Lesson Plan - Physics PBL 1

Three, two, one.. LAUNCHED! Click on the image for a better view

Lesson Plan - 4.4 Heat Laws

Boyles' Law

KWL Chart: A classroom Application

 Assalamualaikum and have a good day everyone.

In my previous Project-Based Learning, students were assigned to complete a KWL chart.

What is the K-W-L chart?

KWL chart is a strategy tool for the purpose of gaining new information. It elicits students' prior knowledge and gives a purpose for reading. Research shows that the KWL chart is used not only for reading for comprehension but also in the construction of the Physics concept.[1]

(i)   K - Know. Information from the passage (of the open-ended question) or students' prior knowledge.

(ii) W - Wonder / Want to Know. Question mark (?) Before the adaptation of the new information/knowledge. Things that students wonders.

(iii) L - Learn. Information/ new knowledge adapted or discovered by research

For example:

A Problem-Based Learning; an open-ended question on the Cost of Electricity.

The KWL chart:

Remember that in PBL, the teacher's task is as the manager who guides the students by projecting questions and not to give the answer. Students are responsible to search for the information, subsequently, find the solution to the problem. Encourage students to brainstorm their idea.

For example in column K, ask students "Tell me everything you know about...."  / "What makes you think that......"

In column W, ask question as "what do you want to learn in this topic?"  They will answer "I want to know how.." /" I wonder why.."/ "I know that .... but what about".. Let them ask questions until they run out of idea for question.

In column L, students consult other resources to find the answers that were not answered in the text. They can even write anything that they found interesting.

The methods and usage of KWL chart should be valued as it helps to enhance students' comprehension in reading scientific text.

Reference:

1. ZOUHOR, Z., JAŠKOV, M., & BOGDANOVIĆ, I. (2016). THE EXAMPLES OF PHYSICS CONCEPTS FORMATION BY THE USE OF KWL STRATEGY. The Eurasia Proceedings of Educational and Social Sciences, 4, 162-164.

Designing a Project-Based Learning (PBL - 2) for Physics Form 4 KSSM: Heat

 Assalamualaikum wbt and hi everyone.

As soon as we finished the assessment of PBL 1, we continue to our next PBL for semester 2 in the chapter of HEAT. 

Ministry of Education (MOE) through curriculum specification suggests a Project-Based Learning for Form 4 students and one of them is in the chapter of Heat. The instruction was given in the textbook. Thus, I provided my students with a handout that consists of the instruction together with the rubric of assessment.

Rubrics are given early before the students start their project so that they aware of the criteria being assessed. Once again, Peer assessment is part of the assessment for the PBL 2

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Instruction:

Thinking Strategy: Problem-Solving

Element across the curriculum: Environmental Sustainability Awareness, Science & Technology and Creativity & Innovation, ICT, Global Sustainability.

HOTS: Critical thinking skill, Reasoning thinking skill, Thinking strategy

Scientific Attitudes and Noble Values: Interest and Curious about the Environment, Flexible and open minded, Diligent and persistent when carrying tasks, Collaborate.

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Rubrics:

Peer Evaluation Form

	EXCELLENT!	GOOD JOB!	PRACTICE MORE..
Research /20	Research is thoroughly and content related to the greater issue and the specific project need	Research is adequate and addresses content related either the greater issue or the specific project need	Research is inadequate or does not address content related to the greater issue and/or specific project needs
Writing /20	Writing is full of creative, original ideas that support the main issue and make it interesting. Ideas are organised and supported by evidence	Writing is expressed clearly. The main idea is supported with details. Most of the details related to the main ideas	Writing is difficult to follow with no clear main ideas and details that don’t match the idea.
Project /20	The project shows significant evidence of originality and inventiveness. The majority of the content and idea are fresh. Develop sustainability thinking	The project shows some evidence of originality and inventiveness. Develop a few of sustainability thinking	There is little or no evidence of fresh thought. Did not develop sustainability thinking
Presentation /20	All messages are clear and thoughtful, presented with confidence and poise. The audience can easily follow the information and thinking. Students listen actively and responding appropriately	Some messages are clear and thoughtful, presented with some confidence and poise. The audience can follow most of the information. Students listen actively and responding appropriately	Messages are unclear or lacking thought and presented without confidence or poise. The audience has difficulty following information and thinking. Students do not listen actively or respond appropriately
Teamwork /20	There is clear evidence of quality collaboration among all members of the team resulting in a superior project overall.	There is some evidence of collaboration among members of the team resulting in a good project overall.	There is little or no evidence of collaboration among members of the team resulting in a project that is clearly the work of one or a few members. The team member was fired.

This assessment is just an idea from me and of course, you can generate your own version of rubrics according to the criteria that you want to assess.

