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Jess, Kobe, Shannon, and Jeff are The Kewl Kidz! Th e Kewl Kidz all hate Justin Bieber! We all love oreos,  science, and puppies(who doesn't?!), and we love Harry Potter too! We think the best pizza is plain old cheese pizza.

__ Paper Airplane Lab __

* Size is determined by surface area and weight

 * More surface area= more weight it can support
 * A large plane made of heavy material will not fly as far as a plane made of lighter material

[|Paper Airplane Designs] Description~ This website explains/shows you how to make different types of airplanes.

__**Steps to a Controlled Experiment**__
Question~ How does the design of the paper airplane effect how far it flies? Hypothesis~ The design of airplane two will fly the farthest. Independent Variable~ The designs of each of the airplanes Dependent Variable~ The distance that each airplane will fly Contants~ The type and size of the paper, the starting point (of the throw), the person throwing the paper airplane.

**__Procedure__**
1. Create 3 different types of airplane designs. 2. Create a chart to record all of the data we will collect. 3. Have the same person throw all of the airplanes three times from the same starting point. 4. Measure and record each throw in the chart we created.

**Plane 1** **Plane 2** **Plane 3** __**Data Chart**__ **Distance in centimeters** **Flight Time in seconds**
 * Airplanes || Throw 1 || Throw 2 || Throw 3 || Average ||
 * Plane 1 || 380 || 732 || 1244 || 785.33 ||
 * Plane 2 || 721 || 860 || 710 || 763.66 ||
 * Plane 3 || 576 || 79 || 670 || 441.66 ||
 * Airplanes || Throw 1 || Throw 2 || Throw 3 || Average ||
 * Plane 1 || 1.0 || .88 || 2.21 || 1.363 ||
 * Plane 2 || 1.94 || 2.5 || 1.26 || 1.9 ||
 * Plane 3 || 2.44 || 1.87 || 2.06 || 2.123 ||

Summary:
We found out by conducting this experiment that plane 1 flew the farthest but had the shortest flight time, because it just darted out and fell to the ground quickly. While plane 3 had the shortest distance, it had the greatest flight time, because it could stay in the air but not fly quickly at all. But plane 2 had the second greatest flight time and second greatest distance flew. Plane 2 was able to have both the second greatest flight time and the second greatest distance time because plane 2 is aerodynamic, but could also could fly through the air fairly quick because its distance was just only a little over 20 centimeters shorter than plane 1.

Measurement and Lab Equipment Part 1 #1-6

1. The tool used to measure length in the lab is the ruler. 2. When using a ruler you need to remember to read the measurement at eye level and line up the beginning of the ruler at zero. 3. The SI unit for length is meters. 4. There are 100 cm on a meter stick. 1cm = .01 m 1m = 100 cm 5. There are 1000mm on a meter stick. 1mm = .001 m 1m = 1000 mm 6. There 10mm in a centimeter. 1 mm = 1 cm 1 cm = 10 mm

Measurement Lab and Equipment Part 2 # 1-5

1. The tool used to measure a liquid volume in the lab is a graduated cylinder. 2. When you use the graduated cylinder you need to read it at eye level and at the bottom of the meniscus. 3. The SI unit for volume is liters. 4. 1 mL= .001 L 1 L = 1000 mL  5. When the liquids were mixed they formed a green liquid and filled in the space between each others' molecules (50 mL + 50 mL = about 97 mL)

Summary
 * The yellow liquid was methonal.
 * The blue liquid was water.
 * The two liquids had different size particales.
 * The two liquids filled in the spaces so 50 mL + 50 mL = 97 mL.

__Mass and Volume Lab__

Question~ Does the mass of an object affect its volume? Hypothesis~ The mass of an object is not affected by its volume. Independent Variable~ mass (g) Dependent Variable~ volume (cm cubed) Constants~ The unit for the measurements

Prodcedure~ Step 1: Use the triple beam balance to measure the mass of an object. Step 2: Measure the volume of each object by either using the formula length*width*height or by dropping oddly shaped objects into a gradulated cylinder with 50 mL of water in it. Then you would have to subtract 50 mL from the amount of water with the object in it. Step 3: Repeat steps one and two with all five objects. Step 4: Record and then compare your results.

Chart:



Graph: Key: AP= Aluminum Prism NP= Nylon Prism NS= Nylon Spacer RS= Red Screw CC= Copper Cylinder

Summary: Mass does not affect volume in the fact that we did not keep the constants, like the materials, the same. We usesd materials such as plastic, aluminum, copper, and nylon. Therefore, the scatter plot was all over the place, and didnt't correctly show if mass affects volume. Although two of the objects had the near the same mass, two objects had about the same volume.

To make the experiment better we could use all of the same materials, such as clay, and that would show an accurate reading about if mass really does affect the amount of volume.

__ Improved Mass and Volume Lab: __

Question~ Does the mass of clay affect its volume? Hypothesis~ Yes, the mass affects the volume. Independent~ Mass (g) Dependent~ Volume (cm cubed) Constants~ Units for Measuring and the material we used (clay)

Procedure- Step 1: Make three different sizes balls of clay. Step 2: Measure the mass of each clay ball, with the triple beam balance. Step 3: Then find the volume, with the graduated cylinder. Put 50 mL of water into the graduated cylinder. Step 4: Record and then compare the measurements.

