Loren+T+sp2013


 * TWO TYPES OF EXPERIMENT EXTENSION **

I was trying to find out which kind of paper-construction, copier, or lined- made the best paper airplane in terms of flight time. This type of experiment is a relationship experiment because it is comparing a type of paper with a time. The independent variable was the type of paper while the control was copier paper and the dependent variable was how long the paper airplane flew. For our method we made three paper airplanes out of each paper- construction, copier, or lined paper- and threw all of them. We measured the average flight time for each type of paper. Lined paper flew the longest with 2.54 seconds of flight time. Next came copier paper with 1.46 seconds of flight time and construction paper with 0.83 seconds of flight time.

Next, my partner, and I were trying to find out if the degree angle a rubber band was shot at affected the flight distance. This was a comparison experiment because we were comparing degree angle to flight distance. The independent variable was the degree angle the rubber band was shot at while the dependent variable was the flight length. For our method we decided on three degree angles- 20°, 30°, and 40°- and shot three rubber bands pulled back each of those lengths and measured how far they flew. First came 20° with 583.5 cm of flight. Next came 40° with 563.33 cm of flight and 30° with 347 cm of flight.


 * ISP REFLECTION **

I was trying to determine how the voltage of an electromagnet affects how the electromagnet affects a flame. The answer is that yes, the voltage of an electromagnet affects how the electromagnet affects a flame. The experiment seems to have gone perfectly. I felt lucky that I could participate in an independent science project and that I did not have to do another so-called "Science Fair" again.


 * ISP JOB REFLECTION **

There are a few jobs that could have related to my ISP, but I think that a physicist would be the best match for my ISP project. Physicists are scientists who observe natural phenomena and try to find ways of using the phenomena in everyday life. Some examples of what physicists do are: designing a laser that helps fix vision disabilities or researching maglev technology to design safer maglev trains. A physicist's normal day would be first observing a natural phenomenon, then trying to explain it in mathematical terms. Next, the physicist would try and figure out how to apply this phenomenon to making everyday life better. This career choice relates to my ISP project because for my ISP project, I explored a natural phenomenon, then figured out a way of applying it to life.




 * MY MODEL OF A COMPUTER **



Almost everything was correct about my initial model, except that my two models are different because my first model does not have a battery or a hard drive. The battery was placed behind the screen of the computer and attached to the frame of the computer, while the RAM hard drive was placed inside the computer. I learned that these things were missing when I did some research after completing my first model. I drew them into my final model usng red ink so the changes could clearly be seen.




 * PROVING ROCKS, WATER, AND AIR ARE MATTER. **

The graduated cylinder was filled with 75 ml of water. The rock was dropped into the graduated cylinder. The amount the water rose was recorded and converted to cubic cm to get the volume of the rock. The rock was retrieved from the water. The rock was then placed on the triple beam balance and it's mass was recorded. This experiment proved that rocks are matter. For something to be matter, it must have volume and take up space. The rock that was used had a volume of 6 cm3 and takes up space because it has a mass of 15.6 g.
 * Is a rock matter? **
 * Rock
 * Triple beam balance
 * Graduated cylinder

The graduated cylinder was placed on the triple beam balance and it's mass was recorded. The graduated cylinder was then filled with 60 ml of water. The graduated cylinder was then weighed again with the water inside of it. The weight of the empty graduated cylinder taken from the weight of the full graduated cylinder and the final weight was recorded. This experiment proved that water is matter. For something to be matter, it must have volume and take up space. The water that was used had a volume of 60 ml and takes up space because it has a mass of 68.5 g.
 * Is water matter? **
 * Graduated cylinder
 * Triple beam balance

The rubber balloon was weighed on the triple beam balance. The balloon was then filled with air and weighed again on the triple beam balance, and then the weight of the rubber balloon was taken away from the weight of the rubber balloon filled with air to get the weight of the air. Then the volume of the balloon was estimated using the cubic centimeters while the balloon was still full and converted to ml. This experiment proved that rocks are matter. For something to be matter, it must have volume and take up space. The rock that was used had a volume of 0.2 g and takes up space because it has a mass of ~5000 ml.
 * Is air matter? **
 * Rubber balloon
 * Triple beam balance
 * Cubic centimeters


 * ALL ABOUT TABLE SALT **

Table salt's chemical formula is C12H22O11. Something is a salt if it is formed from the reaction of an acid and a base, with some of the hydrogen atoms being replaced with metal atoms. A crystal is a compound which, instead of forming multiple molecules, forms one crystal of indefinite size. Salt is considered a compound because it is made of multiple atoms of different elements, and because it is a crystal, is cannot be a molecule, and instead is a compound. Some other salts are chloride,

acetate, fluoride, and sulfatel




 * SAND AND SALT SEPARATION CHALLENGE**


 * MATERIALS AND METHOD**

To do this, a 20 ml beaker of 5ml of sand and salt mixture, a 100 ml beaker of 80 ml of water, an empty 100 ml beaker of water, and empty 600 ml beaker, filter paper, a hot plate, rubber tongs, a triple beam balance, and a rubber band. The first 100 ml beaker was filled with 80 ml of water, then the sand and salt into the beaker of water were poured into it and 2 minutes were waited. Then the filter was secured on the 600 ml beaker with the rubber band. The contents of the first beaker were poured onto the filter secured to the 600 ml beaker, and then that was repeated until all the sand and salt were out of the 100 ml beaker, with the beaker being filled with 80 ml of water in between. 1 minute was waited, then the contents of the filter were poured into the second 100 ml beaker, then the beaker was placed on the hot plate, but the hot plate was not turned on. The 600 ml beaker was also put on the hot plate, and then the hot plate was turned on. 15 minutes were waited, then the 100 m beaker was taken off. 20 minutes were then waited, then the 600 ml beaker was taken off. The 600 ml beaker was weighed with the salt inside of it, and then the salt was poured out and the beaker was weighed again, then the second weight was taken away from the first weight to get the weight of the salt by itself. The 100 ml beaker was weighed with the sand inside of it, and then the sand was poured out and the beaker was weighed again, then the second weight was taken away from the first weight to get the weight of the sand by itself.