Toy Train Example - Sandy, Benjamin, Ning Zhe, Genieve

Hot air balloon- Esther, Han Kang, Joanna, Ryan

Hot air balloon - priscilla, qian ning, yelun, jiahe

Hot air balloon - Zhu Yin, Kai Wei, Jia Yi

hot air balloon example

charissa, kaining, fangci, joe

Hot Air Balloon example - Heng Yee, Jing Han, Jason, Poh Zheng, Shi Heng

Hot Air Balloon Example- Sandy, Genieve, Benjamin, Ning Zhe

Hot air balloon example

-Jing Qi, Geraldine, Jun Wei, Keng Wen

Lift example - Zhu Yin, Kai Wei, Jia Yi, Sean

Lift example - Gloria, Alicia, Yong Hoe, Jun yang, Boon Jian

Lift example- priscilla, qian ning, yelun, jiahe

Lift example- Han Kang, Jason, Ryan, Joanna

Due to time constraints, we could only do part a and b.

PART A and B respectively:

Lift Example

Questions a and b are incorrect as we did not include the force exerted by the cables to make the velocity constant (acceleration=0ms^-2). We were in the midst of a heated discussion over c and d as our original results contradicted with the fact that when the lift is moving downwards (for c), we feel as if we are "floating" so our weight is supposed to be lesser and vice versa (for d).

Lift example

We only did question one and two! So sorry we didn't have time to do part c!

Done by: Kow Ningzhe, Sandy Lee, Geraldine Tan, Benjamin Chun 

Lift examples part a, b & c: Charissa, Kaining, Fangci, Joe

For a & b, ignore the free body diagram for at the start since the scenario starts from when it is already moving.

For every part, take upwards as positive, m=20.0kg, acceleration due to gravity = -10ms^-2, F refers to the weight of the person and the dot in the free body diagram represents the whole lift. For both FBDs of parts a & b, F1 refers to the force exerted by the cable, and F2 represents the weight of the whole lift including the person and the weighing scale.

We have not done part d yet.

part a:

part b:

part c:

Group discussion- Sean, Hongtao, Micaiah, Shi Ying, Catherine
Video 1
http://m.youtube.com/watch?v=YVmDvV9JCAw

Video 2
http://m.youtube.com/watch?v=mv7Eo_qda7E

Video 3
http://m.youtube.com/watch?v=7Ei2Uaco5gU

We deeply apologise for our late post of links as we had some technical difficulties. Thank you for understanding.

Comment by each student

Dear all,
  Thank you for those who have made the comments. However, there is some misinterpretation of how it should be done. In one conversation of yours, you can display 0,1 or more standards. Therefore, you need not try to fit in all the standards and grade them. I believe what Heng Yee has done is more aligned to what is needed.
Thank you.

Kinematics Group Discussion - Gloria, Alicia, Yong Hoe, Boon Jian, Jun Yang.

Discussion on question 1:

https://www.youtube.com/watch?v=Xlq1jE8Vp9w&list=UUL-iOEvq-XNNR85tLG-_CFA

Discussion on question 2:

https://www.youtube.com/watch?v=8k3FeVVIvA8&list=UUL-iOEvq-XNNR85tLG-_CFA

Discussion on question 3:

https://www.youtube.com/watch?v=ZPv-hQDAZ6M&list=UUL-iOEvq-XNNR85tLG-_CFA

We sincerely apologize for the late post due to certain difficulties we had with YouTube, but here are the links to our discussions for each question regarding this activity. Thank you.

Group discussion - Jia Yi, Zhu Yin, Guan Ting, Kai Wei

Our recordings got corrupted and hence, we were unable to upload most of them from the main iPad we recorded from.
However, we managed to record some parts of it using the second iPad but it was cut off halfway due to lack of space. Thus, we lacked our discussion for question 3.
Really sorry for the inconvenience caused.

