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TAKING CHEMISTRY THIS YEAR??? CHEMISTRY??? YEAHHHHH!!!!

I want to share with you about my gum lab! It’s my favorite lab experiment because I get to eat gum after the that!

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Bubble Gum Scientific Method Lab

Ellie likes to chew bubblegum.  She has recently noticed that some types of gum lose flavor faster than others.  She wants you to figure out which gum lasts the longest, and which lasts for the shortest amount of time.  In order to do this, you must follow the steps of the scientific method.

Observation/Problem: Which type of gum last the longest???

Hypothesis: (in regards to shortest and longest) My hypothesis is depend on the size of the gum. the bigger gum, the longer the test. the biggest gum might be the Doublemint. 

Experiment:

      Materials: one piece of bubble gum per student, balance

Procedure	Data
1. Take 1 piece of bubble gum of the same brand and flavor for each member of your lab group.  DO NOT unwrap the gum! Record the brand name and flavor in your data section.	Brand Name: Dentyne ICE Flavor: Cherry
2. While still wrapped, measure the total mass of all pieces of gum in your lab group using your balance.  Record the total mass in your data section.	Total mass of all pieces of pre-chewed gum: 5g
3. Take the gum out of the wrapper and begin chewing.  Save the wrapper! Chew for 3 minutes- answer the first question in the analysis section while chewing…	Observations while chewing: crunchy mintry sweet cold spicy strechy gummy
4. After 5 minutes of chewing remove the gum from your mouth and place it back into its gum wrapper.  Find the mass of the gum/wrappers. Record the mass in your data section.	Total mass of all pieces of chewed gum: 2g
5. Throw away your gum/wrappers and make sure that your lab station is clean.	checked!

Analysis: (answer these questions- show your work for math!)

Calculate the average mass of 1 piece of pre-chewed gum in wrapper (Take the total mass of pre-chewed gum in wrappers data#2 divided by the number of members in group)

5/3 = 1.66 g

Calculate the average mass of one piece of chewed gum in the wrapper (Take the total mass of chewed gum in wrappers data#4 divided by the number of members in group)

⅔ = 0.66 g

Calculate the average mass lost from chewing the gum (Analysis#1 minus Analysis#2)

1.66 – .66 = 1 g

Calculate the percent lost (Analysis #3 divided by analysis#1 and times by 100). Don’t forget to RECORD ON THE CLASS GRAPH

1/1.66 = 0.602409639

60.24%

Graph the percent lost from EACH type of gum.

Conclusion: (answer in full sentences)

Based on the graph,

Which gum last the least percentage of mass and therefore would last the longest? Which lost the most percentage of mass and therefore would last the shortest? Did this support or negate your hypothesis? What do you think was lost while chewing? What is one possible source of error (why you would have gotten inconsistent results) in this lab and how would it have affected your results? What would you do differently if you did this lab again to counteract this error?

 

The gum last the least percentage of mass and therefore would last the longest is the Trident. The most percentage of mass and therefore would last the shortest is Mentos. This doesn’t support my hypothesis because I think that the doublemint gum would last the longest, but it’s actually the Mentos gum. While chewing the gum I think it loses the mass and flavors. I got no error of this experiment, but if I do this lab again I would change the constance speed of chewing gum because if I chew the gum fast I will lost the flavor quickly. One thing I could also try is to place gum in the water instead of chewing it. When I place the gum into the water, all of the flavor is stay inside the water, when I chewed, the gum’s flavor is dissolved inside my mouth and it go through my guts.

On the first two weeks of our 7th year of school, we are having an SAT Bootcamp with Amanda, an ESL teacher from an all-girls school in New Jersey; Kim, a recent Princeton grad in Computer Science.

First of all, we took the PSAT on the first day. Amanda is tutoring in reading, writing and language and Kim in math. 

Amanda gives us 10 to 20 common confusing words per day. She gives us a whole reading test to read on our own/in class and work through the questions together with strategies for solving it. We also learn the smart ways to eliminate the answer choices. My favorite one to learn is to summarize each passage that I read, it’s about one sentence per paragraph. It helps me to understand more about the passage and especially when I turn the paragraphs into my own words. 

For the math section, we mostly go over the questions together and express the short way to do the multiplication. I mainly struggling with world problems and numbers that involve square roots, but Kim helps me to win the battle.

Before the PSAT Bootcamp, during the PSAT full practice, I usually reach three passages of the test. But, after the PSAT Bootcamp, I reach 4 passages because I implied the summarize each paragraph strategy. Even though I don’t like science article, nevertheless I understand what the authors are talking about in the passages.

 

 

I never ever think or feel that I like to play sports. I tried to play soccer, volleyball, floor hockey and even basketball. They are not my interest until I tried to play a sport called “frisbee.”

The first time I play frisbee, I played with boys and girls and I was the new girl of the team. The first couple of months of playing frisbee, I did not make a lot of progress because I was too scared to raise my voice. My goal in frisbee is to have someone call my name when they have a disc in their hand and willing to throw it to me. 

After it’s been around a year, one guy that I never thought he would inspire me that much. I do not even think that he wants girls to play frisbee with him and I was wrong. He told me that to be strong in sport, he increases my passionate in sport, frisbee. He gives me countless opportunities to archive my goal in frisbee. I made a lot of progress during that time and I feel super duper proud of myself, not to be humble, but I was proud. 

That guy was my frisbee coach, not surprising to you guys that coaches encourage students to work hard, but I do. Because of I rarely work with guy coaches.

He told me “Let your passion change the world, not the world change your passion!”

His quote inspires me every day and makes me reach for my passion.

The United Nations has predicted that by 2050, a little over thirty years from now, there will be 9.7 billion people on this planet. With nearly 10 billion people consuming non-renewable resources, we must be thinking about the future.

I recently learned about a Native American group called the Iroquois that practice Seven Generation Sustainability; this concept focuses on future generations. The Iroquois believe the current generation of humans should be living and working in a way that will benefit their children as well as the next six generations after them. Can you say that you live and work each day for those children? Again, we must be thinking about the future.

That was the hook of my TED Talks. The theme of TED Talks in 2017 was “Creating a Hopeful Future” and it was my first time to join TED Talks. I was talking about solar energy. I felt so frantic for 2 hours before I gave a speech. My heart was jumping around like there was a trampoline inside my chest, I could hear my heartbeat and it was so loud inside my head and I thought the heart must burst. 

When the time came, which means that it’s my turn to give a speech. I talked words by word while my mind is agitation. Not going to lie, I mess up some of my speech, but I feel like “MOM I MADE IT!!” 

After that, it was so fun and I was inspired by a lot of speakers, especially technologies. I felt like I would like to join TED Talks for next year and talk about “Perfection” because it came into my mind after the event.