Off-Campus Lunch: A Thing To Enjoy

“Enjoy!”

Hearing Roxanne the lunch lady’s words pierce through the white noise of the small caf, I couldn’t but stare down at the six cardboard-esque chicken nuggets on my styrofoam plate. For the past three-and-a-half years, I’d been eating the exact same thing each day of the school week. And, considering the quality of the Sodexo/Aramark lunches that have ingrained themselves into the lunchtime diets of high schoolers nationwide, Roxanne’s wishful words (as well as the chicken nuggets) were impossible to digest.

You see, stumbling into my final year of high school, I was struck with tragedy: off-campus lunch, for me, was a no-go. For first semester, at least, all odds were against me. I had lost my ID card, had never applied for a parking pass, and had peer tutoring three days a week and college applications suffocating the other two. In fact, the only off-campus experience I had that semester involved a class-ditch, a quick trip to Chicken Lit, and a sneaky returning and smuggling of former student Benji Kan back into the building disguised as a current Huskie. Safe to say, for $7.99 and hours of panicked text messages, those five chicken tenders with Yummy Sauce were hardly worth the work.

Second semester, however, is what has really opened my eyes to this liberating school policy. Nowadays, shriveled up chicken nuggets have been replaced by savory Panda Express orange chicken morsels. Frozen pizza slices have gone obsolete in the midst of customizable Mod Pizzas. Plastic-cheese nachos have been upgraded into fresh, homestyle Taps burritos. 

Yet, while the food is undoubtedly tastier, off-campus lunch has managed to satisfy much more than just my taste buds. To me, off-campus is a hallmark NNHS senior privilege not for its meals, but rather its sense of freedom. For years, the seven-forty-five to three-ten block of time for North students has been dictated and governed by long, droning bells and some (absolutely garbage) music. And, while certain classes have, without a doubt, been extremely informative and engaging (one of my favorite classes lets me write blogs about off-campus lunch, how cool is that!), to say that doing ceramics or swimming units is a good use of fifty minutes would be flat-out lying. Yet, with the final-year gem of off-campus, the monotony of (for the most part) useless lectures and worksheets is sliced in half with a quick Chipotle run, speeding away from assassin targets, and sharing precious last moments with high school friends you may not see for years starting next fall.

Even more abstractly, the term “off-campus lunch,” intrinsically, can be a bit misleading, as the possibilities for this period of freedom span far beyond just a mid-day meal. With this brief, fifty-minute-long “get out of jail free card,” I’ve heard countless stories of quick naps at home, high-intensity gym sessions, and failed attempts at the infamous Sonic Challenge. Hell, a couple of friends and I even have a group chat dedicated to honing our nonexistent basketball skills at Nike or Abbeywood park during our sixth period downtime in a long-anticipated match against some former-Panther, current-Redhawk students. Not only is off-campus lunch a great way to destress after a (seemingly unavoidable) failed attempt at an ELA test, but it fosters activities and challenges that are oftentimes hard to come by in a busy high schooler’s free time.

An example of our (hopeless) dreams of breaking ankles and swishing threes (please ignore the group chat name and profile picture). (Source: my iPhone)

Looking back, I’ll be the first to admit that my initial impressions of off-campus lunch were wrong. In reality, it can dish up some delicious meals, create time for relaxation and leisure, and (with chicken tenders and a North alum who really wants to say “hi” to Mrs. Moore and Mr. Kim) connect old friends with new perspectives and environments. 

So, as we come down to the final months of senior perks before being once-again thrown into different schools as clueless freshmen, I hope that you take Roxanne’s advice to heart.

Enjoy.

Physics Done Phast

Physics is phun.

I mean it. For those of you who don’t know, I’ve spent a good portion of the past three-and-a-half years doing physics. Competitions, summer programs, research, you name it: anything with a chance to test my knowledge and learn more about the world is something that I’m all for. 

But, obviously, that’s not true for the majority of high schoolers, and it’s not hard to see why. Be it tedious homework assignments, test proctor errors, or just a lackluster teaching and learning community in general, you might as well bid your chances of loving physics in high schools like Naperville North FAREweLL (typo, sorry! :)). 

Well, not so fast. See, call me a weirdo, but this semester I’ve decided to create a YouTube channel catered towards AP Physics topics. In a sort-of ASAPScience, MinutePhysics-esque style, I try my best to explain some of the most confusing physics concepts in a couple of minutes. In essence, it’s a useful crash-course tool for you, and even better senioritis cure for me.

Before starting, however, there was some research that needed to be done on what truly makes videos like these so helpful. According to Vanderbilt University’s Center for Teaching, there’s three main components that make an effective educational video. Here, let’s dive right into my (early) attempts at checking the boxes.

The bonds that create a strong and effective educational video (Source: Vanderbilt University’s Center for Teaching)

Cognitive Load

The first component of any good academic video is, naturally, it’s academics, or what’s known as the cognitive load. Now, while there are multiple types of loads, the one I tried to isolate was the most valuable: the intrinsic load, or raw information. With a whiteboard and marker, I tried to illustrate, detail, and diagram fundamental formulas and concepts that would show up on people’s tests. How I did? That’s up for you to decide.

(A short video describing one of Maxwell’s most famous equations: Gauss’ Law. Source: Physics Done Phast)

Student Engagement

The next aspect of quality education content lies in the student engagement, or the “fun” factor. Vanderbilt University claims that this aspect–sharing the allure and captivating aspects of the subjects taught in classrooms–is often what’s lost in translation in our fifty-minute periods. Yet, I hoped to combat this issue with a dash of humor and heavy pour of self-deprecation. With embarrassing cutouts of my face and an illustration of my dog who continues to pester me throughout each video, I try to make the blandless of a whiteboard more vibrant with some personality and a good ol’ laugh or two thrown in the mix.

(I surely hope this video was engaging. Only one way to find out, I guess. Source: Physics Done Phast)

Active Learning

Finally, the last component is described as features that students find directly related to the topics they’re studying. While my editing and tech skills still prevent me from adding interactive questions, buttons, and keys, I have done some digging on the classes I make my videos for. Asking for formula sheets, textbook problems, and MasteringPhysics worksheets (all with teachers’ permission, of course), I tailored my content to hit home when it comes to the AP curriculum.

No matter whether my videos align with professional college educational research studies, I still have a blast making them. While the end goal is to cover all concepts covered in AP Physics 1, 2, and C, my meager two-video-long channel repertoire has a long way to go. 

I guess that, before you leave, there’s only one thing left I need to say.

Please subscribe. 

Link to Physics Done Phast: https://www.youtube.com/channel/UCOjnndPveFarl-YNIolL3EQ


Works Cited

Brame, Cynthia. “Effective Educational Videos.” Center for Teaching, Vanderbilt University, 6 Nov. 2019, cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.