POW 3 Write-up

Problem Statement:
In this POW, we were investigating different sizes of podiums in which batons could be thrown
up and down at the same distance. The purpose of this problem was to determine two formulas
that could be used to find the difference in size for each platform, the number of platforms, and
the total amount of material needed for each podium.

Visual Representation:
The drawing below displays each of platforms and the the ideal size for each one. The lines
above the platforms shows how the batons would be thrown from each person.

Proccess:
I started this POW by drawing out diagrams similar to the one shown above with different
widths, heights, and distances. This helped me get a good visual representation of what I was
trying to solve and how the problem was structured. After I had a few diagrams drawn out, I
asked some peers for guidance because I was confused on what the problem was asking. I
then had a few ideas about how I was going to solve the problem. I started by assigning letters
to all of the variables that would be included in the general equation to solve the problem. After I
assigned all of the variables letters I started playing around with the organization of them and
found the first equation to be (b+d*c-1=a). In the formula a=tallest platform, b=smallest platform,
c=distance between each platform, and d=amount of platforms. This would give me the answer
if I were given all of the sizes needed which is stated in the problem. For the second equation I
noticed that it would have to have consecutive odd integers involved to make it so that each
platform could have the same width and length of material. For this formula, I also assigned
letters to variables which were d=difference between platforms, x=smallest platform, and
w=width of platform. The equation that I came up with was (wx+w(x+d)+w(x+2d)+w(3d)). Once
numbers are plugged in for both equations they give you the exact measurements needed when
given all of the variables.
Solution:
Formula 1:
a=tallest platform
b=smallest platform
c=distance between each platform
d=amount of platforms.

b+d*c-1=a

Formula 2:
d=difference
x=smallest platform
w=width of platform

wx+w(x+d)+w(x+2d)+w(3d)

Evaluation:
At first, I thought that this POW was going to be very challenging because of the directions that
were given and understanding the overall idea of the problem. Our table group discussed the
possibilities of how we could potentially solve the problem but realized that we were wrong
because our methods would have been too simple. Once we had a better understanding of the
structure of the problem I was able to form some of my own assumptions and start solving the
problem. Overall I didnt really like this POW just because it was hard to understand and it
wasnt the type of math that I like or that Im good at. I think that if the problem were to be stated
better and possibly had a different story behind it, I may have found it more interesting to solve
and learn about.

Self-Assessment:
I think that I should receive an A on this POW because of the critical thinking skills that I had to
use in order to solve the problem. At first, I really struggled with getting a good understanding of
where to start the problem or what methods to use to solve it. After I discussed the problem with
my peers I was able to have a good idea of what tasks I needed to accomplish in order to solve
the problem. With help from my peers I was able to make my own assumptions on the problem.

POW 2 Write-up
Problem Statement:
The goal of this POW is to determine a general rule to finding the winning seat at King Arthurs
round table game if you were about to sit down in any of the chairs around the table.
Proccess:
I started this POW by drawing out some of the different scenarios that could take place involving
the different number of knights at the table. The intentions behind drawing out the different
scenarios was meant to help me find different patterns that could change with the knight sitting
at the winning seat. The first pattern that I noticed was that number of the winning seat would
always have to be an odd number because he starts with chair one being in. Next a peer and I
made a table that showed what the winning seat would be with different numbers of knights.
The table then helped me find another pattern that helped me understand the problem. As the
number of knights sitting at the table grew, the winning seats would depend on odd consecutive
numbers. An example of this would be if there were eight knights at the table, then the number
would go up from one to however many odd numbers there would be in the set. Then when it
got to sixteen the order of the winning seat would start over again at one. This pattern was a big
key in solving the problem because it helped me understand the chances of sitting in a winning
seat and how you would be able to find the right seat to sit in. I was then able to create a
formula that would allow me to plug in the number of seats and the consecutive odd integers.
An example of this would be if there were eleven knights at the table that you could plug in for x
and then subtract it from eight because it was the last change in the order. I was then able to
solve the problem by using the formula.

