Showing posts with label society activity. Show all posts
Showing posts with label society activity. Show all posts

2009 “Maths Quiz”

2009 Science and Maths Society “Maths Quiz”

1.Fresh Mango contains 70% water by weight whereas dry mango contains 10% water by weight. What is the weight of dry mango that can be obtained from 20 kg of Fresh Mango?

Solution:
The correct answer is 6.67 Kg.
From 20 kgs of fresh mango, we get 6 kg of pure solid (no water) i.e. 30 % of 20 kg. Since we know dry mango contains 10% water, just divide 6 kgs by 0.9 to get the answer

2.What is the remainder when 2^1344452457 is divided by 11?

Solution : The correct answer is 7.
Solution:
2^1 divided by 11 gives a remainder of 2
2^2 divided by 11 gives a remainder of 4;
Similarly:
2^3 gives a remainder of 8,
2^4 gives a remainder of 5
2^5 givesa remainder of 10
2^6 gives a remainder of 9
2^7 gives a remainder of 7
2^8 gives a remainder of 3
2^9 gives a remainder of 6
2^10 gives a remainder of 1
2^11 gives a remainder of 2
So the cycle of remainders repeats in cycles of 10.
In the question, 7 values are left after (removing all the cycles of 10); hence the remainder will be the same as 2^7 divided by 11 i.e. 7.


3. If a is a prime number and a[(a-1)! + 1] is divisible by 2a, then a^a is?
(! : factorial)

The correct answer is 4.
Since a[(a-1)! + 1] is divisible by 2a, it means [(a-1)! + 1] is divisible by 2;
which is possible for only two values of a i.e. 1 & 2 {all other values of a, (a-1)! is an even number, and hence [(a-1)! + 1] will be an odd number (which in turn means that it is not divisible by 2)} Now only 2 is the prime number, therefore a=2 and 2^2=4.

4. The sum of seven consecutive integers is 1,617. How many of them are prime?

The correct answer is 2.
1617 divided by 7 is 231; so the numbers are 234,233,232,231,230,229 and 228. The prime numbers are 229 and 233.

5. In my class, there are 99 students other than me. 50 of us play soccer, 45 basketball and 50 play volleyball. Only 15 of us play all three games. Everyone plays at least one game. How many play only two games?

The correct answer is 15.
Let the people who play only two games be :
x (Soccer and basketball)
y(soccer and volleyball)
z(Volleyball and basketball)
Therefore, 100 = 50 + 45 + 50 -(x+15) -(y+15) -(z+15) + 15.
Solving, we get x+y+z=15.

6. What is the number of players in a chess tournament, if a total of 63 matches have been played?
(The tournament is in a knock out format i.e. any player who loses is out of the tournament and there were no 'byes')
The correct answer is 64.

Using the formula of S_n=(〖a(r〗^n-1))/(r-1) , where r > 1. Sn = 63, a = 1, r = 2. Therefore, n = 6. Tn = ar^n-1, therefore, T6 = 32. There are 32 matches. So, there are 64 players.

7. Ace goes to a furniture shop to buy a sofa set and a centre table. He bargains for a 10% discount on the centre table and a 25% discount on the sofa set. However, the shopkeeper, by mistake, interchanged the discount figures while making the bill and Ace paid accordingly. When compared to what he should have paid for his purchases, what percentage did Ace pay extra given that the centre table costs 40% as much as the sofa set?

The correct answer is 8.1%.
Let the cost of sofa set be 100 and the cost of centre table be 40 (for example). Amount payable by Ace = 75 + 36 = 111. Amount calculated by shopkeeper= 90 + 30 = 120. Percentage excess paid by Ace=9/111×100% = 8.1%.

8. A certain number of two digits is decreased by 54 when the digits are interchanged. The tens digit is three times the unit digit. Find the number.

