Demonstrate Resonance in a Wine Glass

Assalamualaikum and hi everyone!!

On the 1st July 2020 during Movement Restriction Order (MCO) due to C19 pandemic, students are given one assignment which needs to be conducted at home.

This experiment is part of the experiment in the Experiment Manual of my Technology- Enhanced Learning  Module (TEL). QR code for the TEL module is provided in my blog. The experiment requires the students to utilised smartphones as the learning tool to conduct this experiment.

I include here the Youtube video on the theory of Damping and Resonance for students' reference.

Observation:

Before the observation, determine the MV and RV of the experiment first; where the MV: is................... and the RV is ......................
Then rub the rim of the wine glass with your index finger and observed the frequency generated.

Discussion:

Discussion and Conclusion:

Think. Pair. Share 

Graph Plotting - Yay or Nay

Assalamualaikum wbt and have a good day everyone!

For this entry, I would like to share on the Yay and Nay for graph plotting. Your technique for graph plotting is originally inherited on how specific and articulate you are in Mathematics graph plotting.

The graph is a VERY VERY important element in learning Physics. As soon as you have the raw data during observation, you need to plot a graph/s in order to find:
(i)     The relationship between the Manipulated Variable (MV) and Responding Variable (RV)
(ii)    Whether the gradient of the graph give any meaning in terms of proving to the theory
(iii)   The pattern of the graph shows whether a law/rule is followed or not

That is why you see me very upset when in your experiment report, you put your focus on copying from the aim of the experiment until procedure but lose focus on what is meant to conduct the experiment itself which is the analysis from graph plotting, discussion, safety measure taken during the experiment and conclusion.

So stay focus.

There are SEVEN rules in Physics SPM level which must be followed by the students:

1. Title of the Graph

2. Physics quantity of y- axis and x- axis is referred to the graph title

3. Unit of each physics quantity for the y-axis and x-axis is included

4. The scale of the graph in y-axis and x-axis must be uniform

5. The value of MV and RV must be transferred correctly from the table to the graph paper.

6.  There are two types of graphs (in Physics SPM level): a smooth straight-line OR a smooth curve (textbook page 11)

7. The size of the graph must be more than 50% of the graph paper.

Here are some of your graph Yay - Nay:

1. The physical unit at the y-axis does not represent graph required which is T²against l
2. Scale in the y-axis is not uniform

1. The physical unit at the y-axis does not represent graph required which is T²against l
2. Values at the y axis supposed to be T² instead of the value of t 

Now, these are the graphs which have been plotted by your classmates. Can you relate the mistakes? and corrections that should be done?

Mostly the same mistakes were done by the students.

Mistakes meant to be CORRECTED. Mistakes also are part of the learning process. I hope that with this sharing, you are able to do correction of your graph.

Gravitational Acceleration (Photogate)

Assalamualaikum and hi everyone!

Chapter 2: Force and Motion

Aim: To determine Earth's gravitational acceleration

the Photogate


Since we a still finding resources to buy the photogate, I am lucky enough to attend Prof. Emeritus Dr. Rosly Jaafar' s course. I have recorded the experiment and upload it at Youtube: 

Demo Photogate oleh Phykir UPSI.

Here are the results and calculation to determine the gravitational acceleration by using Photogate

Comments on students work:

1. The diagram is not labeled


Reference:
Form Four Physics KSSM, Sasbadi Publication.

Gravitational acceleration (Simple pendulum)

Assalamualaikum and hi everyone!

Chapter 1: Measurement

This is the first experiment in Form Four Physics KSSM in the year of 2020.

Aim: To investigate the relationship between the length of the simple pendulum, l and the Period of oscillation of the simple pendulum, T

Data from observation:

There are two graph needs to be plotted by students.

