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For this engineering project, I decided to construct a periscope, and although I enjoyed the creativity of this project and had successes, there are still many areas for improvement.

Starting with the successes in the making of my prototypes, something that I believe I did well was managing my time. Unlike most of my classmates, I began this project a week later. So in the beginning, there were lots of problems with my organization; I did not know what to do and when my deadline would be. This led to me stressing out and rushing in the beginning to find a suitable project. However, I remained determined and tried my best to finish as soon as possible. Due to my growth in organization and time management, I was able to find a project I was interested in and complete it in time.

Overall, I organized the time I spent on this project well because I was able to choose a time-appropriate project and was able to complete both the project and the blog posts efficiently in time. In my opinion, I believe that I will be able to use this skill to be systematic and to make smarter decisions.


As I have already mentioned in my previous blogpost, I need to be relatively more responsible by getting a better idea of the assignment before I begin since I forgot to take pictures of my first prototype. However, I tried to use the first mistake as a beneficial learning opportunity and for my second and improved prototype, which I remembered to take pictures of.

Above are my first and second prototypes side by side, showing the improvement that can be done upon reflection, which is another thing that I have learned in this project. Again, I made my periscope longer to enhance its effects and used stiffer cardboard to make it more durable to use.

Finally, I realized the dirty my mirrors were. I should have cleaned them beforehand to make the view more visible and clear.

This project truly showed me the importance and necessity of learning from slips and mistakes. Getting a good grasp of whatever task I need to perform is incredibly important and is something that I will keep in mind for projects in the future.


 

How Does a Periscope Work?

Fortunately, my project turned out to be successful and could be a great toy or example for teaching students the science behind a periscope.

A periscope is an instrument for observation over or around an obstacle or condition that prevents direct line-of-sight observation. The overall design of the simplest periscope is simple, which is basically two telescopes that are pointed at each other.

The most basic periscope includes two mirrors in order to change the direction of the light coming from the observed scene: the first deflects it down through a vertical tube, the second diverts it horizontally so that the scene can be viewed easily. The type of periscope that I created consists of cardboard at the ends of which are two mirrors, parallel to each other but at 45° to the axis of the tube. This device produces no magnification and does not give a crossline image. The arc of vision is limited by the simple geometry of the tube: the longer or narrower the tube, the smaller the field of view.

A ray of light entering through the upper aperture strikes the higher mirror at an angle of incidence of 45 degrees. Then, this ray is reflected along the cardboard tube, striking the mirror at 45 degrees. Finally, from mirror B, this ray is reflected parallel to the original path reaching the eyes of the viewer.

Basically,

A periscope works on the Laws of Reflection which states that the light from the object falls on one mirror at a 45angle from the object and is reflected. This reflected light then falls on another mirror and is again reflected until it reaches the human eye. The Laws of Reflection was discovered by René Descartes.

Laws of Reflection:

1) When a ray is incident on a plane and it gets reflected, the reflected ray, the incident ray and the normal to the surface all lie in the same plane.

2) The angle of reflection is equal to the angle of incidence. i.e. the angle which the reflected ray makes with the normal is equal to the angle which the incident ray makes with the normal.

Things can be seen by the light they produce or emit, or, more often, by the light that they reflect. Reflected light follows the law of reflection well, that the angle of reflection equals the angle of incidence.

 


 

Impact

The original purpose of my project was to make a device that can be used to teach some physics, and I believe that I have successfully created an entertaining and interesting way to learn physics by making a periscope. So I believe that having an intriguing hands-on experience to learn the Laws of Reflection can have a positive impact on my potential client or consumer.

As for the connection to the environment, my periscope could potentially inspire certain students to try to make a periscope themselves and use it to see above obstacles as they go to the outdoors more. It could lead them to learn and observe our environment apart from learning about the Laws of Reflection and physics. So knowledge-wise, students would be able to utilize their periscope to study the outdoors more.

 

Here is a video of my product. As I move the camera towards the left, all you see is the drawer. However, when you see the mirror, you can see the view that is above the drawer. After that, I show and justify the view that was in the mirror.