Solution:
The formula that I found proved which seat would win based off of two variables that can be
shown as x and y. The x variable is the number of seats that are set at the table and the y
variable is the first number of seats in the set that had a winner of the number one. The formula
can be presented like so, x y * 2 + 1 . The two and one in the formula dont represent any
variable but are mostly there to help get there right answer. With this formula you can
essentially plug in any number of seats and be able to find the winning seat just by solving. The
table below shows each of the winning seats with the number of seats given.

Evaluation:
At the start of this problem I felt like I had a basic understanding of how the problem was laid out
but I still found it challenging once I had gotten to the part where we had to find patterns. It was
really beneficial for me to discuss possibilities with my peers and their thoughts on the problem
as well, especially when we were trying to form a formula. A part of this problem that I really
enjoyed was the different types of math that were included in it. The problem allowed you to
draw out scenarios, find patterns, and create a formula that would give you the correct answer.
Overall I really liked this problem due to its simplicity and still having to use critical thinking skills
to solve it.

Self-Assessment:
I think the grade that I should receive on this POW is an A- due to a few reasons. I started this
problem independently by looking at different scenarios and trying to find patterns but eventually
had to look to my peers for help. I would have liked to have completed this problem on my own
but instead I turned it into a group effort which was not what I was intentionally wanting to do.
On the other side, I did complete the problem and found patterns throughout it to help me make
a formula that works for any number of seats.

POW Description:
I am proud of these POWs in particular because I think that they were the ones that I
understood the most and was able to get a solid solution to. Each POW wasnt easy to solve
which meant that I had to discuss ideas with peers and ask plenty of questions. This made the
POWs more interesting and challenging for me to solve which makes me feel good when I
receive the correct answer. I think that the thing that made these POWs enjoyable for me was
the challenges and how I had collaborate with other peers in order to solve the problem. In the
other POWs that I did, I either didnt understand them or wasnt interested in them enough to try
my hardest.

Silverton Write-up:
Problem Statement:
On October 12th from 1:30 to 2:30 the Junior class went to Silverton to test and analyze the
three known creeks that eventually lead into the Animas River. The groups consisted of Finn
Stowers, working with Carter McQuinn and Ethan Holst and Larrea Horner, working with Sammy
Southworth, Ari Liberman, and Eli Parker. Testing the creeks throughout the day, included using
scientific instruments such as the conductivity probe, streamflow propeller, pH probe, turbidity
sensor, and temperature probe to help us notice trends in the creeks.

Introduction:
The investigation we performed was to find the turbidity, temperature, pH, streamflow, and
conductivity for three different creeks in Silverton that all lead into the Animas River. Our grade
drove to Silverton on October twelfth to perform the tests from 1:20pm to 2:30pm. The purpose
for finding and analyzing the data we collected was to achieve a better understanding of how to
monitor water quality and watershed changes. In Silverton there are three creeks that all run
into the Animas River. The three creeks that were tested were Mineral Creek, Cement Creek,
and the Upper Animas. By using water quality instruments we were able to find several different
properties that help us understand the importance of water quality and watershed changes. The
properties that we were investigating were, pH, conductivity, turbidity, streamflow, and
temperature. Each of these terms plays a strong role in the analysis of water quality data. The
pH probe helps indicate what level the creek is on a pH scale which is based on acidity and
bases. Most forms of indicating pH are determined by color strips, but for this type of testing we
used a probe that is placed in the water and indicates the data on a pH meter which
immediately displays the data. Conductivity is used to find the electrical flow in the water which
is commonly known to be produced by ions that are dissolved in salt and other inorganic
materials. Conductivity is also measured using a probe similar to the pH probe. The probe is
placed in the water and is then shown on the Vernier Labquest 2 meter which presents the data.
Streamflow or discharge, is measured to find out how rapidly the water is moving and to indicate
other factors such as the amount of toxins and the amount of dissolved oxygen present in the
water. The way that we found the streamflow of the creeks was by placing a rod with a propeller
on one end in different widths of the creek and recording the data through a Vernier Labquest 2
meter. The other instrument that we used was a turbidity sensor which allowed us to see how
clear the water is. To use the turbidity sensor we took a sample of river water and put it into a
sensor which tells you how clear the water is. The last instrument that we used to analyze the
river was a temperature probe. We were able to use a similar method to the pH probe by using
another type of probe and found the temperature of the water through the Vernier Labquest 2
meter.