Hopefully, my sharing would benefit the teachers in terms of assigning the Project-Based task and plan for the assessment of students' work.

I would appreciate any comments for improvement. Thank you.

Designing a Project-Based Learning (PBL -1) for Physics Form 4 KSSM; Water Bottled Rocket.

 Assalamualaikum and hi everyone.

Today, I would like to share on how I planned for my Project-Based Learning for one of the assignments in Physics KSSM Form 4 which starts in the year 2020.

 The most epic 😊

                                                              

Before I share the assignment which I crafted for my students, let us reflect on what is PBL and why PBL in my previous Entry. Project-Based Learning.

In PBL, the role of the teacher is as a task setter [1]

The instruction is in the simplest form which already in the textbook Chapter 2 Newtonian Mechanics page 63 [2]

 A short briefing before the activity

                                  

Videos on Pre-launched of the water bottle rocket

Good job Kelly n team!

Great effort Tharishna and co.!                 

Two timers were set for the time of taken from the moment the rocket launch until it touches the ground

The students were assigned to build the water rocket and the assessment are based on 3 criteria as described:

A. Design of the water rocket and Flight ability during the launching

B. Report writing on the information, design,  improvement after the pre-launched and the ability of the water rocket to launch and fly. 

I will explain further each of the criteria above.

For criteria A, designing the rocket, students are giving room to work on their own and design their rockets. Every part of the rocket design is with their purpose and can be explained by theory related to the Physics concept they have learned in Newtonian Mechanics (I wouldn't give any idea on what theory related to the rocket unless the student comes n see me privately). I suggest that students collaborate with their group members and find the information independently.

When the rocket is ready, pre-launched were held to test the ability of the rocket to fly. The amendment is made and the rocket is improved from the observation of the way the rocket took off (angle, pressure etc), the way the rocket speed up in the air until it the gravitational force pulls it back to the Earth. The students need to discuss in their group and present a better water bottled rocket for D-day of launching.

For Report Writing, these are my suggestion on what should the students have in their report:

1. Acknowledgment 

2. Gantt chart

3. Contents 

4. Introduction

5. Theory

6. K-W-L chart

7. Materials

8. Step by step procedure to build the water rocket

9. Safety precaution

10. Cost / data/ Graph/ Tables

111. Report on Pre-launching. Time is taken from the time the rocket is launched until it falls and touches the ground. Modification made after the pre-launched.

12. Summary

The teacher will prepare the Rubric for PEER ASSESSMENT. btw, what is the rubric? Click here.

Another example of the rubrics for peer assessment can be view here: Rubric 1 

In order to assess students' collaboration, I prepared the self-assessment form for the students to fill in.

At the end of the lesson, students will experience:

1. Introduction and team planing the project - Brainstorming idea

2. Initial research phase in term of gathering information 

    - Internet (blogs, youtube videos)

3. Creation, development, Initial evaluation of presentation and prototype artifacts  

    - development phase / pre-launching

4. Second research phase - improvement and launching

5. Final presentation development - Presentation, Peer Assessment

6. Publication or product artifacts - Report writing and Assessment

Happy Rocketing! 🚀

References:

1. Anazifa, R. D., & Djukri, D. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355.

2. Physics Form Four Textbook, Sasbadi Publication.

What is Project-Based Learning?

Assalamualaikum wbt and hi everyone.  

Project-Based Learning (PBL)

What is PBL?

Project-Based Learning is an active student center form of instruction that is characterised by students' autonomy, constructive investigations, goal-setting, collaboration, communication, and reflection within real-world practices. [3]

Why PBL?

The study from 1998 to 2017 were analysed representing 2 12,585 students from 189 schools in nines SEA countries show that PBL has a medium to large positive effect on students' academic achievement compared with traditional instruction. [3]

PBL not only equip students with knowledge but also improve their problem-solving skill,  critical and creative skill, lifetime learning, communication skill, teamwork, adaptation to changes and self-evaluation. [4]

The difference in Project-Based Learning and Problem-Based Learning  can be assessed based on knowledge organisation, the form of knowledge, the role of the students, the role of the teacher and the type of activity undertaken during learning activities.

In Project-Based Learning, the assignment has been arranged in such a way by teachers (tutor set or structured tasks). Knowledge form and practical.

The role of the teacher is as a task setter and project supervisor. Role of students as completer of project or member of the project team that develops solution and strategy.

Learning activities focus on problem-solving activities and problem management.

Projects assigned to students give students to design and develop products accordingly to their expectations so that one group and another group have different results.