Thanks to my planning and the relative simplicity of my project, I was able to complete my first prototype in only one class. However, as I have received in the feedback from both myself my peers, there are definitely certain problems.

Feedback from My Classmates:

  1. Self-reflection: First of all, something that I definitely have to improve on in the future is being more responsible by getting an overview of the project before I begin. That way, I will be able to have a good grasp of what I need to do. What I did wrong in this project was not reading over the blog post instructions document to understand the steps of how I should have created my project and what I should have included in each post. This was the reason why I did not know that I had to take pictures of my prototype.

If I could do this project again, I will try and get a good overview of the project before I jump into it.

  1. Peer feedback: My periscope is slightly too short, so I should make it longer in my second prototype. Since a periscope is supposed to make you see higher above your usual view, a longer periscope would be reasonable to show that better. This will make the science and purpose of a periscope more obvious and apparent to my audience, not to mention making the experience more effective and interesting as well.
  2. Peer feedback: Since our design lab’s stock of cardboard was mostly gone when I began my project a week late, I was only able to find flimsy, gray-colored cardboard. It was not sturdy and was extremely thin. After asking my peers to look into my periscope and to share their opinions with me, a common theme was that the cardboard was too thin. Obviously, this was a problem because it would not be the best to hold and could fall apart easily.

Self-reflection: After hearing about this piece of feedback my classmates, I noticed that I never asked any teachers for stiffer, stronger cardboard. If I did, this may not have been as much of a problem. Cardboard is quite easy to find and if I had put more effort into looking for the right type, I probably would have been able to, and my periscope would have turned out much better.


Therefore, since there is much to improve on for my periscope and I have to take pictures of my prototype, I have decided to create a second prototype for me to improve.

I have also decided to use the mistake from my first prototype as a learning experience to further improve upon the creation and reflection of my second periscope design, which will be made longer and out of a sturdier material (of the cardboard that was provided, 33cm was the longest possible length). Most important of all – since I forgot to do so for my first prototype – I will remember to take pictures of my design along my next process. Fortunately, these pictures will be similar to the process of my first prototype because the only factors that I am changing are the material, the length of my prototype, and adhesive; instead of using hot glue, I will be using wide tape because I believe that tape is easier to handle compared to hot glue, which will give me a neater presentation.

I am not worried about the periscope cracking or bending due to the length of it either because when I make my next prototype, I will be utilizing better cardboard that will hold the weight of a small mirror.


 

Procedure

As you may have read in my previous blog post, I have included a procedure. But as shown above, I am planning to make some changes to my prototype, so here is the newly revised and updated procedure:

Materials: Hot glue, two pieces of cardboard 33 cm x 5 cm, two pieces of cardboard 27.5 cm x 5 cm, 2 small, identical mirrors, and a boxcutter.

Procedure:

  1. Find two small mirrors the same size.
  2. Cut two strips of cardboard that are 33 cm x 5 cm
  3. Cut two strips of cardboard that are 27.5 cm x 5 cm
  4. Taking one of the longer strips of cardboard, hot glue the two mirrors at 45 degrees facing each other at each end of the cardboard.
  5. Hot glue the tops of the mirrors and place down the second piece of cardboard that is 33cm x 5 cm.
  6. Hot glue the two shorter pieces as shown in this image, leaving spaces by the mirrors, which is also why they are shorter:                                                      
  7. Paint the periscope (optional).

 

 

Prototype 2

Starting off, I readied my materials, labeled the strip of cardboard that I would cut out (33 cm x 5 cm), and marked two 45 degree lines to show where I should tape my mirrors to. Next, I cut that piece out. After that, I traced an identical strip of cardboard.

Proceeding that, I used tape to stick the two mirrors to the first strip of cardboard with the markings and taped the second piece of 33 cm x 5 cm cardboard on top of that, which is shown in the picture below.

Finally, I taped the two shorter slats of cardboard onto my prototype and was able to complete my creation.

 

This was the finished product.

 

Rough Sketch of Plan:

Listed below are my materials, the measurements for the materials I need, and more. This is a rough sketch that each student did in class.


