Laney+R+sp2013

=The purpose of this experiment is to see what type of paper airplane flies the farthest. This experiment is a comparison experiment because you are comparing which kind of airplane flies the farthest. The control of this experiment is the dart airplane because it is the most commonly used airplane out of all the airplanes. The independent variable is the type of airplane because it is the thing I am changing. The dependent variable is which one flies the farthest because it is what I was measuring. The method we used to conduct this experiment is that we made three different types of airplanes out of copier paper and we got a meter stick we went out in the hall and measured how far each airplane went. The results were that the eagle went the farthest at 657.6 cm. The dart came in second at 332.3 cm. The basic came in last at 160.7 cm.=
 * Two types of Experiment Extension **

==The purpose of the rubber band experiment was to see if the stretch length of the rubber band affects its flight time. This experiment was a relationship experiment because I wanted to know if I changed the stretch length if it would affect the flight time. The control of this experiment is stretching it 7 cm because it is the most normal length that you would stretch a rubber band. The independent variable of this experiment is the stretch length because it is the thing I am changing. The dependent variable is how long the rubber band stays in the air because it is what I am measuring. The method we used to conduct this experiment is that we got a ruler and a timer and one of us stretched the band a certain amount of cm while the other person timed how long it was in the air. The results were that when we stretched it 15 cm it flew the longest at 1.583 seconds. When I stretched it 10 cm it flew the second longest at 1.387 seconds. When I stretched it 7 cm it flew the shortest time at 0.473 seconds.==

**ISP Reflection**
==The problem I was trying to solve was which brand of bubble gum blew the longest without popping. the answer to the problem was Bubble Yum bubble gum. I felt that my experiment was very fun because you usually do not get to chew gum in school, but for my experiment I was able to chew a lot of gum. Even though it was fun there was a difficulty of blowing the air into the bubble at a consistent rate. Other than that one difficulty everything else in the experiment went as planned. It worked out well. I think working on an independent science project is a great idea for all sixth graders to do. It takes a while to do the calculations and all the hard stuff, but then you get the feeling that you have accomplished a goal. It builds up your confidence. An example would be when we are presenting are posters it takes confidence and courage to stand up there and present your experiment. In retrospect this was a great experience for me and I hope future sixth graders enjoy it too.==

=ISP Job Reflection= ==A job that relates to my ISP is the job of a food science technician. This career relates to my ISP project because I was testing gum and gum is a food and food science technicians could find something to put in gum that could make it blow longer than any other brand of gum. Someone in this career would test cereal to make sure the labels are filled out correctly. A normal day would be to:==
 * =** Conduct standardized tests on food, beverages, additives, and preservatives to ensure compliance with standards and regulations regarding factors like color, texture, and nutrients. **=


 * =** Provide assistance to food scientists and technologists in research and development, production technology, and quality control. **=


 * =** Compute moisture or salt content, percentages of ingredients, formulas, or other product factors, using mathematical and chemical procedures. **=


 * =** Record and compile test results, and prepare graphs, charts, and reports. **=


 * =** Clean and sterilize laboratory equipment. **=


 * =** Analyze test results to classify products, or compare results with standard tables. **=


 * =** Taste or smell foods or beverages to ensure that flavors meet specifications, or to select samples with specific characteristics. **=


 * =** Examine chemical and biological samples to identify cell structures and to locate bacteria, or extraneous material, using a microscope. **=


 * =** Measure, test, and weigh bottles, cans, and other containers to ensure that hardness, strength, and dimensions meet certain specifications. **=



