A few weeks ago, my science teacher (ms leong) conducted a lab lesson on "The Inside of Cells-The basic unit of life". We were told to do an experiment but before that, she instructed us to read the instructions first.
This is what we were told to do:
1) Add a drop of dilute iodine solution onto the middle of a clean slide
2) Gently scrape some cells from the inside of our cheek with a clean toothpick
3) Spread the scrapings onto the drop of iodine on the slide. Then throw the toothpick away after use.
4) Place one side of a coverslip close to the drop of iodine solution while supporting the other side of the coverslip with a mounted needle.
5) Gently and slowly lower the coverslip onto the scrapings
6) Examine the specimen under the microscope and draw what you see
After reading the above instructions, we started to do this experiment. The first 5 steps were very easy and most of us finished it very fast. However, the 6th step was the hardest because it was one of our very first few times touching/using the microscope and so, we could not see the cell very clearly like those in our textbooks. All we could see at first were just small black dots.
Finally, after some adjustments with the power, we managed to get quite a good view of the cheek cell which we extracted from our cheeks.
From this lesson, I have learned how to use the microscope to view cells clearly and also the different parts of the microscope which ms leong went through before the experiment.
This is a video on youtube that shows a person looking at his cheek cell through a microscope.
http://www.youtube.com/watch?v=frEFgP--MB4
Friday, September 3, 2010
Home learning write up + reflection
During the last week of term 2, we had two days of home learning and one of our assignments was this:
1) Design an experiment to remove all the substances in the seawater ( Oil from oil spillages from nearby ships, alcoholic drinks from BBQ parties, sand and gravel, broken glass bits, remnants from dead organisms (parts of seashells, seaweeds, etc.) )
* We were only given these equipments:
My group's answer can be found on sciencexcite.wordpress.com in one of the posts.
Reflection:
I feel that this home learning project is really good as it teaches us the different techniques of separating things and then it gives us an assignment to allow us to apply what we have just learned. The assignment was also very interesting and it was also not too hard or easy.
1) Design an experiment to remove all the substances in the seawater ( Oil from oil spillages from nearby ships, alcoholic drinks from BBQ parties, sand and gravel, broken glass bits, remnants from dead organisms (parts of seashells, seaweeds, etc.) )
* We were only given these equipments:
| Thermometer | Conical Flask | Retort Stand | Spatula |
| Separating Funnel | Beaker | Tripod Stand | Glass Beads |
| Filter Paper | Filter Funnel | Wire Gauze | |
| Distilling Flask | Fractionating Column | Evaporating dish | |
| Condenser | Bunsen Burner | Glass rod |
My group's answer can be found on sciencexcite.wordpress.com in one of the posts.
Reflection:
I feel that this home learning project is really good as it teaches us the different techniques of separating things and then it gives us an assignment to allow us to apply what we have just learned. The assignment was also very interesting and it was also not too hard or easy.
Sunday, August 29, 2010
From System to organ to tissue to cell
Earlier on in term 3, we learned about cells. Then, we learned about how cells links to tissues to organs and lastly, systems.
The link:
Systems include digestive system, reproductive system, nervous system, circulatory system, respiratory system, muscular system, skeletal system. In each system, it consists of many organs. For example, the digestive system consists of the small intestine, stomach, large intestine, etc. Then in each organ, it consists of many tissues. For example, the small intestine consists of many epithelial tissues. In each tissue, it consists of many cells. For example, in the epithelial tissue, it consists of simple columnar epithelium cells. This is the link between systems, organs, tissues, cells.
Example:
I created a mindmap on prezi. It only consists of a few examples which I managed to try to find. There is a link below for you to visit it. Once you reach there, you can zoom in to see more by scrolling your mouse up or by manually clicking the "plus" sign on the right of the prezi screen.
My prezi on cells
:D :D :D :D
The link:
Systems include digestive system, reproductive system, nervous system, circulatory system, respiratory system, muscular system, skeletal system. In each system, it consists of many organs. For example, the digestive system consists of the small intestine, stomach, large intestine, etc. Then in each organ, it consists of many tissues. For example, the small intestine consists of many epithelial tissues. In each tissue, it consists of many cells. For example, in the epithelial tissue, it consists of simple columnar epithelium cells. This is the link between systems, organs, tissues, cells.
