Elena+H+sp2013

=Two Types of Experiments Extension=

Paper Airplane Experiment Extension-
The purpose of this experiment was to figure out which airplane model flies the longest. This was a comparison experiment because we were comparing different types of airplane models with each other. The control was the dart airplane because it was a paper airplane that is commonly used. The independent variable is the type of airplane because that was what we were changing to get different results. The dependent variable would be how long the paper airplane stays in the air because it’s what we were measuring for our results. Our method was to use printer paper to make 3 different types of paper airplanes. We chose printer paper because it is most commonly used to make airplanes. We chose to make the dart airplane, the delta airplane, and the arrow airplane. We threw each airplane 3 times, and would time each try with a timer. In the end, figure out the average. The results had the dart airplane at an average of 1.98 seconds. Next was the delta at an average of 1.81 seconds. Last, was the arrow plane which was an average of 1.57 seconds. We concluded that the dart airplane would stay in the air the longest.

Rubber Band Experiment Extension-
The purpose of this experiment was to figure out if the length of a rubber band affects the distance it flies. This was a relationship experiment because we were figuring out how the length affects the relationship between the distances it flies. The control was the 7.5 cm rubber band because it was most commonly sized for flinging a rubber band. The independent variable was the length of the rubber band because that was what we were changing to get the results. The dependent variable was the distance the rubber bands flied because that is what we were measuring to get the results. Our method was to get different sizes of rubber bands and each fling those 3 times to get the average. We would measure how far each one flied by measuring with a meter stick. The results in the end was the 3.5 cm one got an average of 338 cm. The 5 cm rubber band got an average distance of 426 cm. The last 7.5 cm rubber band one got an average of 406 cm. In the end, we concluded that the 5 cm rubber band would fling the farthest.

**ISP Reflection-**
The problem I was trying to solve, was to see what type of chocolate would melt the fastest; dark, milk, or white chocolate on a 200 degrees F hot plate. Dark chocolate melted the fastest at 143.3 seconds.The milk chocolate didn't melt at all, and it burned at 40 minutes. The white chocolate melted at 495.3 seconds but it also burned a little bit at the same time. My experiment was very suprising for me because I thought that milk chocolate would melt, but instead, it didn't melt at all! Since white chocolate doesn't include the thick chocolate liquor that dark and milk chocolate have, I thought it would melt the fastest because it might have been harder for the dark and milk chocolate to melt. Working on my ISP was really fun because I got to do really interesting experiments and I had some experiences that I learned from too. When I was melting the chocolate in the microwave and the smoke started to come out, I immediately called Mr. Himburg to come. I learned that I did the right thing to call a teacher when times like this happen. I also learned a lot of things in general from the research I did about how chocolate originated, how the different types of chocolate are made, and the 6 different types of crystals in chocolate. I hope to do something again like ISP in my continuing years in CA.

ISP Job Reflection-
If my job was on the same career path as my ISP Experiment, my job would most likely be a food scientist or technologist.This career choice relates to my ISP project because in my project, I was melting chocolate on a hotplate. In this career, you determine the nutritional content of food under different conditions, like freezing or burning. Someone who is a food scientist or technologist would find a natural substitute for undesirable or harmful food additives or preservatives. They create a better outer package to help keep crispy food be crispy longer. Food scientists or technologists, would discover a new food source for people or animals. They also determine and observe food in different temperatures. On a normal day for a food scientist or technologist, they test new products for flavor, texture, color, and nutritional content. They check raw ingredients in a food product to see if it is safe to eat. They sometimes talk with the process engineers about the food and resolve problems in product development. Food scientists and technologists evaluate food processing and put the food products in different temperatures to see how it reacts to it.

My Model of a Blender After Research
My initial model didn't have all the right labels, but there were some things that were right. I labeled the the lid in the right place, and I labeled the handle in the right place. Since there are many different types of models, my first initial was also drawn pretty accurately too. I labeled the blades in the right place although I drew the blades a little wrong. I drew it with four blades when there are only supposed to be two. My switch on the first model was also right because I labeled it to control how powerful the blender would be. Although it looks a little different in my second model, it still does the same thing. I didn't have an on and off button in the first model, but I did in the second model. In my 1st model, I also included buttons to adjust the blender to what type of food it is blending. I didn't have that in the second blender. Another thing I did that was similar, was that I had a measurer on both blenders.