Students are able to make a good report, which consists of title, purpose, theory, tools and materials, procedure, results, discussion and conclusion. [1]

Procedure in Project-Based Learning [1]:

1. Introduction and team planing the project

2. Initial research phase in term of gathering information

3. Creation, development, Initial evaluation of presentation and prototype artifacts

4. Second research phase

5. Final presentation development

6. Publication or product artifacts

while

on Problem-Based Learning, the problem is presented openly (open-ended situations and problem). Knowledge in the form of contingent and constructed.

The role of students is as active participants and inventors and have their own learning experience, while the role of the teacher is to provide the opportunity for the students to learn

Learning activities focus on developing strategies to facilitate teams and learning. [1]

SIMILARITY?

Both Problem-Based Learning and Project-Based Learning affect students' CREATIVITY and CRITICAL THINKING. [1]

References:

1. Anazifa, R. D., & Djukri, D. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355.

2. Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.

3. Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277.

4. Khoiri, W., Rochmad, R., & Cahyono, A. N. (2013). Problem Based Learning Berbantuan Multimedia dalam Pembelajaran Matematika Untuk Meningkatkan Kemampuan Berpikir Kreatif. Unnes Journal of Mathematics Education, 2(1), 25-30.

Centripetal Force Activity; Physics Form Four KSSM

Assalamualaikum wbt and good day everyone.

With the new syllabus and new text book and new chapter in Physics: Chapter 3 Gravitation, brings the new hope, anxiety and excitement all at once.

I feel blessed that even though we had our last lesson on 5.2 Damping and Resonance but because of the 'PENJAJARAN semula syllabus', we are able the demonstrate the centripetal force by using the centripetal kit. Chapter 3: Gravitation, consist of 3 sub-chapters namely;

3.1 Newton's Universal Law of Gravitation
3.2 Kepler's Law
3.3 Man-made Satellites

This is the new experiment for secondary school and my first experience to do this activity. You can see how excited I am to prove the physics theory with the experiment results!


Theory:
For a body in circular motion, a force acts on the body, in a direction towards the centre  of the circle. This force is called Centripetal Force.

The magnitude of the centripetal force depends on the mass of the body, the linear speed, and the radius of the circle. Given;

Aim: To understand centripetal force using centripetal force kit

Apparatus: Centripetal Force Kit, 50 g slotted weight,  stopper, ruler, mass balance and stopwatch.

Procedure:
(Refer to Physics Form Four textbook page 89)

Results:

Time taken for 10 revolution = 12.6 s
thus, time taken for 1 revolution = 1.26 s

Smartphones is utilised to record the activity and online stopwatch to record 10 revolution of the rubber stopper

From the result, we can calculate the linear speed of the object;

With the measured values of m, v and r, calculate the centripetal force, Fc by using the centripetal formula:

Discussion:

1. The weights cause a tension in the string that acts as centripetal force during the circular motion of the rubber stopper.

2. When the rubber stopper makes a circular motion, the stretched string exerts a force in the rubber stopper. The direction of Force is towards the centre of the circle.

3. The speed of the rubber stopper is directly proportional to the centripetal force.

4. When the rubber stopper makes a circular motion with a smaller radius, the centripetal force ...................................................

5. Data from this experiment also can be utilised to determine the gravitational acceleration, g
                                           

                   

Gravitational acceleration calculated from this activity is 12.4 m s-2 with 26% error from the actual value of g  which is 9.8 m s-2.


Conclusion:
The centripetal kit is able to to explain about centripetal force.


Yihaaaa!!!

STEM: What does it really means?

Assalamualaikum and hi everyone:

There are two incidents that struck me regarding the acronym STEM this year. The first incident was when I become the STEM club advisor in my first year and hosted a meeting of the STEM club in my school. I ask the club members whether they know the meaning of the STEM acronym? What does each letter stand for? One of the students leave me with the answer; Science, Technology Economy Malaysia 😼. Wow.......

The other incident was last week when I asked my students to hand over their Project-Based Learning (PBL) report for the first semester after a longggggg holiday at home (MCO). Seeing them reluctant to submit 'the model of blood transportation' which is one of their assignments, I start to preach about STEM. As I start to explain about STEM and the importance of integrating these four elements all together especially the element E which is Engineering. One student raise her hand and saying 'I don't understand teacher (the acronym)' - and this is the first class; so to speak.

Science. Technology. Engineering. Mathematics

Before the MCO was announced by our Prime Minister, I leave them with Project- Based Learning (PBL). This assignment integrated the STEM elements where students are assigned to build 'the blood transportation model.

I remember when my supervisor, Assoc.Prof. Dr. Nurulhuda Abdul Rahman asked me about the element of ENGINEERING in a STEM-based task which I planned to developed (which later I change to a different approach of teaching-learning module. Is not easy to develop a STEM module... helloooo) 😅.

