Rishi+G+sp2013

=Two Types of Experiments Extension=

The purpose of the Paper Airplane Extension experiment was to find out which type of paper airplane flies the farthest horizontally out of the Paper Dart, the Nakamura Lock, and the Rishi Plane. This was a comparison experiment, because to find the results, I had to compare the paper airplanes’ average flight distances. The control chosen for the experiment was the distance that the Paper Dart airplane flew in centimeters, because the Paper Dart is the most popular airplane. The independent variable was the type of paper airplane, because this was what was being manipulated in the experiment. The dependent variable was the distance flown in centimeters. The materials needed for the experiment were a meter stick and 3 sheets of copier paper. After gathering the materials, I made 3 different paper airplanes with the sheets of copier paper: the Paper Dart, the Nakamura Lock, and the Rishi Plane. I then threw the Paper Dart 3 times, and recorded the distances that it flew for each trial. After that, I calculated the average distance flown. I did the same things with the Nakamura Lock, and then with the Rishi Plane. The Paper Dart flew the farthest, as it flew an average distance of 321 centimeters. In second place was the Nakamura Lock, with an average distance of 297.67 centimeters. Finally, the Rishi Plane had the shortest average flight distance, with an average of 174.33 centimeters. Also, it should be noted that although the Paper Dart had the farthest average flight distance, the Nakamura Lock had the farthest single flight distance, at 474 centimeters.

The purpose of the Rubber Band Extension experiment was to find out which sized rubber band flies the farthest horizontally. This was a relationship experiment, because I could see a relationship between the sizes of the rubber bands to how far they flew horizontally. The control chosen for the experiment was the distance that the rubber band with a diameter of 3 centimeters flew in centimeters, as this was the size I always played with when I was little. The independent variable was the size of the rubber band, because this was what was being changed in the experiment, and the dependent variable was the distance flown in centimeters, as this was what the independent variable of the experiment affected. To conduct the experiment, I first needed the materials: a ruler, a meter stick, a rubber band with a diameter of 3 centimeters, another with a diameter of 5 centimeters, and a third one with a diameter of 7 centimeters. I started off by seeing how far the rubber band with a diameter of 3 centimeters flew. I stretched it by 2 centimeters, and then let go of it, and recorded how far it flew. I did this 2 more times, and then found the average distance flown for the three trials. I then did the same thing with the rubber band with a diameter of 5 centimeters, and then finally, I repeated the process with the rubber band with a diameter of 7 centimeters. I discovered that the smaller a rubber band is, the farther it flies horizontally. The rubber band with a diameter of 3 centimeters flew the farthest, with an average distance of 341.5 centimeters. In second place was the rubber band with a diameter of 5 centimeters, which had an average distance of 160.33 centimeters. Finally, the rubber band with a diameter of 7 centimeters flew the shortest, with an average distance of 120 centimeters.

For my ISP, I was trying to find out which size of bouncy ball bounces the highest, out of a small one with a diameter of 2.5 centimeters, a medium-sized one with a diameter of 3.3 centimeters, and a large one with a diameter of 4.0 centimeters. It turned out that the medium-sized bouncy ball bounced the highest, the small bouncy ball bounced the second highest, and the large one bounced the lowest. My experiment went well, as it worked out as I planned it to, without many issues. I feel that the ISP was a great experience, as it was a lot of fun, and I learned many new things, too.
 * ISP Reflection**

=ISP Job Analysis= The career of being a physicist relates to my ISP. This career choice relates to my ISP because my experiment was about physics. Also, while doing the ISP, I learned that my experiment had a lot to do with energy (how much energy each ball gained while falling, and how much each one needed compared to the others to bounce back up), and I learned a lot about it. Physicists need to know about energy, too. Physicists try to understand the nature of the universe and everything in it for a living. They observe and measure natural events seen in the universe, and then develop theories about why these phenomena occur using mathematics. A typical day for a physicist would include complex calculations, describing and expressing observations and conclusions in mathematical terms, analyzing dat a, reporting experimental results, designing computer simulations, developing theories, and much more.



=An Original Model of a Refrigerator, without using research:=

=A New Model of a Refrigerator, using research:=



=Comparison of my Two Models:=

My original model was much simpler than my new model, as you can clearly see. The only things that were correct on my original drawing were the placements of the handles, the placements of the water and ice dispensers, and the sides which the refrigerator and fridge were on (none of which were very impressive). My guesses on how these things worked were all incorrect. When I used research, it allowed me to make a much better model of a refrigerator. The new model has much more detail. All of the ideas behind how it works are accurate, unlike my ideas from my original model. All in all, making a model all by yourself is much harder than making one with some help (research).

= **Proving that Rocks, Water, and Air are Matter** =

Are rocks matter?
The materials that you will need for this experiment are a rock, a triple beam balance, a graduated cylinder, and water. To find the mass of a rock, put the rock on a triple beam balance, and simply measure its mass in grams. In my own experiment, the rock ended up having a mass of 8.7 grams. To find the volume of the rock, fill a graduated cylinder of water up to 74 mL. Then, put the rock in this graduated cylinder, that has water in it, and see if the water rises. Record the new number of mL that are taken up by the water with the rock in it. Subtract 74 from this number (this was the volume of the water by itself) to find the volume of the rock, in cubic centimeters. The volume of the rock in my experiment ended up being 4 cubic centimeters.

