"Thailand 2030" is the official entry of the M3 students for the Bright Challenge Competition. Students brainstorm about what they want to show the audience about Thailand. They filmed a series of project presentations, experiments, and others to show what they want to become as future professionals. As they quote in the video,  "A dream without action is a dream that will never come true. As the quote says “one step at a time is all it takes to get you there”. As the future of our country, we will make the first step and we wholeheartedly believe in you, in others, friends, family, and everybody to help all of us reach that goal. With the plans that our government, with our collective efforts. Me, you, us! “Let’s make it happen!” ."

This video is the compilation of M 3 Science Projects and Experiments. The students brainstorm about how will they showcase their experience in the Science Class. Experiencing the fundamental aspects of not only concepts but how will they apply science in their daily life. Soap making, Model of an Ecosystem, and Building Simple Circuits, are only a few projects that the students performed in the class. Chemical Reactions, and Simple STEM Challenges, are among the few experiments which most of the students enjoyed. The students also shared their seniors' experiences with M6 Physics classes. 

Cloud in a Bottle

The experiment shows how water in the atmosphere can be visible by changes in pressure. Pumping air inside the bottle compresses the molecules and heat them up, causing them to evaporate and turn into gas.

Homemade Snow

With this experiment, the student will be able to create a fake snow Greenhouse gases. With this experiment, the students will learn what are the greenhouse gases and how it affect climate change.

Air Pressure Experiment

The students determine how air pressure works and what that means for the weather.

Tornado in a Bottle

Through this experiment, the students will learn about vortexes, weather patterns and extreme weather

DNA extraction provides a hands-on introduction to DNA and enables students to gain real life experience and practical knowledge of DNA.

Fruit DNA Extraction

DNA strands are tightly woven inside the cell. Through this experiment, the students will be able to break down the cell wall and release a large amount of DNA strands that is visible to the naked eye.

Cheek Cell DNA Extraction

Buccal cells also known as Cheek cells provide high-quality samples that can be used for PCR testing and Forensic analysis. Through this experiment, the students will learn how to extract Human DNA Cells and describe the key steps of cell lysis and DNA precipitation.

This video is the compilation of M 6/7 Science Projects and Experiments. The students performed various experiments such as rearranging atoms in chemical reactions, pressure and gas laws, thermal energy, electricity, and magnetism. They also exhibited a few projects such edible nuclear model of the atom, an electromagnetic crane, and a calamity-resilient house project.

Students were tasked with determining the endpoint and equivalence point of an unknown solution. This activity or experiment allows students to determine the concentration, volume, and number of moles of an acidic solution required to neutralize the basic solution. The null color in the litmus paper tells the students that the solution has reached equilibrium, and thus the acid has neutralized the base, or vv.

Part of the course is to study the science behind batteries, and to further their understanding of the concepts, students were tasked with building an electrochemical cell using solutions, solving the exact concentration for each solution, and testing their cells to see if they worked using the multimeter. The voltage they have solved must correspond to the voltage that the multimeter is reading.

A collaboration between Science + Design and Technology. Students applied their Arduino programming skills by integrating the Arduino hardware and software into the amusement park ride. Students designed and

programmed using the Tinkercad website and uploaded their code into the Arduino UNO R3 board. They applied their skills in circuitry and designed a code which makes the ferris wheel rotate/stop its rotation using an ultrasonic

sensor that detects a hand movement gesture. This also includes coding the LED lights and buzzer to create a light and sound pattern. This project enables the

students to apply their programming skills in coding lights, sound, sensor and micro servo motor.

Students were given a task to plan, design, build and code a project that integrated Arduino circuitry and programming into a product design. Students applied their Arduino circuitry skills and created a code that will make the micro servo motor rotate/stop and print LCD messages using a hand gesture movement detected by the ultrasonic sensor. This product design works when the ultrasonic

sensor detects a hand gesture from different distances. The design output includes the movement of the micro servo motor and LCD printed messages.

As the class discusses the difference between kinetic and potential energy, students are tasked with analyzing and building a model of an amusement park ride and explaining where potential energy is the highest and where it is the lowest. The students now know that as the distance between interacting objects changes, different amounts of potential energy are stored in the system. Students will research amusement park rides and attractions to determine areas of potential energy. Students will summarize their analysis in paragraphs and illustrations to model the potential energy of the attractions. The goal of this project is to help students make a real-world connection to the topic above.

Students were given a task to plan, design, build and code a project that integrated Arduino circuitry and programming into a product design. They were required to apply their knowledge and skills in coding LCD, micro servo

motor and ultrasonic sensors. They practiced their skills in debugging, conditionals, loops and variables in programming. Each group planned, designed, built, connected the circuit and coded based on the function of

their product design.

Students were given the task to make a color game-inspired project where they made 3 dice with different faces. They then presented it to the class and were asked a few questions regarding the percentage probability and were able to differentiate the theoretical and experimental probability of each trial

Description: Students were tasked to create a mind map regarding the topic "Analytic Geometry" - Conic Sections. The students created their own equations, and solve and interpret them to graph in the coordinate plane. They were also able to present it to the class showing how they calculate the trajectory of a projectile or find the shortest path between two points.