Overall Plan for engineering project:

Review of What I Had Previously Done

Tuesday (Jan 15):

Finish blog post 1 and figure out which project I would want to pursue.

Side note: I started this project relatively later than my classmates, so I have fewer classes and will have to bring my project into next week (21st-25th). This is also why I decided to use a relatively simpler project.

Accomplished

Thursday morning (Jan 17):

Go to 3127, Mr. Winkelman’s classroom and ask him to help me look for some square or rectangular mirrors that could work for my periscope. As shown in my previous blog post, I had emailed Ms. Cox previously and was told that Mr. Winkelman could help me out with getting mirrors.

Accomplished

Thursday 17th class:

Begin working on my periscope and hopefully finish it. I did not accomplish creating my periscope in one class period even though I chose a relatively simpler project. I will work on this Monday in science class.

Below is what I have accomplished so far:

Unaccomplished

Future plans:

Monday, January 21st:

Complete my periscope, test it out, and if I have time to, I will paint it to improve my presentation of this project and ask my classmates to test it out. This will help me improve this design and get me started on blog post 3.

Wednesday, January 23rd:

On Wednesday, I am planning on filming the video I need for blogpost 3 and remember to take many pictures in order to keep track of what I am doing and how it is coming along with my plan.

Friday 25th:

Final refinements and attempt to finish blogpost 4. If this is not completed, I will finish it over the weekend.


How to Make a Periscope – Procedure

Materials: Hot glue, two pieces of cardboard 28.5 cm x 5 cm, two pieces of cardboard 23 cm x 5 cm, a boxcutter, and 2 small, identical mirrors.

  1. Find two small mirrors the same size.
  2. Cut two strips of cardboard that are 28.5 cm x 5 cm
  3. Cut two strips of cardboard that are 23 cm x 5 cm
  4. Taking one of the longer strips of cardboard, hot glue the two mirrors at 45 degrees facing each other at each end of the cardboard.
  5. Hot glue the tops of the mirrors and place down the second piece of cardboard that is 28.5cm x 5 cm.
  6. Hot glue the two shorter pieces as shown in this image, leaving holes by the mirrors:    
  7. Paint the periscope (optional).

Blogpost #1: Define and Inquire

The Engineering Challenge is spread over the course of five classes, and the during this time, each student is required to either design and create a toy that converts energy, take a renewable energy source and convert it into electrical energy, design and make a device that transfers energy, or to design and produce a device that can be used to learn physics. I have decided to make a device that can be used to teach physics. We will be applying the ISB design and engineering process.

 

Requirements for our creation:

  1. Should function and should be aesthetically pleasing.
  2. Needs to have a purpose and or client.
  3. The product should be original.
  4. This product should consider its environmental impact.
  5. Should be durable and safe for the user.

Brainstorming Ideas:

 

1. Slime

This video – “The Science Behind Slime,” captured my attention about the physics behind it and I thought that it could be an interesting idea for viewers, especially because slime is quite popular and is extremely fun to play with.

Pros:

a) Due to the recent slime fad, multiple people would be interested and possess some previous knowledge about what slime is, its texture, etc.

b) As I mentioned, there was recently a slime fad, which caught the attention of a younger audience. If I end up utilizing this as my science-learning toy, I will target elementary schoolers at ISB and perhaps I could create a  small pamphlet for them to understand the creation of slime.

c) It is quite simple to make, so perhaps I could create an individual “kit” including ziplock bags of the materials so my audience can have a hands-on experience with this creation.

Cons: 

a) This experiment may be too simple, especially because of the recent slime fad. Some people are already over slime’s popularity and no longer find it to be attention-grabbing.

b) If I do end up creating a “kit,” it could get messy, since my target audience is elementary school students at ISB. There would have to be glue, laundry detergent, and maybe borax. This could potentially create a disaster and ruin the students’ clothes.

Evidence: when I was in Choir in 8th grade, many 6th graders spent the duration of Choir playing with their slime. Even now, a year later, there are slime stains on the carpeted floor.

c) Slime could be too distracting since it is a toy, students may end up not focusing during class or at home when they are studying.

