Graphic Novels: Melding Pictures with Stories

Haaken elbowed an enormous paperback book to the edge of his desk to make room for his sketch book. Bone, a graphic novel by Jeff Smith, is at least two inches thick and contains more than 1330 pages.

“It’s nine volumes packed into one giant book!” Haaken said. “I finished it and I’m halfway through reading it again.”Haaken said his own graphic novels are influenced by the style of Bone.

In describing the process of creating a graphic novel, Haaken said putting time into creating characters is key. “You put together a story line, figure out how the characters act, and their physical distinctions, and then create them,” he said. “You figure out how to make it clear and figure out the word/picture combinations. The picture does most of the work.”

One of Haaken’s characters is Loki, a very intelligent cat. He described the character as “low key”, but also known for his pranks and schemes. “Loki is Norwegian for prankster,” Haaken said.

Another character – Carl, the Scout – is essentially a square with a face. “He annoys people very easily,” Haaken laughed.

Haaken’s plot involves the ominous awakening of a beast. “A couple of friends in school have to defeat all of its evil minions that come out to attack them at night,” he said.

Lauren worked at finishing the final draft of her very first original graphic novel.

“I really only read graphic novels,” she said. “They’re easier to read – not as many words – and they’re funny! I decided to do this class because it interested me most. “

The plot of Lauren’s graphic novel is a combination of adventure and humor. “Two kids who get sucked up into space by a spaceship have to defeat an evil duckling,” she said. Luckily, the characters do end up victorious.

Lauren based her story on Captain Marvel plots. “I start generating ideas off Captain Marvel,” she said.

One thing she’s learned about writing graphic novels is “it has to make sense and it has to be in order.”

In the hallway, Emma, Olivia, and Shea worked amidst blackline sketches spread out on the floor around them.

Olivia said she used to draw comics, and thought the Graphic Novels class would help her get better. “We learn how to put stories together,” she said.

“I’m not a great artist but I’m kind of a writer,” said Emma. “It’s actually been working out okay. At first my people looked like giant blobs, but then they started to come together.”

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Chemistry: Fun with Matter

Chemists in the class Chemistry: Fun with Matter today learned about the importance of quantitative data.

“It’s more important to scientists than the more descriptive, narrative qualitative data,” Teacher Brian Marquardt said.

But, getting that data proved difficult for students who were trying an experiment for the second and third times today.

“This is our third time doing it,” admitted Giulia. “The first time we waited too long to add the iodine so it didn’t react.”

“The second time we forgot to add the starch,” Lynnea added.

Giulia was proud to say that attempt number three seemed to work. “This time we did it right.”

According to the lab instructions, the experiment involves biological catalysts – enzymes – and discovering what it is that influences the activation of a particular digestive enzyme, amylase.

The experiment was an effort to “learn what amylase does to starch,” Giulia explained. “It (amylase) breaks apart starch into sugar, from a long chain of glucose into single molecules of sugar.”

Or, in lay-person’s terms: “We’re learning about enzymes in the body and how you dissolve things you eat,” Giulia said.

Light readings are used to determine how much the starch has broken down. The chemists shine a beam of light through the mini beakers and a detector measures how much light shines through. The darkness of the liquid indicates the amount of starch remaining; the darker the liquid, the more the starch.

At another lab table, Abby and her team were using the light test. “We put different amounts of amylase each time we do the test to see how much the light shines through.”

“We figure out how much light gets through the liquid and how much is absorbed,” Olivia said.

Olivia, Mia, and Abby had run the experiment two times and were processing the data they accumulated.

“We don’t know the result yet because we don’t have all the data,” said Olivia. “We have to do more experimentation.”

They suspect a mistake was made in the first attempt. “We believe we messed up the order of when we dropped in the iodine,” Olivia said.

“We’re supposed to put iodine in every 15 seconds, but we did it every 10 seconds,” said Abby.

The good news is that the scientists learned not only from their successful experiments, but also from the not-so-successful ones.

“We learned you have to work quickly and to read the directions,” Lynnea concluded.