William+A+sp2013


 * Two Types of Experiments Extension **

We conducted an experiment to uncover which paper makes the farthest-flying paper airplanes. This was a comparison experiment because it involved comparing the different types of paper to each other. The control was the copier paper, because that is the most common type of paper. Our independent variable was the type of paper used to fold the planes, and our dependent variable was their average flight distance in centimeters. First, we folded the three planes, the same type of plane with each type of paper. Then, we threw them at the height of Carson's head, to be consistent. To measure it, we used meter sticks. The notebook paper had an average distance of 792 cm, the copier paper had an average of 511 cm, and the construction paper had an average of 428 cm.

The rubber band experiment's goal was to find out if the length of the rubber band affected the distance it flew. It was a comparison experiment because we were comparing the different types of rubber bands. Our control was the medium rubber band, the independent variable was the type of rubber band was the dependent variable was the average distance each band flew. We took three rubber bands of varying lengths and stretched them as far as they could go. We shot them at the top of Carson's head, to be consistent. Then, we measured the length using meter sticks, and found the average. The small rubber band had an average distance of 744 cm. When we test the large rubber band which got an average of 736 cm. The medium rubber band averaged a 661 cm.


 * ISP Reflection **

In my experiment, I was trying to determine how fast different varieties of caramel would melt. My three types were dark, medium, and light and were cooked at different times. The different cooking time it what changes the color of the caramel. As it turned out, the dark caramel took longest to melt, the medium took second longest, and the light took the shortest. I think the experiment was a success, as my hypothesis was confirmed. There weren't any disasters, I learned something, and I had fun. Working on an Independent Science Project was a good experience because it gave me I chance to discover something new and learn about something that interests me. I have always loved candy, so the ISP let me pursue the science behind candy. The ISP was a great use of Trimester 2 and I hope I can do something similar in the future!


 * ISP Job Reflection **

Food science technicians have to test and modify food so that it meets taste and quality specifications. In my ISP, I tested the qualities of caramel and how modifying it could change its properties. I wanted the longest-lasting caramel, so I tested what type would take the longest to melt. Food science technicians also catalog the physical and chemical properties of food to help ensure good taste, texture, quality, and safety. A food science technician would work in a lab and have regular hours. They would conduct several tests on different foods to make sure they don't have harmful bacteria. They also would run taste tests on foods to make sure they taste optimal. Sometimes, a food science technician can help develop new foods.



Diagram 1: Before Research Diagram 2: After Research
 * Models of a Micr ****owave **

First of all, my initial model wasn't as visually accurate as my second. In my second model, I included the magnetron tube, a key component to how the microwave works. I also found out about the metal screening on the glass door and how the safety button turns off the magnetron tube while it opens the microwave. There actually aren't vents on microwaves, which I discovered after research. My second model was so much more accurate than my previous one.

Proving Air, Water, and Rock are Matter

We did an experiment to prove that air, water and rock were matter. We had to justify that each of these things both had mass and took up space. We used a rock, a graduated cylinder, water, and a triple beam balance in our rock experiment. We weighed the rock on the triple beam balance to prove it had mass. Then, we filled a graduated cylinder with 80 mL of water. We placed the rock in the water and subtracted the two masses to find its volume. Our results showed that the rock weighed 22.4 grams and took up 6.5 cubic centimeters of space. Therefore, rock is matter.

Our materials for the second experiment were water, graduated cylinder, and a triple beam balance. We weighed 80 mL of water in a graduated cylinder on a triple beam balance. We dumped it out and re-weighed the graduated cylinder. Then, we subtracted the two numbers to find that the water had mass and took up space.

The materials for the final experiment were a balloon and a triple beam balance. We weighed balloon on triple beam balance, then blew the balloon up. The balloon expanded, so we knew it took up space. The inflated balloon weighed 1 g more than the deflated balloon, so the air had mass.

The green marshmallows represent the sodium atoms and the white marshmallows represent the chlorine atoms.
 * Building Salt Crystals **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">In class today, we built a model of the table salt crystal out of toothpicks and multicolored marshmallows. We learned about the way that sodium and chlorine bond. The toothpicks were used to represent the bonds between the atoms, which were the marshmallows.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">After building the models, we did some research about table salt. Its chemical formula is NaCl, meaning one atom of sodium and one atom of chlorine. Table salt is a compound because it combines sodium and chlorine (two different atoms) in one molecule. In general, a salt is the combination of an acid and a base where they become neutral when they react. Other than table salt, other salts are sodium carbonate and potassium cyanide. Table salt is also a crystal. A crystal is matter that has its atoms or molecules stacked in a repeating pattern that could continue indefinitely. Crystals are usually solids.

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 23px;">The Big Challenge: Separating Salt and Sand **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">In order to separate the salt and the sand, we created an elaborate method. First, we tied a coffee filter to a 500mL beaker with a rubber band. We poured the salt/sand mixture onto the filter and poured 200mL of water over the filter. The salt dissolved in the water and the solution filtered through. Then, we removed the filter and draped it on a separate beaker. We boiled off the water from the solution and allowed the sand on the filter air to air dry. After it dried, we poured the sand into a different beaker. At this point, we had sand in one beaker and salt in the other. To find the mass of the sand and the salt, we used a triple beam balance. After we found the mass of the filled beakers, we emptied them and found the mass of the emptied beakers. Using our subtraction skills, we found the mass of both the salt and the sand.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Our results showed that the salt had a mass of 1.8 grams and the sand had a mass of 3.2 grams. It was interesting to see the salt that was left after the water was evaporated. Overall, the experiment went well, but the use of a stirring rod broke the filter and forced us to redo the experiment. In the future, we could use less water and fewer beakers to be more efficient.