Seng Kwang Tan

06 December

Simulation for Series and Parallel Circuit

Seng Kwang Tan 16 Circuits, IP4 12 DC Circuits, Javascript 0 Comments
2.0 Ω
2.0 Ω
Drag the ammeter (A) or voltmeter (V) onto a bulb to attach. Ammeter measures current inline; voltmeter measures voltage across the bulb.
6V Battery Bulb 1 2Ω Bulb 2 2Ω A V

This interactive simulation helps students compare what happens in series and parallel circuits using two bulbs and a 6 V battery. Learners can switch between series and parallel configurations, adjust the resistance of each bulb, and see how this affects the current, voltage and brightness of the bulbs. By dragging the ammeter (A) into the circuit, they can measure the current through a chosen bulb, and by placing the voltmeter (V) across a bulb, they can measure the potential difference across it. The changing brightness of each bulb represents the power it dissipates, allowing students to visualise ideas such as: in a series circuit the current is the same through all components but the voltage is shared, while in a parallel circuit the voltage across each branch is the same but the currents can be different.

05 December

Simulation of electron drift speed versus temperature

Seng Kwang Tan 15 Currents, IP4 11 Current Electricity 0 Comments

Metal Lattice Simulation

3.0 V
20 °C
Mean drift speed: 0.0 mm/s
At low temperature, ions vibrate less, so collisions are fewer and drift speed (and current) is higher for 3.0 V.
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This simulation demonstrates the principle that the resistance of a metal conductor increases with temperature. As temperature rises, the metal ions in the lattice vibrate more vigorously. This increased vibration causes charge carriers (electrons) to collide more frequently with the ions, hindering their movement. As a result, resistance increases and the current flowing through the conductor decreases for the same applied voltage.

At the A-Level, this simulation extends the understanding of current by examining it from a microscopic perspective in terms of mean drift velocity. Instead of viewing current simply as the rate of flow of charge, students learn that electrons in a conductor move slowly on average, with a small net drift in the direction of the electric field. The current depends on how many charge carriers are available and how fast they drift. This is expressed using the equation:

$$I = nAv_dq$$

where II is the current, nn is the number density of charge carriers, AA is the cross-sectional area of the conductor, vdv_dis the mean drift velocity of the electrons, and qq is the charge of each carrier. As temperature increases, more frequent collisions reduce the drift velocity, helping to explain why current decreases even though the charge carriers are still present—linking microscopic behaviour with macroscopic electrical measurements.

22 September

Misconception: Skydiver goes up when parachute opens

Seng Kwang Tan GeoGebra, IP3 03 Dynamics 0 Comments

When a parachute opens, many people think the parachutist suddenly shoots upward. This is not what really happens. The parachutist is always moving downward, but the parachute causes a very sharp deceleration. The large canopy produces a big upward drag force that slows the fall dramatically.

When people see videos of parachutists opening their parachutes, the camera angle can create a powerful illusion that the parachutist suddenly shoots upward. What really happens is that the parachutist decelerates sharply while the camera, usually attached to another skydiver, continues falling at almost the same high speed.

From the perspective of the camera, the parachutist with the open parachute is no longer keeping pace in the fall. The camera-holder is still dropping rapidly, but the parachutist has slowed down. In the video, this relative motion makes it look like the parachutist has bounced upward, when in fact they are still moving downward—just not as quickly.

The physics of air resistance shows clearly why the velocity cannot turn upward. Air resistance always acts opposite to the velocity and its size depends on speed. Before and after the parachute opens, the parachutist’s velocity is downward, so the drag force must be upward. If the parachutist’s velocity really were upward, then the drag would have to point downward. In that case, the resultant force would also point downward, making the acceleration greater than gravity—something we never observe. Instead, the drag force remains upward, which proves the parachutist is still moving downward the whole time. The chute simply reduces that downward speed to a safe value.

For a simulation on how the forces and velocity change with time, refer to this GeoGebra app.

19 September

Moving charge between two charged spheres

Seng Kwang Tan 14 Electric Fields 1 Comment

This simulation is made upon request by a colleague teaching JC2 this year.

The motion of a mobile charge between two source charges is governed by Coulomb’s law ($F = \dfrac{Q_1Q_2}{4\pi\epsilon_0r^2}$) and the electric field. Each source charge produces a field in space, exerting a force on the test charge according to $F = qE$. The total field is the vector sum of all source charges, with positive charges moving along the field and negative charges moving opposite to it.

The test charge’s acceleration depends on the net force, changing its velocity and trajectory according to Newton’s second law. Its motion shows how attractive and repulsive forces combine, providing an intuitive view of electrostatic interactions and field lines.

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16 September

A dynamics problem – apparent weight

Seng Kwang Tan IP3 03 Dynamics 0 Comments

This is a problem posed by a student today:

A boy of mass 40 kg is standing on a weighing machine inside a lift which is moving upwards. At a certain moment, the speed of the lift is $3.0 \text{ m s}^{-1}$ and it is decelerating at $2.0 \text{ m s}^{-2}$. What is the reading (in kg) shown on the weighing scale?

My advice for any dynamics problem is to take the direction of acceleration as positive. This way, you can apply Newton’s second law directly without worrying about inserting extra negative signs for deceleration. After all, a negative value of acceleration simply comes from the chosen sign convention—it reflects direction. For simplicity, putting the direction of acceleration as positive (in this case, downward is positive), we have

$$F_{net} = ma$$

The net force should therefore, be $W – N$, where $N$ is smaller than $W$.

$$W – N = ma$$

Substituting, we have

$$mg – N = ma$$

$$(40 \text{ kg} \times 9.81 \text{ N kg}^{-1}) – N = 40 \text{ kg} \times 2.0 \text{ m s}^{-2}$$

$$N = 312 \text{ N}$$

Note that $N$ is also known as apparent weight.

The mass reading due to this normal force = $\dfrac{312\text{ N}}{9.81 \text{ N kg}^{-1}} = 32 \text{ kg}$

(Notice here that the speed of the lift is irrelevant.)

The GeoGebra simulation allows you to modify the acceleration and observe the change in the vector representing the normal contact force, which is force acting on the weighing scale.

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For a real-life experiment along with a visualisation of the changes in the vectors based on this scenario, check out my video and simulation.

14 September

Kinematics Equations – which to use?

Seng Kwang Tan IP3 02 Kinematics 0 Comments
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When tackling kinematics problems, a quick way to decide which equation to use is to look carefully at which variables are given and which one you need to find. The four equations involve only five quantities — $u$ (initial velocity), $v$ (final velocity), $a$ (acceleration), $t$ (time), and $s$(displacement). Each equation links four of them, leaving one out. So if, for example, time $t$ is not mentioned anywhere in the problem, the best choice is usually the equation $v^2 = u^2 + 2as$, since that one does not involve $t$. By matching the known and unknown quantities against the “missing variable” in each equation, you can quickly narrow down the correct equation to apply.