https://youtu.be/dOBSYw4KjYg
Forensic Psychology: The Real World of CSI Forensic Psychology is the application of psychological science within the legal system. Dr. Jeffery Kieliszewski a human resource analyst, broke down the basics of what exactly a forensic psychologist does in the real world. There are many different paths that involve forensics, such as Forensic Pathologist who conduct autopsies on presumed victims or attackers, Forensic Scientist who study blood spatter and D.N.A., Forensic Dentists who study bite marks or missing teeth to identify to victims and attackers, Forensic Accountants that are hired by police when you are arrested for fraud to check your books and logging. All of these topics are linked in with the legal system and involve forensic science. The roles of a forensic psychologist are clinician, consultant, and treator. Each role provides a different skill set and are used for different cases. A little back information about forensic psychology. About 100 years ago, psychologist wrote up thoughts they had or theories that were not yet facts, and publish them in books. When other psychologist got ahold of these writings they would try to prove or disprove the thoughts of that psychologist to make them facts or theories. In this came a psychologist by the name of Hugo Münsterberg. Hugo was a famous psychologist in Germany who wrote a book called “On the witness stand”. The book was about multiple theories, some of which were about people who make false confessions or people hypnotized in a crime. About 20 years ago there was a series of cases where children were revealing to police officers and therapists that they were being sexually assaulted by their day care facilities. To come to find out the children were under hypnosis and the accusations were false. These different instances are explained in great detail in his book. Before the 1970’s instances where defendants would use an insanity plea were rare. It started up in the late 1970’s where lawyers would use the insanity plea. A insanity plea, is a defense by excuse in criminal trials arguing that the defendant is not responsible for their actions due to an episodic or persistent psychiatric illness. The reason defendants and lawyers use this plea is because when the defendant is “incompetent” to stand trial the prosecutors cannot take them to court. This is where the forensic psychologist steps in and writes an analysis on why the defendant can or cannot stand trial. They explain in depth on how this illness could affect his/her actions. This is when the legal and psychology intertwine. The forensic psychologist applies principles of psychology to a particular legal statute. What a good forensic psychologist does, is go through courses that lawyers go through, they read a lot of case law. Reading case law helps them learn how to interpret statutes to a certain degree. Court judges interpret statutes, but they have to comprehend what they’re looking at and they have to know what questions to answer in court. This relates to how the defendant reacted or is reacting to the past or current situations. In this means they have to judge someone based on previous or present actions, what their mental capacity is and if they are mentally fit to comprehend the incidents that took place. During this lecture I learned the many different components that take place in forensic psychology, some of which are knowing and understanding how the human mind works, how sane or insane someone is, based on the actions that take place, and how to make a logical conclusion based off of your knowledge of previous/past incidents and to understand the human brains mental capacity. https://youtu.be/2fhadkqi0Sk
Forensic anthropology is the application of the science of physical or biological anthropology to the legal process. Physical or biological anthropologists who specialize in forensics primarily focus their studies on the human skeleton. The word Forensic, comes from the latin word forensus meaning of the forum, which is where debates and trials were held. Professor Jim Spencer from Syracuse University explains what a forensic anthropologist does. The Professor explains that anthropologist study skeletal remains and attempt to answer any questions of legal importance. Forensic anthropologist spend a lot of time learning and studying human bones. Forensic anthropologists apply standard scientific techniques developed in physical anthropology to analyze human remains, and to pinpoint the detection of crime. Forensic anthropologist assist in locating and recovering human skeletal remains, work to assess the age, sex, ancestry, stature, and unique features of a skeletal remain. In this, about 99% of the time they can find the victim. The skull, clavicle, sternum, humerus, ulna, radius (thumb side), spine, ribs, pelvis, femur, tibia, and fibula are the bones that anthropologist need to know inside and out. Those are the bones that help identify the remains of a victim. You cannot always get the sex or age of the victim from the bones, it depends on how much the bones have aged from the time someone died, to the time someone found the bones. Forensic anthropologists frequently work in conjunction with forensic pathologists, odontologists, and homicide investigators to identify a decedent, document trauma to the skeleton, and/or estimate the postmortem interval. This helps homicide investigators get a ballpark estimate of when the victim died, how they died and sometimes how much force had to take place in order for them to die. There are many different fields that involve anthropology some of which were stated in the video, the top five I have listed and given a brief description of what they do. First, is physical anthropology, it provides a biological perspective to the systematic study of human beings. Second is archeology, which studies the human history or prehistory through the excavation of sites and the analyzes artifacts and other physical remains. Third, is cultural anthropology, this field scientifically studies human culture and includes social structure, language, religion, art, and technology. Fourth, is linguistics which scientifically studies language and its structure, and includes the study of morphology, syntax, phonetics, and semantics. Fifth, is applied anthropology and it refers to the application of a method and theory of anthropology and analyzes possible solutions of practical problems. All these fields go hand and hand with forensic anthropology. The one subfield that really relates to forensics is applied anthropology. Both study how and why something happened and both try to answer the possible questions that come up during an autopsy. During this lecture Professor Spencer helps the class know what it takes to become a forensic anthropologist. He gives real life examples of examining bones and how you are able to tell what happened to what victim and the key things to look at while examining the body/bones. Unit 2:2 SI System Worksheet: Unit 2:2 SI System Quiz: Unit 2:4 Scientific Notation and Significant Figures |
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Pictures of Cobalt Silicate:
Rocket Project Survey
How would you rate this project overall? *
10
How would you rate this project in terms of science learning? *
9
How would you rate this project in terms of personal growth? *
8
How do you feel about the group you worked with? *
10
How do you feel about the distribution of work amongst group members?
10
Are their any final thoughts or comments that you'd like to give to Andrew to expand on your responses above, or just to share? *
BEST PROJECT EVER!
How would you rate this project overall? *
10
How would you rate this project in terms of science learning? *
9
How would you rate this project in terms of personal growth? *
8
How do you feel about the group you worked with? *
10
How do you feel about the distribution of work amongst group members?
10
Are their any final thoughts or comments that you'd like to give to Andrew to expand on your responses above, or just to share? *
BEST PROJECT EVER!
