Alexandra+E+sp2013

=Two Types of Experiments Extension =

The purpose of this experiment was to figure out if the height you launch a paper airplane from affects how long it is in flight. This was a relationship experiment because it was testing how raising launch height relates to how long it is in flight. The control for this experiment was launching the airplane from 1m, because it is the shortest height we tested. The independent variable was the height we launched the paper airplanes, because that is what we changed each time. The dependent variable was how long the paper airplane was in the air. This is what changed in reaction to the independent variable changing. To conduct the experiment, we made a paper airplane and threw each paper airplane at the different heights: 1m, 1.5m, and 2m, each with the same force. We then recorded how long, in seconds, the paper airplane flew before hitting the ground. The paper airplane flown from 1.5m flew the longest, with an average flight time of 1.65 seconds. The paper airplane flown from 2m flew the second longest, with an average flight time of 1.54 seconds, and the paper airplane launched from 1m flew the shortest, and average of 1.31 seconds in the air.

The purpose of this experiment was to figure out if the way you shoot a rubber band affects how far it flies. This was a comparison experiment because we were comparing the different ways to shoot rubber bands that affected the length they flew. In addition, the data contained numbers and words, not just numbers. The control of this experiment was shooting the rubber band from the ruler, because that is how we performed other experiments involving shooting rubber bands. The independent variable, what we purposely changed each time, was the way we shot the rubber band. The dependent variable was how far the rubber band flew, because it changed in reaction to the independent variable changing. To conduct this experiment, first, we marked where we were standing. Then we took a rubber band and ruler and pulled the rubber band back, the decided number of centimeters, and let it go. After measuring how far the rubber band was from our starting point, we repeated for two more trials. Then we did the same thing, except shot the rubber band like a gun. After measuring how far the rubber band was from our starting point, we repeated for two more trials. Finally, we did the same thing again, except shot the rubber band on one of our fingers, measured the distance from starting point, and repeated for two more trials. The rubber band shot like a gun flew an average of 508.67 cm, the rubber band shot from a ruler flew 550 cm, and the rubber band shot from one of our fingers flew 475 cm.

=ISP Reflection =

The main problem I solved was figuring out how the air temperature inside a soap bubble affects how long it lasts before popping. The problem being solved in the second experiment was finding out whether the air force a soap bubble is blown with affects how long it lasts. The problem I was working to solve in the third experiment was determining whether the temperature that the bubble mixture soap bubbles are blown with affects how long they last. The colder the air is that soap bubbles are blown with, the longer they last before popping. Also, soap bubbles blown with lower air force last longer than if they are blown with high air force. Finally, I discovered that the cooler the bubble mixture is, the longer the bubbles blown last before popping. I feel that my experiment went well. I had enough time and materials to find results and conclude. My ISP could be improved by using a protractor to measure the angle that the bubbles are blown with and keep it consistent. Working on an independent science project was an enjoyable learning experience. I had never done a science experiment without a lab partner in the past, and it was good to have a chance to complete the project independently. I also think that it was a good experience to present for the Cary Academy sixth grade community (students, teachers, and parents), and good practice for speaking to an audience.

=ISP Job Reflection =

The scientific career of a chemical engineer relates well to my independent science project. This career choice relates to my ISP because in my experiment I was testing how a chemical (though a simple one, the bubble mixture) reacts to change in air temperature or air force. In my third experiment, I was testing how changing the temperature of the bubble mix affected how long the bubbles blown lasted, which was changing properties of the chemical. Chemical engineers find ways to improve chemicals and how they react to different properties changed, which is what I studied: what properties of bubble mixture and air allowed the soap bubbles to last longest. Chemical engineers solve the problems that affect our everyday lives by applying the principles of chemistry. They work in a chemistry laboratory and develop and improve useful products for people. Chemical engineers work in an office building, laboratory, or industrial plant. On the job, they run tests, experiments, and lab studies. They design and plan layout of equipment used to do their studies, as well as estimate and determine production costs and production management reports. Chemical engineers conduct research to develop new and improved chemical manufacturing processes, and control measurement and control systems for chemical plants, based on their studies. 