Proving a Rock, Water, and Air are Matter
__Proving a Rock is Matter__ The materials we used to perform this experiment was a graduated cylinder, a rock, a triple beam balance, and 50 milliliters of water. To find the mass of the rock, we put it on the triple beam balance and recorded down how much mass it had. The mass of the rock was 13.5 grams. To find the volume of the rock, we filled a graduated cylinder with 50 ML of water. We placed the rock in to the graduated cylinder, and the water in the graduated cylinder went up to 55 ML. We subtracted the 50 ML of water by 55 ML of water, and got 5 ML. The volume of the rock was 5 cubic cm.

__Proving Water is Matter__ The materials we used to perform this experiment was graduated cylinder, a triple beam balance, and water. To find the mass of 50 ML of water, we measured the mass of just the graduated cylinder and recorded it down. Then, we found the mass of the graduated cylinder with 50 ML of water inside, and subtracted the graduated cylinder by the graduated cylinder with 50 ML water inside. The original mass of the graduated cylinder was 98.7 grams. When we put 50 ML of water inside, it was 146.5 grams. The final mass of 50 ML of water was 47.8 grams. To get the volume, we already knew we put 50 ML of water inside so that was our volume.

__Proving Air is Matter__ The materials we used to perform this experiment was a balloon, a person (to blow the balloon up), cubes (cubic cm) and a triple beam balance. To find the mass of air, we were going to find the mass of just the balloon first. We put it on the triple beam balance, and we got 2.9 grams. The we blew up the balloon, and we found the mass of it again, and got 3.5 grams. We subtracted 2.9 by 3.5 to find only the air inside. It was 0.6 grams. To find the volume, we multiplied the length, the width, and the height together. We then subracted 600 cubic cm from the volume, because the balloon wasn't a rectangular prism (it was smaller than that). The length of the balloon was 22 cm. The width was 19 cm. The height of the balloon was 19 cm. We multiplied 22 x 19 x 19, and we got 7942 cubic cm. We took away 600 cubic cm, and we got 7342 cubic cm. The final volume was about 7342 cubic cm.

The chemical formula for table salt is NaCl. Salt is anything of a class of compounds formed by the replacement of one or more hydrogen atoms that has an acid with elements or groups. It is also any chemical compound formed from the reaction of an acid with a base. A crystal is a solid that is a repeated pattern of molecules connected together. A compound is a substance whose smallest unit is made up of atoms of more than one element bonded together. Salt consists of Sodium AND Chloride. Other types of salt (not including table salt) are Kosher salt, sea salt, flake salt, smoked salt, seasoned salt, Himalayan salt, sel gris, gros sel, fleur de sel, and Hawaiian sea salt, 
 * Salt**

**The Separation Challenge: Separating Salt and Sand-**
To separate salt and sand, we first put the mixture into the 80 mL beaker, then, we poured 50 mL of water inside of the mixture. After that, we stirred the mixture with a stirring rod so the salt would dissolve into the water and the sand wouldn't mix in. After that, we filtered the mixture so the sand would be stuck in the filter, and the salt water would be in the beaker at the bottom. The sand is then separated from the salt water and we measured the mass of it. Next, we boiled the salt water, to get the salt by itself and separated from the water. The water evaporated and we measured the mass of the salt.

The results of our experiment was that the sand was 2.35 grams. The salt was 4 grams because the beaker itself was 50 grams, and with the salt, it was 54 grams. We subtracted 50 from 54, and that left us with 4. When we filtered the sand, the salt water when to the bottom of the beaker, you could see some bubbles on the side of the beaker. When we boiled it, there were a ton of different sized bubbles shooting to the top of the water. When the water was all boiled out, the salt was all spread out all around the beaker.



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