For the INNERnet connection project we were told to make virtual reality goggles. My teacher gave the class a template to cut out and trace over cardboard to make these goggles, however he said we could go our own way of making them. Since I am a very simple person I tried the template first. When doing this I realized I was doing this all wrong. I then decided that "I am going to make my own so I don't have to follow the rules of a template!". In doing this I was bound to find a way to make these goggles without using the template. I created my own goggles and they worked! It was much easier to me because I had a vision and didn't have to follow certain guidelines to complete my vision. I was driven by curiosity, I wanted to see how I could make these goggles and make them usable! Though, I have had many experiences where I was driven by curiosity, I have had experiences where I completed the bare minimum and did not challenge myself. An example of this is when our group had to accomplish a rocket poster for exhibition. I absolutely dislike photoshop, and it's frustrating to use. There was a point in the making that I just wanted to hand it over to my partners but I knew by doing so it wouldn't get completed. I made the rocket and I flew the rocket. I wanted to just move on and make another one and not deal about a poster. During this process I learned to be patient. Patient with the computer, patient with my teammates and patient with myself. This semester I learned many things and patience is on of them. One of the other big things I learned was being capable to manage my own projects. This was my first class in which the teacher allowed me to pick my own projects. I understood the projects and understood "The High Tech High" way in this class more than I have in any other this year. In the beginning of the semester I did the requirements, I fulfilled them and did my best but I didn't really manage and create my own. By the end of the semester I managed my own rocket project and made my own VR goggles. I would have never thought 6 months ago that I was capable of doing so, but I was and I am! I really enjoyed this class and I loved everything that I accomplished this semester!
Rocket Project Reflection Prompts:
Now that this project is complete, how do you feel about it? What things stand out?
Looking back on this project, I have to say WOW! I look at all the hard work our group did and how much fun we had doing it. The fact that we had a flying rocket go into the air and actually fly is all in itself awesome! It was definitely a bonding moment in our group when we all saw our rocket fly. It was a different experience seeing our balsa wood rocket fly than our "Merica the Beautiful" rocket fly. This was by far my favorite project!
What, if any, science or technological things did you learn from doing this project? What is necessary to understand to build a successful rocket?
When building a rocket that you expect to fly you have to calculate the center of mass and the center of thrust. I learned how to do that in this project. Without calculating those two major things your rocket could totally nose dive, spin around and just not work the way you want it to. So when calculating those 2 things you have to have your rocket motors in them. Why? So that when you put the tube on your fingers and slowly drag them across the tube to the center of thrust and mass you can get the right idea. The fins on the rocket create a weight on the bottom of the tube and a surface area on the tube so that the weight and surface area is not on the front of the tube (making it nose dive) but that the weight is towards the back (pushing the rocket forward and straight when you light the motors). That is one of the most important things I think to making your rocket successful. Also when building a rocket motor that you want in your rocket, you should get the right idea of what rocket you want. Example of this is blackpowder and KNO3 sugar motors. If we would've used blackpowder our rocket would gone higher but not stay in the air as long, because we used a sugar motor our rocket went in the air a little longer than most.
What, if any, metacognitive knowledge did you gain? (what did you learn about yourself as a learner - work habits, work ethic, tendencies, etc.)
I learned that when doing my project I tended to be kind of controlling. I wanted to get the project done as fast as I could and kind of expected my teammates to be the same way. I realized that when doing a project you have to slow down and take your teammates input in. If you don't do that then it comes to a point where your done with your teammates and you want nothing to do with them. Since I love my teammates and they're good friends I know that I have to "keep my cool" when working with them and really listen to their input. That is definitely one of the biggest things I learned about myself in this certain project.
How did you collaborate with others in this project? (Who did you work with? What did you contribute? How did you operate as a group or unit?)
I worked with Andrew Maya and Miles McCartney. I made the rocket tube and cut the fins. I also made the motor. The two boys did the parachute and the recovery wadding. At first we all had different ideas of the project. I wanted sparkles and skittles and they wanted... not that. So as we went throughout the project we came to a conclusion that our rocket would be Red, White and Blue. We did this because we thought that this would be simple and it's something we all take pride in. After that point we all kind of came together and worked better as a unit. The best moment we bonded though was when the rocket flew and came down. We all believe that was the most achieving feeling in the world! I wouldn't change that feeling for anything!
If you could do this project again, would you do anything differently? What advice would you give to the next class of rocketeers?
I would organize my time a little better. I recommend other students doing the same. Every Time one component is over with, blog it! The worst part of this class would be when you've done everything but you haven't blogged a thing. It's hard to go back and remember all the components. I would advise everyone to complete and BLOG! It seems to be much easier that way.
Based on your responses above, what advice or suggestions would you give to Andrew to help him design a better rocket project?
Honestly I cannot really think of anything. This project like I said before was BOMB! I can't think of any other project that felt so accomplishing and just awesome! I could go on forever about how much I loved this project.
The Planning Stage:
What is it going to look like?
We decided what our rocket was going to look like by researching the best rocket design that will fly high and will look nice. We looked at multiple sources and came to the conclusion that NASA's rocket design was super awesome and we wanted to take their design and mimic it. We didn't want to copy design for design but we did like the way the fins of the rocket and the body of the rocket were set up. We wanted our rocket to fly straight and fly high. We knew the rocket motor we were going to use would only take our rocket so far. So we designed the rocket to be light enough so it would fly higher. I wanted to make the rocket all sparkly and pink but the 2 boys said they didn't want that so we all decided that we would paint the rocket Red, White and Blue. We compromised for sparkles by incorporating stars on the fins. I mean stars are no sparkles but they will have to do for now. So we designed the rocket being Red with White strips and painting the fins blue with two of the fins having 12 stars and on the other two fins having 13. With a total of 50 stars (One for each state!) We then had to decide how the rocket will function. We knew that our parachute would only work if we had something to set it off with. So we had to figure out what thing would set off the parachute. While doing amounts of research we knew that the pressure from the motor would set off the parachute when the rocket itself tips. So when the parachute goes off our rocket will slowly but surely come down in one piece.
Can we put our ideas to paper?
Drawing out the design of our rocket on paper was one of the easiest things to do... except for the fact that we had to all agree on the design of the rocket. We all decided that drawing a standard rocket would be the easiest to draw and we could look back at the paper and kind of get an idea of what were the design parameters of our rocket. So we drew the standard rocket out and labeled all the components of what is going inside the rocket tube. The following are the measurements and surface area of the rocket.
Surface area of the rocket body tube: How I calculated the Surface area of the tube is using the formula of a cylinder and subtracting the two bases. (Circles (top and bottom))
The formula used is two times pi times radius times height, plus two times Pi times radius squared.
(2)(3.14)(.625)(19) plus (2)(3.14)(1.25) which equals 74.61 Plus 7.85 which equals 82.46 \
Since I have a tube and not a cylinder I only have to calculate "the rectangle" of the tube. Which would be the first equation used. So 2(Pi) (radius times height) which equal 74.61. So the surface area of my tube is 74.61.