Example:
I created a mindmap on prezi. It only consists of a few examples which I managed to try to find. There is a link below for you to visit it. Once you reach there, you can zoom in to see more by scrolling your mouse up or by manually clicking the "plus" sign on the right of the prezi screen.
My prezi on cells
:D :D :D :D
Tuesday, August 24, 2010
Term 2 Reflections
Today, I will be talking and recapping about what I have been taught during science lessons in term 2.
Basically, we were taught on "Kinetic particle theory" and "Elements and Compounds and Mixtures".
For Kinetic Particle theory, we learnt about the properties of solids, liquids and gases. Also, we learnt how to describe and explain in a scientific way how solids/liquids/gases change their state. It has to do with their packing, arrangement and surrounding temperatures.
Below is a link to a youtube video related to Kinetic particle theory. It teaches us about solids, liquids and gases and their individual properties:
Solids/liquid/gas video (CLICK!)
For elements, compounds and mixtures, I already gave most of the information on one of the posts below as I did an ace project on this subject. We learnt that compounds are a substance containing two or more elements chemically joined together. For example, Water.
We learnt that mixtures contains two or more substances which are not chemically joined together. For example, air. I have also learnt from my science teacher that elements are things that cannot be broken down into two or more parts by chemical methods.
There are many different elements in this universe.
So, to end off, I will give you a youtube video link. The video is a song of elements. It may be able to help us to memorise the elements.
Song of elements(CLICK!)
Written by : Ethan
Basically, we were taught on "Kinetic particle theory" and "Elements and Compounds and Mixtures".
For Kinetic Particle theory, we learnt about the properties of solids, liquids and gases. Also, we learnt how to describe and explain in a scientific way how solids/liquids/gases change their state. It has to do with their packing, arrangement and surrounding temperatures.
Below is a link to a youtube video related to Kinetic particle theory. It teaches us about solids, liquids and gases and their individual properties:
Solids/liquid/gas video (CLICK!)
For elements, compounds and mixtures, I already gave most of the information on one of the posts below as I did an ace project on this subject. We learnt that compounds are a substance containing two or more elements chemically joined together. For example, Water.
We learnt that mixtures contains two or more substances which are not chemically joined together. For example, air. I have also learnt from my science teacher that elements are things that cannot be broken down into two or more parts by chemical methods.
There are many different elements in this universe.
So, to end off, I will give you a youtube video link. The video is a song of elements. It may be able to help us to memorise the elements.
Song of elements(CLICK!)
Written by : Ethan
Saturday, August 14, 2010
Term 1 Reflection
Today, I am going to talk about what I have learnt in term 1 science.
It was my first term learning science in secondary school and the first few lessons were mostly about the science lab's equipment. We were taught and introduced to safety precautions and lab equipment. The first experiment we did was an experiment which needed a bunsen burner. Our teacher then told us that we needed to wear safety goggles when burning something and also to close the air hole of the bunsen burner when we were lighting it to prevent a "strike back", which happened to a few of my friends. Luckily, they were not injured.
Another lab lesson, we were told to observe the science lab and draw a rough sketch of it. I felt that this was useful as we should know the surroundings and where all the equipment are kept in a lab that we were going to use for at least one year.
This is a picture of our lab:
Picture of lab(CLICK!)
This is a video of how to light a bunsen burner safely:
Bunsen Burner(CLICK!)
Thats all for now.
Bye.
Written by: Ethan Teo
It was my first term learning science in secondary school and the first few lessons were mostly about the science lab's equipment. We were taught and introduced to safety precautions and lab equipment. The first experiment we did was an experiment which needed a bunsen burner. Our teacher then told us that we needed to wear safety goggles when burning something and also to close the air hole of the bunsen burner when we were lighting it to prevent a "strike back", which happened to a few of my friends. Luckily, they were not injured.
Another lab lesson, we were told to observe the science lab and draw a rough sketch of it. I felt that this was useful as we should know the surroundings and where all the equipment are kept in a lab that we were going to use for at least one year.
This is a picture of our lab:
Picture of lab(CLICK!)
This is a video of how to light a bunsen burner safely:
Bunsen Burner(CLICK!)
Thats all for now.
Bye.
Written by: Ethan Teo
Monday, August 9, 2010
Elements, Compounds, Mixtures
Hello everyone. Today, I am going to update you guys on my science ace assignment for term 3. I did a study on elements, compounds and mixtures and I will now share what I have researched with all of you.
