1. WHO KILLED BUZZ LIGHTYEAR? By: Katherine Quintanilla ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

2. One early morning in Mrs.Langhans class her students walked into the science lab ready to start working. Once they got there they noticed something laying on one of the tables, they all stood up & started getting closer and closer to the table. When they got close enough they couldn’t believe their eyes.BAM! Right there in front of them was the mighty Buzz Lightyear…dead. All the students were stunned at what laid right before their eyes! Everyone was so shocked and they quickly started to wonder who could have committed this terrible crime!

3. Buzz Lightyear R.I.P

4. The class started to wonder what had happened! They noticed some evidence around the crime scene. Some items where a piece of unidentified liquid, hot dog, wrap, and powder! But they don’t know exactly what typed they were.

5. Hypothesis One of the very first things that the students must do before they even start anything is that they make a hypothesis. Their hypothesis is that the liquid is water, the wrap is iron, the powder is baby powder, and they didn’t know any types of hot dogs so they didn’t know what the hot dog could be.

6. After a few minutes and after they coming up with a hypothesis the very intelligent children came up with an idea to solve this mystery! They thought about testing all the evidence to see what they really were so then they could figure out who committed this appalling crime!

7. The first step in testing all the evidence was making some charts for every single item. In every chart they would include other liquids they thought could possibly be the crime scene item and once they where done testing all of them, they would compare their results to the other items and see which ones could be the real crime scene item. THIS WAS A VERY BRILIANT IDEA. After they finished their charts, they all got ready. Part of getting ready meant making sure they were following all the lab safety rules. They were…. Wearing goggles Wearing closed toed shoes Having hair pulled back Not wearing loose clothes

8. The first chart the students made was the one that would help them figure out what type of liquid was found at the crime scene. To fill out this chart these were the steps they took. Step 1: They brought every single liquid to their groups. Step 2: Observed what color each liquid was. Step 3: Used a graduated cylinder and poured water first then poured the liquid down the side of the graduated cylinder to test the density of each liquid. Step 4: Used the conductivity meter and made it touch each liquid to see how high or low the objects conductivity was. Step 5: Smelled each liquid by holding it up not too close to their face and waving their hands toward their noses. Step 6: To test flammability Mrs.Langhans poured each liquid in a beaker and lit up the match, and dropped it into the beakers. Step 7: For reactivity the students used a plastic spoon to pour a little bit of baking soda into the well plate and then using the eye dropper they poured a little bit of each liquid to see if it would have a reaction or not.

9. Testing the Liquids LiquidColorDensity Conductivity Smell Flammability Reactivity Pure WaterClearEqualMediumPlainNot Flammable No Reaction AlcoholClearLess DenseLowStrongFlammableNo Reaction Salt WaterClearLess DenseHighPlainNot Flammable No Reaction VinegarClearLess DenseHighSourNot Flammable Bubbled Up Grape DrinkPurple/ Brown More DenseHighGrape SmellNot Flammable No Reaction Lemonade with Pulp Yellow/ Green More DenseHighLemonade Smell Not flammable No Reaction Crime Scene Liquid ClearLess DenseLowPlainNot Flammable No Reaction

10. Liquids Non-Flammability

11. The second chart they created was the one that would test the type of hot dogs. These were the steps to fill in this chart. Step 1: Took all four hot dogs to their groups in a paper towel. Step 2: Laid them all out and labeled them on the paper towels so they wouldn’t forget which one was which. Step 3: Used a graduated cylinder to measure the density of each hot dog. Step 4: Used the conductivity meter to measure how high or low the conductivity was. Step 5: Measured the mass of the hot dog using a triple beam balance. Step 6: Then to test reactivity we used an eye dropper to place a small amount of iodine on the flat part of the hot dog to see if it would have a reaction.

12. Testing Hot Dogs Hot DogsDensityConductivityPre-SqueezePast-SqueezeReactivity Pork11 mLHigh11.3 g11.2 gTurned Black Light Pork10 mLVery High5 g10 gTurned Yellow 98% Fat Free15 mLHigh15.2 g12.7 gTurned Brown Crime Scene Hot DOG 11 mLHigh10.7 g Turned Black

13. Hot Dogs Pre & Post Squeeze

14. The third chart that was made was to test all the different powders! These are the steps they took in completing the charts. Step 1: To test the melting point Mrs.Langhans heated up all the powders using hot plates. Step 2: Then to test the solubility we used small beakers and mixing sticks to mix it all up. Step 3: To test conductivity they pressed the conductivity meter on all powders to test how high or low the conductivity was. Step 4: When the students tested out reactivity they used a plastic spoon to pour a small amount of powder in the well plate, then using the eye dropper they placed ascorbic acid on each powder to see if it would have a reaction. Step 5: The last step was flammability and to test It out Mrs.Langhans lit up a match and dropped it in the powders to see if they were flammable or not.