1. T against l
2. T² against l, 

but, I would like to emphasize more on the second graph T² against l which later will be use to determine the Earth gravitational acceleration.

graph of  T² against l

Next, lets reveal the beauty of experiments in Physics when data analysis from experiment proving the theory


From the graph of T² against l, 

Conclusion:

The value of the gravitational acceleration from this experiment is 9.53 m s^-2  which is 97 % close to the value of gravitational acceleration on Earth; 9.81 m s^-2

Comments on students work:

1. Students' misconception between t (time take for  ___ oscillations) and T (Period of oscillation)
                        t ⇎ T
2. Secondary values reported in the table are not consistent in terms of decimal point (d.p)
3. Secondary values is calculated in the table. No need to do this because it may create confusion.
4. Graph plotting:
    (i)   For graph plotting, there are 7 points on How To Plot a Graph must be taken into measures.
    (ii)  For the first graph T against l, be sure that the y-axis is Period of Oscillation, T (not Time, t) 
    (iii) For the second graph T² against l be sure that the y-axis is Period of Oscillation, T² (not Time, t)
5. Determining the g from the graph. Unable due to haywire of the graph plotting 🤣😭😭




Reference:
Form Four KSSM Textbook, Sasbadi Publication

Ticker tape: Acceleration of an object

Assalamualaikum wbt and have a good day everyone.


This entry is dedicated to my 4 Hibiscus students as a reference.


In Chapter 2: Force and Motion, you have learned to determine the acceleration of an object with a trolley run down an inclined runway.

In order to determine the acceleration. you must first determine the:

(i)   initial velocity, u
(ii)  final velocity, v
(ii)  Time taken for the trolley to accelerate

The key point in determining the velocity of the trolley is to understand the relationship between the parameter involved which are:

Knowing that displacement of the trolley is the length of the strip, how about time? read the notes here:

thus,

For 1 tick (time interval between two dots) is = 0.02 s

10 ticks = 0.2 s

Ticker tape obtained from the results of activity 2.1 in the textbook page 32 is analysed.

 Comments on students' work:

1. The length of each strip is not stated.
2. The time interval for 10 ticks is incorrect (It is 0.2 s NOT 0.02 s)
3. Final answer with correct S.I unit

Reference:
1. KSSM Physics Form Four Textbook, Sasbadi Publication.

Constructivism and Red cabbage

Meeting sessions with supervisor always been a challenging period of time, especially with my supervisor Prof. Madya Dr. Nurulhuda Abdul Rahman.

Something that really hit me until now is when she commented about the Learning theories that I have selected to support my developed Technology-Enhanced Learning (TEL) module. I was there looking totally like an idiot (as the result of the unprepared and reading index at a very low point) as I gulping my saliva and remember that I read somewhere but not really grasp the main idea of the context, just read through.

"What is the principle of constructivism?"

I was.. ammphh ..err.. ummmm..

Cut it short, I revise my literature and maybe I can relate to; the First principle of Instruction elaborated by Merrill (2002):

1. Learners are engaged in solving a real-world problem
2. Existing knowledge is compulsory before adapting new knowledge
3. Student-centered when new knowledge is demonstrated by the learner
4. New knowledge is applied by the learner
5. New knowledge is integrated into the learner's world

My metacognitive run wild, now I will try to adopt these five principles into one of the elements in our previous Green Tech Show.

Element 1: Problem is, the world has too much of unnecessary chemicals which gives impact to the environment

Element 2: Apply "a green approach" to determine the pH value of substances

Element 3:  Students demonstrated the experiment since they are the one who will gain new knowledge

You tube link: Red cabbage as pH indicator


Element 4: Blooms Taxonomy - Application: anywhere / anytime (at home/in discussion with peers/ teaching little brother) since the knowledge and experience were already 'there'



Element 5: Other than Red cabbage, what other 'green' product can be used to determine pH value?

Reference:

Merrill, M. D. (2002). First principles of instructional design. Educ. Technol., Res. Dev. 50: 43–59.

Simulating the Gas exchange at the School Field

Class                     : 3 Lily
Learning Standard: Movement and Exchange of Gas in the Human Body
Activity: Simulation by students conduct by the teacher
Teaching aid : Starch (any) flour, *a piece of cloth (body cell), *a long rope (alveolus)
                        *Depends on teachers' creativity + a good camerawoman
Cross Curricular Element: Art
21st century Element: Collaboration and communication
Moral value : Responsible, diligent and cooperative

my camerawoman. Good job Adilah!