 Evidence: Late last year, several elementary school teachers such as Ms. Dawn ended up having to ban slime from their classrooms to stop students from playing with it.

2. Periscope

http://epic.physics.missouri.edu/Optics/Reflection/11PeriscopeWork.html

How To Take Your Periscope To YouTube

Pros:

a) Periscopes are relevant because they can be utilized in the real world. For example, submarines still use periscopes in order to observe above the water, as shown below. Several students in my demographic may have already had some previous experience or knowledge about the science and workings of a periscope.

b) It is a hands-on experience and there are many ways that I can make this toy entertaining and useful.

c) It is appealing and will arouse curiosity in all age groups. However, I still believe that it will fit best with a younger audience. I could bring it to an elementary school classroom and have the students explore the physics such as light transfer and reflection behind the periscope.

Cons:

a) Could a periscope be too difficult to make? I would need to glue the mirrors at precisely 45 degrees for this to function, and that means that I would have to search for a stronger glue. This would not work with regular hot glue because with hot glue, it could get messy and the presentation would not be as pristine. Perhaps I could look into silicone glue, but would I have to purchase that outside of class?

b) Where would I get the mirrors? I will need at least two mirrors for this periscope to work, and although I currently have two small, round mirrors at my house that I could use, I would only be able to use these two mirrors for my first prototype, then run out.

All in all, the materials could just be hard to find.

Further Questions:

  1. Should I use hot glue for the project, or would that be too messy?
  2. For the creation of the periscope, I would want the material to be durable, so would it be better to use cardboard or wood? I’m leaning towards wood because it may be more durable if I am giving this to children, but it would be more difficult to put together. I could one, have attachments like the picture below, or drill nails in.

3. Ice Cube vs Wire

https://www.kiwico.com/diy/Science-Projects-for-Kids/3/project/IceCube-vs.-Wire/2925

This project is called “Ice Cube vs. Wire” and can teach about the physics of pressure. Unfortunately, this may be too messy and it will take much time for the ice cube to melt. However, I could take a video of the ice cube melting and fast forward it. Another thing is that this project may be too simple.

Pros: 

a) Can teach about the physics of pressure, which will be extremely educational and interesting for a variety of audiences. I may want to target 6th graders because, at the beginning of the year, they were studying changes in matter.

b) It is extraordinarily simple to create, all I need are ice cubes and pieces of string.

Cons: 

a) Since this project would require the melting of multiple ice cubes, it could create a mess and be annoying and insipid to clean up.

b) Most people will not have the patience to watch the ice cube melt, so they might just move on. However, perhaps I should film and fast-forward a video and play it instead.

c) If I do go through with the video idea, it may not be as hands-on has the periscope or slime project. I want to be able to interact with my audience.

d) Too simple, I want to create something more interesting and this is not it. Anybody could create this, and I want my project to be something that is more difficult or time-consuming for others to create because I have the time to do this.

4. Drinking Bird

https://www.real-world-physics-problems.com/drinking-bird.html

Pros:

a) This device explores the idea of evaporative cooling, causing the “bird” to move back and forth. It will appeal to a younger demographic of people and will also be interesting for my audience.

b) This device explores the idea of evaporative cooling, which is what is causing the “bird” to move back and forth.

c) Seems relatively easy to make, I could simply mold clay around a test tube or a straw.

Cons: 

a) I believe that this is an extremely creative idea, but perhaps it is not ideal for five work periods in class. Since I am also not currently in Beijing, I will only have two periods, further proving my point.

b) May break and create splashes of water everywhere and I would have to start from 0 again.


  Final Decision

After researching and reflecting upon all of these creative projects, I believe that creating a periscope is probably the most realistic to accomplish in a few work periods.

Also, it is quite interesting and will create a hands-on experience for my audience, and thanks to that, I will be able to target a younger grade/age group that I can direct this device at. I believe that I should bring this to 4th-grade classrooms because they are mature enough to handle a project like this and are most likely to not ruin it.

As for the physics behind periscopes, I can write and label the periscope with descriptions of reflection, the transfer of light, etc.