15. Testing The Powders PowdersMelting PointSolubilityConductivityReactivityFlammability SucroseYes LowNo Baking SodaNoYesVery HighNoNo, Just Turned It Yellow Sodium Polyacrylate No Very HighAbsorbed Vinegar & Made it Grow No Sodium Chloride noYesVery HighNo Ascorbic AcidNo LowNoNo, Just Turned Brown Crime Scene Powder yes LowNono

16. Powders Conductivity

17. The last and final chart that was left to be filled out was the one that tested the wraps. These were all the steps. Step 1: Using their five senses, the students looked at the wraps in order to determine their luster. Step 2: Using their handy five senses they determined each wraps malleability to. Step 3: Also using their five senses they figured out each wraps appearance. Step 4: By pressing down the conductivity meter on each wrap they learned if the wraps had high or low conductivity. Step 5: Lastly, for reactivity they used forceps to place each wrap in the well plate, then using the eye dropper they placed vinegar on the wraps to determine the wraps reaction to the vinegar.

18. Testing The Wraps WrapsLusterAppearance Optical Appearance ConductivityReactivity PlasticShinyYesPurple/ See- through/ Soft None AluminumShinyYesSilver/ SquareVery HighNone ZincShinyYesSilver/ SquareHighNone CopperDullYesBrown/ Red/ Orange/ Rectangle Very HighNone IronShinyYesSilverHighYes/ Bubbled SulfurDullYesYellow/ SmallNone Crime Scene Wrap ShinyyesSilver/ SquareVery Highnone

19. Wraps Luster

20. Materials Plastic Well Plate W/ 8 slots Glass Beakers Plastic Eye Droppers W/ Squeazer at top Sodium Bicarbonate Conductivity Meter With 2 Electrodees and a D Battery Tripple Beam Balance Graduated Cylinder With a Plastic Post Hydrochloric Acid Sanatized Saftey Goggles Forceps Hot Plate Matches Plastic Aluminum Zinc Copper Iron

21. More Materials Sulfur Purified Water Salt Water Vinegar Grape Drink Lemonade with Pulp Sucrose Baking Soda Sodium Polyacrylate Sodium Chloride Ascorbic Acid Sliced Pork Hot Dog Sliced Light Pork Hot Dog 98% Fat Free Hot Dog Sliced Tin Foil

22. At first the students thought that the hot dog was pork, the powder was baby powder, the wrap was iron, and that the liquid was water. All of them were wrong! After testing every single crime scene item they discovered that the wrap was actually aluminum, the powder was sucrose, the hot dog was pork, and that the liquid was salt water. On their experiment there’s definitely a couple of things they thought they could’ve done different. One of them was that they should’ve have all participated equally. Also that they had worked a little faster and concentrated more on the experiment. Other than that everything else went pretty smooth. Since the students discovered what was at Buzz Lightyear’s crime scene then the next experiment If developed from this one should be one that test how Buzz was killed and how the items at the crime scene relate to his death.

23. References!!!! http://www.del-food.net/images/Hot-Dogs.jpg http://www.naturallygreen.co.uk/images/MSM_Powder1.jpg http://www.abelardomorell.net/photography/other_01/images_other/ot her12_Spilled-Water.jpg http://www.abelardomorell.net/photography/other_01/images_other/ot her12_Spilled-Water.jpg http://www.educational-equipments.co.in/Triple%20Beam%20Balance.jpg http://surginova.in/images/Forceps.jpg http://upload.wikimedia.org/wikipedia/commons/e/e7/SimplyLemonade- ChrisMetcalf.jpg http://upload.wikimedia.org/wikipedia/commons/e/e7/SimplyLemonade- ChrisMetcalf.jpg http://greenbabyguide.com/wp-content/uploads/2008/08/baking- soda2.jpg http://greenbabyguide.com/wp-content/uploads/2008/08/baking- soda2.jpg http://www.inhabitots.com/wp-content/uploads/2008/08/sugar-scrub.jpg http://www.sks-science.com/images/14000-10LRG.jpg