Question 1 and 2
http://youtu.be/sulSC3lMATk
Question 2
http://youtu.be/7YpDNZo6mNU

Kinematics Group Discussion: Kaining, Charissa, Fangci, Joe

Question 1:
http://www.youtube.com/watch?v=S8hltYONioA&feature=youtu.be

Question 2 Part 1:
http://www.youtube.com/watch?v=LWcdZsPBsxU&feature=youtu.be

Question 2 Part 2:
http://www.youtube.com/watch?v=3a1MtLTie5M&feature=youtu.be

Question 3 Part 1:
http://www.youtube.com/watch?v=my5JfV5ssJw&feature=youtu.be

Question 3 Part 2:
http://www.youtube.com/watch?v=6rPmQlndsj8&feature=youtu.be

AUDIO RECORDINGS - Junwei, Geraldine, JingQi, Kengwen

(I) AND (II)
http://youtu.be/em-LpmJnMnM
http://youtu.be/vGR_9ayJrlI

(III)

http://youtu.be/S-fRzHlw9jw
http://youtu.be/FVwkVKJ8mfQ

http://youtu.be/1SZiDiXtej8

Group Discussion-Esther, Han Kang, Ryan, Joanna

The links below are to the discussion videos on increasing the chances of survival when falling of a building. We had to split the first part into two.

Part 1.1
http://m.youtube.com/watch?v=k6e9-DCTuqA
Part 1.2
http://m.youtube.com/watch?v=p_XqJ1DkEEM
Part 2
http://m.youtube.com/watch?v=zSA7yZRDOuw
Part 3
http://m.youtube.com/watch?v=RfuU6jR2PcA

GROUP DISCUSSION - BENJAMIN, SANDY, GENIEVE, NINGZHE

Hello guys,
The below links are the group discussion videos for the 12 March physics lesson.
Sorry but we faced technical difficulties with the first video and was unable to upload them. :(

PART 2:  https://www.youtube.com/watch?v=W9js8VEqW_A&feature=youtu.be
PART 3:  https://www.youtube.com/watch?v=_IrPMAOwcmc&feature=youtu.be

Thanks! :)

Audio Recording - Heng Yee, Jing Han, Jason, Poh Zheng, Shi Heng

Activity - An investigation on how to increase the chance of survival from a fall off the building

Part 1: http://www.youtube.com/watch?v=yV5AFJeyySM

Part 2: http://www.youtube.com/watch?v=DkdGFSYPRn0

Part 3: http://www.youtube.com/watch?v=9QmsQskv9PI

Dear 3A/J students,

         After your discussion that took place on 12/3/2014, your group will have 3 audio recorded files.
Can the group leader
1) upload these audio files on youtube
2) create a new post (kindly create the post title with all the students name on it) with the URL for the 3 audio recorded files.

After the post is created,
I need each member in the respective group to do the following
1) Listen to each audio file and pick up your own conversation
2) Using the rubrics for critical thinking that is attached to this post, create comments for all the 3 audio file do a self-assessment of your critical thinking skill.
3)
An example is of such a comment is given as below

Generic type	1) Timestamp of audio file 2) Speaker 3) Intellectual standard displayed 4) Score of the intellectual standard displayed based on the critical thinking rubric
Example	3:30 – 3:50, Claire, Depth , 3

A member in each group should only
(i) post as a comment that is under your own group post
(ii) post all your self-assessment of all of the 3 audio files under a single comment on the blog.
For example

3:20-3:50, part 1, David, Clarity 3
5:20-5:55, part 1, David, Depth 3
1:20-2:50, part 2, David, Logic 1
4:20-5:20, part 2, David, Precision 2
0:20-0:50, part 3, David, Acurracy 3
3:20-3:50, part 3, David, Clarity 3


_________________________________________________________________________________

Rubric for Critical Thinking
Standards and Elements	1	2	3	4	Point
ACCURACY : Identifies main purpose and/or concept for the  question	Highly inaccurate, with wrong or no purpose or concepts stated.	Low accuracy, or either the purpose or concepts  sated inaccurately	Some accuracy with purpose and concrete of question but subtle inaccuracies.	Complete accuracy with correct purpose and concepts clearly stated
CLARITY: Understands the facts, data, or examples used to support	No use of facts, data or examples	Incorrect or minimal use of the facts, data or examples	Some correct use of facts, data or examples	Frequent correct use of facts, data or examples
PRECISION: Identifies and uses the content-specific vocabulary	Include no content-specific vocabulary	Low precision, an attempt to use the content-specific vocabulary but uses incorrectly or minimally	Some precision, does incorporate content-specific vocabulary,	Complete precision with frequent use of content-specific vocabulary
DEPTH: Demonstrate complexity of understanding	No understanding of the connections among purpose and concepts	Limited understanding of the connections among purpose and concepts	Generally understands the connections among the purpose and concept	Complex understanding of the connections among the purpose and concepts
RELEVANCE: Identifies or generates conclusion(s) and personal significance to the questions	No relevance or conclusions stated	Low relevance, with basic conclusions stated	Some relevance with basic conclusions but does not connect to the concepts	Complete relevance, explains several conclusion.
LOGIC: Applies concepts and content to broad contexts	No application of concepts	Low application of concepts or incorrect application of concepts	Some application of concepts, but uses generic ideas	Complete application of concepts and content to other contexts by using pertinent examples and supply details
Based on Richard Paul and Linda Elder critical thinking conceptualisation. For most information, visit http://www.criticalthinking.org/

Dear students,
                 Paul's Wheel of Reasoning and the Intellectual Standards are used as a guide for students to think critical and you have learnt them during your CID 1 lessons. Attached are some pictures to recap on these tools.

