodegrade plastic by a decent amount. 40 mg of Proteinase K was able to lower the surface area of plastic by over 8% in just 2 weeks.
If you could do this experiment again, what would you change?
I would run more trials because I want to test out increasing the amount of enzyme and/or composting time period.
What was the best part of your experiment?
The best part of the experiment was seeing how the plastic had degraded. I was interested to see how the experiment would turn out and was happy that it worked.
Paria V. & Kayla A. – tied for 1st place – 7th grade
What was the title of your project?
“Water on the Go: Creating an Emergency Water Filter”
Why did you choose to do this project?
We set out to create a water filter that could be used while hiking with available water, so we wanted to find out how much cleaner you can make dirty water through a mechanical process. Also, there is a shortage of clean water around the world due to natural disasters and human-orientated events, and this process could possibly allow for places around the world to have drinkable water.
What were your results?
We measured our results using a TDS meter. The TDS meter measures parts per million (PPM) of dissolved sediments in a substance. In our first trial, we had a starting PPM of 311 and a resulting PPM of 273. In our second trial, the starting PPM was 357, and it resulted as a PPM of 303. In our third trial, we started with a very high PPM of 493, which is close to the highest contaminant level and highly dangerous to consume. The resulting PPM was 343, which was a very significant change. It brought water with an almost max contaminant level down to the same PPM as tap water.
What was the best part of your experiment?
The best part was testing each layer before putting it in the filter to see how it would filter dirty water on its own. The layers we used were two pieces of foam on each end, then a starting layer of charcoal, then sand, then small rocks, and lastly, a final layer of charcoal. These layers were separated by a small layer of straining fabric so they wouldn’t mix. We decided to add another layer of charcoal, because we found that it was the best filtering factor. Something interesting we found was that when you pour water onto activated charcoal, at first it will sizzle and bubble. Afterwards, the water started to run clear, showing that the charcoal did a lot of the work. The activated charcoal strips out the toxins and odors in the water. The sand and rocks removed the larger sediments before reaching the last layer of charcoal.
What was the process after you figured out your layers?
We drilled a hole into the cap of a bottle and cut the bottom off. We then sealed a coupling into the drilled hole with waterproof silicon to ensure it wouldn’t leak. Next, we attached tubing from the coupling to the main filter and in the middle placed a valve. The valve starts and stops the water flow. This part of the mechanism does not affect the results of the filter, but it does make the filter easier to use.
Did you have any complications when working on your project?
It was hard to drill a hole in the bottle cap, and it was hard to get the cloth pieces in the tube. We also had an unexpected trial when testing our filter when the PPM actually increased, meaning the water got dirtier. This was a result of us not compressing the layer enough, so the sediments got stuck in between the layers.
If you could do this experiment again, what would you change?
To improve our project we could add either a solar panel pump or a hand pump. This is because our filter was a bit slow because of the many thick layers. This would pump in the water, making it faster and more convenient. A hand pump would be added in case a large amount of clean water is needed in a short amount of time. We could also add a stand because it took two hands to hold the filter. If a stand is added, then the filter would be completely automatic and convenient. These add-ons are not necessary for the filter to work in case of an emergency, but they would be very helpful.
Final filtration process
Illustration of how solar power could be used to power water filtration on a larger scale
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Changes Coming to LAUSD Cafeterias
by Anaelle Tadros
During lunchtime, there’s always a line in front of the cafeteria. Some people enjoy the food and others hate it, but we can all agree that the cafeteria is a good resource when you’re hungry and don’t have anything to eat. Although the cafeteria has its fair share of good and bad days when it comes to food, satisfaction really depends on the taste buds of those eating the menu items. Compared to the past, the cafeteria food offered by LAUSD has actually improved quite a bit over the years. There used to be less of a variety of foods, and they often served warmed up foods in their plastic casings. Several years ago, the district upgraded their menu and really made an effort to serve healthier food and to have more fresh food options. However, not every student has appreciated the changes so now the district is trying to tackle the issue of food appeal in addition to serving healthier items. As of 2022, LAUSD is experimenting with new food choices. According to a source, the district brought in about 30 students in the summer of 2022 to try out some new menu items in an effort to have more choices that the students will eat and enjoy while also keeping it nutritious. Some of the new food items that have been added to their menu are smoothies (which we first saw at the end of last semester), chicken rice and bean bowls, mac ‘n’ cheese, kung pao chicken, nachos, and even different types of cookies.
