Zoe+M+sp2013

=Two Types of Experiment Extension=

The purpose of this experiment was to find out which type of paper would make a paper airplane that flies the furthest. I think that this was a comparison experiment. I think that this was a comparison experiment because we were comparing one type of paper to another. We decided that the control of the experiment should be the  copier paper  , because that is the type of paper that people use the most often. The independent variable  of this experiment was the type of paper that was used to make the paper airplane. That is because the type of paper was the only thing that changed in our experiment. The control of the experiment was the paper airplane made from the copier paper because normally you would make a paper airplane out of copier paper. The dependent variable of this experiment was the length in centimeters that the paper airplanes  flew. To do the experiment, first we made three different airplanes, each with a different type of paper. Next, we went into the hallway and flew each paper airplane three times from 150 centimeters off the ground and measured how far they went. The average length for the construction paper was 308.7 cm. the average length for the copier paper was 225.7 cm. the average length for the lined paper was 265.3 cm.

The purpose of our next experiment was to find out what angle would launch a  rubber band   the farthest. I think that this was a relationship experiment. I think this because we were not comparing one thing with another, but doing the doing different things with the same materials. We decided that the control for our experiment should be launching the rubber band at an angle of 0 degrees. Our independent variable was the angle that the rubber band was pulled back, because that was the only thing that changed in our experiment. The dependent variable was how far the rubber band flew, because that was what we measured in our experiment. To do this experiment, we launched a rubber band 3 times from different angles and measured how far they flew. The angles that we used were 0 degrees, 40 degrees, and 80 degrees. The average length for the band shot from 0 degrees was 499.7 cm. the average for the band shot at 40 degrees was 393.7 cm, and the average for the band shot from 80 degrees was 384.0 cm.

=ISP Reflection=

For my experiment, I tried to figure out which type of slingshot would shoot the furthest. I tested  the Surefire Slingshot, the Pocketshot, and the Bungee Blast. It turns out that the Pocketshot shot the farthest out of the three. The Bungee Blast slingshot flew the least far, and the Surefire Slingshot was somewhere in the middle. I think that my experiment went well over all. I didn't come across many problems when I was doing it, and my results proved my hypothesis incorrect, as I had thought that the Surefire Slingshot would go the farthest. I think that it is more interesting when the hypothesis is proved incorrect, because it makes me wonder why it turned out that way, and gives me ideas for future experiments. I liked working on an independent science project, because it gave me a chance to come up with my own idea for an experiment.

= = =ISP Job Reflection= I felt that a job that relates to my experiment was an Aerospace and Operations Technician. This job relates to my ISP because one of the things that you could do as an Aerospace and Operations Technician is to test different types of rockets, which could be similar to how I tested different slingshots. In this career, I would test different parts of an aircraft that had crashed to see why the aircraft crashed, I could test rockets to see which one would work best, or I could service and prepare the space shuttle for its next launch. In a day of work as an Aerospace and Operations Technician, I could inspect, diagnose, maintain, and operate test setups and equipment to detect malfunctions.

To prove that the rock was matter, we had to find the mass and the volume of it. To find the mass, we used a triple beam balance to weigh the rock. The mass of the rock was 15.5 grams. To find the volume of the rock, we filled a graduated cylinder with water and measured its volume by reading it off of the cylinder. Then we put the rock in the water and measured the volume of the water with the rock in it by reading it off of the cylinder. We subtracted the volume of the water from the volume of the rock and the water together to find the volume of the rock. The volume of the rock was 7 cubic centimeters. To prove that the water was matter, we found the mass and the volume of it. To find the volume, we put water into a graduated cylinder, then all we had to do was read its volume off of the graduated cylinder. To find the mass, we weighed it in the graduated cylinder on the triple beam balance, and then weighed the graduated cylinder on the triple beam balance. We subtracted the weight of the cylinder from the weight of the water in the cylinder. The volume of the water was 70 milliliters, and the mass was 60 grams. To prove that air is matter, we found its mass and its volume. To find its mass, we weighed a balloon on the triple beam balance before it was blown up. Then we weighed the balloon on the triple beam balance after it was blown up. we subtracted the weight of the balloon from the weight of the blown up balloon to find the mass of the air. To fin the volume of the air, we used the formula 4/3 pi r cubed. We found the radius of the balloon by taking the average of the length and width. The mass of the air was 0.5 grams, and the volume of the air was 91913.024 milliliters.
 * Proving a Rock, Water, and Air Matter**


 * Table Salt**

The chemical formula for salt is NaCl. In chemistry, a salt is an ionic compound the can result from the neutralization reaction of an acid and a base. Salts are composed of related numbers of cations and anions so that the product is electrically neutral. In chemistry, a crystal is a solid that is made of atoms, ions, or molecules arranged in a pattern that is periodic in three dimensions. A salt is considered a compound because it has two or more elements in it. Some examples of types of salt that are not table salt are calcium carbonate, sodium carbonate, sodium acetate, potassium cyanide, and sodium sulfide.

Separating Salt From Sand The salt and sand mixture was poured in the small beaker. Then the salt/sand mixture was poured from the small beaker into the medium beaker. 50 milliliters of water were poured in the same medium beaker. It was stirred until salt was dissolved. The rubber band was put around the very large beaker to hold the filter over the top of the beaker. The saltwater and sand mixture was poured on the filter. The sand was left in the filter. The filter was taken off of the beaker, and the sand was poured back into the small beaker. The medium beaker with the saltwater was placed on the hot-plate until water evaporated. The salt was left in the beaker. Then the salt and sand were weighed separately on the weighing paper with the triple-beam balance. When the mixture was put in the water and stirred, the salt dissolved and the sand formed a pile at the bottom of the beaker. When it was put on a filter, the saltwater went through the beaker and the sand didn't. When the saltwater was boiled, it left a salt crust at the bottom of the beaker. After both the salt and the sand were weighed, it was found that the salt weighed 2 grams and the sand weighed 2.9 grams.