From that moment, I realised that even my carefully crafted assignment here does not meet the requirements of a STEM assignment where Science, Technology, ENGINEERING and Mathematics working together in one PBL.

I would like to share my reading of the characteristics of STEM Education.


Characteristics of STEM Education:

Morrison (2006) described the-

(i) STEM-educated student as a problem-solver, logical thinker, technologically literate and able to relate own culture to the learning.

(ii) STEM school has STEM literacy as a priority and culturally relevant to all students, has curriculum materials in support of the STEM instruction, foster a culture of questioning and creativity and encourage assessment practice that is both formative and performance-based.

(iii) STEM classroom is active and student-centered, has computers with STEM software, has easily reconfigurable furniture and serves students with various learning styles as well as those with disabilities.



References:

Morrison, J. (2006). Attributes of STEM education:  The Student, the School, the Classroom. Baltimore, MD: Teaching Institute for Excellence in IN STEM.

Project-Based Learning (PBL) PT3 KSSM Semester 1

Assalamualaikum wbt and have a good day.

Year 2020 is the second year of the implementation of the the curriculum which in my opinion is a very exciting, and towards the 21st century learning - so to speak.

Last year, we accomplished 2 Project-Based Learning task in a year (one for each semester).

The learning area was:
1. The Human Respiratory System
2. Electrical Energy

This year, for the first PBL, I plan for a different learning area which is The Blood Transportation.

The assignment

Example of the rubric for Peer Assessment.

Obviously there are huge differences between project/folio and PBL report. Therefore the assignment is carefully design to enrich the students activities of PBL.

Comparison between project and Project-Based Learning

One of the component in the PBL task is to plan for a talk regarding the sub-chapters in Chapter 3: Blood Circulation. Thus, I invited Dr. Sam Lan Sih from PKD Kinta to deliver the educational talks.

One of the Powerpoint slides

Form 3 students listened to the talk title "Blood and its importance'

Dr. Sam Lan Sih of Klinik Kesihatan Kinta gives a completely enthusiastic and insightful talk for 2 and the half hours.

Demonstrate Resonance in a Wine Glass

Assalamualaikum and hi everyone!!

On the 1st July 2020 during Movement Restriction Order (MCO) due to C19 pandemic, students are given one assignment which needs to be conducted at home.

This experiment is part of the experiment in the Experiment Manual of my Technology- Enhanced Learning  Module (TEL). QR code for the TEL module is provided in my blog. The experiment requires the students to utilised smartphones as the learning tool to conduct this experiment.

I include here the Youtube video on the theory of Damping and Resonance for students' reference.

Observation:

Before the observation, determine the MV and RV of the experiment first; where the MV: is................... and the RV is ......................
Then rub the rim of the wine glass with your index finger and observed the frequency generated.

Discussion:

Discussion and Conclusion:

Think. Pair. Share 

Graph Plotting - Yay or Nay

Assalamualaikum wbt and have a good day everyone!

For this entry, I would like to share on the Yay and Nay for graph plotting. Your technique for graph plotting is originally inherited on how specific and articulate you are in Mathematics graph plotting.

The graph is a VERY VERY important element in learning Physics. As soon as you have the raw data during observation, you need to plot a graph/s in order to find:
(i)     The relationship between the Manipulated Variable (MV) and Responding Variable (RV)
(ii)    Whether the gradient of the graph give any meaning in terms of proving to the theory
(iii)   The pattern of the graph shows whether a law/rule is followed or not

That is why you see me very upset when in your experiment report, you put your focus on copying from the aim of the experiment until procedure but lose focus on what is meant to conduct the experiment itself which is the analysis from graph plotting, discussion, safety measure taken during the experiment and conclusion.

So stay focus.

There are SEVEN rules in Physics SPM level which must be followed by the students:

1. Title of the Graph

2. Physics quantity of y- axis and x- axis is referred to the graph title

3. Unit of each physics quantity for the y-axis and x-axis is included

4. The scale of the graph in y-axis and x-axis must be uniform

5. The value of MV and RV must be transferred correctly from the table to the graph paper.

6.  There are two types of graphs (in Physics SPM level): a smooth straight-line OR a smooth curve (textbook page 11)

7. The size of the graph must be more than 50% of the graph paper.

Here are some of your graph Yay - Nay:

1. The physical unit at the y-axis does not represent graph required which is T²against l
2. Scale in the y-axis is not uniform

1. The physical unit at the y-axis does not represent graph required which is T²against l
2. Values at the y axis supposed to be T² instead of the value of t 

Now, these are the graphs which have been plotted by your classmates. Can you relate the mistakes? and corrections that should be done?

Mostly the same mistakes were done by the students.

Mistakes meant to be CORRECTED. Mistakes also are part of the learning process. I hope that with this sharing, you are able to do correction of your graph.