=Comparing Two Models of a Microwave Oven =

  In my initial model of a microwave oven, the metal outside keeps heat from exiting the inside. The rotating circular plate holds the food and rotates it so that all sides of what is being cooked is exposed to heat lights and it is thoroughly cooked. The chord connecting the microwave and the power source brings power to the microwave so that it can operate. The buttons with numbers allow you to enter the time you want your food to cook and the buttons below let you start and stop the microwave. The buttons beside the others are for special cooking effects, such as convection bake or "popcorn" cook setting. The screen shows the progress of the food being cooked and the time left for it to be completed. In my researched and improved model, all of these aspects remained true, but some were changed and added. One change was that the official name for the "cook time screen" is a LCD display, but the purpose remains the same. The connector between the power chord and the power source is called a power plug. The main way that a microwave oven cooks food is with a Magnetron Tube, which sends off radiation waves that agitate the water molecules in food, causing them to vibrate and create heat, which cooks the food.

= Proving that a Rock, Water, and Air are Matter = All matter has a volume and mass that can be measured. In order to prove whether a rock, water, and air are matter, my lab partner and I found the volume and mass of each.

Rock
To find the mass of a rock, we placed it on a triple beam balance and used the masses to even out and discover the mass of the rock. To find the volume of the rock, we dropped it into a graduated cylinder filled to 55 mL. Then we measured the new volume and found the difference between the two volume measurements. The mass of the rock was 8 grams and the volume was 3 cubic centimeters. Both the volume and mass were measureable, proving that a rock is matter.

Water
In order to find the volume of water, my lab partner and I simply read the scale on the graduated cylinder containing the water. To find the mass of the water, we used a triple beam balance to measure the mass of the graduated cylinder containing the water and then measured the mass of the empty graduated cylinder. Finally, we found the difference between the two masses to find that the mass of the water was 54 grams. The volume of the water was 55mL.

Air
To find the mass of air, we used a triple beam balance to find the mass of a balloon. Then we blew air into the balloon and used the triple beam balance to find the mass of the inflated balloon. Finally, we found the difference between the two masses to find the mass of just the air. In order to find the volume of air, we used the inflated balloon and plastic cubic centimeters to "eyeball" how many would fit into the balloon. The mass was 0.5 grams and the estimated volume was 2,000 mL. Both the volume and mass were measureable, proving that air is matter.

=The Compound Table Salt=

Table salt is a compound with a chemical formula of NaCl. Salt forms when an acid reacts with a base and both are neutralized. The nonmetal ions (from the acid) and the metal ions (from the base) together form salt. A crystal is a large group of atoms. Crystals are uniform in structure and have patterns that repeat. Until they run out of elements to build with, they continue to grow. Because salt is made up of crystals, salt acts in the same way. Salt is considered a compound because it is a substance made up of two or more elements. Table salt crystals consist of bonded Sodium and Chloride atoms. In addition, there are other types of salt besides table salt. To name a few, there are Sodium Acetate, Potassium cyanide, Sodium Sulfide, and Epsom salts (Magnesium Sulfate). Below is a picture of a model of a table salt crystal that my lab partner and I created out of toothpicks and different colored marsh mellows.



=The Separation Challenge: Separating a Mixture of Sand and Table Salt=

First the mass of a 200mL beaker and an empty coffee filter were found with a triple beam balance. The 200 mL beaker was 112 grams and the coffee filter was 2 grams. Then, the 200mL beaker was filled with 200 mL of water. Then the sand-table salt mixture was poured into the water and stirred to dissolve the table salt into the water with a stirring rod. As the mixture was stirred with the water, only the table salt dissolved into the water. The water became murky but then cleared up as the table salt continued to dissolve.

Then the beaker of sand and saltwater was poured into another 200mL beaker through a filter, attached to the rim of the beaker with a rubber band. In doing this, only the saltwater came through into the beaker, with the wet sand caught in the filter. Then the filter of wet sand was attached to the now empty 200 mL beaker and both the beaker of saltwater and the filter with wet sand were placed on a hot plate set to about 400o C. The sand dried and the water evaporated from the saltwater, leaving a beaker of table salt and a filter of sand.

<span style="font-family: Arial,Helvetica,sans-serif;">The table salt in the beaker was condensed and white. Some of the crystals were combined and the substance was hard. Then the triple beam balance was used to find the mass of each, subtracting the mass of the beaker alone and the mass of the filter alone. The final mass of the table salt was 2 grams and the final mass of the sand was 3 grams. ==