Em9-21 Learning Goals and Explanations

EM9. I can describe the properties  and interactions of magnets.

Magnets are pieces of metal which have a magnetic field around them. They were first discovered in a city in Ancient Greece in a rock called magnetite. Magnets have a north and south pole (these names are only relative and are used only to distinct the two sides). If you place two poles together (north and north or south and south) the magnets will repel each other, however if they are opposite poles (north and south), the magnets will attract each other. Some magnets, known as permanent magnets, exert a force on objects without any outside influence. The iron magnetite, for example, is a natural permanent magnet. Other permanent magnets can be made by subjecting certain materials to a magnetic force. When the force is removed, these materials retain their own magnetic properties. This happens because the domains within the metal have been aligned. Another way that a metal can be magnetized is if you apply a current around the material, for example, by applying a coil around the metal and sending a current through it, this way a magnetic field is created around the metal and it becomes a temporary magnet, these are called electromagnets. The reverse procedure can also occur, magnets can become "demagnetized". This can happen in many ways, for example, if you apply enough force to a magnet or heat, the domains can become unaligned and the magnet may lose it's properties.

EM10. I can describe how the magnetic domains are arranged in a magnetic/non-magnetic material.

In a magnetic material, the domains (regions in which the magnetic fields of atoms are grouped together in the same direction), are all aligned.

In a non-magnetic material which is a metal, the domains are scattered and face different directions.

Materials which are not made of metal do not have domains.

EM11. I can explain the connection between electricity and magnetism

The connection between electricity and magnetism is called electromagnetism. With magnetism, you can induce and electric current, and with electricity, you are able to create a magnetic field. When you move a magnet along a circuit, the electrons in the conductor move; this produces a current in the circuit. This conversion is mechanical (the magnet's movement along the wire back and forth) to electrical (the movement of electrons in the wire). Electromagnets are created by producing an electric current in a wire coiled around a piece of ferromagnetic material.

EM12. I can outline the difference between DC/AC current and its uses.

In an a direct current (DC) the electrons flow continuously from one end to the other. This has a very great disadvantage because once the energy source (battery) runs out, the current stops.
In an alternating current (AC) the electrons move back and forth. The electrons will continue as long as there is an alternating voltage source. Alternating current is considered to be more efficient and is used for higher voltages to carry energy at a faster rate.

EM13. I can explain why the Earth behaves like a magnet and the consequences of it.

The earth has a magnetic field. Scientists are unsure as to why this is but believe it has something to do with the molten rock flowing inside the earth. 

The magnetic field of the earth is essential to many processes that happen in our daily lives: compasses interact with the earth's north and south poles (they align with the north pole). The earth's magnetic field also protects us from solar flares, which happen more often then we realize but the magnetic field of the earth deflects the charged particles directed towards us during solar flares. The electrical discharge can be seen at either ends of the earth (northern lights/ auroras).

The colorful lights are produced from interactions between the energy in the atmosphere and the various elements colliding together.

EM14. I can explain the importance of grounding wires and using fuses/circuit breakers.

Ground wires provide a path for the current to take to the earth and this path is set apart from the appliance using the current. Almost all appliances today which require larger currents will have grounding wires (you can tell by the third prong in the plug) because it ensures a greater amount of safety and prevents electrocution. Although ground wires are not essential to the performance of an appliance, it can be dangerous not to have them.

Fuses and circuit breakers prevent too much current from flowing through a circuit.

EM15. I can explain how an electromagnet works and cite applications for them.

Electromagnets are made by having a coil with a current flowing through it (solenoid) around a ferromagnetic material. A magnetic field is temporarily produced. The strength of the field can be determined by how strong the current is or how many turns the solenoid has.

Electromagnets are used every day in constructions sites (to lift heavy metal objects), credit cards, MRIs, etc.

EM16. I can explain how a simple motor works (parts and function).

Motors turn electric energy into mechanical energy. Motors are normally composed of the following parts:

Armature: The armature is composed of two parts which have currents flowing in opposite directions (this is essential in the motor's function). It is attached to the commutator and continuously rotates.

Commutator (split rings): A commutator reverses the direction of the current every half turn.

Battery/ Energy source: The battery provides a voltage source which produces a current.

