Samantha+D+sp2013

=Two Types of Experiment Extension=

The purpose of the paper airplane experiment was to find out which type of paper made the airplane that flew the furthest. This was a comparison experiment because we were comparing the different types of paper airplanes. The control was the copier paper because it is the kind of paper that is used most often for paper airplanes. The independent variable was the type of paper. The dependent variable was the distance that the airplanes flew (cm). To do the experiment, we threw the airplanes from 150 cm. We threw the three types of airplanes three times each and measured in cm how far they flew. The copier paper airplane flew 225.7 cm on average. The average of the lined paper airplane’s flights was 265.3 cm. The construction paper had an average of 308 cm.

The purpose of the rubber band experiment was to see which angle you shot the rubber bands from shot them the furthest. This was a relationship experiment because we were seeing how the angle of the rubber band affected the distance that it went. The control of the experiment was shooting the rubber band at 0 degrees because it is unaltered and is parallel to the ground. The independent variable was the angle of the rubber band. The dependent variable was the distance the rubber band went when we shot it. The way we did this experiment was that we shot the rubber bands from 100 cm high. We stretched them 15 cm to shoot them. We tried 0 degrees, 40degrees, and 80 degrees to see which we could shoot the furthest. We measured the distance they went in cm. The 0degree shot went 499.7 cm on average. The average of the 40 degree shot was 393.7 degrees. The 80 degree’s shot averagely went 384 cm.

=**ISP Reflection**=

In my experiment, I tried to figure out which kind of potato makes the best battery and produced the most voltage. The best potato battery, the one that produced the most voltage was the blue potato. In order from best to worst, there were the blue potato, the baked Idaho potato, the sweet potato, the normal Idaho potato, and then the French fry. I felt that my experiment was semi-successful, as the purpose of the potato batteries was to light up an LED, but none of them had enough voltage to do so. Aside from that, I did manage to get some (although not much) voltage from all of the potato batteries, including the French fry. The ISP was somewhat intimidating at first, but as I moved along in my experiment, I felt more confident in what I was doing. Figuring out what problem I should solve was the hardest part, because it seemed that everything interesting was already taken. The actual presentation of the ISP poster was daunting, but once I got up to give my presentation, I was having fun. In general, I liked working on the ISP.

=**ISP Job Reflection**=

I think a job that relates to my ISP Project was a chemist. This is because potato batteries require a chemical reaction that produces electrical energy to work. A chemist uses chemical knowledge to develop products and processes. They may do things like develop a material that stops bullets, or help discover new medicines. During work, a chemist may analyze compounds to determine chemical makeup, develop and improve products, confer with other chemists and scientists to analyze data, and interpret test results, and/or change composition of substances by adding light, energy, chemical, and heat catalysts for analysis.



=**My Model of a Fan**=





My initial model was correct about the placement of the fan blades and fan guard or "fan blade cover thing". I was also correct about the placement of the plug and the on and off switch being used to cut the electric current or let it flow. The difference between the first and second models was that I had the correct name for the hub, the connecting point of the fan blades. In the first model, I did not acknowledge the existence of the electric motor, which moves the fan blades to create wind.

**Proving a Rock, Water and Air are Matter**

**Rock** To prove that the rock was matter, we filled a graduated cylinder with water up to the 70 mL line. Then we dropped the rock into the water. It was filled to the 77 mL line. We subtracted the water's volume from the water and the rock's volume to get the volume of the rock. We used a triple beam balance to find the mass of the rock. The volume of the rock was 15.5 g. The mass of the rock was 7 mL. This proves that the rock is matter. **Water** To prove that water was matter, we used a graduated cylinder filled up to the 70 mL line with water. That proved that the water had volume. To figure out the mass of the water, we put the water filled graduated cylinder on a triple beam balance. We recorded the mass and then dumped out the water in the cylinder. Then we took the mass of just the cylinder. We subtracted the mass of the cylinder from the mass of both the cylinder and the water to find the mass of the water. The mass of the water was 69 g. The volume of the water was 70 mL. This proves that the water is matter. **Air** To prove that air was matter, we used a triple beam balance to find the mass of a balloon. Then we filled the balloon with air. We again used the balance to find the mas of the blown up balloon. Then we subtracted the mass of the balloon from the mass of both the balloon and the air. To find the volume of the air, we approximated the amount of air in the balloon using the formula for finding the volume of a sphere, 4/3 x 3.14 x 28^3 (the radius). The mass of the air was .5 g. The volume of the air was 91913.024 mL.

The chemical formula for table salt is NaCl. Salt is a chemical compound formed with the reaction of an acid and a base, in which some of the hydrogen in the acid is replaced by a metal. Table salt is a crystalline mineral. A crystal is a solid substance having naturally geometrically regular faces arranged symmetrically. Salt is a compound because it is made up of two different elements, which are sodium and chlorine. Other types of salts aside from table salts are calcium carbonate, sodium carbonate, sodium acetate, potassium cyanide, and sodium sulfate.
 * Table Salt **




 * Separating Salt and Sand**

The salt and sand mixture was put into a medium beaker. 50 mL of water were poured into the other medium beaker. The water was poured into the salt and sand mixture. The mixture was stirred until the salt dissolved. A filter was secured with a rubber band on the large beaker. The salt water and sand mixture was poured into the filter. The sand was left in the filter. The filter was carefully taken off of the beaker, and placed down. The goggles were put on a person. The salt water was then placed on a hot plate and boiled to make the water evaporate. The salt was left in the beaker. The beaker was taken off of the hot plate using rubber tongs. The sand and salt were weighed separately on weighing paper using a triple beam balance. The weight was recorded.

The salt was 2 grams and the sand was 2.9 grams. When we put the sand and salt mixture in the water, the salt dissolved but the sand did not. When we filtered it, only the sand was taken out of the water. When we boiled the salt water, the water slowly evaporated, and eventually only the salt was left in a thin layer on the bottom. To improve our experiment we could put the sand in a beaker and weighed that and subtracted the weight of just the beaker from it, because the way we did it made us lose some sand.