Jeffrey Ng's Science e-Portfolio

Wednesday, 14 September 2011

Star-Crossed: Milky Way's Spiral Shape May Result from a Smaller Galaxy's Impact

Scientific American (Sep. 14, 2011) Encounters with the Sagittarius Dwarf Galaxy could have had huge effects on the structure of the Milky Way

The lovely, familiar swirl of the Milky Way, with its symmetric spiral arms winding outward from a central bulge, may be scars from a smaller galaxy punching above its weight. A new computer re-enactment of billions of years of galactic evolution suggests that the Milky Way owes much of its current shape to interactions with a nearby dwarf galaxy.

The Sagittarius Dwarf Galaxy, first discovered in 1994, is a satellite galaxy 
that is slowly being torn apart and ingested into the larger Milky Way. In the process, however, Sagittarius seems to have been making its presence felt. A group of astrophysicists at the University of Pittsburgh, the University of California, Irvine, and Florida Atlantic University simulated the gravitational infall of Sagittarius over the past few billion years to uncover what effects the dwarf galaxy may have had on the Milky Way.
The effects, as it turned out, were strong. In the simulations, described in a study published in the September 15 issue of Nature, Sagittarius stirred up enough ripples to make a smooth, circular, spinning galactic disk evolve into a spiral much like the Milky Way. (Scientific American is part of Nature Publishing Group.) The resulting galactic perturbation also resulted in the development of loose strands of stars at its periphery that resemble an outer Milky Way feature known as the Monoceros ring. [See a video of the simulation below.]

Without the influence of a Sagittarius-type satellite, the simulated galaxy remained a flat, rather uniform disk that little resembled our galaxy. "We just ran the disk in isolation, and it stays pretty much globally smooth," says lead study author Chris Purcell, a University of Pittsburgh astrophysicist. "You certainly don't see any spiral arm formation." Had it not been for Sagittarius, then, the Milky Way might never have taken its familiar, whirlpoolesque form.

The study demonstrates that as large galaxies consume their smaller neighbors in so-called minor mergers that are common throughout the universe, the bully in the galactic interaction does not escape unscathed. "We've known for awhile that minor mergers can have visible effects on their host galaxies," says David Law, an astrophysicist at the University of Toronto's Dunlap Institute for Astronomy and Astrophysics, who did not contribute to the new study. "But this is one of the first times that we've been able to make a good link between a specific minor merger and a specific effect."

The dwarf galaxy's outsize influence stems from the assumption that although Sagittarius today is a mere fraction of the Milky Way's mass, it should once have rested inside a hefty cocoon of dark matter, known as a dark matter halo, some 100 billion times the mass of the sun. (Dark matter is a mysterious, theorized substance thought to account for one quarter of the universe's mass, some five times as much as ordinary matter provides.) Sagittarius's merger with the Milky Way is not a simple collision—the dwarf galaxy has followed a looping, spiraling inward orbit for the past few billion years that has drawn it repeatedly into contact with the Milky Way. As Sagittarius approached the Milky Way, passed through its disk, and circled back again, the dark halo of Sagittarius would have slammed into the plane of the Milky Way twice, knocking the disk askew and stirring up the formation of its spiral arms.

"We have this dramatic perturbation to the entire disk—it's coming straight down onto it in the last two impacts at least," Purcell says of the circuitous path around and through the Milky Way that Sagittarius took in the simulations. "You can't really get away from causing a spiral structure if you have an impact from a galaxy that's as massive as we think Sagittarius was."

It remains to be seen whether spiral galaxies across the universe owe their distinctive shape to similar events, or whether other effects can trigger the formation of spiral arms. "My feeling is that it shouldn't be a necessary condition," Law says. "People are still trying to figure out exactly what drives the evolution of spiral structure. It doesn't seem like on the basis of simulations that you need to have a satellite galaxy impact."

Another potential case study lies just 2.5 million light-years away. Purcell says that he and his colleagues may soon shift their focus to Andromeda, the nearest spiral-galaxy analogue to the Milky Way. "We're interested in knowing how common these events are in the bigger picture," he says. Perhaps, after all, a relatively recent galactic merger is responsible for Andromeda's structure—and the structure of countless other galaxies—as well.
Review: There are many things in space we still do not know about and the mysteries are just never-ending. Space, galaxies, the universe are things in which we know very little about as there is little we can do to find out more about them. Indeed, the origins of the universe and the galaxies are only just a speculation and the most likely answer which may not be true at all.


