Idil+B+sp2013

= Two Types of Experiment Extension = In science class, we did two experiments. One involved paper airplanes and the other involved rubber bands. We were supposed to create a unique experiment for the paper airplanes and the rubber bands. Here are our experiments and the results.

The Purpose of our paper airplane experiment was to test which model of paper airplane was airborne for the longest period of time. By doing this experiment, we were able to see which model of paper airplane we should use in the future if we wanted to make the most airborne paper airplane. This experiment was a comparison experiment because we were comparing __different__ models of paper airplanes to see which one was the most airborne. The control of our experiment was the dart plane because the dart plane is the model that is most commonly used when people make paper airplane. The independent variable was the model of paper airplanes because the variable that we changed throughout the entire experiment was the model of the paper airplanes. Our dependent variable was how long the different paper airplanes were airborne/how long they stayed in the air. The method that we employed when doing our experiment went in such order. First we made 3 paper airplanes, each of them were different models. Then we each took turns throwing the different airplanes 3 times. Then we timed and recorded how long each of the paper airplanes was airborne for. Lastly, we averaged all of the times and transferred our answers into a graph. The results of our experiment were as suspected. The bullet plane was airborne for the longest amount of time with an average of 180 cs. The dart plane was airborne for the second longest time with an average of 133 cs. lastly; the arrow plane was airborne for the least amount of time with an average of 94.3 cs.

The second experiment that we did was the rubber band experiment. The purpose of the rubber band experiment was to see if the way that we shot the rubber band affected how far it went. The experiment was a comparison experiment because we were comparing __different__ styles of rubber band shooting to see which one went the farthest. The control of our experiment was the thumb and pointer finger shot. That was our control because that is the most common way that people shoot rubber bands. The independent variable was the style of “shooting” because that was what we were changing throughout the experiment. The dependent variable was how far the rubber bands “flew.” Our method was done like this. First we shot one rubber band using one of the shooting styles. Then we did the same with the other 2 styles. Next we recorded how far each rubber band had flown. Then we calculated the average of the distances. Lastly, we put all of our information into a graph. Our results were not all that shocking though. The gun shot went the farthest with an average of 567.6 cm. next; it was the hook shot with an average of 360 cm. The shortest distance shot was the thumb and pointer finger shot with an average of 268.3 cm.

**ISP Reflection**
The problem that I was trying to solve was, which type of lenses are the most UV and flashlight light protectant. The conclusion to the problem was that tinted lenses are the most UV and flashlight light protectant. I feel as if my experiment went well and that it was successful. Working on an independent science project made me feel exited and more independent and responsible. It also gave me the feeling of freedom.

**ISP Job Reflection**
The job that relates to my ISP project is a Chemical Technician. This career relates to my ISP project because, in my experiment I analyzed different types of lenses to see which one was the most protective against UV and flashlight light. And one of the things that a chemical technician could do is analyze water samples for pollution to ensure the public's health. My experiment is similar to this because I tested lenses for UV and flashlight light protection to ensure good eye protection for the public. A Chemical Technician could : Evaluate a new food additive to find out if it improves the texture of a breakfast cereal. Analyze water samples for pollution to ensure the public's health. As well as, test ingredients in order to help develop a new tear-less baby shampoo. A typical day on the job for a Chemical Technician would be, solving problems in research and development, and helping invent and improve products and processes.

**An Original Model of a Toaster**


My first model was partially correct. Everything that I had labeled was correct, but there were some parts that I didn't know about. After I did some research, I figured out that instead of the slots being empty inside, there were metal grates on each side of the slot. Along with the grates, there was a spring tray on the bottom of each slot to push up and lower the bread. I also discovered that there was a circuit board inside the toaster that was right below the lever. This circuit board turns on the timer and the sheets of mica on each side of the slots that toast your bread. There is also a tiny magnet on the circuit that holds down the lever.

Proving That Rocks, Water, and Air are Matter
To find the mass and volume of a rock, we used a triple beam balance, a rock, water, and a graduated cylinder. The method that was used went as follows. First the rock was put on a triple beam balance and its weight was measured, giving us the volume. Then the rock was dropped in a graduated cylinder that was filled with 50 ml of water. The water rose and the mass was found by figuring how much the water had risen. In the end, we proved that rocks are matter because it has a volume of 3 cubic centimeters and a mass of 8.5 grams.
 * Rock **

To find the mass and volume of water, we used a graduated cylinder, a triple beam balance, and water. Our method went like such. First we measured the weight of the graduated cylinder on a triple beam balance. Then we filled the graduated cylinder with water and the weight was measured again. Then the weight of the graduated cylinder was subtracted from the weight of the graduated cylinder that was filled with water to find the mass. The amount of water that was in the graduated cylinder was the volume. We proved that water is matter because it has a mass of 47 grams and a volume of 50 ml. ** Air **
 * Water **

To find the mass and volume of air, we used a cubic centimeter blocks, a balloon, and a triple beam balance. The method that we used went like this. First, the balloon was placed on the triple beam balance and the weight was calculated. Then the balloon was filled with air and the weight was measured again. Then the weight of the deflated balloon was subtracted from the weight of the inflated balloon, giving us the mass. Then the length, height, and with was measured with cubic centimeter blocks then multiplied together to get the volume. We proved that air was matter because it had a volume of 2,550 cubic centimeters and a mass of 4.7 grams


 * What Makes Something a Salt, Why is it Considered a Compound, What is a Crystal, and Different Salts **

==== Salt is much more interesting than it seems. The chemical formula for Table salt is NaCl.A salt is any class of compounds formed by the replacement of one or more hydrogen atoms of an acid with elements or groups. A crystal is a piece of a homogeneous solid substance having a natural geometrically regular form with symmetrically arranged plane faces. Salt is considered a compound because a compound is a substance consisting of two or more elements. Table salt consists of both Na and Cl so it is a compound. Some types of salt other than table salt are Alkali Salt, Calcium carbonate, Potassium cyanide, Sodium acetate, sodium carbonate, and Sodium sulfide. ====



How and What Happened when Salt was Separated from Sand to Find their Separate Masses
==== First the beaker with the sand and salt was weighed. Then the salt and sand mixture was poured into a separate beaker with 60 ml of water. The salt and the sand were stirred for one minute so that the salt dissolved. The sand, salt, and water mixture was poured into a coffee filter which was positioned over an 80 ml beaker. The salt and the water went through the filter and the sand was left behind. The leftover sand was then put in a beaker. The beaker with the water and the salt was put on a hot plate which was set to 225 degrees Celsius, along with the separate beaker full of sand. Then the sand was weighed and the mass was subtracted from the original mass of the sand and salt mixture. Lastly, the mass of the sand and the mass of the salt was recorded ====

=Results= ==== Some qualitative observations that were observed during our experiment was the water turning a tiny bit darker when the sand and salt mixture was stirred. In addition, when the sand was pored through the filter, the sand was a darker color and it was wet. After the salt and sand were boiled, the salt had stuck to the beaker and it was really white. The sand was dry and a lighter color. It wasn't dense at all. In the future this experiment could be improved by using a better filter. The results of the experiment showed that there were 4.2 grams of sand and 2.1 grams of salt. ====