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sci-tech
ps on the rise
Games and ap
An in-depth look at popular apps and games Stuart Patterson • Student Life Editor
photo credit: John Miller
Cal Slavitt ‘16, Tyler Kossila ‘16 and Brandon Boyd ‘16 are all engrossed in games on their phones.
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espite a rise in graphics and processing power on phones, TVs, computers and gaming systems, many of the popular electronic games are the simplest. An iPhone app called aa has spread like wildfire throughout the student body, and shows no signs of slowing down. Despite being such a popular game, aa has a single basic challenge and simple controls. All the player has to do is tap the screen to connect a dot with a large spinning ball. As the game progresses in levels, the difficulty increases, with dots firing at different speeds, barriers blocking them from hitting their target, or the faster speed of the target ball. “It’s a pretty basic game but it’s easy to play and re-
ally addictive,” says Willy Verneris ‘18. Jimmy Gruver ‘17 further adds, “It’s the new big app. I just can’t get past level 49.” This game has proved to be popular to students because of how easy it is to play. If a student is waiting around until their next class, they can simply pull out their laptop or phone and play a few levels. This isn’t the first time a simplistic game has become popular throughout Blake. Last year a game titled Flappy Bird was largely played, again having simple controls with the basic concept of tapping the screen to get a bird to fly around obstacles. Many popular games these days are not the most complex ones or the games that look the most realistic, but the ones that
are easy for all to play and can be played anywhere. Minecraft, a game with block-like graphics has the simple goal of allowing the player to mine the blocks in the world and build what they please. Despite having poor graphics and no directions, Minecraft became immensely popular and was sold to Microsoft for 2.5 billion dollars. This recent trend of simple but addictive games has overtaken many games that have better graphics and complexity, but due to their difficult are shunned by many people. This new trend in games to be simple and all inclusive has shown itself to be the future of games.
the spectrum newspaper • january 29, 2015
Science Spotlight
ADHD and ADD
Ikbal Ahluwalia • Student Life Editor
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ccording to the Learning Disabilities Association of America, AD/ HD is not considered to be a learning disability, but is actually a neurobehavioral disorder. AD/HD is one of the most common childhood disorders as it affects 11% of children ages 4-17. Mary Kirchoff, the Director of Learning Support Services at Blake, says, “Approximately 10% of students at the Upper School have AD/HD.” In 2000, the American Academy of Pediatrics recommended that doctors perform a thorough examination using observations in school and by the parents and looking at developmental history before diagnosing a person with AD/HD. This process is imperative because there is no technology to diagnose by blood tests or electrical imaging. Kirchoff says, “A full psycho-educational evaluation by a psychologist is preferred to a doctor’s visit.” This provides a “road map for instruction/support” and is much more comprehensive. It also is required by the ACT and College Board when considering accommodations. Kirchoff says that students with AD/HD have a hard time “meeting deadlines, sustained attention in class and to homework,
Interstellar inspires and influences
time management skills, organization, getting started with assignments and distraction, especially with technology.” However, these symptoms vary from person to person. Charlie Standish ’18 comments, “My hand shakes a lot and I talk a lot during class. I just have a lot to say.” A source from the class of 2018 who prefers not to named says, “I usually have to have something in my hands to fiddle with otherwise I won’t be able to sit still.” Both students agree that it is hard to concentrate for long pe-
graphic credit: CC Lucas
An illustration of the active brain of someone with ADHD or ADD.
riods of time. At Blake, students with AD/HD are given “Extended time on tests, quizzes and in-class writing for [time and one-half],” says Kirchoff. The anonymous source says, “Most teachers, if they are aware of the condition, are extremely understand-
ing, tolerant, and helpful.” Scientifically, AD/HD also has three subtypes: inattentiveness, hyperactivity-impulsivity, and combination of hyperactivity-impulsivity and inattentiveness, which is what most children have. AD/HD is a very treatable disorder as doctors can prescribe medication to control the symptoms and students with it can get classroom accommodations and counseling. The most common form of medication to treat the disorder is a stimulant. Though the name is deceiving, stimulants reduce hyperactivity and improve one’s ability to focus. The negative side effects of these medications cause lack of appetite and insomnia. For example, the psychostimulants Adderall and Ritalin block the transport of dopamine, a neurotransmitter that makes a person feel good, into neurons, which causes the brain to stay focused even if the task is dull. The anonymous student says, “when someone with AD/HD forgets their medicine, [their symptoms] become increasingly problematic as it is even harder to pay attention, sit still, and not engage in side conversations.”
A discussion on the movie Interstellar and its effect on Blake imaginations
Will Kaback and Julia Shepard • Sports Editor and Online Editor nterstellar is a film di- is safe to say that Interstel- In fact, astrophysicist Kip rected by Christopher lar has opened the minds Thorne presided over the Nolan, and stars Matthew of Blake students to a uni- making of the movie, and made sure that the physics McConaughey, Anne Ha- verse of possibilities. Blake Math teacher Andy depicted was all sound or thaway, Jessica Chastain, with Michael Caine in a fu- Cantrell notes, “[Sci-Fi based on scientific theory. films] get people excited.” So, curious viewers may turistic space opera. The sci-fi movie itself He later adds, “Although be satisfied in that the was a box office smash hit, the information presented mind blowing events of Inracking up over $650 mil- is not always accurate, terstellar are theoretically the movies still open our possible. lion in total worldwide. Cantrell further comThe film has left view- minds to greater science.” While science fiction mented that Blake stuers dazzled, overwhelmed, and intrigued by the many films like Interstellar aren’t dents “absolutely” have scientific ideas presented 100% based in fact, most become more interested in by through detailed and of the science in the movie astronomy and the study beautiful visual effects. It is legitimately possible. of the universe through
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film. While he cautioned that “you may not necessarily end up enjoying it,” it is wonderful to see increased interest in these topics. Michael Winkey ‘15 is a prime example. He said that after seeing Interstellar, he “went home and researched all about black holes and different dimensions.” In truth, Winkey says it “messed with my head a little bit,” but the movie still made him “want to look into it much
deeper.” It seems as though the science fiction genre in general prompts Blake students to “open our minds to new ideas,” says Gus Austin ‘15. He elaborates, saying, “we want to know where these stories come from, and if they are truly possible.” It may not be easy to pack “universal contemplation” into our busy lives, but Austin promises, “you will broaden your imagination.” Interstellar may be just
a movie, but the fact that it has resonated with so many young adults showcases the impact of its existential themes. With increased interest around topics based in outer space, the Blake community has been noticeably influenced by the movie as well as others in the genre like Contact, 2001: A Space Odyssey, and Gravity. It could be that Blake is nurturing a few budding astronauts, physicists or maybe even the future of science.