I do hope that someday, Singapore will be able to send someone up to space and let us explore the wonders of the universe and also make sure that we are more educated about the great big world around us.

Friday, 9 September 2011

Space Technology: The Solutions to solving the problem of Space Debris

So what exactly is space technology? Space technology is technology that is related to: entering space and retrieving objects or life forms from space.

What are some of the applications of space technology in our lives? Some of them include: Weather forecasting, Remote sensing, GPS systems, Satellite television and Some long distance communications systems also rely heavily on space infrastructure

Can you imagine what life will be like without space technology? Space technology has made finding our way on roads to forecasting weather much easier. Without space technology: we will not know when it will rain and where and not be able to find our way around the world.

Many ask, what is space debris. Basically, there are two types of space debris: Artificial space debris and Natural space debris. Artificial space debris is any non-functional man-made object in space. Natural space debris consists of meteoroids.

Where do some of the artificial space debris come from? Satellites that: 
  • are no longer of use to humans
  • are not functioning anymore
  • have failed to reach their destinations

Collision with active or functioning satellites or spacecraft which renders the satellite or spacecraft useless as it can no longer function. This is some of the dangers posed by the space debris.

A collision with space debris is very rare. However, it is not “impossible” for a satellite to collide into space debris. To prevent that from happening, certain precautions are taken. These precautions have been implemented for safety which is an important factor in space travel.

Some precautions taken to minimize the risk of a collision with space debris are as follow. They will search for possible collisions between large space debris objects and high value spacecraft. When such a likelihood is detected, the rocket will be steered out of harm’s way.Debris shields can be designed to provide additional protection for a spacecraft. However, this makes the spacecraft heavy and expensive to launch

Some suggested solutions include having computer tracking devices to track the movements of some of the larger space debris which gives the spacecraft time to move away from danger.Also make the outer layer of the spacecraft thicker so that there is less chance of the space debris breaking through the outer layer of the spacecraft.

My solutions are for machines to be deployed to bring the space debris nearer to the Earth’s atmosphere to ‘decay’ due to the fact that objects in low altitude orbits (below about 500 km) are affected by atmospheric drag. This lowers their orbit until they re-enter the atmosphere and are thus naturally removed from orbit or they can be brought back to Earth to be destroyedMissiles can be fired at the bigger space debris which poses as a threatLasers can be used to destroy space debris within a certain range.Use something similar to a large vacuum cleaner to suck up the space debris and then bring it back to Earth to be destroyed. 

Tuesday, 6 September 2011

Domestic Robots

Domestic Bots

Introduction
  • Used for basic household chores
  • used as Home transport robots
  • “Modern version of domestic bots” introduced by bill gates writing
  • Only in Science-fiction before it went into the mainstream

Aims
  • Improve lives for us
  • NOt worry about household chores anymore

Advantages
  • Saves time
  • Efficient
  • Effective
  • Housewife does not need to work
  • saves energy
  • Can clean in many places
  • Saves effort
  • Easy to maintain

Disadvantages
  • Not flexible
  • Not so smart and not able to sense certain things
  • Not eco-friendly as it uses electrical energy
  • Expensive to maintain
  • Makes humans lazy and overly reliant on robots

Developments
  • Bill Gates has created and launched and operating system for robots called Microsoft Robotic Studio that can be used in just about any kind of robot, the aim is to encourage different software developers to collectively "solve" the problems that have so far been holding robotics back.
  • According to the International Federation of Robotics, the number of personal robots used in homes and offices around the world will rise from two million in 2004 to eight million by 2008.

Impacts
  • In South Korea, the country leading the push for domestic 'bots, the government has made a commitment to have a robot in every home by 2013.
  • In light of such developments the Japanese Robot Association predicts that the industry will be worth a whopping $50billion by 2025.

Examples
  • Chapit has got looks in spades, plus it's still able to help you around the house. The bot can recognize voice commands with a vocabulary of 100 words to start, but capacity for up to 10,000 words. You can command Chapit to flip the lights, turn on the TV, and the net-connected bot can even be operated remotely if you're not nearby to shout commands in person.
  • Scooba 230 is a powerful and compact cleaning machine created by iRoBOT. At 3.5 inches tall and 6.5 inches in diameter, the robot easily cleans in tight spaces, including under and around furniture and bathroom fixtures. Unlike with a mop and bucket, Scooba only uses clean solution to wash your floors, never with dirty water.
  • Roomba vacuums the house so you don't have to.
  • JULIA, designed by the Advanced Control Lab at National Taiwan University; she can respond to voice commands, browse the Internet, play mp3’s and many more.