The formula to calculate my fins (which are triangular) I would use 1/2BH. So my fins are three inches wide and four inches tall and when multiplied by each other it equals 12. Then I multiplied by .five it equals six.
So the surface area of one fin is six inches. Since I have four fins I multiplied six by four and got 24 inches which means the total surface area of all four fins is 24.
Adding the total surface area of the tube and the fins I would get a total of 98.61 inches of surface area on my rocket.
How are we going to making this happen?
When we were done labeling the drawing of the rocket, we knew the next step was making the rocket tube. We couldn't move forward making the tube yet, because we needed to know about how tall and wide the tube needed to be in order to make the tube. We took a PVC pipe about 1.25 inches wide and decided that if we made our tube about 1.25 inches wide then our rocket motor would fit into it perfectly. We then all came to the decision that 19 inches would be the height of our rocket tube. So our rockettube was a total of 19 inches long and 1.25 inches wide.
We made a couple of days designated to finishing the rocket. On Friday, April 22nd we will do the rocket tube. We will let it air dry until Monday, April 25th. On Monday we will calculate the measurements of the fins and glue them on the rocket. Then on Tuesday, April 26th we will start making the parachute. On Wednesday, April 27th we will put the launch lugs on out rocket that will be made from straw. Then on Friday the 29th we will Paint our rocket Red white and blue and glue on the stars, so during the weekend it will dry. On Monday, May 2nd we will fix the stripes and any more stars that are needed. Then put the final touches on the rocket.
What is it going to look like?
We decided what our rocket was going to look like by researching the best rocket design that will fly high and will look nice. We looked at multiple sources and came to the conclusion that NASA's rocket design was super awesome and we wanted to take their design and mimic it. We didn't want to copy design for design but we did like the way the fins of the rocket and the body of the rocket were set up. We wanted our rocket to fly straight and fly high. We knew the rocket motor we were going to use would only take our rocket so far. So we designed the rocket to be light enough so it would fly higher. I wanted to make the rocket all sparkly and pink but the 2 boys said they didn't want that so we all decided that we would paint the rocket Red, White and Blue. We compromised for sparkles by incorporating stars on the fins. I mean stars are no sparkles but they will have to do for now. So we designed the rocket being Red with White strips and painting the fins blue with two of the fins having 12 stars and on the other two fins having 13. With a total of 50 stars (One for each state!) We then had to decide how the rocket will function. We knew that our parachute would only work if we had something to set it off with. So we had to figure out what thing would set off the parachute. While doing amounts of research we knew that the pressure from the motor would set off the parachute when the rocket itself tips. So when the parachute goes off our rocket will slowly but surely come down in one piece.
Can we put our ideas to paper?
Drawing out the design of our rocket on paper was one of the easiest things to do... except for the fact that we had to all agree on the design of the rocket. We all decided that drawing a standard rocket would be the easiest to draw and we could look back at the paper and kind of get an idea of what were the design parameters of our rocket. So we drew the standard rocket out and labeled all the components of what is going inside the rocket tube. The following are the measurements and surface area of the rocket.
Surface area of the rocket body tube: How I calculated the Surface area of the tube is using the formula of a cylinder and subtracting the two bases. (Circles (top and bottom))
The formula used is two times pi times radius times height, plus two times Pi times radius squared.
(2)(3.14)(.625)(19) plus (2)(3.14)(1.25) which equals 74.61 Plus 7.85 which equals 82.46 \
Since I have a tube and not a cylinder I only have to calculate "the rectangle" of the tube. Which would be the first equation used. So 2(Pi) (radius times height) which equal 74.61. So the surface area of my tube is 74.61.
The formula to calculate my fins (which are triangular) I would use 1/2BH. So my fins are three inches wide and four inches tall and when multiplied by each other it equals 12. Then I multiplied by .five it equals six.
So the surface area of one fin is six inches. Since I have four fins I multiplied six by four and got 24 inches which means the total surface area of all four fins is 24.
Adding the total surface area of the tube and the fins I would get a total of 98.61 inches of surface area on my rocket.
How are we going to making this happen?
When we were done labeling the drawing of the rocket, we knew the next step was making the rocket tube. We couldn't move forward making the tube yet, because we needed to know about how tall and wide the tube needed to be in order to make the tube. We took a PVC pipe about 1.25 inches wide and decided that if we made our tube about 1.25 inches wide then our rocket motor would fit into it perfectly. We then all came to the decision that 19 inches would be the height of our rocket tube. So our rockettube was a total of 19 inches long and 1.25 inches wide.
We made a couple of days designated to finishing the rocket. On Friday, April 22nd we will do the rocket tube. We will let it air dry until Monday, April 25th. On Monday we will calculate the measurements of the fins and glue them on the rocket. Then on Tuesday, April 26th we will start making the parachute. On Wednesday, April 27th we will put the launch lugs on out rocket that will be made from straw. Then on Friday the 29th we will Paint our rocket Red white and blue and glue on the stars, so during the weekend it will dry. On Monday, May 2nd we will fix the stripes and any more stars that are needed. Then put the final touches on the rocket.
Friday, April 22nd:
We completed the cutting of the strips and the glueing of the strips on the PVC pipe. We had a struggle getting the lines all lined up but we did it. Avery and Kim helped us make sure our lines were symmetrical and even. We then placed the tube on the side and waited for it to dry until Monday!
Monday, April 25th:
When we come into class on Monday we took the tube off of the PVC pipe and found the center of mass. After we found the center of mass we found the center of thrust. We found the the difference from the top of the tube to the center of mass and then measured the center of mass to the bottom of the tube. We subtracted them from each other and found the center of thrust. After this step we were able to determine how big or how small our fins on the rocket needed to be. We then, cut the fins from balsa wood and put four of each on the rocket tube. The measurements that each fin was are three inches wide and four inches tall.
When we come into class on Monday we took the tube off of the PVC pipe and found the center of mass. After we found the center of mass we found the center of thrust. We found the the difference from the top of the tube to the center of mass and then measured the center of mass to the bottom of the tube. We subtracted them from each other and found the center of thrust. After this step we were able to determine how big or how small our fins on the rocket needed to be. We then, cut the fins from balsa wood and put four of each on the rocket tube. The measurements that each fin was are three inches wide and four inches tall.
Tuesday, April 26th:
We will start making the parachute.
We will start making the parachute.
Wednesday, April 27th:
We will put the launch lugs on out rocket that will be made from straw.
We will put the launch lugs on out rocket that will be made from straw.
Friday, April 29th:
Paint our rocket Red white and blue and glue on the stars, so during the weekend it will dry.
Paint our rocket Red white and blue and glue on the stars, so during the weekend it will dry.