Aside from the new variety of foods and the fresher appearance, the school district is starting to come up with food options that are flexible for certain dietary restrictions. This means that LAUSD is finally coming up with daily menu options that are good for vegetarians, vegans, and lactose-intolerant people. According to one student, “The cafeteria only [recognizes dietary restrictions] sometimes, and for some religions or cultures.” For example, there are meatless Mondays and fish and salads, but items such as these have not been available every day. They are also planning on expanding their ethnic food offerings by bringing more diverse cuisines from multiple cultures into their menus.
Students at the Science Academy STEM Magnet were surveyed to see what their favorite foods were, along with their opinions on our school’s cafeteria system and how it may be improved. Most of the students believe that the cafeteria system should allow students to choose what they want to eat instead of being told what to choose and feel that this could improve the system because then the food could be given to students who actually want to eat it rather than it just being thrown in the trash can at the end. Some of our students’ favorites are hot dogs, chicken nuggets, chicken sandwiches, nachos, salads, and chicken rice and bean bowls. Hopefully, we will soon see more expanded options at our cafeteria!
Student Feedback Surveys
Multiple students participated in student surveys about the cafeteria food, they were asked:
- Is the food at the cafeteria good or bad? What specifically about it is good or bad?
- What are some of their best dishes?
- In what ways could the cafeteria improve its food?
- Does the cafeteria food show cultural awareness? (for example, for religions that cannot eat animal products at certain times, does the cafeteria have other choices that those people can eat?)
Here are some notable answers given by a few of the surveys:
Name: Anonymous
- What are some of their best dishes?
- “Hot dog and the dish that has chicken rice and beans.”
- In what ways could the cafeteria improve its food?
- “Better rice, they could allow the students to pick what they want instead of choosing for them.”
Name: Anonymous
- In what ways could the cafeteria improve its food?
- “The facility within the parameters of the Science Academy STEM Magnet that serves dishes could build onto their low success by giving [people] the ability to choose item of their preference.”
Name: Anonymous
- Is the food at the cafeteria good or bad?
- “It is mostly bad because the food isn’t fresh and it serves milk instead of water.”
- In what ways could the cafeteria improve its food?
- “Don’t force children to get something they aren’t going to eat, therefore giving more food to the people who want it.”
- Does the cafeteria food show cultural awareness?
- “The cafeteria only does this sometimes and for some religions/cultures. There are meatless Mondays and fish, and salads, but not everyday.”
Amongst the surveys, hot dogs were a favorite. Otherwise, many students wished for more variety and stated the cafeteria’s cultural awareness could improve, but the menu is definitely considerate of certain groups’ nutritional rules. A possible enhancement of cafeteria food would be to allow students to have more of a choice in the school’s menu as to avoid wasting food or dissatisfaction.
Sources
LAUSD students get to taste test new cafeteria food – Daily News
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Educational Inequalities
by Jacob Yu
When I ran as an LAUSD student board member, I became more fully aware of the issues that deeply affect our district. When I attended the Student Superintendent Council Board meeting, many student representatives voiced their dissent and noted the racial and economic inequality within LAUSD. Listening to their complaints and concerns, I was inspired to research and continue exploring the issue of educational inequality in our school district. My continued interest and sparked passion from this event led me to produce this research article, which analyzes the history and roots of LAUSD educational inequality.