The correct answer is 93 & ninety-three.
Let the tens digit be x and let the unit digit be y. Then, the value of the number is 10x + y because (for example) 23 is equal to 2 * 10 + 3 where 2 is the tens digit and 3 is the unit digit (Aha! That's why I gave that hint!). When the digits are interchanged (reversed), the value of the number is 10y + x.
Therefore:
(10x+y) - (10y+x) = 54
10x + y - 10y - x = 54
9x - 9y = 54.
If you divide the equation throughout by 9, we get
x - y = 6.
We know that the tens digit is three times the unit digit, therefore
x = 3y, 3y - y = 6
2y = 6
y = 3.
Since x = 3y and y = 3, x = 9.
The number is 93.

The number with the digits reversed is 39 (93 - 39 = 54).
Notice that the ten digit in 93 (9) is three times the unit digit (3).




Crystal Garden at Home

introSalt Crystal Garden
Alright this is an old one. I learned this in grade school, they probably don't do it anymore because it involves dangerous chemicals like water. But it's fun for the kiddies.









step 1You will need
Water
Laundry Bluing, getting hard to find, it's a suspension of Prussian Blue in water.
Salt (table)
Clear Household Ammonia
Bowl
Toilet Paper Roll Core


step 2Procedure
Mix equal quantities of water, ammonia, salt, and laundry bluing together. Pour solution into a bowl and stand a tp roll in the bowl. Over the next 18-24 hours the crystals will form.




step 3Optional steps
Optionally the cardboard, and subsequently the crystals can be colored with drops of food coloring. Other porous materials can also be used such as terra cotta and coal (the traditional substrate).




Crystal Garden at Lab





Most of Malaysia's student, learn chemical reaction from Form 3 . However, a lot of student feel bore when read about those chemical reaction. So, our society decides organise "Crstal Garden" in school. Furthermore, we will teach you all how to do your own "Crstal garden" at home . Chemical gardens are also referred to as crystals gardens, silica or silicate gardens or chemical crystal gardens.



Crstal Garden in School
These materials should be readily available from a good chemist, although they might have to be ordered.
-Glass jar or large (600ml) beaker
-Tweezers
-100ml of water
-150ml of sodium silicate solution
-chromium (III) chloride hexahydrate4 crystals5 (green)
-Iron (III) chloride crystals (orange)
-Iron (II) sulphate crystals (green)
-Copper (II) sulphate crystals (blue)
-Nickel (II) sulphate crystals (green)
-Aluminium potassium sulphate crystals (white)
-Cobalt(II) chloride crystals (purple)
-Rubber gloves
-Eye protection

1. This is an interesting chemical experiment which beautifully express the phenomenon of osmosis through semipermeable membrane of silica gel.

2.It looks a magic where colourful silica grow in solution appear as colourful flowring garden

3.The magic solution in which garden grow is a solution of sodium silicate in water.


4.It is prepared by diluting water glass (concentrated solution of sodium silicate available in market) five times with distilled water.


5.Salts used to make magic rocks which readily available are:


Purple- Manganese chloride
Blue- Copper sulphate
Red- Cobalt chloride
Pink- Manganese chloride
Orange- iron chloride
Yellow- Iron chloride
Green - Nickel nitrate
White- Lead nitrate

6.The silica garden is prepared by placing crystals of various coloured salts ( Apr. 0.4 mm size) in a magic solution of sodium silicate prepared as above taken in a clean glass container .


7.In a few hours hollow tubes of metallic silicate gets shoot up from these crystals which look like trees.


8.If you add too many crystals the solution will turn cloudy and immediate precipitation will occur. A slower precipitation rate will give you a nice garden.




9. Once the garden grown , you can replace the sodium silicate solution carefully with pure water.



10.Initially a colloidal and semipermeable shell of silicate is formed around the crystal.



11.Inside this is a strong solution of the salt and out side is a weak solution of sodium silicate.



12.Hence water permeates into the shell and pressure rise until the shell bursts.



13.At this stage the salt solution escapes but immediately comes in the contact with the sodium silicate solution and react with it to form again semipermeable shell of the metallic silicate.