First of all,
What is an ELEMENT???
How the periodic table is organised:
You might think that the elements in the table above are put in random. Actually, there are placed according to their properties. There are TWO main groups: Metals and non metals.
Each vertical coloumn is called a group while each horizontal row is called a period. Elements in the same group have similar chemical properties
Group properties in the periodic table:
1)There are 116 known elements up to date, 92 found on earth and 24 made by scientists.
2)Symbols for elements usually have letters from their english names.
3)The most abundant element on earth is oxygen.
What are ELEMENTS MADE UP OF???
They are made up of Atoms and Molecules.
*Atoms are the smallest unit of an element and has the properties of the element
**Molecules are a group of two or more atoms that are chemically joined together
Examples of elements (METALS):
Aluminium:
Symbol: Al
Atomic Number: 13
Physical state: Solid
Uses: Cooking foil, drink cans, aeroplane parts
9% of all elements
not soluble in water under normal conditions
Most abundant metal in earth’s crust
3rd most abundant metal in earth
low density
soft, durable & malleable metal
Calcium:
Symbol: Ca
Physical state: Solid
Atomic number: 20
5th most abundant element in Earth’s crust
Essential for living organisms
Used in mineralisation of bones and shells
Most abundant metal in animals
3% of all elements
Group: 2
Density: roughly 1.55 g cm-3
Melting point: 1548 F=842 degrees celcius
Copper:
Symbol: Cu
Physical state: solid
Atomic number: 29
Ductile metal
Very high heat and electrical conductivity
Group: 11
Uses: wires, coins, switches, pots, pans, window, door frames, pipes, building material
Pure copper is soft and malleable
Iron :
Symbol: Fe
Physical state: solid
Atomic number: 26
4 % of all elements in earth’s crust
Group: 8
Period:4
4th most common element in the Earth’s crust
Used to make cutlery
Boiling point: 5182 F
Melting point: 2800 F
Magnesium :
Symbol: Mg
Physical state: Solid
Atomic number: 12
2% of all elements in the earth’s crust
8th most abundant element in earth’s crust
High solubility in water
11th most abundant element in a human body
Strong, silvery white, light weight metal
Highly flammable
Used to make milk of magnesia, which is used to relieve acid indigestion
Used for fireworks and distress flares
Mercury :
Symbol: Hg
Physical state: liquid
Atomic number: 80
One of five metallic chemical elements that are liquid at room temperature
Melting point: -38.83 degrees celcius
Boiling point: 356.73 degrees celcius
Uses: fluorescent lamps, thermometers, dental fillings, barometers, manometers
Heavy silvery white metal
Poor conductor of heat (compared to other metals)
Potassium :
Symbol: K
Physical state: solid
Atomic number: 19
2% of all elements in earth’s crust
Soft, silvery white metal
Very reactive with water
Found dissolved in seawater
7th most abundant element in earth’s crust
Boiling point: 1398 F
Melting point: 146.08 F
2nd least dense metal
Sodium
Symbol: Na
Physical state: solid
Atomic number: 11
3% of elements in earth’s crust
Soft, silvery white metal
Group: 1
Essential element for all animal life & for some plants species
At room temperature, it is soft to be cut with a knife
Reacts exothermically (a chemical reaction that releases energy in the form of heat) with water
Zinc:
Symbol: Zn
Physical state: solid
Atomic number: 30
Group: 12
24th most abundant element in the earth’s crust
Essential mineral
Bluish white metal
Less dense than iron and has a crystal structure
Hard and britte but becomes malleable between 100 to 150 degrees celcius
0.0075% of elements in earth’s crust
Examples of ElEMENTS (NON METALS):
Argon
Symbol: Ar
Physical state: gas
Atomic number:18
Group:18
3rd most common gas in earth’s atmosphere
Approximately the same solubility in water as oxygen
Coulourless, odourless
Bromine
Symbol: Br
Physical state: liquid
Atomic number: 35
Group: 17
Only non metallic element that is a liquid at room temperature
Melting point: -7.2 degrees Celsius
A dense, slightly transparent liquid
Evaporates easily at a specific temperature
Reacts vigorously with metals
Carbon
Symbol: C
Physical state: Solid
Atomic number: 6
18.5% of all elements in human body
Uses: pencil leads, fuel, constitutes living tissues
Group: 14
Highest melting and sublimation point of all elements
Period: 2
15th most abundant element in earth’s crust
3th most abundant element in the universe by mass
Chlorine
Symbol: Cl
Physical state: gas
Atomic number: 17
Used in bleaches for our clothes
Group: 17
Pure chlorine supports combustion of oranic compounds
Melting point: -150.7 F
Boiling point: -29.27 F
What is a compound???