Thursday, 25 August 2011

Term 3 Science ACE #2

Stem Cells

What are Stem Cells?
Stem cells are biological cells found in all multi-cellular organisms, that can divide through mitosis and differentiate into diverse specialized cell types and can self renew to produce more stem cells.

What can Stem Cells do?
Stem cells have the remarkable potential to develop into many different cell types in the body during early life and growth. In addition, in many tissues they serve as a sort of internal repair system, dividing essentially without limit to replenish other cells as long as the person or animal is still alive. In mammals, there are two broad types of stem cells: embryonic stem cells that are isolated from the inner cell mass of blastocysts, and adult stem cells that are found in various tissues. In adult organisms, stem cells and progenitor cells act as a repair system for the body, replenishing adult tissues. In a developing embryo, stem cells can differentiate into all the specialized cells, but also maintain the normal turnover of regenerative organs, such as blood, skin, or intestinal tissues.
How can Stem Cells be obtained?
Stem cells can now be artificially grown and transformed into specialized cell types with characteristics consistent with cells of various tissues such as muscles or nerves through cell culture. Highly plastic adult stem cells are routinely used in medical therapies. Stem cells can be taken from a variety of sources, including umbilical cord blood and bone marrow. Embryonic cell lines and autologous embryonic stem cells generated through therapeutic cloning have also been proposed as promising candidates for future therapies. Research into stem cells grew out of findings by Ernest A. McCullochand James E. Till at the University of Toronto in the 1960s.

The classical definition of a stem cell requires that it possess two properties:
§  Self-renewal - the ability to go through numerous cycles of cell division while maintaining the undifferentiated state.
§  Potency - the capacity to differentiate into specialized cell types. In the strictest sense, this requires stem cells to be either totipotent or pluripotent - to be able to give rise to any mature cell type, although multipotent or unipotent progenitor cells are sometimes referred to as stem cells.

In other organs, however, such as the pancreas and the heart, stem cells only divide under special conditions.

What are some recent discoveries with stem cells?
Until recently, scientists primarily worked with two kinds of stem cells from animals and humans: embryonic stem cells and non-embryonic "somatic" or "adult" stem cells. The functions and characteristics of these cells will be explained in this document. Scientists discovered ways to derive embryonic stem cells from early mouse embryos nearly 30 years ago, in 1981. The detailed study of the biology of mouse stem cells led to the discovery, in 1998, of a method to derive stem cells from human embryos and grow the cells in the laboratory. These cells are called human embryonic stem cells. The embryos used in these studies were created for reproductive purposes through in vitrofertilization procedures. When they were no longer needed for that purpose, they were donated for research with the informed consent of the donor. In 2006, researchers made another breakthrough by identifying conditions that would allow some specialized adult cells to be "reprogrammed" genetically to assume a stem cell-like state. This new type of stem cell, called induced pluripotent stem cells (iPSCs), will be discussed in a later section of this document.
Stem cells are important for living organisms for many reasons. In the 3- to 5-day-old embryo, called a blastocyst, the inner cells give rise to the entire body of the organism, including all of the many specialized cell types and organs such as the heart, lung, skin, sperm, eggs and other tissues. In some adult tissues, such as bone marrow, muscle, and brain, discrete populations of adult stem cells generate replacements for cells that are lost through normal wear and tear, injury, or disease.

Miracle Cells?
Given their unique regenerative abilities, stem cells offer new potentials for treating diseases such as diabetes, and heart disease. However, much work remains to be done in the laboratory and the clinic to understand how to use these cells for cell-based therapies to treat disease, which is also referred to as regenerative or reparative medicine.
Laboratory studies of stem cells enable scientists to learn about the cells’ essential properties and what makes them different from specialized cell types. Scientists are already using stem cells in the laboratory to screen new drugs and to develop model systems to study normal growth and identify the causes of birth defects.
Ending off
Research on stem cells continues to advance knowledge about how an organism develops from a single cell and how healthy cells replace damaged cells in adult organisms. Stem cell research is one of the most fascinating areas of contemporary biology, but, as with many expanding fields of scientific inquiry, research on stem cells raises scientific questions as rapidly as it generates new discoveries.