14. Thus the original condition is reproduced over and overagain and a projection of silicate continusly grow.



15.The optimal concentration of magic solutio lie between 1.56 M and 0.625 m with respect to si9lica in experiment where growth of silica tubes is vigorous.



16.More concentated solutionproduce meagre growth and thre is vigorous growth
from intermediate concentration while the more diluted solution produces mearly a gelatinous mass.



17.In more concentrated solution the semipermeable membrane of sodium silicate surrounding the seed crystal is broken only with difficulty to produce the growth of tube.



18.On the other hand in dilute solution the membrane that is formed acquire a more plassticcharacter and is not easily rupture rather distords without breaking.



The breaking "product"



Safety Precautions
1.Several of the chemicals involved, especially the chromium (III) chloride and nickel (II) sulphate, are skin irritants, and can cause contact dermatitis.

2.Furthermore, iron (III) chloride is corrosive and stains the skin and many transition metal salts are toxic. Hence, the crystals should not be directly handled; use the tweezers!

So, What is Going On?
1.Certain metal salts, especially those of the transition metals, form precipitates when placed in the sodium silicate solution.

2.As the metal salt dissolves, the resulting solution is less dense than the surrounding silicate solution and so rises up through the solution.

3.As it reacts with the silicate anion, 'stalagmites' (like those found in caves) form from the bottom of the jar upwards - these are insoluble metal ion silicates.

4.The surfaces of these insoluble silicates behave as a semipermeable colloidal membrane6, across which osmosis can occur.

5.Water from the sodium silicate solution travels across the semi-permeable membrane of the metal ion/sodium silicate precipitate, to the higher concentration of metal ions that are present on the inside.

6.The water pressure inside the gel-like structures increases until the membrane bursts, thus allowing more of the metal ions to react with the silicate solution to create new membranes.

7.This process repeats itself until the metal salt is fully dissolved, thus allowing the crystals to keep growing upward and sideways.

8.As the metal salt solution is less dense than the sodium silicate solution, the precipitate tends to grow upwards.

Academic Interest in Crystal Gardens
1.So-called metallic trees were first observed by people such as the German chemist, Johann Rudolf Glauber (1604 – 1668) and first studied by another German chemist, Isidor Traube in the mid-19th Century.

2.Traube showed that membranes could be produced artificially, which were permeable to water but not for certain dissolved substances.

3. In this respect they were similar to those membranes surrounding plant and animal cells.
Among the semipermeable membranes prepared by Traube was one of copper (II) hexacyanoferrate (II), and such a membrane, formed in the walls of a porous pot, was used by the German botanist, Wilhelm Pfeffer, in 1877, for the quantitative measurement of osmotic pressure.

4.These results showed that the osmotic pressure is proportional to the concentration of the solution, and also that it increases with rise of temperature.

5.This research culminated in van't Hoff's law of osmotic pressure, formulated in 1887, in which he was able to apply the second law of thermodynamics.

6. This pointed the way to a method for determining the relative molecular masses of substances in solution.

Indeed, osmotic pressure (for very dilute solutions) was found to obey the Ideal Gas Law, and
πV = (m/M)RT
where:
π = osmotic pressure
v= volume (in dm3) containing a fixed mass of solute
m = mass of solute present
M = Relative Molecular Mass of solute
R = Universal Gas Constant
T = Absolute Temperature
and hence:
M = mRT/πv

7. Despite all this knowledge, the physical chemistry of the formation of chemical gardens is still imperfectly understood.

8.In 1984 Independent Television News (UK) organised a competition for all schools in Great Britain to suggest an experiment to be performed in space, aboard the Space Shuttle.

9.This was won by a school from Kent, Ashford School, who suggested a chemical garden.
The students wished to find out what shape and direction the 'plants' in a chemical garden would grow under conditions of microgravity.

10.They wrote a computer program to simulate what might happen to the garden in space and it predicted a range of possibilities from near-spherical shapes to a spherical bundle of long arms.

