Cikgu Abba Fazilah
The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice.
Tuesday, 15 September 2020
Sunday, 16 August 2020
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.
Saturday, 15 August 2020
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
=========================================================================
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.
================================================================================
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.
Thursday, 13 August 2020
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 😊 |
A short briefing before the activity |
Two timers were set for the time of taken from the moment the rocket launch until it touches the ground |
What is Project-Based Learning?
Tuesday, 21 July 2020
Centripetal Force Activity; Physics Form Four KSSM
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 |
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!!!