AN ORIGINAL MODEL OF A MIXER My model of a mixer My model of a mixer after research Above is a model of a mixer. There are two buttons on the side that allows you to pop out the whisks and put in a different type of whisk depending on what you are mixing. There is a dial on the other side that controls the speed at which the whisks spin. You can make the speed higher if you need to make something very quickly because you are rushing out of the house or just because you need it for a specific recipe. When you plug in the plug it powers the mixer. The engine is on the inside of the mixer. It is what powers it to work once the plug is plugged in. The only difference between my first model and my second model is that there is an engine in the second one.I improved my first model by adding an engine. **Proving a rock is matter** To prove that a rock was matter we used a graduated cylinder, a rock, water, and a triple beam balance.To prove the rock had volume we dropped it in a graduated cylinder filled with 50 ml of water. We measured how much it goes up and then subtract that number from fifty. To find the mass we will measure it on a triple beam balance. The mass of the rock was 13.5 grams. This is because we weighed it on a triple beam balance and that was its mass. The volume of the rock is 5 cubic cm because we put the water at 50 ml and the volume increased to fifty five ml and when we subtracted the numbers it came to 5 so the rock is 5 cubic cm. **Proving liquid is matter** We used a Triple beam balance, water, and a graduated cylinder to prove that liquid was matter. To prove water has mass we will measure the mass of graduated cylinder, add the water and then measure how much mass it went up. To find the volume we fill the graduated cylinder to 50 ml and that is the volume. The original mass of the graduated cylinder was 98.7 grams, when we put water in the cylinder the mass of the water went up 47. ml.

=
We used a balloon, person, triple beam balance, and air to prove that air was matter. The person measures the balloon on the triple beam balance and then blows the balloon up. Then the person weighs it with the air in it. After we subtracted the mass of the balloon without the air in it from the balloon that does have air in it. Then we found the volume of air by measuring the length width and the height of the balloon and we multiply them all together and then that is how we find the volume. The person measures the balloon on the triple beam balance and then blows the balloon up. Then the person weighs it with the air in it. After we subtracted the mass of the balloon without the air in it from the balloon that does have air in it. Then we found the volume of air by measuring the length width and the height of the balloon and we multiply them all together and then that is how we find the volume. The mass of the balloon without the air in it was 2.9. The mass of the balloon with air in it was 3.5. So the mass of the balloon is 0.6 grams. The volume of the balloon is 7,342 milliliters. We found this by finding the length width and height of the balloon and multiplying them all together and then estimating about how much to take away from that number since the balloon is a circular shape. ======

** All About Salt **
In chemistry, salts are ionic compounds that can result from the neutralization reaction of an acid and a base. They are composed of related numbers of cations (positively charged ions) and anions (negative ions) so that the product is electrically neutral (without a net charge). These component ions can be inorganic, such as chloride (Cl−), as well as organic, such as acetate (C2H3O2−); and can be monatomic, such as fluoride (F−), as well as polyatomic, such as sulfate (SO42−). Salt's chemical formula is NaCl. This is a compound. It is a compound because a compound is a substance consisting of two or more elements and NaCl includes the elements of Sodium and Chlorine. Therefore it consists of two elements making it a compound. When people think of salt they most likely think of table salt, but there are more salts then just table salt. Some salts other than table salt are calcium carbonate, sodium carbonate, sodium acetate, potassium cyanude, and sodium sulfide. A crystal is a piece of a homogeneous solid substance having a natural geometrically regular form with symmetrically arranged plane faces.


 * Salt Crystal**

=**Separating** **Salt And Sand**=

The method we used to separate salt and sand was to first put the salt sand mixture into the 80 ml beaker then we pour fifty ml of water in. Then we stirred the mixture with a stirring rod. Then we filtered the mixture so the sand is stuck in the filter and the salt water is underneath. Then we measure the sand, After we boiled the water and get the plain salt and then we measure the beaker without salt in it and then after the beaker with salt. Then we subtract the two and get the measurement of the salt.

The sand was 2.35 grams. The Salt was 4 grams because we measured how heavy the beaker was and then we measured the beaker with the water and we subtracted the two amounts and got 4 grams. When we filtered the mixture the salt was mixed with the water to form the homogeneous mixture salt water and was left behind in the beaker and the sand was filtered out. When we boiled the salt small water bubbles popped in the beaker and the water was evaporating. In the end the salt looks crusty with no water left in the beaker and stuck to the sides of the beaker.

The experiment might have been more accurate if we used a bigger beaker because in the smaller beaker the salt had filled up all around the sides and it started to overflow.