A Sojourn of Scintillating of Soliloquies

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The 6th Grade Physics Olympics: Final Leg

 

 

 

On the final stage, students were tasked to showcase their collaborative skills in achieving a target goal: take advantage of surface tension and place at least 2 paper clips on the surface of the water without having them sink.

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After a few minutes working on getting the clips afloat, a few of the teams were able to accomplish getting two clips stable.

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Over-all, the Physics Olympics gave the 6th graders a much needed boost in both team collaboration experience and confidence in their own capacity to figure out solutions to new situational problems.

 

 

 

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The 6th Grade Physics Olympics: 3rd Leg

In this stage, students were tasked to build the tallest paper tower that can stay stable for 30 seconds using a set amount of newspaper sheets.

The class was divided into pairs (or a triad, in 2 instances) and set off to work on building their Tallest Towers.

Some tried unconventional approaches to construction.

And there were definitely a few hitches along the way.

At the end of it all, everyone was able to successfully create a sturdy structure.


And for the Tallest Tower Champion this year,

Tune in for the last leg of this year’s 6th Grade Physics Olympics!

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The 6th Grade Physics Olympics: 2nd Leg

For the second leg of their Physics Olympics, the 6th graders designed paper boats that can hold the most mass without sinking.

The key is looking for that perfect balance between  surface area and boat weight.

Some chose more conventional boat designs, while others experimented on more unorthodox constructions.

It was wonderful yet challenging, and the whole event was a great exercise in effectively working with each other to reach a common goal.

Watch out for the next update!

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The 6th Grade Physics Olympics: 1st Leg – Bernoulli’s Race

As a learning showcase, the 6th grade are embarking on applying their appreciation for the applications of science and logic.

For the first leg of their Physics Olympics, they rallied in preassigned groups to pass on a ping-pong ball via paper cups – without touching them. Guided by Bernoulli’s principle on the inverse proportionality between fluid speed and fluid pressure, everybody was able to score high on their time trials! Both teams were able to finish their relays below 3 minutes each, a noteworthy feat considering it’s their first time working on the concept.

Updates for the 2nd Leg will follow, along with photos.

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IBDP Physics: Binding Energy and Nuclear Fission

The study of Physics directs humankind onto learning that leads towards a better understanding of how energy and matter interacts, and how this interaction can be efficiently harnessed for sustainable progress. One fascinating interaction is that of nucleons and the energies released when these nucleons are separated from each other or brought together.

In succeeding lessons, students will learn the concept of binding energy- the energy responsible for keeping the integrity of an atomic nucleus stable – and the role it plays in nuclear fission.

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The Rube Goldberg Project – The Culmination of a Learning Journey

There is no better way to celebrate the end of an academic milestone than to synthesize acquired knowledge into a masterful work of science.

Rube Goldberg Machine – Image sourced from Eason Kamander’s blog

A Rube Goldberg machine is a device or construction that is intentionally engineered to include complex and superfluous steps in order to perform a simple task. Named after renowned American inventor and artist Reuben Garrett Lucius “Rube” Goldberg, a Rube Goldberg machine takes a simple set of processes and transforms it into a complicated set of steps.

Grades 10 and 11 will be constructing their Rube Goldberg machines as their final assessment for this quarter. As a major assessment component, the Rube Goldberg Project serves as an opportunity for a group of science students to showcase their competency, skills, knowledge of subject matter, and creativity.

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IBDP Physics HL – Year II Lessons (Week 2)

The seniors will begin this school year with a few laboratory sessions on the following topics:

  • experimental testing for the speed of sound
  • designing an experiment to test the effect of depth to water wave refraction
  • designing an experiment for Young’s double-slit experiment
  • using simulations to test for single-slit and double-slit interference

Students at Physics HL will also learn the implications of double-slit interference at the quantum level, particularly on how particles like electrons will behave. This media material from Youtube best encapsulates this:

Students from both levels are expected to capably handle basic computations on wave speed (m/s), frequency (Hz or 1/s) , and period (s), including ones involving echo or reflection based on the last few lessons from the previous school year.

All students are expected to provision themselves with sufficient notes during class lectures and laboratory sessions to ensure  readiness for course assessments.

 

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Welcome to SY 2016-2017

After a restive summer break, we welcome everyone back to the new school year.

The course items for Middle School, High School, and IB Physics have been retained for this school year.

A more streamlined course awaits 10th graders this year with Systems Design and Societies. This course is based on a merger between the IBDP Group 4 subject Environmental Systems and Societies and that of the NGSS Design Technology course.

Systems Design and Societies Course Outline

Systems Design and Societies Course Outline

 

The course is designed to equip learners with the necessary skills to observe the world and society in a microcosm through systems thinking and design-based problem solving. It is hoped that students who go through the course would develop the necessary perspectives to see science and society as interrelated and interconnected systems, and apply the same perspective to all world and cognitive systems.

A year-long learning adventure awaits!

 

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Welcome to School Year 2015-2016!

Another year-long adventure of learning awaits us all.

After being streamlined further, the Physics course for the three districts of Upper School have been slightly revised. In preparation for a more rigorous Physics course in High School, the Middle School Physics program is aimed to give students a basic introduction to the various fields of Physics as well as enable them to appreciate the course and its applications in everyday life. Assessments are focused on skills as well as appreciation through authentic and performance-based tasks, with some standardized testing.

Course Outline for Middle School Physics

Course Outline for Middle School Physics

 

As a preparatory step for the IBDP Group 4 Sciences, the Physics courses for Grades 9 and 10 are designed to provide an authentic IBDP Physics experience. Each topic is selected from the IBDP Physics course guide, and is taught with an empirical approach meant to mimic the IBDP Physics course. Assessments are mainly standardized tests drawn from IBDP questions, with topic specific experimentation.

High School Course Outline for Physics

High School Course Outline for Physics

 

Physics for Grades 11 and 12 is wholly IB in both approach and implementation. Assessments are mainly investigative in nature, with some major preparatory testing done in light of the course-end external examinations.

IBDP Course Outline for Physics SL and HL (Core)

IBDP Course Outline for Physics SL and HL (Core)

It is envisioned that students will be able to masterfully anticipate and prepare for the mentioned topics.

 

Indeed, with enough initiative and planning, Physics learning can be an enjoyable journey!

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Vectors and Maps and Compasses and All Those Things

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Learning vectors in Physics can be a grueling experience. Especially for twelve-year olds who are just fresh into the world of computational measurement in science. However, as with all things in learning, the right approach can make even the most abstract concepts enjoyable and useful.

The CISM sixth graders had their field day working on making vector maps of their own using compasses on their mobile phones, meter sticks, metal rules and tape measures. Watch as they documented their adventures below.

 

Learning is more conducive if you can find practical use for what you are learning. Map and compass reading, a basic life skill, makes vectors more essential in real life. :)

 

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  • http://www.deped.gov.ph/