In the 1980s, Rodriguez vs. LAUSD was a court case started by Mexican American parents who noticed unequal educational treatment in their schools and towards their students. Mexican American community schools within LAUSD had subpar facilities, insufficient resources compared to White students, less money spent per student in comparison to wealthier White students, larger classroom sizes, and less qualified teachers. All of the aforementioned factors had a direct effect on the academic performance of students who attended these schools, with students attending primarily Hispanic schools scoring significantly lower in math and reading than students in primarily White schools. Although this case required LAUSD to uphold a consent decree where they would outline plans to alleviate the inequalities present within the district, the LAUSD legal department indicated they had no obligation to keep the school board updated on the Rodriguez case and subsequently released no reports regarding the progress on such an issue. The legal team in LAUSD only expanded after the consent decree, mainly to protect the district from liabilities rather than address the needs of the children attending these schools. To this day, LAUSD students within low-income neighborhoods do not have enough funds to maintain school facilities or hire better teachers. The money allocated and distributed by the government consistently goes to higher-performing schools rather than the neediest schools, failing to provide necessary quality education to low-performing schools. This scarcity in education disproportionately affects non-White students within LAUSD. In a paper published by the Speak Up Parents Organization within LAUSD, it was noted that one-third of African American students were less likely to achieve proficiency in ELA (English Language Arts) on the Smarter Balanced test, they were 3.4 times less likely to achieve proficiency in ELA and math in comparison to their peers, and the gap between African American and White students ranged from 28% to 40%. These figures clearly show a discrepancy between White students and African American & Hispanic students. In addition to being present in LAUSD, this issue is one that plagues American education across the nation.
Inequality has been at the center of American economic and social issues. This can especially be seen in rising income inequality among races, an issue that affects individuals in very real ways. These effects are particularly present in the quality of high school and collegiate level education among the spectrum of income. There is significant inequality between racial groups, with White and Asians being classified as the highest income groups and African Americans, Native Americans, and Hispanics qualifying for the lowest income groups (Akee & Jones and Porter, 2019). Familial income has a significant role in school readiness and long-term success in school. Due to this, children attending schools with low-income classmates have worse academic performance and graduation rates compared to children attending schools with more affluent classmates (Duncan & Murnane, 2014). There are major discrepancies among racial groups in academic performance. A majority of racial minorities attend schools with low funding and have less access to educational resources in comparison to White students (Darling-Hammond, 1998). Further, the educational gap in relation to income has a direct effect on collegiate education, for there has been an association between collegiate inequality and income inequality, especially in recent decades (Micelle & Holzman, 2020).
LAUSD schools are funded by the state, mainly from income and sale taxes as well as local property taxes. Thus, a majority of the funding for LAUSD schools are based on the local environment that students live in. The national issue of educational inequality and discrepancies in academic performance amongst racial groups can be seen within LAUSD. For this article, I analyzed the most recent open source data demographics for each of the seven board districts within LAUSD and used statistical analysis to identify five major outcomes regarding race and income. Using data on the percentage of economically disadvantaged students and the rates of college completion within six years, I found a statistically significant negative correlation. This implies that as the percentage of economically disadvantaged students increases, the rates of college completion within six years decreases. Further, observing data on the percentage of non-White students and the rates of college completion within six years, I found a statistically negative correlation. This indicates that as the percentage of non-White students increase, the rates of college completion within six years decreases. In addition to this, using data on the percentage of non-White students and four year cohort dropout rates, I was able to find a statistically significant positive correlation. This suggests that as the percentage of non-White students increase, the four year cohort dropout rates subsequently increase. Moreover, when utilizing the percentage of non-White students and the percentages of students chronically absent, there was a statistically significant positive correlation. This notes that as the percentage of non-White students increase, the percentage of students grades 9-12 chronically absent increases as well. Finally, when testing both the percentages of students grades 9-12 chronically absent and the rates of college completion within six years, there was a statistically significant negative correlation. This means that as the percentage of students grades 9-12 chronically absent increases, the rate of college completion within six years decreases. These figures indicate that students who attend majority non-White schools are less likely to enroll or stay in college, drop out within four years of their high school experience, and be chronically absent from grades 9-12 than their majority White counterparts. Further, students who attend schools with high percentages of low-income families are less likely to enroll or stay in college than their higher-income counterparts, with chronic absenteeism from grades 9-12 being a factor in lower college enrollment and persistence. These outcomes clearly indicate that non-White students, particularly Hispanic and Black students, and lower-income students are at a disadvantage to their White, higher-income counterparts in regards to higher education. This was clearly evident in the difference in educational experience between students that attended schools on opposite ends of the racial and income spectrum.