11.The shuttle Endeavour launched on 12 September, 1992 and the chemical garden experiment worked very successfully.

12.The growths were in random directions and tended to be twisted. To the surprise of the students there were also a few perfect spiral forms. At the time of reporting they had no satisfactory theory of the origins of these spirals.

13.Crystal-growing under conditions of microgravity has a wider and deeper significance for the life sciences, where a major goal is to understand structure/function relationships of biological systems at the atomic level. For example, many important biological molecules such as proteins (which include enzymes) have yet to be adequately structurally analysed.

14.Microgravity may provide an environment where perfect protein crystals could be produced, that are large and pure enough for more precise analysis, such as X-Ray Crystallography. This would have important applications in, for example, cancer research.

Penang Tropical Spice Garden


Are you know which plant can use to do as spice ? If you want to explode more about it , you may have a visit toPenang spice Garden.

Background:
Tropical Spice Garden is situated in what was once an abandoned, rubber plantation along Penang's north-western shores. It took the vision and determination of David and Rebecca Wilkinson funded by Bertam Consolidated Rubber Co. Ltd. who with a talented team that have included Lim In Chong, Frederick Walker, and still include Katharine Chua and husband Kenneth Khoo, have transformed an overgrown plot into this garden of unique design and soul into a remarkable eco-tourism venture.

Inspiration for the Tropical Spice Garden
Actual work on-site took 1 ½ years to complete, and involved the major challenge of harmonising over 500 species of tropical flora with the natural valley fronting the Straits of Malacca. It was crucial to preserve as much of the original indigenous flora and fauna while maintaining the original topography of the site to give the Garden a timeless, natural feel. Many of the existing rubber trees were left undisturbed, to give shade and shelter to visitors (and also to the Garden's smaller inhabitants).

Water plays a prominent role in the Garden, and the design team was able to skillfully re-route the water from a small nearby waterfall through a series of man-made canals into a pond by the visitors' entrance. From many parts of the Garden, visitors can hear the gentle, relaxing gurgle of water meandering through the grounds.


What can I visit at there?
Explore over 500 varieties of tropical flora specially selected from all over the world. Divided into 3 designated trails, Spice Trail, Ornamental Trail and Jungle Trail landscaped on natural jungle terrain, each trail offers sufficient interest for a 20-45 minute walk.

Daily guided tours
Morning tour guides available from 9am - 12:30pm
Guided tours are now available from 9.00am - 5.00pm (upon guides availibililty) on Saturdays and Sundays due to popular demand

Visiting hours
Open 9 am to 6 pm daily.
Last admission at 5.30 pm.

Group & School Bookings
Groups of 10 or more will be given a special discount on tour charges at the Front Office. Accompanying guides and drivers with these groups are allowed in free.

School groups that wish to follow their own programme may enter the Garden by prior arrangement. Accompanying teachers are allowed in free (within our designated ratio). We also offer customised tours, activities, workshops for schools. Please book in advance.

Getting here
The public buses which come directly to the Garden are No. 93 (Hin) and No. 202 (Transit Link) and U101 (Rapid Penang).

Parking
Free parking is available along Teluk Bahang Road. Buses are advised to arrive at the Main Gate to drop off visitors before parking. Only authorised vehicles are allowed into the Garden.

Commercial photography and filming
Except for personal photography using handheld cameras and camcorders, photography and filming in the Garden is strictly by permit only. Photography or filming for educational and non-commercial use is permitted upon request.

For more information : visitPENANG SPICE GARDEN

Turn Red Rose White


Principles illustrated
-bleaching agents
-oxidation/reduction
-chemical change
-chemical reaction


Detailed Explanation of Discrepant Event

1.By burning the sulfur, sulfur dioxide gas (SO2) is formed.
2.The red coloring in the rose is being reduced and turns white.
3.Therefore, the sulfur dioxide is acting as a bleaching agent as well.