Monday, May 2nd:
We will fix the stripes and any more stars that are needed. Then put the final touches on the rocket.
We will fix the stripes and any more stars that are needed. Then put the final touches on the rocket.
When dates were reached:
We successfully reached all our dates by plan. Everything went smoothly.
Group Members:
Ashleigh Olds, Miles McCartney, Andrew Maya
What are group hopes to achieve:
We hope to achieve a calming walk along the beach. The person wearing the goggles will be able to relax his or her mind and forget the world and reflect on themselves.
The construction process:
While making our V.R goggles I decided that I wanted to make my own design. I was willing to do it all by myself but the group said they wanted to stay with me. I told them a brief idea of what I was thinking and they laughed. They said it wouldn't work. So, I told them they don't have to put there name on it then, and that's when they let me take lead on my new creation. I honestly didn't really know what design I wanted to do. All I knew was that I didn't want to do the Poor Man's VR goggles. I felt like it was boring and it didn't suit my personality, plus everyone else was doing it and I just wasn't about following the crowd. So, the boys went out to the dumpster many of times to find "The perfect" cardboard piece, but I didn't think any of them looked right with what I envisioned in my brain. So finally when they gave up looking I found one on my teacher's desk. He said I could use it so.... I did. I started looking at the piece and I decided that I can use the whole box frame. I cut the sides off so that I could use it for another piece of the box. I then covered it with black duck tape. I did that because I needed something to cover the light that was coming into the box. Then I added two inserts. The two inserts were pieces of cardboard I cut off the box previously. I then glued the pieces on the bottom of the box. I needed the pieces to be stable because it needs to be able to sustain a phone without the phone falling out of place. I then cut out two eye holes that I would place the eye lenses in. Before placing the eye lenses in the holes Miles and Andrew sprayed the box, making the box red. I then taped the lenses into the box. We had to double up the lenses because just one lens was giving us double vision. So we got four lenses and places two back to back and it gave us normal vision. We placed Andrew's phone inside the V.R. goggles and tried them out. We came to the conclusion that we should add a strap to hold the box to our heads and be able to comfortably move. So... we did. Now the V.R. Goggles work great!
Capture a VR scene!
Our group made a Virtual Reality Panorama. We went to the bay and stood on the sand as we spun around to make this beautiful picture! We hope that when we insert the panorama into our V.R goggles the people using them will feel like they are really there. Our goal is to have them feel like there on the "Beach" and enjoying a nice relaxing moment. We hope that all their worries and cares dissipate. That is our goal while making this panorama!
Group Members:
Ashleigh Olds
Miles McCartney
Andrew Maya
Video of Statistic test:
Ashleigh Olds
Miles McCartney
Andrew Maya
Video of Statistic test:
Rocket Motor Data:
Design parameters on our Final Rocket Motors:
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We want our rocket to be bedazzled and sparkly. We want to put skittles in it and some confetti. (Actually that's what I chose but they agreed with me... again...) Also, we want the rocket to fly up around 60 feet and then come back down so that the skittles and confetti can fly everywhere. (Note: We will pick up all the skittles and confetti...) :)
Reporting:
II. What did you conclude about the unknown?
When I was first was testing the elements I had no idea that they would turn different colors but now I know that different elements can turn different colors.
What science did you learn?
During this experiment I learned that different elements have different colors when fire touches them. For Example, Copper. The color of copper was blue but when touched by the flame it became green. I also learned how to properly light a bunsen burner. All you do is turn the propane on and light the gas part of the bunsen burner.
How might this information be used?
I might use this when launching my rocket. I might add maybe copper to my motor and the motor smoke would be green.
What went well and how could this lab be better?
We didn't blow anything up. Considering we were working with elements I have to say that's an accomplishment. Why? Because we had Omar, Kim, Miles, Lauren, Glorriann and I putting elements by a flame and seeing what color it turns. We were pretty much playing with fire.
Looking Back: What happened? Describe the results of your experiment.
Before we conducted our experiment we got out a flask and filled it about 50 mL of water. Brayden then handed out Sodium Polyacrylate. He first gave us 2 grams, and told us to slowly pour the water into the Polyacrylate. As I was stirring the Water with the Substance I saw the sodium reacting. It started turning into a Gel like substance. He then asked the class what we thought it looked like. I admittedly thought of diapers!
How did your experiment turn out?
As I was stirring the substance and pouring more and more water in I started to see that the Sodium was soaking up the water. It looked like diapers do when a baby pees in them! (Gross) It felt like gel though... Which is exactly what Brayden said would happen.
Did it work?
Yes! He then gave us more Sodium Polyacrylate. He gave us 2 Grams. He told us to mix as much water as we could in the substance. We put 500 mL into the bowl. When we reached 500mL the Polyacrylate no longer looked like baby diapers it looked like a gel. Kind of like jello but not as tasty looking.
Looking Beyond:
What do you think has happened?
I think the Sodium Absorbed the water as much as possible and turned it into a liquid gel like substance.
What’s the science?
When adding water to the substance it loses volume and becomes more of a liquid. While doing the experiment I thought it was gaining volume and gaining mass but Brayden explained that its shrinking.
What questions came up during the experimentation?
I was wondering why the substance was becoming more of a liquid. Also I wanted to know why he kept telling me to pour slowly? Why did it matter if I poured fast or slow? As long as I was pouring the same amount of liquid why did it matter?
Did you do any further investigation into the science behind things?
No. I did not. I should though... I think I will because I really am interested to know why it matters if I pour slow or fast.
Looking inward:
Humans doing science - Lab Practice
Did you get desirable results?
Yes I did. At the end of our experiment we added gatorade to our substance. We found out that salt and water is okay to add and the Sodium Polyacrylate will absorb that but not milk because milk is not water.
How do you think you performed in this activity?
I think I did pretty well. I took notes. Did the experiment. Payed attention. Learned how to make baby diapers. Didn't kill any of my partners. I would have to say it was a good activity.
Looking outward: Collaboration and Impact
Who did you work with?
Kim Ngo, Miles McCartney and Lauren Taylor.
How do you think your group performed?
I think we performed swell. We all took turns stirring and getting materials and taking notes. Oh and we all had fun!
What did you contribute to the group?
I stirred, got materials, took pictures and helped clean up.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would use more Sodium Polyacrylate because it would make more of the gel substance and I feel like it would be easier to take pictures of.
If you were organizing a group for the next lab activity, who would you choose to work with again?
Most definitely! They are the best!
Do you see any way to continue this experiment? Would you want to?
Yes I could see using different substance other than water milk and gatorade. Like adding maybe different liquids and seeing if it would work. And Yes I would.