Kinematics

Activity - An investigation on how to increase the chance of survival from a fall off the building

There is a fire in the school and people trapped at the fourth level of the building. These people are trapped at the top of the building that is 20 m above the ground.  The only chance of survival is for these people to fall off the building.

(Note: You are unable to find any item to aid you in the safety of this fall.)

You can use the Paul’s Wheel of Reasoning and the Intellectual standards provided to guide your group discussions.

(1)   In your group, discuss on the possible factors that will affect the time taken for the person to fall off the building and hit the ground. [15 min ]

(2)   (i) What is/are the ways to increase the time taken for the person to fall off the building and hit the ground?

(ii) What is/are the ways to decrease the time taken for the person to fall off the building and hit the ground?

[15 min]

(3)   Based on what you have discussed on part (1) & (2).

Do you think that it is wise to increase or reduce the time taken for the object to fall off the building and hit the ground? Provide explanation through the use of illustrations, graphs to support your hypothesis that you make.

[20 min]

Activity after discussion

You are to use the fourth level of the school building to conduct the activity.

You are to simulate the person’s fall by using an eraser (a person) and a stopwatch provided to evaluate your findings on the answers on part (2) and (3).

[10 min]

Extension question:

What is the velocity of the person just before it hit the ground?

Experiment Outline

Done by: Ye Lun, Yong Hoe, Zhu Yin, Jia He, Ning Zhe

Physics Pendulum Experiment

Physics pendulum experiment 

Done by:  joe, Hong Tao , Micaiah, Keng Wen, Jun Wei

Experiment outline:
This experiment is to find out if the length of the pendulum string will affect the period of a simple pendulum. The experiment was conducted with strings from length 10cm to 60 cm , & six different timings were recorded for each string of different length. The results of the time taken for one oscillation of pendulums of different string length were used to find the relationship between the pendulum string length and it's period.

Conclusion: when the pendulum string length increases, so does the period.

Procedure :
1. Create pendulums of different string length, from 10 cm to 60 cm.
2. Record the time taken for 20 oscillations for each pendulum of different string length six times.(T)
3. Record findings in a table
4. Use the information recorded to find the time taken for one oscillation of pendulums of different string length
5. Plot a graph of  T (s)/  L (cm).  Where L is length of string and T is time.



Table for findings :

Graph for findings : 

Interpretation of graph: 

As the length of the pendulum string increases, so does the time for one oscillation increase. 

Equation: T= M( L) + C.    Where M is the gradient of the graph. 

Other possible graphs: 

Physics Oscillations

Done by: Priscilla, Sandy, Jing Han, Charissa, Qian Ning

Experimental outline
Aim: If the degree of release will affect the period of a pendulum swing.

Independent Variable: The different degrees. 10, 20, 30, 40, 50, 60, 70, 80 and 90 degrees.

Dependent Variable: The time for the pendulum swing to stop moving and the number of oscillations.

Procedure:
Step 1: Set up the pendulum swing and measure 10 degrees downwards from the stand.
Step 2: Release the pendulum.
Step 3: Record the number of oscillations and the time for it to come to a complete stop.
Step 4: Repeat steps 1-3 for 2 more times to calculate the average.
Step 5: Repeat steps 1-4 for 20, 30, 40, 50, 60, 70, 80 and 90 degrees respectively and record your findings.
Step 6: Compare your findings. Plot a chart and graph to better illustrate your findings.

How to find your results:
Take average time for the pendulum swing to stop moving divided by the average number of oscillations.

Pendulum Experiment Outline

Done by: Jun Yang, Benjamin, Shi Heng, Han Kang

Goal of Experiment:

To find out if the length of the string of the pendulum affects the period of one entire oscillation.

Procedure:

1. Take down the time taken for a complete oscillation using the 10cm string when dropping the pendulum from a 45 degrees angle.