Permanent Magnet: The permanent magnet interacts with the magnetic field of the current flowing through the armature to cause the rotation (the fields constantly try to align themselves with one another however the current is being reversed, causing continuous motion).

Brushes: The brushes transmit the current to the commutator. They are not fixed on the commutator, rather they only lightly touch it.

As we know, an electric current has a magnetic field. Magnetism is essential in motors. As the current travels throughout the armature, the magnetic field around it becomes stronger and is attracted to the permanent magnet on the other side. This causes the armature to do a half-rotation. Once it has rotated half a time, the commutator is touching the opposite brush which causes the field to reverse and the armature to be attracted to the opposite permanent magnet. This is a cycle which will continue as long as there is a current and is what causes the motor to function and continue rotating. We use motors every day in automobiles, printers, computers, etc.

EM17. I can describe how a generator and a transformer work.

Generators work by turning mechanical energy into electrical energy (opposite from a motor). They use some source of energy (such as the force of a stream) to turn a turbine which will rotate the magnet and produce a current in a wire which be transmitted to other areas.

A generator is composed of the following parts:

Armature: The armature is where the electric current is induced. It rotates between the 

Slip Rings: Slip rings are located at the ends of each side of the armature. They are used with the brushes to continuously be conducting current to each brush.

Brushes: The brushes are used to transfer the current. They are not connected to the slip rings, rather they lightly touch them.

Crank (optional): A crank can be turned as an alternative to a turbine to rotate the armature.

After the current has been produced, it must be carried throughout the power grids to reach the buildings and other facilities which will use the electrical energy, but before this, the energy must go through a transformer. Transformers are devices used to change the voltage of the energy while maintaing the same power. They can either be step-up (when the voltage output is greater than the input) or step-down (when the voltage output is less than the input). A step-up is normally used before the current is carried to the power grids, it will increase the voltage (decrease the current, normally by using more coils on the outside than initially) so that the current is utilized at a faster rate.

 A step-down transformer will decrease the voltage (increase current, normally by having less coils than initially), this is necessary for reasons such as safety and having the correct amount of voltage for your appliance.

EM18. I can explain the importance of transformers to power grids.

Transformers are needed these main reasons:

-So that energy gets from the plant to the areas where it is needed.

-So that there is enough voltage to make the appliance work.

-So that there is not too much voltage for the appliance.

-Safety

Power grids are used to distribute energy from the plant/ place where it is produced to the area it is needed in.

EM19. I can explain methods of power production and distribution.

There are many ways to produce power:

Hydroelectric: Hydroelectric power is produced from the movement of moving water. The natural flow of water will turn a turbine as it flows, the turbine will be connected to a generator which will generate a current and transmit the it to the power grids to be distributed. Hydroelectric energy production is, for the most part, clean and safe. It produces very large amounts of power and can be controlled easily. Downsides to this method of power production include the mass amounts of concrete needed to build a dam, some species living in and around the stream may be affected, the dam can potentially be dangerous if it were to break or when handling to much water (flooding) and their are limited areas for where a dam can be built.

Fossil Fuels: To harvest energy from fossil fuels, the fuel (mainly coal) is burned. The burning coal heats up water which produces steam. The steam turns a turbine which will power the generator and export energy from the plant. Fossil fuels produce mass amounts of energy, however there is an enormous environmental impact. Fossil fuels are non-renewable resources and produce an enormous amount of CO2 emission. These energy facilities are convenient because they can be built virtually anywhere, however an alternative would be much safer for us and our planet.

Geothermal: Geothermal energy comes from the natural steam power exerted by the earth. The steam rises and turns the turbine which powers the generator to transfer the mechanical energy into electrical energy. The power then goes through a transformer and is distributed through the power grids. Geothermal power is natural, safe, produces lots of power, doen't produce waste and is free, however, it can't be controlled and is unpredictable. Also, there are limited places for where you can build a geothermal power plant, however, places like Iceland are almost entirely powered by geothermal energy.

Wind: To harvest energy from the wind in order to produce electrical energy, natural wind turns a blade which will rotate the turbine. The turbine powers the generator which converts the mechanical energy to electric energy. Wind energy is clean, safe, free/natural, and produces a relatively large amount of energy. The only real downsides to wind energy would be that you can only build windmills in some areas, you can't control how much wind there is at different times and they can be lethal to birds.