One student, identified as Ash, attending a school in Board District 6 – a district with the second highest Hispanic population, highest percentage of economically disadvantaged students, lowest college enrollment and completion rates – noted how his school’s resources and funds were used in unproductive ways, explaining, “I feel like our funds could have gone towards many other things such as sports, more teachers, more academies.” When asked about his peer’s living situations in regards to their educational experience, he also noted how, “Some people have terrible living conditions or sometimes they have siblings they have to deal with. For example, I have a little brother and sometimes I gotta help him. And with athletics and everything, I gotta be home at, like, 6:00 or 7:00. And trying to get my homework done and my siblings – it’s kinda difficult sometimes.” He also commented on the lack of counselors, college visits, and tutoring within his school. This has had an impact on his higher education aspirations. When asked about if his school was preparing him well for college he said, “No, not really, just a lot of general stuff, nothing specific that helps you towards your degree. I mean, as I said earlier it’s a lot of information to be processing in a day.” Ash also observed how many of his peers applied and attended community college due to the high cost of universities or four-year colleges, saying, “Yeah, it actually does, like whether like if it was someone that was making more money they probably were able to go to a prestigious college rather than someone that’s a low income family, they probably go to a community college… It sometimes worries me thinking how much the cost of education will be, if I can afford it.”
The difference between Ash’s experience and that of another student who lives in Board District 6, a district with the highest college enrollment and completion and White enrollment, and the lowest percentage of economically disadvantaged students, is clear. The student, Tara McKillop, noted how a majority of her teachers were well-qualified, stating, “Of the teachers that are my favorite, they have engaged the students in learning and stuff like that, but they’ve also shown that they prioritize the student’s education and also emotional status too. I would also say that with those teachers that they are overqualified in the sense that they could be doing so much more than just teaching and we, the students, show that we are really grateful for that. We do have a good amount of APs offered at our schools and the teachers for those are really nice.” She also noted how a lot of the AP classes were filled with White and Asian students, rather than Black or Hispanic. When asked about the support that she receives for her high school education, McKillop stated, “Something that my school offers is lunch tutoring, by students for students. Some of my teachers also do provide tutoring and stuff like that so I think overall my school understands the kids’ situations.” She also stated how, “My parents do support me in my educational experience and I would say also my teachers have been a big influence on it. They’re there for the students to help them out with anything that they need.” When questioned about college preparation, McKillop noted how her college center has easily accessible resources and helpful college counselors. She also commented on the college educational aspirations and experiences of her peers, stating, “So the graduating class that I was close to, a lot of them got into Santa Barbara and San Diego. So, a lot of them are getting into UCs top colleges. I know quite a few of them were able to also go out of state.” This difference between Tara’s and Ash’s schooling and experiences towards higher education directly reflects the disparity that students within LAUSD experience.
This inequality in education continues to go unheard as thousands of students from similar backgrounds as Ash face similar obstacles and difficulties that other students simply do not experience. We must do a better job of being there for our kids.
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A doorman for the Science Academy?!?!
BREAKING NEWS by Desmond Devine
Our school is relatively new, and it is well known that starting a site of education is an endeavor that requires land, motivated people, and above all else, cold hard cash. Now our school has been lucky enough to be able to receive the support needed to launch a new campus, and we have an amazing faculty, but we still need a ton of money to pay the teachers, purchase supplies including textbooks, and ensure student well being. In addition, since we just survived a pandemic, it is extremely important that we save money and use it for the best causes.
Well, apparently there are more important things than the best causes. It has been brought to the attention of the Journalism Club that our school could be hiring a doorman. A doorman! Something only billionaires and the most upper-crust of hotels have. Can’t our students open doors by themselves? Go check out the link below at home if you’ve forgotten how to open a door:
https://www.instructables.com/How-To-Open-A-Door-1/
Come on, guys! We’re the SCIENCE ACADEMY. The gifted and talented individuals who will go on to achieve greatness! If we are inhibited by a simple unlocked door, then why bother coming to such a prestigious school in the first place? This is the problem with this possible purchase. We don’t need it. That money could be used to help clubs, buy more lab equipment for science classes, or purchase tissues that don’t feel like cardboard. Anything would be better! But apparently, the two guardian angels of our school, SciFi and ASB, think hiring a doorman will benefit our school, when in reality it is a waste of money that tells us impressionable children that it’s okay to rely on others to get basic responsibilities done.