After we spent some time in the field testing out the water with different instruments, we had to
analyze the data by using mathematical equations to help us understand the data. We first
started by finding the weighted average which is finding the mean of a data set in which some
numbers in the set may have more importance over the others. This helped us determine some
of the outliers of the data set and organize it. We were then able to apply the numbers to mean,
median, and mode. These three properties are really important when it comes to organizing
your data. The mean is used to find the average of the data set, the median is the number that
lies in the middle of the entire data set that is typically organized from the smallest to the
biggest, and the mode is the number that occurs the most in the set. By using these properties,
we were able to place the data into our pivot tables as a place to start. The other method that
we used to help us organize our data into the pivot tables was finding the minimum and
maximum values of the data set. This simply meant looking at the data set and finding the
smallest and biggest numbers. Knowing the minimum and maximum values is beneficial
because it is a good indicator as to what values could exist between them. The last step that we
had to complete was finding the standard deviation, which is a way to know how far apart the
numbers are from each other. We found the standard deviation by taking each number in the
data set, subtracting it from the mean, and then squaring it. After solving the equation for each
of the variables we added them together and took the square root of the total to get us an
answer. Each of these methods played a role in the way we analyzed our data and got us
through steps that were needed in order to organize our data.

Visual Representation:

Average Temperature Average pH

Average Turbidity Average Conductivity

Average Streamflow
Each of the the graphs shown above represent the different data collected from each of the
different instruments used in Silverton. We were able to organize all of the data into tables
which allowed us to find the averages for each of testes made. The data was placed into
individual pivot tables where each table indicated the average, median, minimum, maximum,
and standard deviation for each of the results made by the instruments. The pivot tables made it
really easy for us to analyze the data and be able to find the overall average and grand totals
from each of the data sets. After placing all of the data into pivot tables we could then find the
average of each of data set and we were also able to find the percent from which each creek
flows into the Animas River. After organizing the data we then made bar graphs of each of the
averages taken from the pivot tables. This was really beneficial for us because it allowed us to
notice some of the trends in the data and to see it visually represented through bar graphs.

Methods/Process
To find the measurements of the creeks we used the Vernier LabQuest 2, pH probe, turbidity
sensor, bobber, measuring tape, conductivity probe, streamflow propeller, and thermometer
probe. To begin, we tested our pH by calibrating the LabQuest with buffer solution blue pH 10.
Next we placed the probe into the creeks. We were able to calibrate the turbidity sensor by
placing different vials of each creek into the sensor. To measure the cfs (cubic feet per second)
of the water there were two options. We measured out different distances using a measuring
tape and placing a bobber in each of the marked spots. Afterwards we timed how long it took
the bobber to get to the bottom of the measuring tape. This allowed us to do the process
multiple times and find the average. The other option was to measure the cubic feet per second,
was to place a streamflow propeller into the water. The propeller calculates the flow through the
labquest. To measure the temperature we placed the probe into the water and the Labquest 2
will calculate that as well. You must calibrate the LabQuest for conductivity by placing the probe
into two different liquids, one with a low conductivity (potassium chloride 150 us/cm) and a liquid
with a medium conductivity (potassium chloride 1413 us/cm). After it was calibrated we placed
the probe into the creek and the LabQuest analyzed the data.