Solar: Solar energy is turned into electrical energy by specially designed solar panels. Solar energy is very eco-friendly and produces a good amount of energy. On the other side, solar panels (today) are very expensive, the will however, eventually, pay for themselves. Solar energy is not constant (during the night time or on cloudy days) and, with our current technology, cannot be kept for long periods of time and, for this reason, cannot independently power a city.

Nuclear: When you split an atom or create various chemical reactions, tons of energy is produced; this is nuclear energy, but all this comes with a potentially enormous cost. In nuclear energy, the reactions will heat up water to produce steam which will spin the turbine in order for the generator to generate a current to be distributed by the power grids. Nuclear energy produces low amounts of CO2 and a LOT of energy is produced, however there seem to be many more disadvantages: nuclear energy can be very dangerous (explosions can easily occur, such as we've seen in Japan), nuclear power plants can only be built somewhere with a large body of water that could cool down reactors, water is heated up which kills various life forms living in the water, nuclear energy is expensive and it produces highly toxic nuclear waste (from uranium).

Biomass: To produce electrical energy from biomass, organic material is burned and used to heat up water. The boiling water produces steam which spins a turbine that powers a generator which will supply energy to the power grids to be distributed. Biomass energy production is, for the most part, safe and eco-friendly (as you are only burning organic material) and these types of plants can be  built anywhere. Biomass energy, however, requires very large amounts of organic material to create sufficient energy, for this reason, this type of energy production is uncommon because it is not very efficient.

After the electrical energy is generated, it will go through a transformer to increase voltage, then the current will be transmitted through power lines until it reaches the area where it is needed, go through another transformer to adjust the voltage, and be used by various appliances.

EM20. I can describe the differences of 110v/220v and main advantages and disadvantages of each.

220 volts are more efficient but not as safe. As the voltage is higher, the energy is transmitted more quickly and with less resistance and allows for less energy loss and less heat up. Many places such as the majority of South America, Europe and Asia use 220v. 110 volts transfer energy at a slower pace. More energy is lost and there is a larger chance of an appliance over-heating because of this. The majority of North America uses 110v.

EM21. I can describe the advantages and disadvantages of electrical energy.

Electricity is used to power a tremendous part of today's technology. We use it every day in numerous situations. It allows us to power buildings and homes but normally comes with a cost; our environment. To produce electricity, we burn precious natural resources, negatively impact our environment and even directly jeopardize our safety at times.

Links:

http://www.utm.edu/staff/cerkal/magnetic.htm

http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise3.shtml

http://hyperphysics.phy-astr.gsu.edu/hbase/electric/bregnd.html

http://commons.wikimedia.org/wiki/File:Homemade_Electromagnet.jpg

http://electriccar-review.com/electriccartechnology/electricmotor.html

http://www.bvhealthsystem.org/?id=42&sid=1

What I've Learned in IS3 During the Past 2 Weeks!

During the past two weeks, I have been studying electricity and magnetism in IS3. We have learned through various methods, starting with hands-on experiments and then going back to analyze what happened and why.
We started by making an electromagnet in class. To make our electromagnet, we wrapped copper wire around a nail and connected both ends of the wire to either side of a battery, this created a magnetic field around the nail and turned it into a temporary magnets (we tested this by attracting paperclips to the nail). We later learned that this happened because the flow of electrons around the iron nail (ferromagnetic material) creates a magnetic field. And, to strengthen the field, we coil the wire around the nail, creating a

After this, our next significant event was when we brought in our various different models of electric motors. This was mine:

We later found out how the motor works:

Motors turn electric energy into mechanical energy. Motors are normally composed of the following parts:

Armature: The armature is composed of two parts which have currents flowing in opposite directions (this is essential in the motor's function). It is attached to the commutator and continuously rotates.

Commutator (split rings): A commutator reverses the direction of the current every half turn.

Battery/ Energy source: The battery provides the current.

Permanent Magnet: The permanent magnet interacts with the magnetic field of the current flowing through the armature to cause the rotation (the fields constantly try to align themselves with one another however the current is being reversed, causing continuous motion).

Brushes: The brushes transmit the current to the commutator. They are not fixed on the commutator, rather they only lightly touch it.