"A compound is a substance containing two or more elements chemically joined together".
Fact #1 about compounds: Properties of compounds are different from the properties of their constituent elements
Fact #2: Compounds are made up of molecules and ions
Example of compounds: 1) Water
2) Calcium carbonate
3) Sucrose
Mixtures:
"Consists of two or more substances that are not chemically joined together"
Fact #1: It can consist of elements, compounds or both
Fact #2: Substances in a mixture can be solid, liquid or gas
Examples of mixutres: Brass, Seawater, Air
Last but not least, VIDEOS! ENJOY>>>
http://www.youtube.com/watch?v=GFIvXVMbII0 (Copy & Paste this url)
http://www.youtube.com/watch?v=A5H6DVe5FAI (Copy & Paste this url)
Acknowledgments:
1) School textbooks
2) Wikipedia
3) Ehow
4) Google images
5) Chemistry books from library
6) YOUTUBE
Written by: Ethan Teo
First of all,
What is an ELEMENT???
- A substance than cannot be broken down into two or more substances by chemical methods
- Example: Helium, Oxygen, Iron, Copper, Iodine, etc.
How the periodic table is organised:
You might think that the elements in the table above are put in random. Actually, there are placed according to their properties. There are TWO main groups: Metals and non metals.
Each vertical coloumn is called a group while each horizontal row is called a period. Elements in the same group have similar chemical properties
Group properties in the periodic table:
- Group 1 elements are also called "The Alkali Metals". Elements in this group are the most reactive metals in the periodic table. The elements are also shiny, silvery solids and are all easily cut with a knife. They have low densities and melting points too. Examples of them would be : Lithium and rubidium.
- Group VII Elements are also called "The Halogens". It is a group of similar non metals that are reactive with most metals to form salts. They have low melting points and boiling points. Examples of them would be fluorine and chlorine.
- Group 0 elements are also called "The Noble Gases. Elements in this group are the least reactive elements in the periodic table and are all colourless gases which have very low melting and boiling points.
1)There are 116 known elements up to date, 92 found on earth and 24 made by scientists.
2)Symbols for elements usually have letters from their english names.
3)The most abundant element on earth is oxygen.
What are ELEMENTS MADE UP OF???
They are made up of Atoms and Molecules.
*Atoms are the smallest unit of an element and has the properties of the element
**Molecules are a group of two or more atoms that are chemically joined together
Examples of elements (METALS):
Aluminium:
Symbol: Al
Atomic Number: 13
Physical state: Solid
Uses: Cooking foil, drink cans, aeroplane parts
9% of all elements
not soluble in water under normal conditions
Most abundant metal in earth’s crust
3rd most abundant metal in earth
low density
soft, durable & malleable metal
Calcium:
Symbol: Ca
Physical state: Solid
Atomic number: 20
5th most abundant element in Earth’s crust
Essential for living organisms
Used in mineralisation of bones and shells
Most abundant metal in animals
3% of all elements
Group: 2
Density: roughly 1.55 g cm-3
Melting point: 1548 F=842 degrees celcius
Copper:
Symbol: Cu
Physical state: solid
Atomic number: 29
Ductile metal
Very high heat and electrical conductivity
Group: 11
Uses: wires, coins, switches, pots, pans, window, door frames, pipes, building material
Pure copper is soft and malleable
Iron :
Symbol: Fe
Physical state: solid
Atomic number: 26
4 % of all elements in earth’s crust
Group: 8
Period:4
4th most common element in the Earth’s crust
Used to make cutlery
Boiling point: 5182 F
Melting point: 2800 F
Magnesium :
Symbol: Mg
Physical state: Solid
Atomic number: 12
2% of all elements in the earth’s crust
8th most abundant element in earth’s crust
High solubility in water
11th most abundant element in a human body
Strong, silvery white, light weight metal
Highly flammable
Used to make milk of magnesia, which is used to relieve acid indigestion
Used for fireworks and distress flares
Mercury :
Symbol: Hg
Physical state: liquid
Atomic number: 80
One of five metallic chemical elements that are liquid at room temperature
Melting point: -38.83 degrees celcius
Boiling point: 356.73 degrees celcius
Uses: fluorescent lamps, thermometers, dental fillings, barometers, manometers