Is water matter?
The materials that you will need for this experiment are water, a triple balance, and a graduated cylinder. To find the mass of the water, you have to first find the mass of the graduated cylinder by using a triple beam balance. Then, fill the graduated cylinder with water up to 81 mL, and see if the mass changes. Subtract the mass of the graduated cylinder without water from the mass of the graduated cylinder with water to find the mass of the water by itself. In my experiment, the mass of the water ended up being 81 grams. To find the volume of the water, put water in a graduated cylinder and watch the graduated cylinder fill. The number that the water stops at is the volume of the water in milliliters. In my experiment, the volume of the water ended up being 81 milliliters. So, the volume of the water in milliliters was the same as the mass of the water in grams.

Is air matter?
The materials that you will need for this experiment are a graduated cylinder, a balloon, and some tenths cubes. To find if air has mass, put a balloon on a triple beam balance while it has not been blown into, and find its mass. Then, find the mass of the balloon after it has been blown into. The difference between these two masses is the mass of the air inside of the blown up balloon. In my experiment, the mass of the air in the balloon ended up being 0.1 grams. To find if air has volume, just make an estimation of how many cubic centimeters can fit into the balloon. This number is the volume of the air inside the balloon, in milliliters. I estimated that approximately 5000 cubic centimeters would fit in the balloon that I used for my experiment. Therefore, in my experiment, the volume of the air in the balloon was 5000 milliliters (approximately).

= Salt- It's Not What You Think It Is! =

When you think of salt, you usually think of the salt at the dinner table. However, this is only one type of salt: table salt. Table salt has a chemical formula of NaCl (it is made up of one sodium atom and one chlorine atom). There are many different types of salts. For something to be a salt, it has to be a chemical compound created by the reaction of an acid with a base. All or part of the hydrogen atoms of the acid have to get replaced by the metal atoms of the base. For something to be a crystal, it has to be a substance in which the constituent atoms, molecules, or ions of the substance are bonded together in a three-dimensional pattern. An example of a crystal is quartz. Crystals are generally solids. Salt is considered to be a compound because all types of salt are made up of at least two elements. Table salt is made up of one sodium atom __and__ one chlorine atom, and all of the other salts consist of more than one element, too. Epsom salt has a chemical formula of MgSO 4. The list goes on and on. As stated earlier, there are many different types of salts besides table salt. These include sea salt, kosher salt, and the aforementioned Epsom salt. So, if someone asks you what salt is, be sure to impress them with your scientific knowledge!



=**Separating Salt from Sand**=

Materials and Method
To perform the experiment, a 20 mL beaker of 5 mL of sand-salt mixture, a 100 mL beaker of 80 mL of water, an empty 100 mL beaker, an empty 600 mL beaker, filter paper, a hot plate, rubber tongs, a triple-beam balance, and a rubber band were needed. First, pour the 20 ml beaker of 5 ml of the sand-salt mixture into the 100 ml beaker of 80 ml of water. Then, put your filter paper into the 600 ml beaker. Use the rubber band to hold the filter paper in place. Slowly pour the 100 ml beaker of the newly created "sand-salt water" into the filter paper. Fill the 100 ml beaker with more water if it is needed to get the sand out of the beaker. The sand should get stuck in the filter paper, while the salt will stay in the water. Take the filter paper filled with sand out off of the 600 mL beaker. Put this beaker, which now has salt water in it, on the hot plate at level 6. Wait 40 minutes for the water to boil. Use the rubber tongs to move the beaker, and to take it off of the hot plate when the water has finished boiling. After the water boils, you will be left with just the salt. To find the salt's mass, put the beaker of salt on the triple-beam balance, and find the mass of the salt and the beaker combined. Then, rinse the beaker of salt to get the beaker by itself, find the mass of the beaker, and subtract the mass of the beaker by itself from the salt and the beaker together to find the mass of the salt by itself. To find the mass of the sand, the sand has to be completely separated from the water, so pour the wet sand into the empty 100 ml beaker. Put this beaker on the hot plate, and put the hot plate at level 6. Wait 15 minutes for the water to boil (use the rubber tongs to move the beaker again). Then, find the mass of the sand and the beaker together. After finding and recording the mass of the sand and the beaker combined, rinse the beaker and get all the sand out of it. Find the mass of the beaker by itself, and then subtract this mass from the mass of the sand and the beaker combined to find the mass of the sand by itself.

Results and Discussion
The mass of the salt and the 600 mL beaker combined was 169.8 grams. The mass of the 600 mL beaker by itself was 167.5 grams. So, the mass of the salt by itself was 2.3 grams. The mass of the sand and the 100 mL beaker combined was 55.0 grams, while the mass of the 100 mL beaker by itself was 52.7 grams. So, it turned out that the sand had a mass of 2.3 grams, too. The experiment went as planned, and the drawings show pictures of the experiment being performed. When boiling the water, steam slowly came out of the beakers. The water took longer to boil in the 600 mL beaker (which had salt in it). This must have been because the heat took longer to get into the 600 mL beaker, since it would have to travel a farther distance before it got to the water. To improve the experiment, a beaker smaller than 600 mL could have been used, because the 600 mL beaker made the experiment take longer than it needed to.