Eel-ectric Current


Sasha Kizziah Block 3

My chosen entree was the Eel-ectric current. In this entree, I learned that there has to be salt in water for the electric current to pass through the water. My original hypothesis was that "If there is too much salt in the water, than it will not conduct electricity because the water will become to saturated to conduct electricity." Seeing as my data proved me wrong, my new hypothesis would be " If there is salt in the water, than electricity will pass through because water cannot conduct electricity without salt." In my first test, I didn't use any salt, and I used only water. The bulb didn't glow up at all. My second test, I added 1/2 of a tablespoon of salt. The light bulb lit up, but it wasn't very bright. After I added another 1/2, making it 1 full tablespoon, the light bulb glowed brighter. I continued on, adding 1/2 tbs of salt each time. The bulb got brighter each time, which led me to my second hypothesis "If there is salt in the water than electricity will pass through because water cannot conduct electricity without salt."


One of my chosen sides was patterns. Over the past school year, we have learned about many topics tying in with patterns, a few examples being moon phases, the food web, tides, etc. Eel-ectric current shows an example of a pattern. When there is no salt, the bulb does not light up, but when you add salt, the bulb glows, and then keeps getting brighter and brighter.


My other side was curiosity. I defined my personal definition of curiosity ("The human brains obsession with things unlearned"), and explained why curiosity was so important when dealing with science. I named many of the activities that we had done over the course of the past year. Activities and projects that expanded my curiosity. I feel that this year, two of the most important qualities we learned about in science is patterns, and curiosity.

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