Term 3 ACE #1

Reverse Osmosis
What is Reverse Osmosis?
Reverse osmosis is a filtration method that removes many types of large molecules and ions from solutions by applying pressure to the solution when it is on one side of a selective membrane. The result is that the solute is retained on the pressurized side of the membrane and the pure solvent is allowed to pass to the other side. To be "selective," this membrane should not allow large molecules or ions through the pores (holes), but should allow smaller components of the solution (such as the solvent) to pass freely and trap the solute on the other side.
In the normal osmosis process the solvent naturally moves from an area of low solute concentration, through a membrane, to an area of high solute concentration. The movement of a pure solvent to equalize solute concentrations on each side of a membrane generates a pressure and this is the "osmotic pressure." Applying an external pressure to reverse the natural flow of pure solvent, thus, is reverse osmosis. The process is similar to membrane filtration. However, there are key differences between reverse osmosis and filtration. The predominant removal mechanism in membrane filtration is straining, or size exclusion, so the process can theoretically achieve perfect exclusion of particles regardless of operational parameters such as influent pressure and concentration. Reverse osmosis, however, involves a diffusive mechanism so that separation efficiency is dependent on solute concentration, pressure, and water flux rate. Reverse osmosis is most commonly known for its use in drinking water purification from seawater, removing the salt and other substances from the water molecules.
History
The process of osmosis through semi-permeable membranes was first observed in 1748 by Jean Antoine Nollet. For the following 200 years, osmosis was only a phenomenon observed in the laboratory. In 1949, the University of California at Los Angeles (UCLA) first investigated desalination of seawater using semi-permeable membranes. Researchers from both UCLA and the University of Florida successfully produced fresh water from seawater in the mid-1950s, but the flux was too low to be commercially viable. By the end of 2001, about 15,200 desalination plants were in operation or in the planning stages worldwide.

How does Reverse Osmosis work?

To understand "reverse osmosis," it is probably best to start with normal osmosis.
On the left is a beaker filled with water, and a tube has been half-submerged in the water. As you would expect, the water level in the tube is the same as the water level in the beaker. In the middle figure, the end of the tube has been sealed with a "semi-permeable membrane" and the tube has been half-filled with a salty solution and submerged. Initially, the level of the salt solution and the water are equal, but over time, something unexpected happens -- the water in the tube actually rises. The rise is attributed to "osmotic pressure."
A semi-permeable membrane is a membrane that will pass some atoms or molecules but not others. Saran wrap is a membrane, but it is impermeable to almost everything we commonly throw at it. The best common example of a semi-permeable membrane would be the lining of your intestines, or a cell wall. Gore-tex is another common semi-permeable membrane. Gore-tex fabric contains an extremely thin plastic film into which billions of small pores have been cut. The pores are big enough to let water vapour through, but small enough to prevent liquid water from passing.
In the figure above, the membrane allows passage of water molecules but not salt molecules. One way to understand osmotic pressure would be to think of the water molecules on both sides of the membrane. They are in constant Brownian motion. On the salty side, some of the pores get plugged with salt atoms, but on the pure-water side that does not happen. Therefore, more water passes from the pure-water side to the salty side, as there are more pores on the pure-water side for the water molecules to pass through. The water on the salty side rises until one of two things occurs:
  • The salt concentration becomes the same on both sides of the membrane (which isn't going to happen in this case since there is pure water on one side and salty water on the other).
  • The water pressure rises as the height of the column of salty water rises, until it is equal to the osmotic pressure. At that point, osmosis will stop.

In reverse osmosis, the idea is to use the membrane to act like an extremely fine filter to create drinkable water from salty (or otherwise contaminated) water. The salty water is put on one side of the membrane and pressure is applied to stop, and then reverse, the osmotic process. It generally takes a lot of pressure and is fairly slow, but it works. 

View the Prezi created at http://prezi.com/hb5syxeqxhdj/reverse-osmosis/

Friday, 12 August 2011

Term 3 Test Reflections

Our Term 3 Science test was finally returned to us and I managed to obtain a score of 36.5/40 which was quite an impressive score for me. I guess I was able to achieve such a score this time was due to the fact that I studied through the necessary topics for the test and made it a point to remember the important facts and keywords to put in my answers. The test was not very hard but it reflected well on whether we had listened and absorbed anything in our practicals and theory lessons. In this test, I did well in the areas pertaining more to the periodic table. I feel that I did study enough off the periodic table to understand that if the elements are put in the same column, the have similar chemical properties. And also, after getting many questions on compounds and mixtures wrong, I have finally come to my senses and got them right in this test. And the last question of the test was also pretty easy as a similar question has also come out in our practices before. I hope I can continue like this and hopefully improve from these results.