As we know, an electric current has a magnetic field. Magnetism is essential in motors. As the current travels throughout the armature, the magnetic field around it becomes stronger and is attracted to the permanent magnet on the other side. This causes the armature to do a half-rotation. Once it has rotated half a time, the commutator is touching the opposite brush which causes the field to reverse and the armature to be attracted to the opposite permanent magnet. This is a cycle which will continue as long as there is a current and is what causes the motor to function and continue rotating. We use motors every day in automobiles, printers, computers, etc.

These eight goals guided our progress for the these last few weeks:

EM1: I can explain how electric charges interact.
Positive and negative charges attract and like charges repel each other. When charges bump into each other, resistance is provoked and heat builds up.




EM2: I can give examples of how charges can be transferred between materials and explain them.
Conduction, induction and friction are the three ways in which charges can be transfered between materials.


Conduction occurs directly between materials. The electrons flow through the material(s). Conduction requires a voltage source. Conduction is happening frequently; electrons moving from a copper wire to a lightbulb is conduction. Materials can be good or bad conductors depending on how easily electrons move through them; copper, for example, is a very good conductor, while ceramic or plastic are lousy ones.

Induction is the transfer of charges with no physical contact between the two materials. When a material has an unbalanced amount of charges and comes close to a material with balanced charges or opposite charges, the electrons will come together and produce electric discharge between them in order to balance out the charges. One example of when this happens is when you are about to touch something such as a doorknob and you receive a small "shock", this shock is the electric discharge.



Friction is the transfer of charges between materials who are rubbing against each other. Some materials, such as cotton or linen, are very easy to steal electrons from. Because of this, when one material rubs up against one of these materials, it will steal it's electrons and become negatively charged. One well-known example charges being transfered by friction is when you rub your socks agains a carpet in order to shock something. Your socks are stealing the electrons from the carpet and become negatively charged.

EM3: I can explain how an electric current is produced.
An electric current is produced from voltage. Voltage is a difference in potential energy; it provides a "push" towards the electrons which creates a current.

EM4: I can compare conductors with insulators.
Materials are mainly either conductors or insulators. Materials such as copper or iron are conductors because charges can flow easily through them. Materials such as plastic or ceramic make for good insulators because it is very difficult for charges to flow through them.

EM5: I can explain how resistance affects current.
Resistance is the difficulty for charges to pass through a material, for this reason, if there is greater resistance, current is reduced and vise versa. To decrease resistance and allow for greater current, you can: increase the width of your conductor or change the type of material you are using.

EM6: I can use Ohm’s law to calculate resistance, current or voltage.


Ohm's law involves a simple formula: RESISTANCE= VOLTAGE/ CURRENT. Using this formula, we can also find voltage or current as well.

EM7: I can build series and parallel circuits and describe its parts. 

We are now learning about circuits, their parts, and what affects them.

Circuits normally are composed primarily of an energy source (ex: battery), conductor(s) (ex: copper wire) and resistors (i.e. lightbulbs).

There are two types of circuits; series and parallel.

A series circuit has only one path for the electric current to take. This means that the electrons must pass through all of the resistors on the circuit, causing there to be more resistance (lightbulbs, for example, would be duller on this circuit because they have less energy). Apart from this, if one resistor is disconnected from the circuit, none of the others will get energy because each resistor is necessary for the electric current to continue.

A parallel circuit has multiple paths for an electric current to go through. This means there will be less resistance, as the current does not need to pass through every resistor. Also, unlike the series circuits, even if a resistor is disconnected, the others still have the ability to continue working because the electric current does not rely on each resistor to continue its flow. We found parallel circuits to be much more efficient than series circuits because they have less resistance and multiple paths for an electric current to flow through.

EM8: I can explain the relationship between power, voltage and current.

The energy source provides the "push" or voltage (also known as the difference in potential energy between two points in a system). This is what causes there to be an electric current (flow of electrons). The current flows through the conductor and is affected by the conductor's width/ length, heat and the material of the conductor. 

Resistance is the difficulty for the electrons to pass through the current. Resistance can be helpful in some situations (such as a shower) because it causes electrons to collide frequently which produces heat.

Resistance can be calculated using Ohm's Law: Resistance= Voltage/ Current.