As shown above, I had some questions about creating a periscope:

  1. Should I use hot glue for the project, or would that be too messy?
  2. For the creation of the periscope, I would want the material to be durable, so would it be better to use cardboard or wood? I’m leaning towards wood because it may be more durable if I am giving this to children, but it would be more difficult to put together. I could one, have attachments like the picture below, or drill nails in.
  3. As for the mirrors, I emailed Ms. Cox, the teacher for the middle school “Genius Hour” enrichment, which is a period to engineer something unique, similar to this project. Fortunately, she had some mirrors that I can use.

I have decided to use hot glue because it is the strongest glue that is available to me in the design lab. As for the material of my periscope, I will be making this periscope from cardboard because I have less experience with saws and using cardboard is more time-efficient, since I will only have one to two classes to complete everything.

 

Throughout the Capstone Project this year, each person in our class chose an issue in China that we feel passionate about. I chose equal education because I felt very compelled to learn about this problematic issue. From the research that I have gathered, I realized that there is a big gap between the rural and urban schools of China. For the last part of this inspiring project, we had to create a documentary promoting this.

I worked very hard on this project because I felt like I had the responsibility to show everyone how unfair and merit-based system in China was like and how the rural students were falling in dust year after year.

Overall, I think that two of the best qualities in my video was the shocking statistics it included and powerful video clips I found from Wall Street Journal. I think those things played the biggest role of my PSA. However, my slides towards the end began to speed up and it was probably a little incomprehensive because the video was a little over 3 minutes.

Success Criteria:

  • The catapult can launch the ping pong ball more than a meter and a half away.
  • The aims/launches can be consistent.
  • This catapult can retain its figure after multiple launches and not fall apart.

During the Catapult Project, my partner (Anannya Umesh) and I constructed a catapult that could launch a ping pong ball from it. Two quadratic functions had to be extracted from the parabolic trajectory, height versus time and height versus distance. Using logger pro, we found the standard form of this equation which we put into desmos to create a graph. Applying the graph gave us the factored form and the vertex form. The purpose of this project was to have a deeper understanding of quadratics as well as to apply it in real life.

One of the most important things I took away was understanding more about how to apply trial and error. Previously, I did not fully understand what all the values in a quadratic function could determine, but after trying more numbers on desmos, I can understand that about quadratics much better. Because I did not have a lot of knowledge about this when we started, the most challenging aspect for my partner and I to create the function for the height versus time graph. It took us a long time to figure out, so we were both stressed about it. Since we were stressed, we did not manage our time correctly. This project tangled up with other homework projects and we started this later. If we could do this project differently, I would ask more questions and make sure we have correct instructions. If we had done this, we would have been able to finish much faster and with definitely less pressure.

 

Is education a vital right? Is it necessary for a country in the long run?

Recently, I gave an elevator pitch about education inequality in China. Our grade 8 humanities class did this to clarify our thinking on the Capstone unit and to practice our presentation skills.

Overall, I think that my pitch was written out pretty well, and I put in a lot of effort the night before. However, I was too nervous and my mind felt blank when it was my turn to present. Furthermore, I was lacking confidence, especially when I started. Beginning to speak was the most difficult part, but after I began, I was able to carry on loudly and expressively. I should have spoken slower so I wouldn’t have to repeat some sentences, which had slowed me down.

Next time I present, I would walk into the frame of the camera in a more determined manner and try not to laugh or embarrass myself.

 

PROTOTYPE ONE: 

Goal: Successfully create a batch of slime twice the amount of the original.

40 mL of PVA

8 mL of Borax

For prototype one, the slime was too slimy, too small, and it remained wet.

One main reason for these cons is because we overestimated the original recipe, which was extremely soft. This was a problem because our polymer could not hold its shaping and it could run down a person’s forehead. The temperature was cool though, so that was definitely a strength. More information and tests with this slime are accommodated in Journal 3.

