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Sunday, 19 November 2017

Exploring Color Lab

                                                             Exploring Color Lab
1. Flashlight
2. Color filters (Red, green, blue, yellow, purple)
3. A white paper

Activity A:Color by Addition

Red + Green = Orange/yellow

Red + Blue = Pink

Blue + Green = Light green

Red + Green + Blue = Yellow/white

Activity B:Color by Subtraction

          The color that appeared on a sheet of white paper when viewed through each filter.

Color filter
Results on a white paper
light blue

Saturday, 16 September 2017

Crystallization of Milk-Bua


-Chocolate milk
-Zip lock bag
-Plastic frame


1. Pour chocolate milk into a zip lock bag with a bit of air and put this bag in the tray. 
2. Pour salt on the a zip lock bag.
3. Put ice to cover the bag.
4. Use the plastic frame to shake it.
5. Put all the snacks inside the bag.
6. Wait until it's ready.


1)  why do we add salt to the ice?

Salt allows the temperature of the mixture around the ice cream to get colder.

2)   why do we add the cookies and other things, only after the milk has frozen slightly? If not, all the ingredients would mix together.

3)  what are two factors that affect the freezing you think?Ice crystals, and salt

4)  why do you need a bit of air in the bag?

It would make ice cream smoother.

Saturday, 3 June 2017

Volume, density and mass lab

Volume, density and mass lab

          To measure the volume of the irregular-shape items such as rocks, we can use water to do it.

In this lab, we filled 150 ml of water into a beaker and then put the rock into the water. The extra 

volume above 150 ml equals to the volume of the rock we put in. But sometimes the level of water 

was over 200 ml, so we use graduated cylinder to measure that volume.

               And to find density of the rocks, we have to divide the rock weight by its volume or use the 
formula of D=M/V.

Sample Number.
Weight gram
Volume ml
Density g/ml
125.6 g
50 ml
2.512 g/ml
135.6 g
50 ml
2.712 g/ml
46.0 g
50 ml
0.92 g/ml
45.0 g
45 ml
1.0 g/ml
111.3 g
50 ml
2.226 g/ml
244.5 g
77 ml
3.2 g/ml
199.2 g
100 ml
1.992 g/ml
98.8 g
19 ml
5.2 g/ml
147.0 g
60 ml
2.45 g/ml


How could you use the densities to identify the minerals?
          Different minerals will have different density. The same type of minerals would have the same density.

Would density or color be more useful in identifying a particular mineral?
          Density is more useful than color because each mineral has its own density but minerals can be same color.

Wednesday, 24 May 2017

The Impact of Environment-Bua

Writing Assignment 50 words-The impact of environment

   Acid rain

Acid gases are produced when fossil fuels like coal and oil are burned in power stations, factories and in houses. Acid gases go up into the sky, and when they mix with the clouds, it can cause rain - or snow, sleet, fog, mist or hail - to become more acidic.

When acid rain falls down, it affects trees, lakes, buildings and farmland. It can be very harmful to the environment. It also affects our health. When we breathe in air pollution, they can cause breathing problems.

When we burn fuels, sulphur and nitrogen are released into the air. Then they mix with water in the air and are transformed into different chemicals called 'sulphur dioxide' and 'nitrogen oxides'

The pH scale measures the strength of acids and alkalis.


