Becca+S+sp2013

=**Two Types of Experiment Extension**= Paper airplane Experiment Extension- My partner and I conducted the Paper airplane extension experiment to find out if different airplane designs affects the time the plane stays in the air. This was a comparison experiment. It was a comparison experiment because we were comparing the air time of each plane. Our control for this experiment was the dart design because it seemed like the most standard design. The independent variable for this experiment was the different airplane designs, because this was the first thing we changed about the experiment. The dependent variable for the airplane experiment was the airtime of the planes. This was the thing we were measuring and it changed because of the independent variable. To conduct this experiment we first found three different airplane designs and made the three different types out of the same printer paper. Then using the same force we threw each plane three times and found the average airtime of each plane using a timer. Our final results of the experiment show that the dart design was the plane that has the best airtime; it had a final average of 1.98 seconds. The delta plane had the second best airtime with an overall average of 1.81 seconds. The arrow had the worst overall airtime with an average of 1.57 seconds.

The Rubber Band Experiment Extension- We conducted this experiment to find out how the length of a rubber band affects the distance it flies. The rubber band experiment was a relationship experiment. It was because we were figuring out how one thing affects another. Our control for this experiment was the rubber band that was 7.5 cm long. We used this as our control because it looked like the average rubber band. Our dependent variable was the distance the band flew; this was our dependent variable because it was the thing that we were measuring. The independent variable for this experiment was the length of each rubber band. We conducted this experiment by finding three different lengths, 3.5, 5, and 7.5. We stretched each band 12 cm and then released them. We did this three times and then found the average distanced. Our final results show that the 5 cm rubber band flew the farthest with an average distance of 426 cm. The 7.5 cm band had the second farthest distance with an average of 406 cm. The 3.5 cm band flew the least farthest with an average of only 338 cm. Our results show that the distance of the band increases but then begins to decrease.

On your Student Pages Wiki site, write a paragraph that includes the following: 1. Title - "ISP Reflection" 2. The problem you were trying to solve 3. The answer to the problem 4. How you felt your experiment went 5. How you felt about working on an independent science project
 * ISP Reflection**

The problem I was trying to solve was how the amount of salt in a cookie affects how much the cookie is enjoyed. The overall answer was yes the salt does affect how the cookies are enjoyed, and cookies with a full tsp. of salt are liked the most out of cookies with no salt, cookies with half a tsp. of salt, and cookies with a full tsp. of salt. I felt the experiment went well overall with a few bumps here and there. I had a little trouble actually getting started on the experiment but after that I feel things went smoothly. For my second experiment I feel things went a little smoother. Getting started was easier this time and the experiment was completed with almost no problems. As far as how I felt about working on the experiment I really enjoyed it! For me it was a whole new experience! I was working in a science lab trying to solve a question that interested me and I actually got to design and complete my own experiment!

=ISP Job Reflection= If I continued on a career path that relates to my ISP, a job I could take is a Food Science Technician. This job relates to my ISP project in several different ways. Both my experiment and this job have to do with conducting experiments that have to do with food. Both my experiment and a Food Science Technician are focused on learning more about food and it properties. A Food Science Technician tries to learn new things about food. Some things they might do are actually create a new healthy food, tests cereals to make sure the nutrition labels are correct, and test the chemicals in meat to try and prevent food poisoning. A typical day on the job could include many different tasks.A day could include determining and learning new things about food, assisting another scientist who worked in a field similar to theirs ex. Food Scientists if they are not needed in their field at the time, complete graphs that show the findings of an experiment after it is conducted, and combining different food items to make something new. Overall the main job is conducting experiments that have to do with food and learning more about food and its properties. I know if I choose to continue down a career path that has to do with my ISP project, a Food Science Technician could be the right way to go.

=An Original Model of a Blender= My initial model of a blender My model of a blender after research

My second model is a lot more detailed and the official names for the part are given. My first model was based off the things I could remember about a blender and the way it works. Also in my first model I had a few things that were not put into the correct space and there were also a few things I did not label at all. A few things I added to my model are the housing, the base and the sealing. After my research I also knew how each piece functioned and how it contributed to the overall function of the blender. Things that were correct in my initial model were the handle, the lid, the controls, and the position of the blade.