Heavy silvery white metal
Poor conductor of heat (compared to other metals)
Potassium :
Symbol: K
Physical state: solid
Atomic number: 19
2% of all elements in earth’s crust
Soft, silvery white metal
Very reactive with water
Found dissolved in seawater
7th most abundant element in earth’s crust
Boiling point: 1398 F
Melting point: 146.08 F
2nd least dense metal
Sodium
Symbol: Na
Physical state: solid
Atomic number: 11
3% of elements in earth’s crust
Soft, silvery white metal
Group: 1
Essential element for all animal life & for some plants species
At room temperature, it is soft to be cut with a knife
Reacts exothermically (a chemical reaction that releases energy in the form of heat) with water
Zinc:
Symbol: Zn
Physical state: solid
Atomic number: 30
Group: 12
24th most abundant element in the earth’s crust
Essential mineral
Bluish white metal
Less dense than iron and has a crystal structure
Hard and britte but becomes malleable between 100 to 150 degrees celcius
0.0075% of elements in earth’s crust
Examples of ElEMENTS (NON METALS):
Argon
Symbol: Ar
Physical state: gas
Atomic number:18
Group:18
3rd most common gas in earth’s atmosphere
Approximately the same solubility in water as oxygen
Coulourless, odourless
Bromine
Symbol: Br
Physical state: liquid
Atomic number: 35
Group: 17
Only non metallic element that is a liquid at room temperature
Melting point: -7.2 degrees Celsius
A dense, slightly transparent liquid
Evaporates easily at a specific temperature
Reacts vigorously with metals
Carbon
Symbol: C
Physical state: Solid
Atomic number: 6
18.5% of all elements in human body
Uses: pencil leads, fuel, constitutes living tissues
Group: 14
Highest melting and sublimation point of all elements
Period: 2
15th most abundant element in earth’s crust
3th most abundant element in the universe by mass
Chlorine
Symbol: Cl
Physical state: gas
Atomic number: 17
Used in bleaches for our clothes
Group: 17
Pure chlorine supports combustion of oranic compounds
Melting point: -150.7 F
Boiling point: -29.27 F
What is a compound???
"A compound is a substance containing two or more elements chemically joined together".
Fact #1 about compounds: Properties of compounds are different from the properties of their constituent elements
Fact #2: Compounds are made up of molecules and ions
Example of compounds: 1) Water
2) Calcium carbonate
3) Sucrose
Mixtures:
"Consists of two or more substances that are not chemically joined together"
Fact #1: It can consist of elements, compounds or both
Fact #2: Substances in a mixture can be solid, liquid or gas
Examples of mixutres: Brass, Seawater, Air
Last but not least, VIDEOS! ENJOY>>>
http://www.youtube.com/watch?v=GFIvXVMbII0 (Copy & Paste this url)
http://www.youtube.com/watch?v=A5H6DVe5FAI (Copy & Paste this url)
Acknowledgments:
1) School textbooks
2) Wikipedia
3) Ehow
4) Google images
5) Chemistry books from library
6) YOUTUBE
Written by: Ethan Teo
Thursday, April 1, 2010
Gravitational force acting on your body at different places
Have you ever wondered what your weight is like on a different planet or place in earth?
This is what I am going to talk about today. Firstly, you need to know the difference between mass and weight. According to my Science teacher and some websites, weight is the amount of gravitational force acting on your body while mass is the amount of matter in your body. If you are on moon, your mass will be the same but your weight will change. That is because the amount of gravitational force on the moon is less that the earth. However, the amount of matter in you doesn't change so your mass will still be the same.
After looking at some interesting sites, I found out that we weigh heavier on the poles than on the equator. However, the difference is only less than 0.5%. If we are on mount everest, the force of gravity will be less. I couldn't find out why the force of gravity on mount everest is less but I think it is because we would be further away from the center of the earth. But, I did find out why we weigh heavier on the poles than on the equator. You weigh less at the equator because of a) greater distance from the center of gravity b) acceleration due to the rotation of the earth. The reason why you weigh more at either of the poles is because you are closer to the earth's center of gravity and there is no extreme rotation at the poles.
