ใบงานวิชาวิทย์กาย 1 - PDF to Podcast
Published on Oct 20, 2026
Description:
Welcome to the lab notebook. Today we are opening a set of Thai Grade 11 physical science worksheets, and the first unit is called air.
Air as in the stuff we breathe, or air as in a chemistry unit with symbols and models?
The worksheet cover says Physical Science 1, Grade 11, under the core curriculum B.E. 2551, revised 2560, and it lists chapter one as air.
That is a clever place to start, because the worksheet keeps returning to something concrete.
The first activity's objective is to name the gases in air and their amounts, and the pictured components include nitrogen, H2, Ne, N2, He, CO2, O2, Ar, and dust particles.
So the worksheet is already blending the familiar with the periodic table.
And that blend continues into the next activity.
After naming what is in air, what does the worksheet ask students to do?
Worksheet two asks students to decide whether a substance is an element or a compound, and whether it is represented as an atom, a molecule, or an ion from its chemical formula.
The page gives choices A, B, C, and D and asks students to sort them into element versus compound and atom versus molecule.
That is a useful checkpoint, because the same topic can appear in several different chemical representations.
Then the focus shifts from formulas to atomic models.
Worksheet three uses the Bohr model. Students write electrons into diagrams for carbon, neon, aluminum, potassium, and calcium, then count the valence electrons.
Worksheet four compares the Bohr model with the electron-cloud model. Students draw both and describe the characteristics and what each model shows.
I like that sequence: first count the electrons, then ask what the picture is actually representing.
Does the worksheet say one model is better than the other?
It does not give a verdict. It asks for similarities, differences, and a short explanation of each model.
From models, the worksheet moves to the language of nuclear symbols.
Worksheet five asks students to fill in mass number, atomic number, and the number of protons, electrons, and neutrons for atoms and ions.
The table includes entries such as carbon-12, an aluminum ion, chromium-52, and bromine-80.
The isotope section lists pairs such as sodium-23 and sodium-24, nitrogen-14 and nitrogen-15, and carbon-12 and carbon-13, plus pairs such as argon-40 and potassium-40, sodium-23 and magnesium-24, and oxygen-18 and fluorine-19.
So students are not just reading symbols; they have to decide whether two entries are actually isotopes?
Yes. The objective is to identify protons, neutrons, and electrons, write nuclear symbols, and determine whether specified elements are isotopes of one another.Worksheet six asks students to fill in group and period for elements and ions such as O2−, Na+, Al3+, P3−, F−, and Ca2+, and to compare electron gain or loss for metals and nonmetals.
Worksheet seven adds classification: metal, metalloid, or nonmetal; representative or transition element; and whether the element conducts electricity.
The elements listed for that classification include boron, sodium, silver, phosphorus, chromium, iron, silicon, chlorine, and calcium.
That is where the periodic table stops being a wall chart and becomes a decision tool.
The last two worksheets move from classification to use.Worksheet eight turns to uses of air. Students match statements to nitrogen, oxygen, or noble gases.
Examples include nitrogen as a starting material for nitrogen fertilizer, a liquid-state use in frozen-food production and in preserving semen or embryos, oxygen in breathing tanks for patients, divers, and astronauts, and oxygen to improve combustion in rockets and jet planes.
The worksheet also lists colored light bulbs, snack bags, anesthesia, and cleaning products as contexts for students to match to the gases.
The final worksheet asks students to research and present benefits and dangers of aluminum, silicon, chromium, and copper.
That final prompt matters because it moves from symbols and labels to consequences and trade-offs.
So the unit runs from the air around us to the elements we use and the risks we need to check.
Taken together, the worksheets move through a clear sequence: name the gases, classify the substances, model the atoms, read nuclear symbols, locate elements on the periodic table, and connect them to uses.
And the open-ended research prompt is a reminder that a periodic-table entry is not the whole story.
The source's next unit is water, after air.Thanks for listening.