Take aways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I know how to make baby diapers now... or hair gel... Yes I think how to make hair gel would be the piece of wisdom I got from this!
Before we conducted our experiment we got out a flask and filled it about 50 mL of water. Brayden then handed out Sodium Polyacrylate. He first gave us 2 grams, and told us to slowly pour the water into the Polyacrylate. As I was stirring the Water with the Substance I saw the sodium reacting. It started turning into a Gel like substance. He then asked the class what we thought it looked like. I admittedly thought of diapers!
How did your experiment turn out?
As I was stirring the substance and pouring more and more water in I started to see that the Sodium was soaking up the water. It looked like diapers do when a baby pees in them! (Gross) It felt like gel though... Which is exactly what Brayden said would happen.
Did it work?
Yes! He then gave us more Sodium Polyacrylate. He gave us 2 Grams. He told us to mix as much water as we could in the substance. We put 500 mL into the bowl. When we reached 500mL the Polyacrylate no longer looked like baby diapers it looked like a gel. Kind of like jello but not as tasty looking.
Looking Beyond:
What do you think has happened?
I think the Sodium Absorbed the water as much as possible and turned it into a liquid gel like substance.
What’s the science?
When adding water to the substance it loses volume and becomes more of a liquid. While doing the experiment I thought it was gaining volume and gaining mass but Brayden explained that its shrinking.
What questions came up during the experimentation?
I was wondering why the substance was becoming more of a liquid. Also I wanted to know why he kept telling me to pour slowly? Why did it matter if I poured fast or slow? As long as I was pouring the same amount of liquid why did it matter?
Did you do any further investigation into the science behind things?
No. I did not. I should though... I think I will because I really am interested to know why it matters if I pour slow or fast.
Looking inward:
Humans doing science - Lab Practice
Did you get desirable results?
Yes I did. At the end of our experiment we added gatorade to our substance. We found out that salt and water is okay to add and the Sodium Polyacrylate will absorb that but not milk because milk is not water.
How do you think you performed in this activity?
I think I did pretty well. I took notes. Did the experiment. Payed attention. Learned how to make baby diapers. Didn't kill any of my partners. I would have to say it was a good activity.
Looking outward: Collaboration and Impact
Who did you work with?
Kim Ngo, Miles McCartney and Lauren Taylor.
How do you think your group performed?
I think we performed swell. We all took turns stirring and getting materials and taking notes. Oh and we all had fun!
What did you contribute to the group?
I stirred, got materials, took pictures and helped clean up.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would use more Sodium Polyacrylate because it would make more of the gel substance and I feel like it would be easier to take pictures of.
If you were organizing a group for the next lab activity, who would you choose to work with again?
Most definitely! They are the best!
Do you see any way to continue this experiment? Would you want to?
Yes I could see using different substance other than water milk and gatorade. Like adding maybe different liquids and seeing if it would work. And Yes I would.
Take aways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I know how to make baby diapers now... or hair gel... Yes I think how to make hair gel would be the piece of wisdom I got from this!
The process stage:
Here you can find everything we did during our building process.
The Planning Stage:
While planning our experiment we came up with a plan that consisted of What our rocket is going to look like, Who is doing what and When our rocket was going to be finished. Then plan can be found below:
Who is in our group?
Ashleigh, Miles, Kim
What our rocket will look like:
The body of our rocket will be 4 sections of 11 inch by 3 millimeters of Balsa Wood .
The fins on our rocket will be a triangular shape and each will be half of a 3 inch by 3 inch square.
We won't paint our rocket because we don't want to add any unnecessary weight.
Who will do what steps?
When:
Our rocket will be finished by Friday.
We evenly distributed who did what because we didn't want anyone to do more or less than anyone else.
Ashleigh, Miles, Kim
What our rocket will look like:
The body of our rocket will be 4 sections of 11 inch by 3 millimeters of Balsa Wood .
The fins on our rocket will be a triangular shape and each will be half of a 3 inch by 3 inch square.
We won't paint our rocket because we don't want to add any unnecessary weight.
Who will do what steps?
- Cutting Body: Ashleigh
- Gluing Body: Miles
- Sanding Body: Kim
- Cutting Fins: Ashleigh
- Gluing Fins: Miles
- Cutting Engine Mount: Ashleigh
- Gluing Engine Mount: Kim
- Staples: Kim
- Rocket Point: Miles
When:
Our rocket will be finished by Friday.
We evenly distributed who did what because we didn't want anyone to do more or less than anyone else.
The steps to completing our rocket:
- Cutting Body: Ashleigh cut 4, 11 inch by 3 millimeter pieces of Balsa wood to build the body of the rockets.
- Gluing Body: Miles glued the 4 pieces of Balsa wood together to form the body of the rocket.
- Sanding Body: Kim sanded the body of the rocket because we needed a round shape and the 4 pieces of Balsa wood when glued together were square. So, she made the body of the rocket round.
- Cutting Fins: Ashleigh cut Balsa wood to make the fins of the rocket in a way that the rocket could fly straight up and not go in circular motions. The fins were cut in a 3 inch by 3 inch square and then cut from corner to corner so they could be evenly placed.
- Gluing Fins: Miles glued the Balsa wood fins onto the body of the rocket directly into the center so that the rocket would have even balance on each side.
- Cutting Engine Mount: Ashleigh cut the Balsa wood to make a engine mount to fit inside the body of the rocket.
- Gluing Engine Mount: Kim placed the engine mount inside the body of the rocket about half way from the bottom of the body to the top of the fins. So that when the engine is placed inside later in the project it won't shoot outside of the rocket when we launch it.
- Staples: Kim placed staples about 1-2 inches above the fins on the body of the rocket so that when we launch the rocket it can be placed on the launch pad evenly.
- Rocket Point: Miles cut half of a dropper and used the dropping side and placed it on top of the rocket point so that the point of the rocket won't injure anyone.
This is the 11 inch long piece of Balsa Wood
Ashleigh cut 4, 11 inch by 3 millimeter pieces of Balsa wood to build the body of the rockets.
Kim sanded the body of the rocket because we needed a round shape
Here is where Miles carefully glued the fins on the body of the rocket.
Our Rocket!
The process of building a mini rocket motor:
After testing our motors 3 or 4 times we then decided it was time to launch our rocket.
The first time we launched our rocket it went very high. When the rocket came down we went to go pick it up to find that our fin on the rocket broke off. We went inside to glue our rocket fin back together. Then after talking to our teacher we decided our rocket motor needed to be more powerful. Our rocket weighed about 8 grams and we had a big hole where the rocket motor goes inside. We think that because the rocket is heavy we need a bigger motor. We then made a rocket that has more fuel inside. We launched it again and our rocket was fine. It flew out of sight. It went even further than the first one and when it landed it was fine, there were no broken pieces to our rocket.