Using google to research, I found a fun website where you can type in your weight and get your weight on other planets. For example, if you weigh 40 kg on earth, you will weigh 15.1 kg on mercury, 36.2 kg on venus, 6.6kg on earth's moon and so on. This is the website: http://www.exploratorium.edu/ronh/weight/.
That is all. Bye.... :-) :0 :-D XD
Sunday, March 14, 2010
Chilean Quake May Have Shortened Earth Days!
Chile earthquake
This heading shocked me when I read this in the science daily on March 2.
Most of us know the chile earthquake that happened on the 27th of Feb 2010. It was an 8.8 magnitude earthquake. After reading this article, I found it quite interesting and so I decided to write a reflection again about this article as I did before in the post below.
Just to give you some information about the article: It talked about a research scientist Richard Gross. He computed how Earth's rotation should have changed as a result of the Chile Earthquake. After he used a complex model, he and his fellow scientists calculated that the quake should have shortened the length of an Earth day by 1.26 microseconds, which is a millionth of a second. Then, this article gave us another detail. It said that the quake should have shifted the Earth's axis by 8cm, which was more than the 2004 massive earthquake that shifted the Earth's axis by 7cm only.
After these details, the article told us the reasons why the Chile Earthquake shifted the Earth's axis more than the 2004 earthquake which was stronger. This is the url for the article: http://www.sciencedaily.com/releases/2010/03/100302084522.htm
After reading this article, I realised that earthquakes are very strong things. Before I even read this article, I did not even know that an earthquake could shift the earth's axis or shorten the length of each earth day. When they gave the explantion of why the 2004 earthquake did not shift the earth's axis as much as the chile earthquake even though it was weaker, I felt that science can also be a complicated thing. At the 2nd last line of the article, it said that Gross the scientist predicted that the chile's prediction of how much it shifted the earth's axis will change as data and the quake are further refined. Once I read this, I agreed because there is no real or confirmed answer in science. Just to give you an example: You cannot say that all living things need air. How would you know ? There could be a specie of an animal that has not been found yet and it may not need air the survive.
Written by: Ethan Teo
Warning: Those street sex drugs can kill
sildenafil
glibenclamideI read this article a few days ago in the Straits Times and I decided to post some of my reflections about this article.
To give you a bit of background, I will tell you what the article talked about. It asked us to be beware of a kind of sex drugs that can be bought in the back lanes of red-light areas in Singapore. These sex drugs are already linked to ten men who died. According the the Health Sciences Authority, if these SEX DRUGS dont kill, they could still maim or leave a man with an erection so long that gangrene kicks in. It is very scary.
After reading this article, I felt that science is really an interesting and deadly thing. In those sex drugs, there are high levels of active ingredient in Viagra, glibenclamide ( a drug used to lower blood sugar levels in diabetics). Just because of these "ingredients" that made up the drugs, it lead to the deaths and injuries of people. Also because of these "ingredients", many people also fell into comas. This is why I feel science is deadly. Then, why do I feel that science is interesting? That is because there are many chemicals and drugs that can be quite interesting in terms of their uses. Some drugs may lead to problems with muscles and so on. Science is also part of our everyday life as I can see in this article.
These are some informations about the two ingredients that I researched on. The drug glibenclamide is an anti diabetic drug which was developed in 1966. This drug is used in the treatment of type ll diabetes. According to the straits times article, this drug is not even known to boast or help sex performance. The next ingredient is an active ingredient in viagra called sildenafil. The website I found said that it prevents the action of a chemical in the body called phosphodiesterase type 5.
Down here are some websites I used to find the information:
Written by: Ethan Teo
Sunday, February 28, 2010
Why and how did the density of water change when salt was added to it?
I think the density of the water changed when salt was added to it because salt has mass.
Density is equals to mass divide by volume. So if there is more mass, then density will increase.
Back to the experiment: So, when salt was added in, there was more mass in the glass beaker, making the density increase. Once density increases, things float. The tap water's density was lower than the eggs, so the egg floated. But, once salt was added in, the density increased, making the density of the water greater than the egg. Thus, the egg floated.
I went to this website too to find out more: http://www.reekoscience.com/Experiments/FloatEggInSaltwater.aspx :-D
Written by:Ethan Teo
Subscribe to:
Posts (Atom)