Clay observations- 1. yellow 2. squishy 3. opaque 4. 30.7 grams of clay

Data:

Chart-

Graph- Key: "3" is the smallest ball of the clay "6" is the second biggest piece of clay "9" is the biggest piece of clay

Chart Evaluation: By looking at the chart and the key you can tell that as the mass of the clay got bigger, so did the volume.

Summmary: When you use the same material for each item, you can notice that as the value of the mass increases so does the volume of the clay piece. This is because the bigger something is, or the more mass it has, the more space it takes up.

Density of the Clay Balls: We found the density of the clay by dividing the mass by the volume.



Summary: Our group found out that because our data increased consistantly the density for the three clay balls was the same.

Clay Boat Lab:

Research~ - Objects that are less dense than water will float - Objects that are more dense than water will sink - Volume and mass play a part in whether an object will sink of float - The amount of air inside an object can help it float - Hollow objects float better than solid ones. -Heavy objects don't nessecarily sink and light objects don't nessecarily float

Question~ Does the design of a clay object affect if it sinks or floats? Hypothesis~ Yes, our group thinks that the design of the clay objects will affect if it floats or sinks. Independent Variable~ The design of the clay objects. Dependent Variable~ If the clays obejcts float or sink. Constants~ The material, the amount of water, the mass of the clay.

Prodcedure~ 1. Take our 30.7 grams on clay, and make it into a boat shape. 2. Test it in a beaker with water. 3. Take our clay, and change it into a solid ball shape. 4. Repeat step 2. 5. Take the clay and make it into a hollow ball shape. 6. Repeat step 2. 7. Record the data we found in a data table.

Boat Shaped Clay Object:

Solid Ball Shaped Object:

Hollow Ball Shaped Object:

Diamond Boat Shaped Object:

Data: Chart-

Graph-

= Density of a Marble = =Question: How does the density of one marble compare to the density of five marbles?= The Mass of Objects: The Volume of Objects: Density of Objects:

Summary: The density of the marble is a characteristic property because no matter how big the simple, one marble or five marbles, the density will always be the same, 2.51g/mL cubed. * Density is a characteristic property. It doesn't matter how big the sample is it will stay the same.

Ice Lab Question- What will happen to the mass of ice as it melts? Hypothesis- The mass will not change as the ice melts. Independent- Ice Dependent- Mass Constants- cup, meaurements, amount of ice Procedure- 1. Measure the mass of the cup. 2. Put ice in the cup, and find the mass of the ice. Then subtract the mass of the cup from the mass of the ice. 3. Take the cup off the triple beam balance, and melt the ice. 4. After the ice melts, measure the mass of the ice again. 5. Record your results.

Data: Mass of Ice/ Water in a Cup:

Mass of the Ice/ Water in a Bag:



Summary: The mss of the water and the ice does not change. No matter when you measure the amount of ice, the half way melted ice, or all the way melted water, the mass was always the same. The mass does not change because the same amount of material that started in the cup or bag stayed in the cup or bag! Nothing evaporated, because if it had, then the mass would have been smaller at the end.

The Fan Lab Question- What happens when you fan a thermometer? Hypothesis- When you fan a thermometer, the temperature will go down. Independent Variable- The fan Dependent Variable- The temperature Constants- Speed of fanning, person fanning, the unit of measurement, the fan that we use. Procedure- 1. Make a paper fan. 2. Set up the thermometer. 3. Take a control reading of the air. 4. Slowly fan the thermometer, and measure the temperature. 5. Fan at medium speed, and measure the temperature. 6. Fan at a fast speed, and measure the temperature.

Data Table-



Fan Experiment 2

Question- What happens when you fan a wet thermometer? Hypothesis- When you fan a wet thermometer the temperature will go down. Independent Variable- The speed of the fan. Dependent Variable- The temperature of the thermometer. Constants- The fan that we use, the person fanning the thermometer. Procedure- 1. Fill a test tube with water. 2. Put the thermometer in the water and take the temperature. 3. Take the test tube with water away, and start fanning the thermometer slowly,and take the temperature of the thermometer. 4. Fan the thermometer at a medium speed, and take the temperature. 5. Fan the thermometer at a fast speed, and take the temperature.

Data Table-



We also did this experiment with alcohol instead of water. So the neew procedure would be 1. Put the thermometer in the alcohol, and take the temperature. 2. Fan the thermometer slowly, and then take the temperature after 30 seconds and after a minute. 3. Repeat steps 1 and 2 with the fan speeds of slow, medium, and fast.

Alcohol Data Table-



Graphs:

After 30 seconds~



After 1 minute~

The Density of Air Challenge: Mass of Air: 2.8g Volume of Air: 526 cm cubed Density of Air: .0053 g/cm3

Actual Density of Air~ 0.0013 g/cm3

Syringe Pressure Lab

Question: What happens to the pressure of the air as the volume is decreased? Hypothesis: As the volume decreases, then the pressure will increase. IV: The volume DV: The pressure Proocedure: 1. Open data studio on the computer, and hook up the pressure sensor. 2. Take the syringe, and put it at 10 mL, then put the end of the syringe into the pressure sensor tubing. Make sure that the syringe doesn't slide down, that it stays at 10. 3. Start the experiment, and push the syringe in until it is at 9, then record the pressure. Do the same thing for 8, 7, 6, and 5. 4. Do each number three times, and then find the average of the three different trials.

Data Table-

Graph-