Physics GEM

INTRODUCTION

Science by definition, is the intellectual and practical activity encompassing the systematic study of
the structure and behaviour of the physical and natural world through observation and experiment.
Concepts and formulas that are taught in classrooms stem from this process.

The intention of this physics Genius Extension Module (GEM) is present a fun and practical way to
experience a wide array of physics concepts that a prospective student will encounter in their later
years pending the selection of this subject. This aides in contextualising these concepts in a real
world setting in addition to needing active (as opposed to passive classroom learning) participation
from the prospective student, keeping them fully engaged.

This allows for them to gauge their aptitude towards the subject and secondly allows for the student
to have some familiarity with the concepts that they will come across again in their later high-school
careers.

SCOPE OF THE MODULE

This module has no particular restrictions with regards to age, however it should be noted that it is
designed for individuals in the process of selecting their senior subjects — which will ultimately
impact their career paths — although all students, especially those who have chosen physics as a
subject but would still like to experience it in a practical (and fun) manner are welcome.

Cambridge IGCSE Physics, IEB National Senior Certificate and International Baccalaureate® the
intended syllabi that this module is intended to assess. Although each have their own nuances, they
all have the same foundational concepts that this module touches on.

5 major concepts will be explored:

 General physics
 Thermal physics
 Properties of waves (including light and sound)
 Electricity and magnetism
 Atomic physics

Each will have a sub module that requires either the construction of objects that demonstrate each
concept physically.

SUB MODULES

Note: it is impossible to accurately formulate a step by step plan (including an instruction sheet for
each of the sub-modules) without constructing, timing and taking picture of each crucial step in the
test driving phase. Please bear in mind that these are all estimates or will be determined through
progressive elaboration at a later stage.
 1. GENERAL PHYSICS

This sub-module is centred around the construction of 2 project kit cars that all utilise different ‘fuel’
sources (compressed air and a battery powered car). These both demonstrate motion, mass &
weight, density, forces, energy, work, power and pressure.

The intended period of this sub module is two hours but this will vary depending on how fast the
student and the tutor work together.

Most of the materials will be gathered from household materials and auxiliary components (such as
circuit elements) will be purchased from Experilab (http://experilab.co.za).

Compressed Air Car

A step by step instruction sheet will be amended to this document after the test driving phase with
pictures (and if possible and short video) to aide in the construction of the model for tutors and
students not familiar with the construction. It is near impossible to give precise instructions on the
construction without attempting it myself.

Look under the references heading to see where this sub-module draws inspiration from.
Construction of the car will be loosely based off it.

A summary of the materials and tools needed for the construction of the model car are listed in
Table 1 below

Materials Tools
Bicycle pump (with a pressure gauge for safety
2 Litre Cooldrink bottle
purposes)
Bike tire valve Box knife
Map pin Glue gun
4 bottle-caps/ 4 old CDs/ model car
Scissors
tires
Old cylindrical pens/ kebab skewers Pliers (long nose)
Cardboard Marker
Cello tape
Paperclip
Straws
Table 1: Tools and materials needed for the compressed air car

Battery Powered Car

A step by step instruction sheet will be amended to this document after the test driving phase with
pictures (and if possible and short video) to aide in the construction of the model for tutors and
students not familiar with the construction. It is near impossible to give precise instructions on the
construction without attempting it myself.

Look under the references heading to see where this sub-module draws inspiration from.
Construction of the car will be loosely based off it.
With this car, the student can choose which mode of power transmission they prefer (allowing them
to feel that they are involved in design process). The car may be either be propelled forward by a
propeller or a direct transmission to the model car’s rear axle.

A summary of the materials and tools needed for the construction of the model car are listed in
Table 2 below.

Materials Tools
Cooldrink Bottle X 2 (330 - 340 ml) Box Cutter
9V Battery Glue Gun
Wires Pliers (Long Nose)
Bottle Caps/ Tires X 4 Marker Pen
Kebab Skewers Velcro Strip
Straws Insulating Tape
Switch Velcro Strips
Table 2: Tools and materials needed for the battery powered car

2. THERMAL PHYSICS

The construction of either a steam turbine or a steam powered car is required for this module.
Depending on the difficulty level the tutor thinks the student can handle, the steam turbine will be
constructed for students the tutor believes are not capable of constructing the significantly more
difficult steam car.

This module demonstrates the kinetic molecular model of matter, thermal properties (The heat
capacity of water) and thermal processes. It is strongly recommended that if possible, the steam car
be build due to the higher sense of accomplishment the student will feel after successfully building
it.

STEAM CAR
For This activity, there might have to be two 2-hour sessions to complete the car. The actual length
will of course be determined in the test driving stage. Again, most materials are meant to be used
from recycled materials. If possible, minimise the amount of store bought components bought.

This activity is based on the instructions from University of Kwazulu-Natal’s engineering department.
A detailed instruction from the institution may be found in references. A more condensed
instruction sheet with accompanying picture will be amended to this document during the test
driving stage.

The materials and tools needed for the activity are listed in Table 3 below.
 Materials Tools
Solder Soldering Iron
Sandpaper Scissors
Wick string Pliers
Rivet for turbine pulley Glue stick
Copper safety valve pipe Glue gun
Copper nozzle pipe Methylated spirits
Sheets of tin for chassis, turbine and alignment Can of oil
jig
Zambuk tin for burner and soldering lamp
69 grooved lid for front wheel
69 mm lid for turbine
Two rear wheels
84 mm flat lids for wheels
86 mm ring for rear bulkhead
Elastic band for drive belt
Prestik
Straws X 4
Foil
Rubber tube (will be specified after test
driving)
String
Wheel Axels 110mm X 2, 140mm X2
Wire
Syringe
Unopened 200 ml beverage can
Table 3: Tools and materials for the steam car

STEAM TURBINE

Over the course of a 2-1.5 hour session, a simple hero’s steam turbine can be constructed. Relatively
simpler to construct than the above, it is still capable of demonstrating he kinetic molecular theory
and how it relates to motion.

The materials needed for its construction are listed in Table 4 below.
 Table 4:Tools and materials for the hero turbine

Materials tools
Unopened 330 ml can Map pin
String A retort stand or anything
equivalent not sensitive to heat.
methylated spirit
A Bunsen burner