Reflection:
The students really enjoyed the activities and appreciate the flexibility to learn science in such activities. 29/29 Students are able to describe the exchange of gases and explain the ways it is transported to all parts of the body cells. Perhaps 3 Orchid also will play and learn this topic with the same activities for 30  minutes lesson as a conclusion.

Beats of Sound

Visualising of Beats Using Visual Analyser

Theory:
Beating is the periodic variation amplitude at a given point due to the superposition of two waves having slightly different frequencies.

App./Software:

• Frequency Sound Generator
• Visual Analyser Software

Frequency Sound generator is installed from playstore.
f1 = 1700 Hz, f2 = 1529 Hz (set the frequency at any
 different frequencies)

Visual Analyser shows the beats from the two different frequencies. Later, we can compare the Beat of Sound from the Visual Analyser and the Frequency Sound Generator

 Data Analysis:

A simple calculation to compare the Beat from FSG and VA

Conclusion:

• The beat frequency obtained from the Visual Analyser data reproduces the value calculated from Frequency Sound Generator within 1.53%

The Visual Analyser Sofware has been used to measure the beat frequency form by the waves that generate by Frequency Sound Generator

The use of Visual Analyser and Frequency Sound Generator in Physics Teaching aid to teachers and students in understanding the beat frequency.

Authentic Link:

Closed End Air columns (Finding Sound Velocity)

Assalamualaikum and good morning...


Theory:

A musical instrument has a set of natural frequencies at which it vibrates at when a disturbance is introduced into it. These natural frequencies are known as  the harmonics of the instrument. Each harmonic is associated with a standing wave pattern.

Aim: To Investigate the relationship of frequency and Lenght of air column

Problem Solving:
Internalize the mathematical relationships for the closed-end air columns in order to perform calculations predicting the velocity of a sound wave produced by a known length of air column and  given a natural frequencies.

The graphic  below depicts the relationships between the key variables in such calculation.

High amplitude to high amplitude shows in the Visual analyser is = 𝞴/2

𝞴, v, L and f can be relate by the equation  v =f𝞴   where  𝞴=L

Apparatus/ Materials:
speaker, meter tape, one end closed tube  microphone, connecting wires

Software: Visual Analyser

Variables:
Maipulated: Frequency,f      Responding: Wavelength, 𝞴      Constant to find: velocity of s/wave, v

Arrangement of Apparatus:

App. and Software

with co-partner

with an assistance

 Procedure:

1: Experiment done by viewing the amplitude of wavelength in the visual analyser, VA generate wave with desirable frequency 1200 Hz.
2. The microphone is move further from the speaker until the highest peak is shown on the VA screen. that is  𝞴/2. More further more until one more highest peak is shown on the VA screen and marked the distance as 𝞴.
3. Repeat Step 1 and 2 with different frequecy 1400 hz, 1600 Hz, 1800 Hz and 2000 Hz.
4. Tabulate data
5. Plot graph of f against 1/𝞴

Tabulation of data:

Analysis from graph:

  Calculation:
  Gradient of the graph =  1400 - 1200 / 0.0417 - 0.0357
                                     =  200 / 0.006
                                     =  33333.33cms-1
                                     =  333 ms-1

Since v = f𝞴
          f = (1/𝞴) v
          f ∝ 1/𝞴    graph plotted ⏫

Conclusion:

• The graph of  f against 1/𝞴  is equal to Velocity Of Sound Wave
•  Velcity of Sound Wave, v = 333ms-1

Visualising on the VA:

Authentic Link:

Electricity, Magnetism and Movement

The basic idea of an electric motor is very easy,  put electricity at one end of a metal rod and it rotates at the other end giving you the power to drive a machine.

Group experiment. EVIDENCE-BASED LEARNING

Basic knowledge:

1.  When current flows along a CCC (Current Carrying Conductor), Electromagnetic Force, B is produced around the wire.
2. Direction of current, I is from positive to negative terminal of battery
3. Direction of B can be determined by Right-Hand Grip Rule

FRONT VIEW

SIDE VIEW