=Proving a Rock, Water, and Air are Matter= __Proving Rock is Matter__ To prove rock is matter the materials we needed were a triple beam balance, a rock, water and a graduated cylinder. To prove rock is matter we first weighed the rock using a triple beam balance to find the mass. To find the volume we filled a graduated cylinder with 50 mL. Then we placed the rock in the water and we found how much the water rose when the rock was added. The rock rose to 55 ml. Since the difference between 50 ml and 55 ml is 5 the volume of the rock was was 5 cubic centimeter and the mass was 13.5 g. Rock is matter.

__ Proving Water is Matter __ To prove water is matter we used a triple beam balance, a graduated cylinder and water. We first found the mass of the graduated cylinder. After that we put 50 ml of water into the graduated cylinder and measured that mass. To find the volume of the water we poured 50 ml of water and read the water line. We found the weight of the graduated cylinder to be 98.7 g. The weight of the water and the graduated cylinder together was 146.5 g. To find the mass of just the water we subtracted the weight of just the graduated cylinder from the weight of the water and the graduated cylinder. The mass of the water was 47.8 and the volume was 50 ml. We found water is matter.

__Proving Air is Matter__ To prove that air is matter we used a balloon, someone to blow up the balloon, cubic centimeters, and a triple beam balance. First we found the mass of the balloon without any air inside. Then we blew up the balloon and found the mass again. To find the volume of the balloon we used cubic centimeters. We found the height, the width, and the length. We then multiplied the tree numbers together. To find the mass we subtracted the weight of just the balloon( 2.9 g) from the weight of the balloon with the air( 3.5 g) to find the mass of the air was 0.6 g. When we multiplied the length, height and water we got 7, 942 ml. Because the balloon is not a square we subtracted 600 and found the volume was 7, 342 ml. We found the air is matter.

=**__Simply Complicated Salt__**=

 Salt is a compound with many different features that define as what it is. Salt’s chemical formula is NaCl. What is salt exactly? Salt is the result of a strong base and a strong acid when they combine. Salt is also the result of when a metal and non-metal combine. There is a type of salt **crystals.** Crystals are solids that are formed by molecules that are repeating the same pattern over and over again. These molecules are also connecting together while repeating the same pattern. Slat is also classified as a compound. Salt is a compound because it is made up of sodium atoms bonded to one atom of chlorine and that makes it a compound because compounds are substances whose smallest units are made up of atoms of more than one element bonded together. There are many different types of salts that can be used in many different ways. Some types of salt are alkali salt or basic salts, calcium carbonate, sodium carbonate, sodium acetate, potassium cyanide, and potassium sulfide. Salt has many classifications, many types, and many different features!

=Finding the Weight of Salt and Sand in a Mixture=

__Method __

To find the weight of the salt and the sand 60 mL was added to the sand salt mixture. The sand, salt, and water were stirred together for one minute. Then a filter was placed on an 80 mL beaker and the salt/sand mixture with the water was filtered through. The salt water passed through the filter. The sand was left over. The sand was placed into a separate 80 mL beaker. Then both beakers were placed on a hot plate. The hot plate was heated to 2250C. The two beakers were placed on the hot plate and were left there.

Once the beakers were done boiling they were removed from the hot plate. All of the water from both the salt and the sand was gone. To find the weight of the sand we first found the weight of the beaker it was in. Then weight of the beaker and the sand together was found. The weight of the beaker was subtracted from the weight of the beaker and sand together. The same process was used to find the weight of the salt.



__Results __

During the experiment some qualitative observations were the sides of the beaker fogged up, the sand stayed mostly at the bottom, the salt was dissolved into the water during the boiling process, and the water bubbled at the top. The final results were the sand weighed 4.2 g and the salt weighed 2.1 g.