Everyone, speak out now to ensure our school’s financial security! Scroll down to learn more on how to help stop this egregious waste:
APRIL FOOLS’!
By the way, I know this money stuff sounds complicated and frustrating. But you know what isn’t complicated? Taking 15 minutes to save 15% or more on car insurance by switching to Geico!
p.s. Here’s some history on the origin of April Fools’ Day:
Some historians speculate that April Fools’ Day dates back to 1582, when France switched from the Julian calendar to the Gregorian calendar, as called for by the Council of Trent in 1563. In the Julian Calendar, as in the Hindu calendar, the new year began with the spring equinox around April 1.
People who were slow to get the news or failed to recognize that the start of the new year had moved to January 1 and continued to celebrate it during the last week of March through April 1 became the butt of jokes and hoaxes and were called “April fools.” These pranks included having paper fish placed on their backs and being referred to as “poisson d’avril” (April fish), said to symbolize a young, easily caught fish and a gullible person.
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Nikola Tesla: The Genius Forgotten
Author: Shai Lang
How much do you know about the creator of remote control and alternate current motors? Many don’t realize how an unappreciated man such as Nikola Tesla could be so vital to the world of electricity. Tesla is well-known for his Tesla coil and alternate current (AC) motor. Even though many people know of Tesla’s achievements, they may not know that Tesla had an interesting upbringing, from his small and sometimes strange experiments to the bustling streets of New York. Along the way, Tesla learned and mastered very valuable life lessons. Tesla’s life full of curiosity in his childhood and young-adult life influenced his path to become a founding father of electricity because he was a visionary who used willpower and perseverance to brighten our world.
Tesla was a very frail and introverted boy in his small town in what is present-day Croatia. Although he was skinny, pale, and looked like he had lost a great deal of sleep, he would make up for it in his willpower. On top of that, Tesla was more susceptible to illness than a normal person would be. This quote from Tesla: Inventor of the Modern, Richard Munson explains Tesla’s battle and victory with malaria: “Tesla, in fact, was prone to disease, and he contracted malaria in the low and marshy Karlovac, which is positioned at the confluence of four rivers. Despite drinking enormous amounts of quinine, he suffered for months” (Munson 23). This quote shows Tesla’s willpower because malaria is a very hard infection to fight. This sense of willpower later helped Tesla stop himself from becoming lazy. For example, Tesla was very interested in playing pool and poker, sometimes spending a lot of his earnings on pool or poker. After a few weeks, he noticed his gambling was getting out of hand and completely stopped, no matter how much he loved it. Another example that describes Tesla’s willpower is when he gave up several habits that would take someone years to accomplish: “Tesla tempered several other habits and passions, too. Having been an obsessive smoker, burning fifteen or twenty big black cigars every day, he slowly realized the practice was damaging his health, so, according to Tesla, ‘my will asserted itself and I not only stopped but destroyed all inclination.’ He gave up coffee, worried that it was leading to heart trouble, although he confessed this particular discipline proved most difficult” (Munson 31). This shows Tesla’s willpower because habits such as smoking and drinking coffee are very hard to stop, much less stop longing for it. Giving up these habits led to Tesla living longer as he was prone to illness. It also gave him more time to work on his ideas. This would help Tesla later on in his life because he would be able to give up things that stopped him from making inventions.