Thursday, 5 May 2011

Term 2 Test Reflections

For this test, I felt that I was better prepared and that I had more confidence in answering the questions for the test. For this test, my target was 33/40 due to the fact that I did not score very well in my previous test but it exceeded my expectations and I surprisingly got 35.5/40 for my Term 2 test. Why I could get so high was not really a mystery as I knew myself that I tried my best and revised for the test and reviewed my notes on a daily basis, thus the improvement in my results. My target for next term will probably be 36 and I hope to be able to achieve it!



Tuesday, 26 April 2011

12th Practical Lesson: 1P13 Which can Dissolve More?

Yet another practical lesson and this time, the title of the practical was intriguing, thus we were quite excited to find out more. That day, when we entered the lab, I found that the class was less noisy than usual and I knew they wanted to know more about this practical. As a result, we could get started with this  practical lesson quickly. First, of course there were precautions for us to take and instructions for us to follow and we had to listen carefully to our Science teacher, Mr Low who was explaining some concepts first before starting us on the experiments.


What do we aim to achieve in this practical then? We hope to find out the solubility of different solutes differ in the same solvent. So some food for though before we start, controlling variables. We needed to know how to control variables to start with this experiment. So, controlling variables is to change only 1 variable at a time and keep the other variables constant to ensure a fair test. In this experiment, since we want to find out the solubility of different solutes, the factor or variables we must change is the type of solvent.


What about the other factors to be kept constant? They include:

  1. Type of solvent
  2. Mass of solute
  3. Volume of solute
  4. Temperature of solvent
The procedures we need to follow? Well, firstly, we had to measure 20cm³of water, then we had to weigh 1g of common salt using the electronic beam balance and add the common salt to the water. Next, we have to stir and dissolve the common salt in water. If it dissolves, completely, we have to weigh another 1g of salt and add it to the water. We have to continue adding the water until no more of such salt will dissolve anymore. We also have to repeat the following steps with baking soda and iodine crystals.

After the whole experiment, we had to tabulate our results in a table with the type of solute and the maximum amount of it dissolved/g.

So what can we conclude from the above results? We can conclude that of the 3 solutes tested, common salt is the most soluble in water and iodine crystals are the least soluble in water. Thus, different solutes have different solubility in the same solvent. How will I improve the experiment if I could? I will measure the solutes in smaller amounts so that I can get more accurate results.

The next practical lesson will be in the end of June as there are other activities on this day for the following weeks and I will miss the lab dearly. :D

Tuesday, 19 April 2011

11th Practical Lesson: 1P12 Forming Compounds

We had this practical lesson on the same day as 1P11 but I did not have space to put it in my previous post. We had to cram two practicals in the same day and it was quite a mad rush. As usual, we had to gather our materials first:

  1. Magnesium ribbon
  2. Iron fillings
  3. Dilute sulfuric acid
  4. Lead (II) nitrate solution
  5. Sodium chloride
Our apparatus include: test tubes, Bunsen burner, evaporating dish, test tube holder and a pair of tongs. There were some things that were aimed to achieve at the end of the practical and we had to take note of them. It was to investigate the formation of these compounds by:

  1. Reacting two elements
  2. Reacting an element and a compound
  3. Reacting two compound
With these aims clear in our minds, we started our experiment. Our first experiment was to hold a magnesium ribbon with a pair of tongs, place it in the Bunsen flame and when the magnesium ribbon catches fire, hold the pair of tongs above the evaporating dish to collect the ashes formed. So what do we see? We see that the ribbon starts to burn and gives off a bright light. This is the natural chemical reaction when magnesium comes into contact with fire. We also had to observe the ashes which were flaky and white in colour after it was burnt.


Next, we had to answer a question on the whether due to the Bunsen flame, a new substance has formed and why it has occurred. My answer was as follows:
Yes. Oxygen has reacted with magnesium under higher temperature and also due to the heat it has broken the chemical bonds between the magnesium ribbon and also, the appearances of the magnesium ribbon has totally changed.
This means that oxygen has reacted with magnesium to create magnesium oxide, the white substance formed. :O

How about reacting an element with a compound? Well, our next experiment tells us more. First, we had to place half a spatula of iron fillings in a test-tube. Next, we had to add dilute sulfuric acid to a depth of about 2 cm and record our observations. My observation was that the mixture started to bubble and there were bubbles of colourless gas rising from the iron fillings. So did it change into a new substance and why so? Well, it has indeed changed into a new substance and of course, the reason is that there was a change in appearance and also that heat was involved to break the chemical bonds and form new ones as well.