The first time we launched our rocket it went very high. When the rocket came down we went to go pick it up to find that our fin on the rocket broke off. We went inside to glue our rocket fin back together. Then after talking to our teacher we decided our rocket motor needed to be more powerful. Our rocket weighed about 8 grams and we had a big hole where the rocket motor goes inside. We think that because the rocket is heavy we need a bigger motor. We then made a rocket that has more fuel inside. We launched it again and our rocket was fine. It flew out of sight. It went even further than the first one and when it landed it was fine, there were no broken pieces to our rocket.
THE PROCESS OF BUILDING A MINI ROCKET MOTOR
First we rolled up a piece of paper about 4 inches long and 4 inches wide. We had to make the paper big enough but small enough to fit into the rocket motor molder. We then added glue to the part of the paper that would stick on after it was rolled.
We put our rocket motor into the brown wooden box (Motor Machine) that would latch the motor tightly inside.
We then rolled aluminum foil about 4 inches long and wide (which would act as a conductor to the fuse) and then we shoved the foil into the bottom of the motor. We had to make sure it tightly fit into the motor because we wanted to make a point at the end of it so when the motor is lit by the fuse it would shoot out from the bottom.
After adding the foil we added Postasium Nitraite and Powdered sugar. We mixed them together and poured it to the rim. We then had to pat the fuel down because we wanted to get all the air out of the fuel. Then, we added some more fuel.\\
After adding the fuel we got a long nail with a washer over it and a small round thing that could help make the core. We wanted to make a core inside the rocket because the fuel would burn more quickly. We then got a piece of aluminum foil and rolled it very tightly between our hands and then wrapped the foil around the nail. We had to leave a little space between the point of the nail and the foil. We didn't want the foil to overlap the point.
Then we took the core maker and put it right in the middle of the motor and pushed down on the washer. After we couldn't physically push the washer down anymore we got a block of wood (which had a hole for the nail to go) put it precisely over the nail so the the nail wouldn't get pushed down into the core and then we hammered the wood until we were positive it could no longer be pushed anymore.
After making the core we slowly twisted the nail out of the motor. We had to twist slowly because we didn't want the core to collapse.
We left the tin foil in the core because it acts as a conductor.
Then we got a small piece of fuse and placed it into the core of the motor and closed off the top so that it made a nozzle.
We then went outside to try the motor out. We have to test the motors before using them on our rockets because we don't want the motor to blow up and it destroy our rocket. The foil inside is burning at about 1500 degrees Celsius. So after launching it we have to go and find it, since the motor is still hot enough to start a fire.
REFLECTING ON OUR ROCKET!
2/12/2016
Reflect:
What were your expectations?
I was expecting our rocket to have totally plummeted. Kim, Miles and I have never made a rocket and we are no experts. But I was planning that our rocket was going to blow up in the sky (Which would be kind of cool but not safe...) or just not take off at all. I'm not disappointed though! I really liked watching our rocket fly I felt accomplished!
What worked?
Our rocket was not too heavy. Also, our rocket flew very high which is also good because that means our rocket wasn't a total disaster. Then, the fact that it didn't break the second time was good! Like I said previously I think our rocket required a little more of a push than the others.
What didn’t work?
The first time we launched the rocket the fin came off. So I don't think we fled very well. Also our rocket nose dived straight into the grass so I think if maybe we made it less top heavy it wouldn't have done that.
What did you learn or are your take aways for rocket design and construction from this experience?
I learned how to safely construct a motor, how to handle the hot motor without bringing myself, how to use super glue without it getting everywhere., I learned about weight and mass and how to evenly distribute weight on a rocket so one side isn't heavier than the other and lastly, I learned that when adding rocket fuel you don't want to pat the fuel down too much, you should pack it like you would brown sugar!
What is important for building rockets?
Defiantly paying attention to what the teacher is showing you. If you do one step wrong your whole rocket can blow up. So, I think it's most important to listen and ask questions because that's the only way you can learn and be safe.
If you had to do this again, would you do anything differently next time?
Yes, I would test my rocket more than 2 times. It's fun to see what you have accomplished. Also I would make sure everything I glued on is firmly in place.
2/12/2016
Reflect:
What were your expectations?
I was expecting our rocket to have totally plummeted. Kim, Miles and I have never made a rocket and we are no experts. But I was planning that our rocket was going to blow up in the sky (Which would be kind of cool but not safe...) or just not take off at all. I'm not disappointed though! I really liked watching our rocket fly I felt accomplished!
What worked?
Our rocket was not too heavy. Also, our rocket flew very high which is also good because that means our rocket wasn't a total disaster. Then, the fact that it didn't break the second time was good! Like I said previously I think our rocket required a little more of a push than the others.
What didn’t work?
The first time we launched the rocket the fin came off. So I don't think we fled very well. Also our rocket nose dived straight into the grass so I think if maybe we made it less top heavy it wouldn't have done that.
What did you learn or are your take aways for rocket design and construction from this experience?
I learned how to safely construct a motor, how to handle the hot motor without bringing myself, how to use super glue without it getting everywhere., I learned about weight and mass and how to evenly distribute weight on a rocket so one side isn't heavier than the other and lastly, I learned that when adding rocket fuel you don't want to pat the fuel down too much, you should pack it like you would brown sugar!
What is important for building rockets?
Defiantly paying attention to what the teacher is showing you. If you do one step wrong your whole rocket can blow up. So, I think it's most important to listen and ask questions because that's the only way you can learn and be safe.
If you had to do this again, would you do anything differently next time?
Yes, I would test my rocket more than 2 times. It's fun to see what you have accomplished. Also I would make sure everything I glued on is firmly in place.
Stephen Colbert Interviews Neil deGrasse Tyson at Montclair Kimberley Academy - 2010-Jan-29
https://www.youtube.com/watch?vYXh9RQCvxmg
"at the end of the day who do you want: the person who can figure stuff out that they've never seen before,or the person who can rattle off
a bunch of facts?" -Neil deGrasse Tyson
https://www.youtube.com/watch?vYXh9RQCvxmg
"at the end of the day who do you want: the person who can figure stuff out that they've never seen before,or the person who can rattle off
a bunch of facts?" -Neil deGrasse Tyson
Why did you choose this quote?
I chose this quote because I think it was interesting to see his response to the question.
What does this quote mean to you?