Tesla was born during a very violent thunderstorm. The midwife was frightened, saying that Tesla would be “ a child of the storm” but his mother refused and said “No, of light.” What Tesla’s mother meant about him being a child of light is that he would persevere in everything he did to try to make the world a brighter place. A quote that best describes Tesla’s perseverance is when he discovers a way that he might be able to create a commutator-less motor:“‘I have solved the problem. Now I can die happy. But I must live. I must return to work and build the motor so I can give it to the world. No more will men be slaves to hard tasks. My motor will set them free. It will do the work of the world”’ (Munson 39). What Tesla is trying to create is known as a commutator-less motor. It is basically a motor that doesn’t flow electricity in a direct current but can alternate instead. This means that it can cover more distances and light up more houses with less motors. The fact that Tesla would even believe that this is possible shows Tesla’s perseverance because no matter where he was he was thinking of how he could accomplish his goal to build the motor. When Tesla discovered the motor, he was taking an evening stroll, reciting Goethe’s Faust and quickly drawing his idea in the dirt. This shows that no matter where Tesla was, it was all just the steps for him to accomplish his goal. Another quote that describes Tesla’s perseverance is when Tesla describes his AC motor to some of Edison’s engineers: “Tesla showed some Edison men his vision for an AC motor that utilized several alternating currents. ‘My idea,’ he said, ‘was that the more wires I used the more perfect would be the action of the motor.’ Yet the pragmatic and cost conscious Edison engineers scoffed at the scientist’s ideal, complaining copper wires were the most expensive part of an electrical distribution system; they wanted less, not more, wiring” (Munson 43). This shows that even though Tesla’s motor was deemed impossible by many, he still put every ounce of his effort into it. This later on helped Tesla to create other inventions. Tesla would not have invented remote control without his perseverance.
Tesla was also a visionary, being able to envision inventions in his head without putting them on paper or making a model out of them. A quote that describes Tesla’s ability to envision his projects is when he explains his process of inventing: “Later in life, he explained his creative process: ‘In my work, I first get a ‘feeling’ that there is a solution to a problem… then I think generally over the problems, not concentrating on any one point…Finally I close around on the idea, and the image that was at first blurred gets sharper and sharper–until in time it becomes a reality… I can give exact measurements to the workmen without having made even a sketch”’ (Munson 44-45). This shows Tesla’s use of his mind to envision all of his inventions because he clearly states that he doesn’t sketch a single thing on paper. To be able to have the brain capacity to do that and still safely go through daily life is quite incredible. This helped Tesla throughout his whole life because he could think of all of his inventions in his head without being worried that someone would copy his invention or that he would lose the plans for his invention. In the Britannica School article “Nikola Tesla” by Inez Whitaker Hunt, it shows Tesla’s visionary capabilities: “Tesla was a godsend to reporters who sought sensational copy but a problem to editors who were uncertain how seriously his futuristic prophecies should be regarded. Caustic criticism greeted his speculations concerning communication with other planets, his assertions that he could split the Earth like an apple, and his claim of having invented a death ray capable of destroying 10,000 airplanes at a distance of 400 km” (Hunt). Even though Tesla’s propositions seem far-fetched, his ability to come up with ways to back up his ideas were all the work of his mind being able to see visions. These futuristic prophecies made Tesla think of more intelligent life and even though people didn’t believe him back then, scientists still search the skies for signs of other lifeforms.
Because Tesla had willpower, persevered, and was a visionary, he could accomplish his goals for himself and the world. By accomplishing these goals, although becoming unappreciated, he made the world a brighter place both literally and figuratively. Because Tesla had willpower, he had the drive to continue his work and end his obsessive habits. By persevering, he was able to change the way electricity ran with his alternating current motor which used forces of nature that hadn’t been discovered yet. And with his uncanny ability to envision anything he wanted in his head with exact precision was incredibly useful in making sure that none of his work was copied or lost. In researching the life of Nikola Tesla, I have been inspired by his ability to get back up when knocked down. So many times he was pushed away because his designs were too costly, too risky, or too complicated, but no matter what he always reached his goal in the end. Without Tesla’s influence in the electrical world, the twenty-first century wouldn’t be as bright as it is today.
Tesla Coil:
Works Cited:
Munson, Richard. Tesla: Inventor of the Modern. W.W. Norton & Amp; Company, 2019.
Nikola Tesla Article: “Nikola Tesla.” Britannica School, Encyclopædia Britannica, 20 Mar. 2017. school.eb.com/levels/middle/article/Nikola-Tesla/71814#. Accessed 14 Apr. 2020
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#GraduateTogether
Join the Class of 2020 high school seniors for their virtual graduation with commencement speaker former Pres. Barack Obama and other special guests on Saturday, May 16th at 8pm. More info here: graduatetogether2020.com