PROTOTYPE 2 (Final prototype)

60 mL of PVA

20 mL of Borax

Prototype 2 is the most effective for meeting our goal. I believe that it is successful because it could maintain the coolness better, consistency against different temperatures, and its shape. As I have mentioned in Journal 3, the lowest temperature of the pack was 5 Celcius. When my partner and I left prototype 2 in the fridge for 2 days, the temperature we achieved was 5 Celcius and leaving our polymer in the fridge for 6 days gave us the same result. Furthermore, this batch of our polymer was larger and less slimy.

Recommendations for Future Improvements to our Design: 

Both my partner and I believe that we should not have kept our product in a ziplock bag when it is not inside a fridge. It could have been more entertaining. This could have worked as well because it did not stick to my hair or clothing. It was stiff enough. If we did think of carrying this through, we would not necessarily need a plastic ziplock pack to keep it in, which will just be wasteful. An old, small, and reusable lunchbox could have stored our product just as well. Besides, a small ziplock pack could easily rip and putting our product back into the bag was definitely a challenge each time. 

As you can see in the picture above, out product filled up the whole bag, meaning we had to stuff it back into the bag. We have broken two in the process.

How to make our product:

60 ml of PVA solution

20 ml of borax

Food coloring (optional)

Simply pour both liquids into something to mix with, such as a cup, and combine them. Stir until this feels slimy with a thick consistency. The food coloring is optional, we simply dyed our prototypes blue and red to identify them better.

Final Reflection: 

For this past week, my Tori and I, also known as “Bhig Shaque,” have been creating the “Man’s Not Hot Cooling Pack.” This revolutionary cooling pack is gel and calms nerves during a fever. After receiving our topic, it took us a few days to come up with this miraculous idea. We tested our prototype and tried to look through the eyes of somebody who has caught a cold. Although our recipe was not perfect when we began, each mistake lead to a new thought on improvement. Finally, after four classes or meticulous readjustments, our final design was determined. Overall, I believe that my group worked together to create the “Man’s Not Hot Cooling Pack,” which could actually have an effect on some people.

Here is our final video:

Prototype Tests

For our prototype, my partner I decided to create a cooling pack for the forehead to calm nerves during a fever. After testing boogers, super slime, and gloop during science labs, we felt that remaking super slime would be the best option for us. This is because it is not as sticky, is stiffer, and cooler to the touch compared to the others.

Original Recipe for super slime:

  1. 20 ml of PVA solution.

  2. 4 ml of borax solution.

PROTOTYPE ONE: 

Goal: Successfully create a batch of slime twice the amount of the original.

40 mL of PVA

8 mL of Borax

With this recipe, we simply doubled the original because we wanted more of this slime to test and collect data with.

Borax is used so this substance can keep it’s shaping while having a gel-like feel to it and PVA is used for the slime to stick together and to feel slightly gluey. After testing this out more, I noticed that putting our product in the fridge actually contributed to the thickness. However, it was not horrible because it was still soft.

One of the key attributes we wanted our slime to have is to be reused and eco-friendly. We thought putting this slime in the fridge would be a good idea, so that is what we did. First, we left it in for 5 minutes then 15.

With these original measurements of PVA and borax, the slime was still a bit too soft. This was a problem because it means the slime will not hold its shape for a long period of time, especially against a warm surface. Fevers inspired the creation of this product, and nobody would want to get up every few minutes to put this pack back into the refrigerator then take it out repeatedly. Therefore, we ensured that more borax would be used. After more tests with freezing and borax, we got our desired consistency.

Tests with this slime:

Bouncey Test:

Bounces 3 centimeters off the table before putting in the fridge. Bounces around 1.5 cm after cooling for 5 minutes. After 5 minutes, it barely bounced.

Shape Test:

The slime had the potential to stay in place for quite a bit of time with the right amount of borax. However, after a few minutes, it started dropping.  After taking it from the fridge both times, the slime stayed still and was adamant to fall.

Stick Test: 

This slime was not sticky. In fact, it broke apart very easily, even more after taking it out of the fridge. No shapes could be made with this either.

Our first batch of super slime. 