SO2 + red rose pigment---> SO42- + reduced pigment (white)

Going further:
the reduced pigment (white) can be oxidized again by putting the rose in nitrogen dioxide gas. See video below.

reduce pigment (white) + NO2---> NO + oxidized pigment (red)

Prior knowledge & experience:
Root question:
1. What is happening to the color of the rose?
Target response:
Burning sulfur must be bleaching out the color

Common Misconceptions:
1. While the rose wilted from the heat produced from the burning sulfur, it did not die yet its color was removed.

Other possible questions:
1.What part of the rose started to change color first?
2.What type of reaction is taking place?
3.What gas is formed when sulfur burns?
4.What other bleaching agents do you know?
5.What is the function of the watch glass over the beaker?


Procedure
1.Attach the wire to the stem of the rose
2.Let it hang from the side of a beaker
3.Place a small amount of sulfur powder in a crucible
4.Drop a match into the sulfur
5.Immediately cover the beaker with a watch glass and place in a fume hood
6.For best results - keep covered

Safety precautions
1.The sulfur dioxide produced is a very pungent gas and is also poisonous when inhaled in large doses
2.This experiment should only be done in a fume hood or outside

References & Links:
1.Science Inquiry
2.Discrepant Events
3.A collection of demonstrations from the 1999 NSTA
4.Video Source

Adapted from
TURN A RED ROSE WHITE

Make your own Robot Arm


Lesson Focus
Develop a robot arm using common materials. Students will explore design, construction, teamwork, and materials selection and use.

Lesson Synopsis

Participating teams of three or four students are provided with a bag including the materials listed below. Each team must use the materials to design and build a working robot arm. The robot arm must be at least 18 inches in length and be able to pick up an empty Styrofoam cup. Teams of students must agree on a design for the robot arm and identify what materials will be used. Students will draw a sketch of their agreed upon design prior to construction. Resulting robot arms are then tested and checked for range of motion and satisfaction of the given criteria.



Age Levels: 8-18

Objectives

Learn design concepts.
Learn teamwork.
Learn problem solving techniques.
Learn about simple machines.

Anticipated Learner Outcomes


design concepts
teamwork needed in the design process
impact of technology in manufacturing


Lesson Activities

Students design and build a working robotic arm from a set of everyday items with a goal of having the arm be able to pick up a Styrofoam cup. Working in teams of three or four students, the students explore effective teamwork skills while learning simple robot mechanics.

Resources/Materials


-3" wide and approx. 22" long strips of cardboard-- 5 or so
-Binder clips (different sizes)-- 8 or more
-Brads-- @10
-Clothespins-- 6
-Craft sticks--10-15
-Fishing line-- 3-4 feet
-Hangers-- 1 or 2
-Paper clips (diff. Sizes)-- 10-15
-Pencils-- 3-4
-Rubber bands (different sizes)--15
-Tape-- clear and masking (partial rolls should be fine)
-Twine-- 3-4 feet
-Various size scraps of cardboard--10 assorted

How To Build Your Own Robot Arm
You are a member of a team of three or four students, all working together to design and
build a robot arm out of the following materials which are provided to you. The robot arm
must be at least 18 inches in length and be able to pick up an empty Styrofoam cup. Your
team must agree on a design for the robot arm and identify what materials will be used.
Your team should draw a sketch of their agreed upon design prior to construction.
Part of the teamwork process is sharing ideas and determining which design your team
will go with. Trial and error are part of the design process. There is no "right" answer to
the problem - your team's creativity will likely generate an arm that is unique from the
others designed in your class.

Internet Connections
􀂏 TryEngineering (www.tryengineering.org)
􀂏 Design Your Own Robot (www.mos.org/robot/robot.html)
􀂏 FIRST Robotics Competition (www.usfirst.org)
􀂏 ITEA Standards for Technological Literacy: Content for the Study of Technology
(www.iteaconnect.org/TAA)
􀂏 NSTA National Science Education Standards (www.nsta.org/standards)
􀂏 NCTM Principles and Standards for School Mathematics (http://standards.nctm.org)
􀂏 Robot Books (http://www.robotbooks.com/)