Kaela+C+sp2013

= Two Types of Experiments Extension =

This week we were asked to conduct to different experiments. We conducted a new paper airplane experiment, and a new rubber band experiment. This documents the results of those experiments. We were asked to conduct an experiment testing what type of paper airplane stayed airborne the longest. We used three different types of planes. A dart plane, a bullet plane and an arrow plane, then we timed how long they stayed in the air. This was a comparison experiment because we were comparing the flight lengths of the paper airplanes. In this experiment our control was a dart paper airplane because that was the simplest and most common type of airplane made. Our independent variable was the type of airplane used because we were testing which type of airplane flew the longest. Our dependent variable was the average flight length of each type of airplane. Finally we performed our experiment. We decided to make three types of airplanes as said above. Then we flew each individual plane three times and averaged the flight times. Our average flight time for the dart plane was 133 centiseconds. Our average flight time for the bullet plane was 180 centiseconds. Lastly our average flight time for the arrow plane was 94.3 centiseconds. Like the paper airplane experiment, we were asked to conduct an experiment testing, if the way that a rubber band is shot affects the distance it travels. We used three rubber bands of the same size. This was a relationship experiment because we were looking at the relationship between the rubber bands. In this experiment our control was a thumb and pointer finger shot, using your thumb to pull it then hooking it around your pointer finger on the opposite hand and letting go. Our independent variable was the way you shot the rubber band. As a result, our dependent variable was the distance the rubber band traveled. Then we conducted the experiment. We decided to shoot each rubber band three times, using a different style. The styles used were: thumb+ pointer finger shot, gun shot and hook shot. Then we measured the distance they traveled and averaged them. Our average distance for the thumb +pointer finger was 268.6 cm. Our average distance for the gun shot was 567.6 cm. Our average distance for the hook shot was 340 cm. That concludes the results of the two experiments.


 * ISP Reflection**

For my ISP project I was testing how color affects the growth of Orbeez in different liquids. I found that color does affect the growth of Orbeez, colored Orbeez grew significantly less than clear Orbeez. I felt that my experiment went considerably well. The only difficulties that I faced were the snow days which messed up my experiment and the fact that it was a very time consuming experiment meaning that I could not do a follow up experiment in the interest of time. Otherwise everything else went as it should have and I did not face any problems that significantly impacted my experiment. While working on my experiment I was very elated and level-headed because I had used the materials before and already had a pretty good understanding of what I was doing. Overall working on my ISP project was an enjoyable experience that I believe helped my independence as a student and my knowledge of science.


 * Third Trimester Matter Wiki Entry 2 – ISP Job Analysis **

The job of a Soil Scientist that greatly relates to my ISP project. The job of a soil scientist is related to my ISP because the materials that I used called Orbeez are related to irrigation. Irrigation is the hydration of the soil. Therefore soil science is related to my ISP. Someone in the Soil Science field would study soil and soil related data to make predictions or evaluations significant to their sub-field. A typical day for a soil scientist includes taking soil samples relevant to their sub-field and talking to farmers and people working mainly in the agricultural business about how to protect the soil from erosion and how to keep it healthy. They also work in labs testing the chemical and mineral components of soil.



 An Original Model of a Laptop
Before


 * After **



In class we made two 2D models of an appliance of our choice. The appliance I choose was a laptop. My before model is the model i drew without doing research and my after model is the one I drew after research. In my before model i was correct when labeling the parts of the laptop. Except for the fact that I was missing and neglecting to label some parts. My before model labeled and visualized the screen, stylus, thumb drive, trackpad/ mouse and the keyboard. All of these are parts of the laptop. In my after model I added 2 parts to my original. The powercord or charger and the case. I added the charger because laptops are mobile computers and run on batteries. I didn't know that i had already drawn the case but I didn't realize it had a name. Overall researching helped improve my model so that it was more accurate.