Last but not least is to react two compounds.So what do we do? First, we place sodium chloride solution in a test-tube to a depth of about 2 cm and then using a dropper, add lead (II) nitrate solution slowly to the test-tube. you will observe that white precipitate formed.


So what exactly can we conclude from this experiment? We now know how the different compounds are formed. :D

10th Practical Lesson: 1P11 Investigating Mixtures and Compunds

Another Science Practical lesson worth waiting for. Today, we will be exploring compounds and mixtures and of course experimenting with them.


That day, we had some food for thought before we started to gather our apparatus.

  • Both sulfur and iron are elements
  • When they are mixed, a mixture of iron and sulfur is formed.
  • When they are heated together, a compound, iron sulfide is formed
The apparatus we need for the 1st experiment are tripod stand, evaporating dish, glass rod, wire gauze and Bunsen Burner. The materials we require include sulfur powder, iron fillings, filter paper, a piece of paper and a magnet.

We had to place the sulfur powder on a piece of filter paper and observe and describe its appearance. From what I could see, I noted that the sulfur powder is yellow in colour. We then had to wrap one end of the magnet with a piece of paper and observe if the sulfur powder is attracted to the magnet. However, due to the fact that it is not a metal at all, it definitely cannot be attracted by the magnet.

Next, we had to pour some iron fillings on an evaporating dish and observe its appearance which is obviously grey powder and also whether it can be attracted by a magnet. It could be attracted by a magnet due to the fact that it is made up of iron which can be attracted by a magnet and it is a magnetic material.

Following that, we had to mix the two elements together which will give us a mixture. The mixture is yellowish grey with specks of yellow powder. When you put the magnet near to the mixture, what will happen? Well, the magnet will only attract the iron fillings but will not attract the sulfur powder.

The last step is for us to make a compound. How so? First, we had to heat the evaporating dish over the Bunsen Burner until no more changes occur. We had to allow the evaporating dish to cool down. Then, we observed the compound formed and describe its appearances. This time, it became a black solid which was quite interesting and cool too. When we held the magnet close to the compound, it only attracted some of the compound. We found it interesting and asked ourselves why and it was due to the fact that some of the iron fillings properties were lost during the heating process and thus the magnet could only attract some of the compound.

From these experiments, we can conclude that a mixture retains the properties of its constituents while a compound does not. We also had to plot a table and these were the results.

I hope there can be more of such experiments on these interesting compounds and mixtures in the future. :D

Tuesday, 29 March 2011

9th Practical Lesson: 1P10 Brownian Motion

We also did another practical on the 29th of March as we were facing a lack of time and therefore, we did two practicals on the same day.


First, I will give a brief introduction of the Brownian Motion. It is named after the Scottish botanist Robert Brown who first observed it in 1827. He was using a microscope to look at pollen grains in water when he noticed that the grains kept moving about. At first he thought the pollen was alive but when he boiled it in water and tried again, the pollen grains still moved and Brown was unable to explain it. This was how the Brownian Motion came about.


This time, due to time constraints, we could not perform the experiment ourselves but the teacher will give a demonstration. Our teacher, Mr Low showed us the Brownian Motion using the projector. the Brownian Motion was shown using smoke put in a smoke cell and with bright light shone through the smoke cell and viewed under a microscope, the smoke particles could be seen as white dots moving about in constant random motion.


What exactly causes the bright spots or smoke particles to move then? This is because the air particles which cannot be seen bombard unevenly on all sides of the smoke particles, causing the random and constant motion. 


What about if the temperature of the smoke cell is increased? That will cause the smoke particles or bright spots to move faster as there is more kinetic energy due to higher temperature. Also, how can we differentiate between the larger or the smaller particles? We can differentiate them due to the fact that larger particles move around slower compared to smaller particles.


Another parallel of the experiment is to suspend pollen grains or talcum powder in water and observe the movements under a light source or a powerful microscope.


I have learnt a lot on the topic of Brownian Motion and how it occurs today and I hope that there can be more of such experiments where we can come into contact with such natural phenomenon.