What this quote means to me is, I see all over America people get rewarded for the knowledge they know. Yes, Knowledge is power and I believe that family and Knowledge are one of the most important things in this life but , I also feel like just because you know the material it DOES NOT mean you KNOW how to apply it.
What thoughts does it provoke?
What this quote really makes me do is step back and look at it myself. I wander whether or not I am the person who can teach the facts or if i'm the person who needs to seek out new knowledge and learn what to do with it. In the video Dr. Tyson said if he were on a island he would want someone who could look at the coconut and get the juice out not someone who could just tell him how to get the juice out.. He wants someone who will stare at that coconut and figure out how to get the juice out. I want to be the type of person who looks at the coconut and successfully get the juice out!
I chose this quote because I think it was interesting to see his response to the question.
What does this quote mean to you?
What this quote means to me is, I see all over America people get rewarded for the knowledge they know. Yes, Knowledge is power and I believe that family and Knowledge are one of the most important things in this life but , I also feel like just because you know the material it DOES NOT mean you KNOW how to apply it.
What thoughts does it provoke?
What this quote really makes me do is step back and look at it myself. I wander whether or not I am the person who can teach the facts or if i'm the person who needs to seek out new knowledge and learn what to do with it. In the video Dr. Tyson said if he were on a island he would want someone who could look at the coconut and get the juice out not someone who could just tell him how to get the juice out.. He wants someone who will stare at that coconut and figure out how to get the juice out. I want to be the type of person who looks at the coconut and successfully get the juice out!
Did you do what you planned? Why or why not?
No, unfortunately I did not get to make my Lava Lamps like I wanted. Instead I got to make rockets which is 10 times cooler! I didn't get to do my Lava Lamp because the rockets were required, but I look forward to doing it next section!
How can you plan better in the future?
I most likely will not be planning so much work for next section. I'm planning on spending more time on one or two projects, and focusing on the one or two things that interest me most about them.
No, unfortunately I did not get to make my Lava Lamps like I wanted. Instead I got to make rockets which is 10 times cooler! I didn't get to do my Lava Lamp because the rockets were required, but I look forward to doing it next section!
How can you plan better in the future?
I most likely will not be planning so much work for next section. I'm planning on spending more time on one or two projects, and focusing on the one or two things that interest me most about them.
What information I needed to know before doing this experiment:
This experiment showed me states of matter. Dry ice is a frozen liquid, which becomes a solid. I learned some new vocabulary words like Sublimation and Deposition. Sublimation occurs when solids becomes a gas. Deposition occurs when gas becomes a solid. I learned how to handle dry ice before doing the experiment because the ice is so cold I could get frostbite. Also, I learned how to measure a vapor by measuring the circumference of the balloon.
Looking Back: What happened? How did your experiment turn out?
We had a block of dry ice and passed it around the table. Our goal was to try and measure how much more gas there is than there is solid. We were successful.
Did it work?
Yes, we measured the circumference of the dry ice block and then wrote it down. It was about .5 inches. Then we put the dry ice cube into a balloon and waited for it to sublimate. When it was done we measured the circumference of the balloon and it was 8 inches. The gas was 7.5 inches more wide then the block of ice itself.
The image below is a penny on the melting piece of dry ice:
Looking Beyond: What do you think has happened? What’s the science?
What questions came up during the experimentation?
I wanted to know how much more gas there was in the dry ice than there was solid.
Did you do any further investigation into the science behind things?
Yes, I learned the phases of matter and learned about the molecules inside gas. Inside of Gas the molecules are not tightly packed and there not a certain shape therefore they can freely move around. It's kind of like a rubber ball in a empty room it just bounces off the wall and continues to do so.
Looking inward: Humans doing science - Lab Practice
Did you get desirable results?
Yes, I got to answer the question my group and I established at the beginning of the experiment.
What did you think you did that contributed to desirable results?
I asked those around me for help and exercised my resources which were useful. They really helped me be able to answer the question.
How do you think you performed in this activity?
I think I performed well. I did the experiment, answered the question, cleaned up and established team work through all of it.
Looking outward: Collaboration and Impact
Who did you work with?
I worked with Kim, Miles, Max and Marcus during this experiment.
How do you think your group performed?
I think we performed good. We really enjoyed the experiment and we all really liked messing with the dry ice. We played "Hot Potato" with it!
What did you contribute to the group?
I helped handle the balloon and measure the circumferences, take pictures and I helped clean up.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would most likely use a different ruler because I feel like the ruler we used didn't really round to the balloon very well.
If you were organizing a group for the next lab activity, who would you choose to work with again?
Yes! We really work together good and help each other as much as possible without one of us doing all the work.
Do you see any way to continue this experiment? Would you want to?
There are many ways you can play with dry ice, so I think you can definitely continue on with this experiment and yes.
Takeaways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I learned how to handle dry ice without freezing my cells so much that I end up with frostbite.
This experiment showed me states of matter. Dry ice is a frozen liquid, which becomes a solid. I learned some new vocabulary words like Sublimation and Deposition. Sublimation occurs when solids becomes a gas. Deposition occurs when gas becomes a solid. I learned how to handle dry ice before doing the experiment because the ice is so cold I could get frostbite. Also, I learned how to measure a vapor by measuring the circumference of the balloon.
Looking Back: What happened? How did your experiment turn out?
We had a block of dry ice and passed it around the table. Our goal was to try and measure how much more gas there is than there is solid. We were successful.
Did it work?
Yes, we measured the circumference of the dry ice block and then wrote it down. It was about .5 inches. Then we put the dry ice cube into a balloon and waited for it to sublimate. When it was done we measured the circumference of the balloon and it was 8 inches. The gas was 7.5 inches more wide then the block of ice itself.
The image below is a penny on the melting piece of dry ice:
Looking Beyond: What do you think has happened? What’s the science?
What questions came up during the experimentation?
I wanted to know how much more gas there was in the dry ice than there was solid.
Did you do any further investigation into the science behind things?
Yes, I learned the phases of matter and learned about the molecules inside gas. Inside of Gas the molecules are not tightly packed and there not a certain shape therefore they can freely move around. It's kind of like a rubber ball in a empty room it just bounces off the wall and continues to do so.
Looking inward: Humans doing science - Lab Practice
Did you get desirable results?
Yes, I got to answer the question my group and I established at the beginning of the experiment.
What did you think you did that contributed to desirable results?
I asked those around me for help and exercised my resources which were useful. They really helped me be able to answer the question.
How do you think you performed in this activity?
I think I performed well. I did the experiment, answered the question, cleaned up and established team work through all of it.
Looking outward: Collaboration and Impact
Who did you work with?