Proving a Rock Water and Air are Matter

//Rock//

First the triple beam balance was leveled. Then the rock was placed on the balance. Next the mass of the rock was measured using the triple beam balance. After that 50 mL of water was put in the graduated cylinder and the rock was dropped in the water. Then the amount that the water level rose was recorded, thus giving the volume of the rock. The problem that was solved was what was the mass and volume of a small rock. To find the mass the rock was placed on a triple beam balance and its mass was measured. It had a mass of 8.5 grams. To find the volume water was put in a graduated cylinder then the rock was dropped in the water. The increase in water level was the rock's volume. The rock had a volume of 3 cubic centimeters.
 * Rock
 * water
 * graduated cylinder
 * triple beam balance

// Water //

First the mass of the graduated cylinder was found using the triple beam balance. Then 50 mL of water was poured in the cylinder and the mass of the cylinder with water was found. Next the 50 was subtracted from the mass of the graduated cylinder to get the mass of the water. The problem that was solved was what was the mass and volume of an certain amount of water. To find the mass of the water the mass of the cylinder was found and then 50 was subtracted from that. The mass of the water was 47 grams. There was no need to perform and experiment to find the volume of the water because the volume of the water was the amount of ater put into the graduated cylinder. The volume of the water was 50 mL.
 * Triple beam balance
 * water
 * graduated cylinder

//Air//

First the triple beam balance was leveled. Then the balloon without air in it was weighed. Next the balloon was filled with air and sealed. Then the balloon filled with air was measured using the triple balance. Next the mass of the balloon without air was subtracted from the mass of the balloon with air. Finally it was estimated that 250 cubic centimeters could fit inside the balloon, hence getting the volume. The problem that was solved was what was the mass and volume of a small amount of air. The mass was found by filling a balloon with air and subtracting the mass of the balloon by itself. The mass of the balloon was 4.7 grams. A balloon was used to find the volume of the air. This was done by estimating the number of cubic centimeters that could fit inside of the balloon. It was estimated that 2,550 cubic centimeters could fit inside of the balloon.
 * Balloon
 * triple beam balance
 * cubic centimeters
 * air

Salty Research



This past week we have been studying and researching about table salt. Table salt is the type of salt used in food. Table salt's chemical formula is NaCl or Sodium Chloride. For something to be called a salt is has to be an ionic compound composed of a metal and a gas primarily sodium and chloride. For this reason salt is considered a compound. Salt is considered a compound be cause 2 different elements (sodium and chloride) were bound together to form a new piece of matter. A compound is 2 or more different elements bound together to form a new piece of matter. Salt comes in crystals called salt crystals like the model shown above. The colorful marshmallows are Chloride and the white marshmallows are sodium. A crystal is a solid substance having the same makeup throughout, with naturally geometrically regular form and symmetrically arranged elements (hence the toothpicks). There are many types of salt. Some other types of salt (excluding table salt) are alkali salt, epsom salt used to exfoliate the body and molten slat which has electrolytes something commonly found in energy drinks. There are many types of salt used in various ways, and the best way to study them is through some salty research.

The Sand & Salt Challenge

The method used for this experiment goes as follows. First a coffee filter was put into a large beaker. Then the sand and salt was put into a coffee filter. Then 75 mL of water was filtered through the filter taking the salt with it. Next the filter with the sand in I was removed and the sand was poured back into a 15 mL beaker. The salt water mixture was then placed on a hot plate which was turned to level 5.

The weight of a beaker of the same size of the beaker which the sand was in was weighed. Then the beaker with the sand was weighed. The weight of the beaker was subtracted from the weight of the beaker and sand leaving the weight of the sand. After an hour the beaker with salt water was removed. The water was boiled off while on the hot plate. The weight of the beaker with the salt was measured then the salt was removed from the beaker and the beaker was weighed again. The weight of the beaker without the salt was subtracted from the weight of the beaker with the salt, therefore gaining the weight of the salt.

**In the experiment it was determined that the weight of the salt was 6.8 grams and the weight of the sand was 3 grams. During the experiment it was found that the sand and salt were difficult to distinguish. It was also found that the salt was a primordial force in the experiment. Being in larger quantity and having a stronger smell. The sand and/or salt in the beakers were also found to be a great deal lighter than the beaker itself. The beaker that held the sand was 13.4 grams and the beaker holding the salt was 167.2 grams. This experiment could be improved if there was a way to better distinguish the sand from the salt so that the measurements could be more accurate. Or if there were more advanced tools to use so that it was easier to separate the sand and salt.**