Wednesday, 22 February 2017

Final Project-Atmosphere

Earth's Atmosphere

ชั้นบรรยากาศของโลก ประกอบด้วย 4 ชั้นหลักๆ คือ โทรโพสเฟียร์ (troposphere), สตราโตสเฟียร์ (stratosphere), มีโซสเฟียร์ (mesosphere), เทอร์โมสเฟียร์ (thermosphere)
โทรโพสเฟียร์ (troposphere) คือ  ชั้นบรรยากาศที่เราอาศัยอยู่ อยู่ระหว่าง 10-12 กิโลเมตร อุณหภูมิของบรรยากาศชั้นนี้จะค่อย ๆ ลดลงตามระดับความสูง เป็นชั้นบรรยากาศที่มีอากาศหนาแน่นและมีไอน้ำมาก มีการเคลื่อนที่ของอากาศทั้งแนวระดับและแนวดิ่ง
สตราโตสเฟียร์ (stratosphere) คือ ชั้นบรรยากาศที่อยู่เหนือชั้นโทรโพสเฟียร์ จากประมาณ 12-50 กิโลเมตร เป็นชั้นโอโซน เพื่อไม่ให้รังสีอัลตราไวโอเลตลงมาสู่ผิวโลกมากเกินไป
มีโซสเฟียร์   (mesosphere)  คือ  ชั้นบรรยากาศที่อยู่เหนือชั้นสตราโตสเฟียร์ขึ้นไปจนถึงระดับความสูงประมาณ 50-80 กิโลเมตร อุกกาบาตเผาไหม้ในชั้นนี้
เทอร์โมสเฟียร์ (thermosphere)  คือ ชั้นบรรยากาศที่อยู่เหนือชั้นมีโซสเฟียร์ ความสูงมากกว่า 80 กิโลเมตรขึ้นไป แบ่งออกเป็น 2 ชั้นย่อยๆ คือ ไอโอโนสเฟียร์กับเอ็กโซสเฟียร์ โดยแสงเหนือเกิดขึ้นในชั้นนี้

P.S. I did it individually. Primrose didn't help me.

Saturday, 28 January 2017


          Cumulus clouds
                It appears big, white, and puffy. A cumulus cloud is easy to identify when you look at the sky. The shape looks flat on the bottom and rounded on the top, and the sky in between the clouds is generally blue. Cumulus clouds are lower in the atmosphere, about 1,000 feet from the ground.

          Stratus clouds 
                Low and have a uniform gray in color and can cover most or all of the sky. Stratus clouds can look like a fog that doesn't reach the ground. Light mist or drizzle is sometimes falling when stratus clouds are in the sky.

          Cirrus clouds
               Cirrus clouds are the wispy clouds that form at high altitudes. They are up so high they are actually made of ice particles. They are indicators of fair weather when they are scattered in a clear blue sky.

My group picture

My Essay
       My first year in Panyarat high school, I don't think that I have anything special for this year.
My favorite activity in science class is the fish and shrimp lab because I like doing experiment. It gives us new knowledge. Next year, I hope that my English will improve more.

Wednesday, 11 January 2017

Ball bearing lab

The Effect of Gravity on Speed

Gravity provides a constant acceleration (force) on an object.  The effect is changed by using ramps at different angles. In this lab, you will find the optimal angle to maximize acceleration on a ball bearing so it travels the farthest and/or the fastest.  Friction is the opposing force created by the surface interactions.  Whenever something rolls due to a force, friction will oppose this force and slow it down.

Equipment needed:
Timer                                       Ramp                           Ball Bearing
Graph Paper (2)                       Ruler                                      

1.         Put the ramp against the seat of a chair.  Place the ramp and chair so that the ramp points towards the hallway.  Have your teammate on the other end of the hallway. 
2.         Place the ball bearing at the top of the ramp.
3.         Lift the ramp 20 cm and release the ball bearing
4.         Time how long it takes to travel  5 meters.
5.         See how far it will go..
6.         Repeat the experiment three times for each height then do 40 cm, 60 cm, and 80 cm.

Time to travel 5 meters
Distance travelled
 5 m


 5 m


 5 m


 44 cm


 At the height 20 cm, the ball moved the fastest.
At the height 20 cm, 40, and 60, the ball moved the furthest.
At the height 80 cm, the ball moved the slowest.

1.         Describe how the ball rolls off the ramp at each height—discuss the effect of bouncing or other factors.
 The ball will be bouncing more when the height increases.
20 cm = the ball goes straight.
40 cm = the ball has a little bouncing.
60 cm = the ball bounces more.
80 cm = the ball bounces the most.

2.         Discuss what is the fastest speed reached and any factors that could improve this.

5 m/ 4.34 seconds = 1.15 m/sec.
The factor that can improve the speed is the height.

3.         Does the ball travel in a straight line, why or why not?

No because the force on the ball is not balanced.

กำลังแสดง IMG_25600105_140245.jpg กำลังแสดง IMG_25600105_141849.JPG