*A washing machine using 220v that has a current of 10 amps, has a resistance of 22 ohms.

Power is the product of voltage and current and is the rate at which electrical energy is transformed.

*A washing machine using 220v that has a current of 10 amps, has a power of 2,200 watts.

Self-EvaluationAfter completing the unit, I now feel confident in understanding the various topics we covered in class as well as explaining them to my peers.





Pictures- http://www.ycars.org/EFRA/Module%20A/DCSeri6.gifhttp://www.physics247.com/physics-tutorial/images/parallelcircuit.jpghttp://www.themagnetguide.com/gifs/electromagnet.gifhttp://www.reuk.co.uk/Ohms-Law.html
http://www.howequipmentworks.com/physics/electricity/basic_electricity/basic_electricity.html

Electricity Quiz!

Our new unit in IS3 is Electricity! Our latest assignment was to create a short, multiple-choice quiz on google docs. Try my Quiz!

My Cells Project

In the month of October, our science class worked on a project where the assignment was to create some sort of creative way to learn our cells unit. The rules were very open; all we needed was an effective and creative way of learning that incorporated the topics we covered in class about cells.


For my project, I chose to create a board game. My board game, in the end, became very similar to my original plan (this was partly because my original plan was not very concrete). At first, our due date for the project had been a week earlier than in ended up being, and I was not ready at that time; I ended up taking longer than expected to finish my project; but once the due date was postponed, I was able to have a much better finished product.

My board game is called “Cell Life” and has a format similar to Monopoly.

For game pieces, I used cells (an eukaryotic animal cell, an eukaryotic plant cell, and a prokaryotic cell)...

In the Eukaryotic Cells, beans and other miscellaneous
objects are used to represent organelles

On the board, there are different colored squares, when you land on a(n)...

• Orange Square- take a nutrient card. These cards each come with nutrient and sometimes also a quantity of that nutrient. These will have positive and/or negative effects:

• Green Square- If not a plant cell, do nothing. If you do happen to be a plant cell, you “perform photosynthesis”. To do this, you must take the reactants (CO2, H2O, and Light Energy) from the photosynthesis bucket and ‘make’ them into a glucose sugar (represented by fruit candy). You then take the candy and put it into the “Glucose Circle” where the sugar can be used by any of the organisms:

• Yellow Square (and when passing start)- When landing on a yellow square, you may “perform cell respiration”. To do this, a player may take a sugar from the Glucose Circle, and use oxygen to break it down into ATP energy. The sugar is then counted as an “ATP Point”. To win, you must have the most ATP Points by the time the glucose reactants run out (no more candies in the photosynthesis bucket). Also, when passing start, you may take two sugars from the glucose circles as ATP Points:

• Blue Square- When landing on a blue square, you have a “chance to divide”. To ‘divide’, roll the dice. If you get double sixes, you then divide. There is no physical characteristic shown in the game when dividing, however, you then must act as if you were two cells- you take double the effects of everything (i.e. if you have a nutrient card which asks you to go five extra spaces, go ten):

The game also comes with a set of instructions:

"Cell Life" is a board game which demonstrates the different topics in the cell unit we have studied in class and mimics real life. It is formatted similar to Monopoly. The game shows how we need plants to stay alive because in the game all players rely in the plant cell to win the game. The game demonstrates each cell's role in photosynthesis, cell respiration, and cell division. The cells use nutrients throughout the game which may have negative or positive effects. The goal of the game is to have as many "ATP points" as possible when the game is over (when the sugars run out)...


Youtube video eplanation:

Document Containing set of instructions with more detailed explanation: Click Here

Throughout the project, I think I stayed on task and worked fairly efficiently, however I believe I should have planned better and more realistically (if not for the extra week, my project would not be 100% finished). I also feel that I could have tried to work in some of the topics in our cells unit a bit more smoothly than they are. Given that there were many other assignments and projects due in other classes at the simultaneously, I think I worked well but could have done some simple things that would help me manage my time better and have a better product.

I think my project is very visual, but it began to fall apart after the second week at some parts (ex: plant cell). It includes most of the topics we were required to incorporate into our projects, but some of them were worked in roughly and weren't entirely relevant to the game. I feel my project is informative (if you read the instructions) and creative, but it may not make the information stick and doesn't usually require you to retain all the content taught in the game.