Solutions/Predictions:
Using eliminating outliers and finding the average for all but the discharge where we added max
then calculated the average, we decided the following: temperature = -7,degrees celsius, pH =
5.55, conductivity = 1,999.4, discharge = 45.80 ft/s. Next we looked at the USGS calculations,
compared our results, and realized that every calculation but the pH was off. USGS had the
calculations: temperature = -4 degrees celsius on the twelfth of October, pH = 6.9 on the tenth,
conductivity = 530 on the eighteenth and 514 on the tenth, discharge = 103 on the twelfth. We
determined that our results were off because we used the average streamflow of each stream,
therefore we didn't know exactly how many cubic feet of water each stream was distributing into
the Animas River. This meant each creek would contribute an unequal amount of water that
wouldnt correspond to our results. If we could determine how much each stream contributes
into the Animas we would have been able to calculate the weighted average of conductivity,
discharge, and temperature. Then we would have a more accurate set of results. We predicted
that our results would be almost as accurate as the ones provided on the USGS website due to
the fact that most of our peers had similar data. Although there were a few miscalculations, they
could have been due to changes in the creeks throughout the month which could commonly be
miscalculated.

Evaluation:
Our overall impression from this lab was that although the experiment was beneficial and worth
investigating, there wasnt enough time in the day to fully understand the content. If we had
been given more time to do the experiment in the three creeks, more students would have been
able to learn the content easier. One of the parts of the field trips that I dont think was very
beneficial for us was the walk to the old mining mill and seeing the preservation of the area
around it. It was a really cool to see the mill but if we hadnt done it we could have spent a
longer time at the creeks using different instruments and collecting data. While we were at the
river doing tests, our groups were able to use instruments that most people had never used
before. The overall level of difficulty of the lab was appropriate because we all had knowledge
about how to use each of the different instruments and what results to expect from them. It was
really interesting to get in the field and use instruments to determine things such as conductivity,
pH, turbidity, and streamflow. The Silverton water analysis field trip had really beneficial learning
aspects such as being in the field testing the water and using scientific instruments, but if we
could have spent more time testing, students may have learned the content on a deeper level.

The Importance:
Along with all of the field work and analyzations that our group did on the three creeks, there are
important reasons as to why we collected the data. By using the instruments to determine the
streamflow, conductivity, pH, turbidity, and temperature, we are able to watch for changes that
may occur in the creeks throughout the year. Certain problems that may occur within the water
could include things such as, high rates of streamflow leading to flooding, harmfulness towards
aquatic life, or any other problems that may exist with water quality. By being enabled to work in
the field and use instruments to analyze the water, we can prevent issues that may occur in the
creeks that go through towns. This also allows us to gather data regularly to stay updated on the
status of the creeks and rivers. Although it could be considered a tedious task, it has a very
important aspect to it that has an effect on wildlife and human habitat.

Self Assessment:
We think that our group should receive an A on this report due to a couple of reasons. One of
the reasons is because we were able to evenly distribute the work between us and not having
either of us be stressed about completing tasks. We were also able to coordinate with each
other about how to break up the workload really well and didnt have any problems. While we
were writing the report and analyzing the data collected from Silverton, we both felt very
comfortable with the content and understood the content and directions of the assignment really
well. We also felt that we could ask other peers for help when we had questions about the data
or how something needed to be changed. Overall we both worked really well together and didnt
feel the need to hesitate when it came to asking each other for help or a question. We were also
very careful in our measurements and showed attention to detail. We were thorough in our
thought process about our analysis of the data and we were confident that the majority of our
results were accurate.

Semester Review:
This semester, I feel like I have achieved goals and have accomplished certain things that I am
proud of. Some of the goals that I set for myself at the beginning of the semester were
advocating to my teacher and peers when I had questions or concerns about a concept. Over
this semester, I have found myself asking more questions when I am confused or going to a
peer when needing guidance on an assignment. I also have gotten better at turning in
assignments on time and very rarely turning things in late. I think that I have gotten better at this
because most of the work that we do is interesting and interactive which makes me want to do
the assignment. This semester I have felt more engaged with the material that we have been
learning and I think that this is due to me having good peers to go to when completing an
assignment or to ask questions. I think that having good relationships with peers is a great skill
to have moving into the second semester because I have people to help me when I get lost on
certain contents. Next semester I would like to keep the same goals I set for myself a few
months ago because there is still room for improving.