2. Repeat step 1 but replace the 10cm string with a 15cm string.

3. Repeat step 1 but replace the 15cm string with a 20cm string.

4. Repeat step 1 but replace the 20cm string with a 25cm string.

5. Repeat step 1 but replace the 25cm string with a 30cm string.

6. Repeat step 1 but replace the 30cm string with a 35cm string.

7. Repeat the experiment 2 more times and take down the average.

Materials:

-35cm string

-30cm string

-25cm string

-20cm string

-15cm string

-10cm string

-Pendulum

-Retort stand

-Stopwatch

Hypothesis:

Period of oscillation increases as length of string increases.

Table to record data:

What this graph shows:

Period increases as length of string increases

Other possible scenario

Scenario 2

What this graph shows:

Period is not affected by length of string.

Equation of graph: T=C

Scenario 3

What this graph shows:

Period decreases as length of string increases.

Equation: T=m(l)+C

Scenario 4

What this graph shows:

Period of oscillation increases when length of string remains the same.

Equation: T=∞

Physics Experimental Outline

Done by: Guan Ting, Genieve, Esther, Kaiwei, Geraldine

Variable: Length of string

Hypothesis: The longer the string, the faster the movement of the pendulum, hence the frequency increases, resulting in a shorter period for the pendulum to make a complete oscillation.

Line 1: As the length increases, the time increases.

Line 2: As the length decreases, the time increases.

Line 3: The time increases even though the length did not increase. This is not possible since the length has to change before the time can change as the time is dependent on the value of the length.

Line 4: The time did not increase even though the length increased.

Physics Pendulum Experiment

Done By: Alicia, Gloria, Jia Yi, Heng Yee, Joanna

How does the length of the string affect the time taken for one complete oscillation?

Purpose of experiment:

To find out whether the length of the string would affect the time taken for one complete oscillation of the pendulum.

Hypothesis:

If the length of the string increases, the time taken for a complete oscillation will increase as the distance between each swing would be longer.

Experiment Variables:

Independent Variable-Length of string

Dependent Variable-Time taken for one complete oscillation

Constant Variables:

-Weight of the bob

-Size of the bob

-Angle which the bob is released

Materials:

-10cm string

-30cm string

-Bob

-Stopwatch

4 Scenarios
1)

Explanation:

As the length of the string increases, the time taken for one complete oscillation increases.

2) 

Explanation: 

As the length of the string increases, the time taken for one complete oscillation decreases.

3) 

Explanation: 

The length of the string does not affect the time taken for one complete oscillation.

4) 

Explanation: 

The time taken for one complete oscillation is infinite.

Conclusion:

Only scenario 1 is correct. As the length of the string increases, the time taken for one complete oscillation also increases, hence only graph 1 is correct. 

Experimental Outline

Done by: shiying and fangci 3J

               kaining, jingqi, catherine 3A

Simple Pendulum Experiment

Done by: Sean, Ryan, Boon Jian, Poh Zheng, Jason

Experiment Outline:

This experiment is to find out the effect of the length of the pendulum's string on the period of a simple pendulum. The experiment will be conducted with a pendulum with different lengths of string to find the results of the time taken for one oscillation and find the relationship between the length of the pendulums string and its period. 

Hypothesis: 

As the length of the pendulum's strings increases, the period of the pendulum increases.

Procedures:

1. Tie the bob to one end of the string and clamp the other end firmly between two splitting corks. Measure the length ℓ between the centre of the bob to the point of suspension to be 10.0cm.
2. Set the pendulum swinging at an angle of 20°
3. Record the time taken for 20 oscillations, t₁. Record timing for another 20 oscillations, t₂. Calculate and record the average time <t> where <t> = (t₁+t₂)/2
4.  Repeat the procedures for different lengths ℓ of 15.0 cm, 20.0 cm, 25.0 cm, 30.0 cm and 35.0 cm
5. Record all findings in a table.
6.  Plot a graph of period T/s against length ℓ/m to find the relationship between T and the length of pendulum

Table to represent findings:

Graph to represent findings:
.

       Meaning of graph:

 As the length of the pendulum’s string increases, the period increases.

 Equation:

 T = mℓ + c

Other possible graphs:

1) 

Meaning of graph:

Period of the pendulum does not change when length of the string increase. Period is not affected by length

.

Equation:

T = C

2) 

      Meaning of graph:

The period of the pendulum increases while the length of the string remains constant.

Equation:

Y = undefined

3) 

Meaning of graph:

As the length of the pendulum’s string increases, the period decreases.

Equation:

T = mℓ + c