Victor+T+sp2013

=wo Types of Experiments Extension= The purpose of the experiment was to see which paper airplane stays in the air the longest. It was a comparison experiment because we were comparing types of paper airplanes and seeing how long they stayed in the air. Our control was copier paper, since that is what most people use for paper airplanes. The independent variable was the type of paper used for the paper airplane, and the dependent variable was hang time. We conducted our experiment by throwing paper airplanes three times each and recording the hangtime. We than got the averages for each kind of airplane. We f ound in our results that recycled was far the best going an average of 2.81 seconds. The copier was second, with 2.26 seconds and the construction paper did the worst, only hanging 1.87 sec.

The purpose of the rubber band experiment was to see if how far the rubber band was stretched affected the hang time. This was a relationship experiment because we were trying to figure out if the stretch distance of the rubber band affected its hang time. The control was a 6 cm stretch distance because that stretch distance was in the middle for us. The independent variable was how far the rubber band was stretched and the dependent variable was the hang time. The method was to stretch it and shoot it three times and collect the averages. The 8 cm stretch distance was the longest hanging, staying in the air for 1.76 seconds. The 6 cm was an average hang time of 1.45 seconds, and 4 cm was last, with only 1.11 seconds.

=ISP Reflection= The problem I was trying to solve for my ISP, was whether chemical cleaners work better than natural cleaners in making a stain lighter. Natural worked the best on one material, but did the worst in the others, so the chemical cleaners did better. I felt my experiment went pretty well, but I feel that the snow didn't mess up some of my trials, but some of my other classmates as well. I also would of liked it if we could of had a little more time, or that my experiment would have been a little shorter. Working on an ISP was a whole lot of fun because it was like being a real scientist. Also, experimenting is by far the best part of Science Class, so for doing this for about a whole trimester was amazing.

=ISP Job Reflection and Analysis= The career I chose that related to my ISP was a chemist. This job relates to my ISP because I worked with stains and whether there was a chemical in the cleaners that was vital in removing the stains. People who work as chemists work with a lot chemicals, so they could do experiments like those. Chemists would do things like develop medicines that could cure diseases entirely, or try to make hair styling gel work better than it already does. On a typical day at work, chemists would usually be doing things like directing, coordinating, and advising personnel in test procedures for analyzing components and physical properties of materials, or inducing changes in composition of substances by introducing heat, light, energy, and chemical catalysts for quantitative and qualitative analysis, writing technical papers and reports and prepare standards and specifications for processes, facilities, products, or tests. They could also be preparing test solutions, compounds, and reagents for laboratory personnel to conduct test, or studying the effects of various methods of processing, preserving, and packaging on composition and properties of foods. = =

=The Different Models of a Computer=







The difference between my models is that my first model without any research only encompassed the outside of the computer. There are many parts of the computer that are inside that are vital to the computers, like the motherboard, RAM, and power supply, just to name a few. I did include some of these parts after I had done my research, and the motherboard is a very large piece of tech. The RAM is a long rectangular stick that holds some of the memory for the computer.

=Is it Matter?= = = Rock: Proving the rock was matter was kind of simple. We put the rock on a triple beam balance scale, and then measured the rock's mass. The mass of the rock was 8.7 g, so it is matter, but we also wanted to what the volume of the rock was. We then dropped the rock in a beaker of water that was filled with 74 ml of water, and the rock made the water level rise up to 78 ml. 78 ml-74 ml was done, and the volume of the rock was determined to be 4 cubic centimeters. A rock is matter!

Water: The water was a bit more challenging, though. We measured the graduated cylinder, and then filled it up with 81 ml of water. The graduated cylinder was put on the triple beam balance again, and then we saw that the water weighed 79.6 g, since we found the mass of the water and the graduated cylinder minus the graduated cylinder mass. The volume of the water is the same as the mass, so the volume was 79.6 cubic centimeters. Water is matter!

Air: We used a balloon to capture the air for this test. We measured the mass of the balloon, which weighed 2.9 grams. Then, I blew it up the balloon, and we put it on the balance and saw that the mass was now 3.1 grams. We deduced correctly that air is matter!

=All About Salt=

Salt that you might pour on foods may be the only kind of salt you think of. But be aware, this is only one kind of salt! Table salt's chemical formula is NaCl, which is sodium chloride. Sodium Chloride has 1 sodium atom and 1 chlorine atom. Salt is a crystal, which is a solid which atoms or molecules go in all three dimensions. Salt is considered a compound because salt has two chemical substances, sodium and chlorine. Something is considered a slat when an acid and a base mix together and the acid's hydrogen atoms get replaced by metal atoms of the base. There are a lot of types of salt besides table salt, and some are used commonly. Other kinds of salts are rock salts, which is used before snowstorms to make sure roads don't get icy. Another kind of salt is Epsom salts, which are used as a laxative and in bathtubs.



=Separation Challenge=





Our method to remove the sand and salt from each other was to first pour the sand-salt mixture into the water, and use a stirring rod to dissolve the mixture. Then, we poured the mixture through a filter, and captured the sand. We took the filter and put it on the triple-beam-balance. Then, we took the salt water and put it on a hot plate heated at 225 degrees Celsius, and boiled off the water. Than the salt was taken and put on the balance, and we found the weight of the salt.

The sand and salt were largely the same weight, with the sand weighing 2.9 g, and the salt was 2.6 g. There probably was a little runoff with the weight, as we did not use professional equipment, and so the sand and salt were probably the same weight.

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