PROTOTYPE TWO

60 mL of PVA

20 mL of Borax

With this recipe, we used even more glue because we wanted more of the slime. This time, however, we put less borax in to see if it would mean that the slime would be softer and more comfortable. It would get stiffer by freezing anyways. Although it started out quite sticky, cooling it made it tougher.

Leaving this slime in the fridge preserved it as well as keeping it cool, which is what we want. The thicker consistency it had when we took it out was more positive than negative. It was still soft but simply cooler. Furthermore, the lowest temperature reached by this is 5 Celcius.

After leaving our prototype in the fridge for 2 days, it still did not freeze. This inspired us to leave this slime from April 27th-May 2nd and see it would solidify or change in any way. But when we took it out from the fridge after 15 minutes, I noticed that it got quite a lot thicker.

Trials Time (min) Temperature of slime after taken out of the fridge.
Initial temperature 0 24c
Trial 1 5 minutes 15c
Trial 2 15 minutes 8c
Trial 3 Around 2,880 minutes, 48 hours, 2 days 5c

 

Trial 4                        Around 6 days/144 hours. 5c

After leaving our prototype in the fridge for 2 days, it still did not freeze. This inspired us to leave this slime from April 27th-May 2nd and see it would solidify or change in any way. But when we took it out from the fridge after 15 minutes, I noticed that got thicker, but since we put more PVA solution, it was not as stiff as trial one.

Even after so many days, our slime refused to drop any lower. This means that even when we put it in the fridge, it can maintain it’s temperature, which is a great thing.

Tests:

Bouncey Test:

Bounces 3.5 centimeters off the table before putting in the fridge. Cracks a little after cooling for 2 days.

Shape Test:

This slime was thick and barely dropped.

Stick Test: 

When we dropped this from 2ocm, the slime actually broke apart.

We wondered what would happen if our slime would be put in the freezer, and when I took it out, I noticed that the slime would not freeze in the fridge but would in the freezer. In fact, our slime had solidified in the freezer on April 27th. The arrows in the picture point to some of the chunks of frozen slime.

After that, we decided to test it against a warm surface of our skin. Because our main intention was to have this against a fevering forehead, we wanted to see how it would hold up and how the skin would feel. We decided to use my shoulder to test it because shoulders are almost always warm. After the first test, we thought it was a good idea, so we continued it. 

Trials Initial temperature of shoulder Time on shoulder (min) Temperature of slime when taken from the fridge. The temperature of slime afterward
Initial temps 34c 0 24c 24c
Trial 1 33c 5 15c 23c
Trial 2 32c 12 8c 25c
Trial 3 30c 20 5c 23

This table accompanies the other table above. The trials are the same; we had three in total. We simply put the temperatures of slime into this graph and merged it together.

Putting the cold packet on my shoulder felt very cold, but it was not uncomfortable. It actually felt slightly calming. From this, I know that when this packet is placed on a burning forehead, it will not be shocking.

After being out for around for 30 minutes at room temperature and not against a hot surface, the temperature of the slime is 19c.

 

OUR GOAL FOR THE POLYMER PROJECT:

The goal of our polymer project is to create a reusable cooling pack for the forehead that can calm nerves and remain refreshing over a long period of time.

Target Market Audience

Target Market Audience #1:

Our first target market audience is for people with headaches or colds.

How will this be beneficial to these people? 

Catching a fever is never a pleasant experience, with the burning forehead and continuous coughing. Our product is a refreshing and comfortable cooling pack. It can calm the nerves and lower the temperature of the forehead temporarily. Not only is it cold, it is also soft and gel-like. So next time you catch a cold, the cooling pack will be there for your high temperatures.

 

We want the Physical Properties of our pack to be:

  • Cold

  • Moldable
  • Soft/Gel-like that doesn’t stick, not slimy
  • Reusable by putting in the fridge.  

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Polymer Characteristics We Are Looking For

*Gloop, Super Slime, Stretch-tastic Slime, Oobleck 

 

 

Our Plan to Develop our Prototype

*Prototype = sample or model. 

First, we will design our product.

Second, we will create and find an effective formula, which we will record.

Third, we will test our creation.

Fourth, we will create our advertising video to sell our product.

 

No sources were used.

 

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