A concept cartoon is an innovative way of eliciting discussions about science concepts. For example, it can present differing views on a scientific phenomenon from different characters.
I am not an artist but do wish sometimes that I could make classroom discussions more interesting by using relevant cartoons or comic strips. Then I stumbled upon some websites that enable you to create your own comic strips using readily drawn characters and images. The characters have a number of common facial expressions, which makes the story-telling fun. You may even add on your own colours or drawings such as backgrounds and other objects later on after you have downloaded the soft copy of the image for the strip that you have made.
This is an interesting question on electricity: in order to survive a lightning strike, which of the following costumes offer the best protection? A coat of armour, your birthday suit, a wetsuit or a superman costume? Watch this MinuteEarth video on Faraday's cage to find out!
Many a science teacher would have wanted to conduct a demonstration at the last minute but could not do so due to a lack of equipment or material. I have experienced that many times and even though I have many of these items hidden somewhere in some drawer, I can never seem to be able to find them.
So here is a list of items that I intend to pack into a toolbox for any teaching emergency.
I enjoy lecturing on topics like Superposition and Electromagnetism in the GCE A-level syllabus as they lend themselves well to the use of fun demonstrations that I can perform in front of the audience.
One of the recent demonstrations that I did was to demonstrate the measurement of the magnetic force acting on a wire and to show that the force can be inverted when the current is reversed. The magnitude of the force can be shown to be consistent with the relationship , where is the magnetic flux density, is the current within the wire, is the length of the wire and is the angle between the wire and the magnetic field. This can be illustrated by independently varying one of the 4 variables and observing the change in force.
The setup is also a good for a demonstration to illustrate Fleming's Left-Hand Rule.
It's about time Singapore considered building a liquid fluoride thorium reactor as a safe source of nuclear energy. From the video, it would appear that thorium is safe as it cannot be weaponized, does not require high pressure containers and the risk of a meltdown does not exist. For a small island state like Singapore, this presents an attractive way of obtaining relatively clean abundant energy. I'm sure if we think hard enough we will be able to solve the other problems such as storage of waste products.
Perhaps the part of our syllabus on Nuclear Physics will need to be updated then.
This video is taken during my IP4 class today. My students are making use of rubber tubes to demonstrate how we can use gravity to siphon water from one place to another. As long as the level of the source is higher than the level of the receiving end, we can do so.
For the topic of Thermal Physics, JC1 students can try to make sense of p-V diagrams using the following exercise, which does not involve any calculation. They will need to fill in the cells in the table below with any of the three (+, - or 0) to indicate whether there is heat transfer, work done on the gas, or a change in internal energy.