I worked with Kim, Miles, Max and Marcus during this experiment.
How do you think your group performed?
I think we performed good. We really enjoyed the experiment and we all really liked messing with the dry ice. We played "Hot Potato" with it!
What did you contribute to the group?
I helped handle the balloon and measure the circumferences, take pictures and I helped clean up.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would most likely use a different ruler because I feel like the ruler we used didn't really round to the balloon very well.
If you were organizing a group for the next lab activity, who would you choose to work with again?
Yes! We really work together good and help each other as much as possible without one of us doing all the work.
Do you see any way to continue this experiment? Would you want to?
There are many ways you can play with dry ice, so I think you can definitely continue on with this experiment and yes.
Takeaways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I learned how to handle dry ice without freezing my cells so much that I end up with frostbite.
Looking Back: What happened? "Oobleck" (Cornstarch and Water)
How did your experiment turn out?
Today in Chemistry we learned how to make Oobleck! What is Oobleck? It is Cornstarch and water. When you add the perfect amount of water to cornstarch it makes this liquid looking substance, but when you grab it or punch it or add any force to it, it makes this substance a solid.
Did it work?
Yes! I got to punch the liquid, hold it and pour it into a balloon. It was interesting to see how this liquid could turn into a solid so quickly.
Here is a picture of Oobleck!
Looking Beyond:
What do you think has happened? What’s the science?
Try to explain your observations or results on a molecular level.
What I observed during the experiment was when I just poured the Oobleck around in the container it was runny. When I hit the Oobleck while it was still in the container it did not fly out, which I thought was odd because if I were to hit a bowl of water it would spill all over the table but in this case the Oobleck did not spill.
What questions came up during the experimentation?
During this experiment I wanted to know what made this "Oobleck" turn from a liquid to a solid so quickly. I also wanted to know if "Oobleck" is defined as a solid or a liquid.
Did you do any further investigation into the science behind things?
Yes. Our teacher showed us the phases of matter. So when the Oobleck was a liquid it was because the molecules inside the oobleck were tightly packed but not in a fixed position so kind of like when you're at a dance and there's a lot of people but you can still move around. Then when I was compressing the Oobleck it was a solid because the particles were tightly packed together and in a fixed position so it's kind of like when you're packing for camp and you're trying to fit as much as you can into the suitcase.
Looking inward: Humans doing science - Lab Practice
What did you think you did that contributed to desirable results?
I played with it. I actually handled the substance and tried to answer my questions. Which made me more interested in the experiment.
How do you think you performed in this activity?
I believe I preformed good. I interacted with the substance and enjoyed it. It got messy, but messy is good! As long as I clean up. I think because it got messy it means it was fun! I had the opportunity to put it into a balloon and make a "Stress ball" out of it! Of course it popped less than a hour later... but it was fun while it lasted!
Looking outward: Collaboration and Impact:
Who did you work with?
I worked with people at my table. Kim, Miles and Max!
How do you think your group performed?
I think we worked pretty well! Not all of us liked the feel of the substance but we all helped make it and clean it up! We all had the same goal which was to answer whether or not Oobleck was a solid or liquid.
What did you contribute to the group?
I poured the substance into the balloon, I stirred the substance and I helped wipe down the table so there wasn't icky gross stuff on the table.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would add red dye to the Oobleck to make it look pink instead of a greenish color. I think a pretty color would be more fun to play with!
If you were organizing a group for the next lab activity, who would you choose to work with again?
Yes! We worked well together and really complimented each other's weaknesses.
Do you see any way to continue this experiment? Would you want to?
Yes, I think if I could find a way to answer whether or not it is a solid or a liquid I would.
Takeaways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I learned how to clean up after myself after a really messy experiment!
How did your experiment turn out?
Today in Chemistry we learned how to make Oobleck! What is Oobleck? It is Cornstarch and water. When you add the perfect amount of water to cornstarch it makes this liquid looking substance, but when you grab it or punch it or add any force to it, it makes this substance a solid.
Did it work?
Yes! I got to punch the liquid, hold it and pour it into a balloon. It was interesting to see how this liquid could turn into a solid so quickly.
Here is a picture of Oobleck!
Looking Beyond:
What do you think has happened? What’s the science?
Try to explain your observations or results on a molecular level.
What I observed during the experiment was when I just poured the Oobleck around in the container it was runny. When I hit the Oobleck while it was still in the container it did not fly out, which I thought was odd because if I were to hit a bowl of water it would spill all over the table but in this case the Oobleck did not spill.
What questions came up during the experimentation?
During this experiment I wanted to know what made this "Oobleck" turn from a liquid to a solid so quickly. I also wanted to know if "Oobleck" is defined as a solid or a liquid.
Did you do any further investigation into the science behind things?
Yes. Our teacher showed us the phases of matter. So when the Oobleck was a liquid it was because the molecules inside the oobleck were tightly packed but not in a fixed position so kind of like when you're at a dance and there's a lot of people but you can still move around. Then when I was compressing the Oobleck it was a solid because the particles were tightly packed together and in a fixed position so it's kind of like when you're packing for camp and you're trying to fit as much as you can into the suitcase.
Looking inward: Humans doing science - Lab Practice
What did you think you did that contributed to desirable results?
I played with it. I actually handled the substance and tried to answer my questions. Which made me more interested in the experiment.
How do you think you performed in this activity?
I believe I preformed good. I interacted with the substance and enjoyed it. It got messy, but messy is good! As long as I clean up. I think because it got messy it means it was fun! I had the opportunity to put it into a balloon and make a "Stress ball" out of it! Of course it popped less than a hour later... but it was fun while it lasted!
Looking outward: Collaboration and Impact:
Who did you work with?
I worked with people at my table. Kim, Miles and Max!
How do you think your group performed?
I think we worked pretty well! Not all of us liked the feel of the substance but we all helped make it and clean it up! We all had the same goal which was to answer whether or not Oobleck was a solid or liquid.
What did you contribute to the group?
I poured the substance into the balloon, I stirred the substance and I helped wipe down the table so there wasn't icky gross stuff on the table.
Looking Forward: What next?
If you could do this again, what would you change to get better results?
I would add red dye to the Oobleck to make it look pink instead of a greenish color. I think a pretty color would be more fun to play with!
If you were organizing a group for the next lab activity, who would you choose to work with again?
Yes! We worked well together and really complimented each other's weaknesses.
Do you see any way to continue this experiment? Would you want to?
Yes, I think if I could find a way to answer whether or not it is a solid or a liquid I would.
Takeaways:
What skills, techniques, or pieces or wisdom did you get from this activity?
I learned how to clean up after myself after a really messy experiment!