Egg Lab

The assignment for each group was to test two solutions on two separate eggs and record their results. They had the option of choosing two of the following solutions (one for each egg) to test on their eggs: corn syrup (50 % diluted), alcohol, distilled water, salty water (20% diluted), or tap water. The students would: measure their egg for its mass and circumference, record qualitative observations of the egg, and measure how much water was left in the cup each day, three different days: Thursday, Friday, and Monday. The aim was to investigate the effect of different solutions on an egg’s mass and size. The purpose of the lab was to help students better understand osmosis.

On Wednesday, each group made an outline for which two solutions they would be testing on their egg, and had made hypothesis (based on what they had learned in class) about what would happen to each egg.

 On Thursday (Day 1) each group, of about 3 people, was given 2 eggs (the eggs had already had their calcium shells dissolved in vinegar so the egg’s membrane was exposed). The groups measured their eggs on a scale for mass and with a string for their circumference. The groups recorded any qualitative observations and then sunk their eggs into the solutions for the next day. Finally, they shared results with another group, testing the same solutions on their eggs.

On Friday (Day 2) the groups removed their eggs from the solutions they were in, and again measured their eggs on a scale for mass and with a string for their circumference. They then, again, recorded qualitative observations and put their eggs back into the solutions. After that, they shared results with the same group as the day before.

On Monday (Day 3 [the last day]) the groups repeated what they had done the previous days (measured eggs, made observations, etc.) Then, they popped the membrane of the eggs in a petri dish, and recorded qualitative observations. They shared their results with the same other group, and through their egg away.

My group (me, Rodrigo F., and Lucas) chose to investigate the effects of salty water (20% solution) and distilled water on our eggs.  Our hypothesis was that the egg put in salty water would shrivel and have much less water in it, and that the egg put in the distilled water would expand and burst from having absorbed water. We believed that the egg put in salty water would shrivel and lose water because of osmosis; we believed there would be a greater concentration of water inside the egg than outside, therefore, water would leave the egg until both concentrations were propotionate. We believed that the egg which was put into distilled water would expand and burst from having absorbed so much water also because of osmosis; we believed that the distilled water would have a much higher concentration of water than the inside of the egg (since distilled water is pure water), therefore, all the distilled (pure) water would flow into the egg because it's concentration of water molecules is 100% and as long as the egg has other substances in it, it's concentration of water will never reach 100%. The egg would expand do to how much water had flown in and should then burst because the membrane could not hold anymore water.

These were our results for our egg which was put into the cup with distilled water:

• Quantitative Observations-
  

The Effect of Distilled Water on an Egg
	Day 1	Day 2	Day 3
Volume of Water Left in cup (ml)	80	75	65
Circumference of Egg (cm)	14.9	15	15.5
Egg Mass (grams)	66.52	70.02	75.2



• Qualitative Observations-

The Effect of Distilled Water on an Egg
	Day 1	Day 2	Day 3
Size	Normal/ Average	Semi-Large (More Substance Inside)	Large (More Substance Inside)
Color	Light Orange	Darker Orange (blotchy)	Dark Orange (blotchy)
Other Observations	Feels Rubbery Lines	Feels Rubbery Lines (more defined)	Feels Rubbery Lines

 

• Popped Egg-

After popping the egg which was placed in distilled water, we find various differences than from a regular egg: the egg yolk has a jelly-like texture and the egg white (which is usually clear before being cooked) is white and also has turned to a more solid “jelly” texture.

These were our results for our egg which was put into the cup with salty water:

• Quantitative Observations-

The Effect of Salty Water on an Egg
	Day 1	Day 2	Day 3
Volume of Water Left in cup (ml)	80	71	63
Circumference of Egg (cm)	15.4	15.75	16.1
Egg Mass (grams)	65.74	71.12	73.2

• Qualitative Observations:

The Effect of Salty Water on an Egg
	Day 1	Day 2	Day 3
Size	Normal/ Average	Medium Large (More Substance Inside)	Large (More Substance Inside)
Color	Light Orange	White/ Light Orange	White
Other Observations	Feels Rubbery Lines	Feels Rubbery Lines (fading)	Feels Rubbery

• Popped Egg

After being popped, we see that the egg is not too different from a regular egg.

