S1 flipped science classroom 3 gases in the air


Just as we discussed in class, light can be modelled as a RAY with the arrow pointing towards the direction it is going. With that argument, it also implies that light is travelling leading us to conclude that everything we see or observed are in fact the PAST. Below is a summary of what we learned in the past couple of weeks:

• Light can bounce after hitting a barrier of a surface. Most objects, usually with rough surfaces, reflect like in irregular pattern [called DIFFUSE REFLECTION]. Some surfaces like mirrors reflect light in a regular pattern; this reflection is called SPECULAR REFLECTION and that in this case, we can see an image.

The last bullet above suggest that light travels in a STRAIGHT LINE. I say it is true; however, it has to be noted that this happens only when there is no medium or there is a uniform medium. Light [ray] will bend if it passes through one medium to another with a different optical density. The phenomenon associated with bending of light as such is known to most as REFRACTION.

• After discussing the questions given in quiz, we are to proceed with the concept of REFRACTION [bending of light] and its consequences. You may want to read your textbook in advance and play this simulation [ click this or the picture above] to speed up discussion. If there are things that puzzle you in the simulation, ask me after the quiz, ya.

The first few topics and competencies under the latest Cambridge’s O Level syllabus in Physics [5054] have just been listed through the table in this cloud file [click this link]. More to come [especially for S4] either during this semestral break or as we start the new term. This should guide you all on which concepts to focus more in your studies and provide me data on which concepts you need most of my help.

• There are TASKS listed in the rightmost column in that cloud file; most are practice questions for each topic. Do ALL within the holidays [on your most convenient time]. Activities on our Week 1, on our return to school, will revolve around your answers to the questions.

• For your responses, you can either print the pdf files and write your answer or use ICT to do it. Softcopy is fine with me [show on our first meeting on January]. If you prefer to write your answers on a piece of paper, you may also do so. Be ready to explain your answers to the rest of the class.

• Create a SCRAPBOOK showing materials around us. Separate the materials by page based on some characteristics and features. Example of sorting these materials out is by classifying them into either man-made or natural. The videos you watched sorted materials using many and different schemes. You can consider these ways to classify materials around us or use some other different ways when you creatively create your scrapbook.

The SCIENCE EXPEDITION for secondary students is slated on the second semester of the school year. The department is trying to look for a venue in which you could have good applications for concepts related to the Sciences in your levels. It will be announced after 2017. ^^

Watch this video clip about DE-EXTINCTION [ click this please]. Then, write an ESSAY [ a template similar to this link is provided in the cloud] explaining your side, i.e. whether you support the idea of bringing back extinct species or not. Write the essays in collaboration with 2 of your classmates. A file has been shared with the 3 of you. Check your ‘ Shared with me‘ folder in the drive.

The same set of instructions goes to your classes, kids. But, instead of that de-extinction video, yours is linked via the picture above [ hit it to open]. This is about an example of objects in a Uniform Circular Motion, a topic in O Level Physics which is not covered in the text. Consider this activity as a supplement for mechanics.

Two FSC works are combined in 1 post, kids. One is for the start of new chapter in S1 Science and the other is for completing / ending the chapter for S3 Physics. Kindly read the instructions below and follow the procedure indicated in the cloud file [a file created for the activity will be shared shortly; see your inboxes, please].

This picture links to the HTML5 simulation used in class last Friday [ click it]. Unlike the previous sims where a Java application is required, this version can run in your iOS or android handphones. Your task is to outline the steps you did in solving the problem about Harley’s and the beam’s weights. [Note: Harley has a trick, that is, “now you see me, now you don’t”. He’s there so don’t be confused and reluctantly think that the beam’s balanced at one time and not in another.]

When you combine two [or more things together], what you get in the end is either a COMPOUND or a MIXTURE. The results depend on few things. As for the mixture, the combination of materials is done physically. It is, therefore, just logical to separate them by physical means, too. Click this link [an experiment will be done in the lab within this week, too] to watch one of the many SEPARATION TECHNIQUES we need to tackle in the new chapter. Then, answer the questions [and a simple research work] in the cloud file I shared to you.

The second chapter tells us that materials around us are different [or similar] in many ways. There is a DIVERSITY as seen from their PHYSICAL PROPERTIES, e.g. elasticity, strength, density, boiling / melting points, flexibility, thermal / electrical conductivity, hardness and the likes.

As a starter idea, all these materials you know are technically called MATTER. So, what’s the matter you might ask? Matter, kids, is anything that occupies space [a.k.a. volume] and has mass. Technically and in connection with our previous lesson, we can say that matter is anything that has density.

• Matter is so diversified such that it can be classified into either a mixture or a pure substance. Mixture can be classified further into solution, colloid and suspension. On the other hand, pure substance may be a compound or an element. Further, compounds can be sorted out into acid, base and salt, whereas elements can be categorized into metals, non-metals and metalloids.

• Examples from any of the above may be divided… and divided again.. and divided repeatedly until one reach the point in which a fragment cannot be divided further. This indivisible fragment [with the same properties as the rest of the material] is known as ATOM. Our lesson on Monday will be focused on this and as part of your preparation, please click this and watch the video clip [at least till the 10-minute mark], take down notes, and answer questions in the cloud file.