Helen+C+sp2013

=Two Types of Experiments Extension Write-Up= The purpose of this experiment was to determine if the height you launch the paper airplane affects the time it is in the air. This was a relationship experiment because it consisted of only numbers. The control of this experiment was a paper airplane launched at 1.5 meters. The independent variable was the height we launched the airplane and the dependent variable was how long the airplane was in the air. To conduct this experiment, we made one paper airplane and every time we launched the airplane, we launched it from a different time for trials. The airplane launched from 1 meter had an average time of 1.31 seconds. The airplane launched from 1.5 meters had an average flight time of 1.65 seconds and finally when we launched the plane from 2 meters, it went an average flight time 1.54 seconds.

The purpose of this experiment was to determine if the way you launch the rubber band affects how far the rubber band flies. This was a comparison experiment because it consisted of words and numbers. The control of this experiment was the rubber band in no motion, the independent variable is the way you launch the rubber band and the dependent variable is how far the rubber band flies. We launched each rubber band at 1 meter high and launched it a different way every 3 times. We found out that when you launch the rubber band by the gun style, it shoots at an average of 508.67 cm. When you launch the rubber band by the ruler slingshot, it shoots at an average of 550 cm. Finally, when you launch the rubber band by the finger slingshot, it shoots at an average of 475 cm.

=ISP Reflection= In my experiment, I was trying to determine which color UV bead changes colors the fastest. After performing this experiment, the purple bead changed colors the fastest. I thought that since there were so many snow days, I got pretty behind on the experimenting and only ended up finishing my first experiment. I was still happy with the experiment I performed and ended up learning a lot about ultraviolet light. During this period, working on the ISP was a really fun and educational experience for me. I enjoyed learning about light and look forward to the rest of the 6th grade year.

=ISP Job Reflection= The job that would relate to my ISP is a physicist. This relates to my ISP because physicists study natural events seen on Earth and since the sun emits UV rays, I was studying ultraviolet light which is a natural event that happens almost everyday. Physicists observe and measure natural events seen on Earth and in the universe, and then develop theories, using mathematics, to explain why those phenomena occur. On a typical day as a physicist, they explore and identify basic principles and laws governing the motion, energy, structure, and interactions of matter. Some physicists study theoretical areas, such as the nature of time and the origin of the universe; others apply their knowledge of physics to practical areas, such as the development of advanced materials, electronic and optical devices, and medical equipment.

=My Model of a Light Bulb=

My first model was completed without research so it is missing a few parts of the light bulb. My final model done after research has the filament, a glass bead, and support wires. In my initial model, I said that the wire had lights placed on them but really, the heat makes the filament heat up so much that it glows and lets off light. In my first model, I still showed that it lit up with a circuit but I forgot to say that the wires had to be copper. In both models, I showed that they had to be hooked up with a battery or other type of electricity. Overall, I still showed how a light bulb works in both models with and without research.

=Proving That a Rock, Water, and Air are Matter= =__ Rock __= When finding the mass of the rock, all I did was place the rock on the triple beam balance and determine the mass of the rock. When finding the volume of the rock, the graduated cylinder was to 60 ml. Then, the rock was dropped into the water gently and then, the water rose to 65 ml. The volume of the water without the rock was subtracted from the volume of the water with the rock and that was the volume of the rock. When converting ml to centimeters, 1 ml=1 cubic centimeter. I ended up with the rock having a mass of 15.2 grams and volume of 5 cubic centimeters.
 * Rock
 * Graduated Cylinder
 * Water
 * Triple-Beam Balance

__**Water[[image:hc_cylinder.png width="154" height="154" align="right"]]**__
When I found the mass of water, I first found the mass of the graduated cylinder without water and then I filled the cylinder up to 60 ml and found the mass of the cylinder with water. Lastly, I subtracted the mass of the graduated cylinder without water from the mass of the cylinder with water and that was the mass of the water by itself. When I found the volume of the water, I filled the cylinder halfway and then simply looked at what it said on the side of the graduated cylinder. When this experiment was completed, the mass of the water was 48 grams and the volume was 50 ml.
 * Graduated Cylinder
 * Water
 * Triple-Beam Balance

__** Air **__

When I found the mass of air, I first weighed the balloon without air, and then I weighed the balloon after I blew it up. Lastly, I subtracted the mass of the balloon without air from the mass of the balloon after I blew it up and that was the mass of the air itself. When I found the volume of the balloon, I took a unit cube and estimated about how many of those were needed to take up the space in the balloon. That was about the volume of the balloon. After this final experiment was completed, the mass of the air in the balloon was 2.7 grams and the volume of the air in the balloon was about 1400 cubic centimeters.
 * Air
 * Balloon
 * Unit Cubes
 * Triple Beam Balance

=Salt...What is It?= In science this week, we have been making a model of a sodium chloride crystal (table salt). Table salt’s chemical NaCl and in chemistry, salt is any chemical compound formed from the reaction of an acid with a base, with all or part of the hydrogen of the acid replaced by a metal or other cation (positively charged ion). A crystal is a solid that forms by a regular repeated pattern of molecules connecting together. A salt is considered a compound because it's a substance whose smallest unit is made up of atoms of more than one element bonded together. A few other types of salts are calcium carbonate, sodium carbonate, potassium cyanide, and sodium sulfide. Here is a picture of the salt crystal model that me and my lab partner made:



=Separating Salt and Sand= When separating the salt from the sand, a 250 mL beaker was filled with 100 mL of water. Next, the salt and sand mixture in the small beaker was poured into the 100 mL of water. The water was stirred with a stirring rod for 30 seconds so that the salt would dissolve. Next, the coffee filter was curled onto the edges of a 600 mL beaker. The other 250 mL beaker with the salt water and sand, was slowly poured into the coffee filter pouring about 25 mL every time. Since there was still sand in the beaker, the scoopula was taken and it scraped all the sand out of the beaker and put through the filter. When all the water was poured out, the filter with the wet sand was placed into another 250 mL beaker. The beaker with the filter was placed on a hot plate at 100˚C for 5 minutes so that the water in the sand evaporated. Next, the salt water in the 600 mL beaker was also placed onto a hot plate at 100˚C and 20 minutes past until the water was evaporated all that was left was the salt. Finally, the sand was poured onto a sheet of weighing paper and the weighing paper was placed onto a triple beam balance and the mass of sand was found. The mass of the salt was found by weighing the beaker and the salt in it and then washing out the salt and weighing the beaker by itself. The mass of the beaker by itself was subtracted from the mass of the beaker with salt.

When we separated the salt from the sand, we found that the sand weighed 3.4 grams and the salt weighed 2.1 grams. When we observed the mixture before we had separated the salt from the sand, it was a tan color. The beaker containing the salt and the sand was 19 grams altogether and the salt and sand mixture by itself weighed about 5.5 grams. During the process of separating the salt from the sand, the salt had dissolved into the water. When we filtered the sand, the salt water when straight to the bottom of the beaker while the sand was getting left behind in the filter. When we boiled the salt water, there were many different bubbles shooting to the top of the water. Eventually, the bubbles popped causing the water to make a popping sound. When the water was all boiled out, the salt was all spread out around the inside of the beaker and it looked like a flat sheet of dry, white paint with air bubbles on the top. This was a very interesting and fun experiment and the experience will be very memorable.