Analysis:

• Egg in Distilled Water- The egg seems to have absorbed water, but not as much as I expected. The egg is larger both in mass and size and the volume of water left inside the cup has decreased.
• Egg in Salty Water- Contrary to what I believed what happen, the egg actually got larger and seems to have absorbed water. The egg’s mass got greater, along with its circumference.

Conclusions:


Egg in Distilled Water- I believe the water volume in the cup lowered because it was absorbed by the egg. I think the egg grew in mass and size because water flowed into the egg. The egg was completely immersed in distilled water, because of this, the water concentration on the outside was 100% and on the inside it was not which meant that water would continue to flow into the egg until there was no distilled water left on the outside of the egg's membrane or until the egg burst.
Because the water was flowing from higher concentration to lower concentration, we can assume that what happened was due to passive transport; specifically, osmosis. We know it was osmosis because it involved water (a solvent) instead of a solute, so it could not be diffusion.


Egg in Salty Water- I think the water volume in the cup lowered because it was absorbed by the egg. The mass and size of the egg increased also because water was absorbed by the egg. Initially, I believed that the effects of the salty water would be opposite to the results, but after further analyzing it, I understood what actually happened. I realized I had forgotten to take into account that although there was water inside the egg, there were also other substances. Because of this, the concentration of salty water outside the egg (which was 20% diluted) must have actually contained a higher concentration of water than the inside of the egg. After making that realization, we can assume that the water from the salt-water mixture actually flowed into the egg rather than vice-versa.
As this situation involved higher concentration flowing into the lower concentration, we know it was passive transport. We also know it involved the transport of water into the egg, and so we can further specify the method of passive transport to be osmosis.

Apparatus:

Procedure

• Liquid may have spilled out of the cup when transferring it back and forth between the graduated cylinder, beaker, cup, etc.
• Liquid may have been left inside some of the equipment (graduated cylinder, beaker, cup, etc.)
• Liquid may have evaporated over night.
• Liquid may have dripped off the egg whenever it was taken out of the egg.
• It was hard to tell how much liquid was left in the graduated cylinder because there was foam near the meniscus.

A funnel could be used to help ensure that all of the liquid makes its way back to the cup after being measured in the graduated cylinder. We could have shaken whatever we were trying to transfer liquid from to try to get as much of the liquid out as possible. A lid could be put over the cup overnight so that liquid could not evaporate. The egg could have been shaken and some of the excess water could be wiped off the egg back into the cup.


Equipment

• The string was easily able to stretch a few millimeters.
• The cup was narrow which allowed the egg to touch the edges and have to squeeze which may have altered the results.

We should have used a string that was not easliy streched or made of a different material. We could have put the egg in a broader cup.


Team Evaluation- I believe my team worked really well. Lucas was always ready to volunteer to fetch equipment, perform tasks, and was overall very engaged. Rod F. was always on task; he was responsible during the experiment and did everything very efficiently. Overall I think we did a good job working together and got through the lab having done things correctly and efficiently.
 What I Learned- After having done this lab, I learned more about the importance of carrying out experiments instead of just assuming the results because of what I already know; my results for the salty water egg were the exact opposite of what I said would happen in my hypothesis (I thought the egg would shrivel but it actually expanded). In addition to that, I am also able to better understand osmosis; with a hands-on experiment, the experience of the egg lab really helped me to see osmosis in action.




Osmosis in Action- Osmosis affects all living things. We, for example, use osmosis to be able to absorb water. When water enters our body, it travels to our large intestine. There, it is absorbed, first by passive transport (osmosis) then by active transport. The water is absorbed by osmosis because there is a larger concentration of water in the large intestine than in the blood stream, but then when the concentrations are balanced, we need active transport to absorb the rest of the water. Once the water has made it to the blood stream, it is then distributed to the cells because there is a higher concentration of water in the blood than in the cells.
Another place osmosis occurs in our bodies is in our kidneys. If osmosis didn't occur, we would not be able to retain water because the water which was mixed with the wastes would have no way to reenter our bloodstream. When we drink alcohol, the pores in our kidney's are closed so we cannot retain much water and we waste a lot.