Innovation in T&L

Assalamualaikum wbt and hello everyone.

One of the course that we registered in this first semester is called "Technology and Innovation in Physics Education". At first, i didn't bother much of the title of the course since I always refer the course as "Techno Class". The thing to highlight here is how about "Innovation"?

Now, if I asked you my dearest readers whom is a teacher, "What is Innovation in Your Perspective?" and "What is Innovation in T&L"?

Now these two question lead to a more personal question, "What innovation that U have done in Your T&L"?

Those are question that being asked by my lecturer on our previous class. I couldnt have a chance to ask for Mr. Google help when those question is directed to me by Dr. Nurulhuda, by her eyebrows.....Owshhh...

As a conclusion (from my view/ perspective, understanding), Innovation in Teaching and Learning goes with these simple instruction: 1. Identify issues/ problems in the classroom, 2. Find Idea/ solution to overcome the issues/ problems, 3. Execute, 4. Reflects on the innovation that had been done. Is it beneficial in a way it should or vice versa.

From a non-innovative teacher to an innovative one just need a small force to move / change. Miraculously, the feedback that we get from our student will reward in appreciation, honour and satisfaction. Experience it to believe it!

PBL - Electrical Energy, Power & Efficiency.

Assalamualaikum and have a good day.

Today I would like to share PBL- Problem Based Learning that has been introduced by my lecturer Prof. Dr. Nurulhuda Abd. Rahman in our previous lesson.

For this entry, I would like to share the Implementation of  PBL in Physics For 5 Syllabus (Chapter 2: Electricity) which covers:

• Electrical Energy
• Electrical Power - Sum of the Power, Power Rating, Energy Consumption.
• Efficiency of Electrical Power
• Steps to Save Electricity

1. Identify the Problem

2. Explore the Pre Existing Knowledge

hmmmm...... thinking..thinking... electrical appliances, time consumption..
Power rating of electrical appliances, Electrical energy, cost of electrical consumption.... what else...

3. & 4. Generating Ideas and Learning Issues

What are the facts contained in the problem scenario?

Example:

 -  Time of electrical appliances usage ( Miss Long Hair spend an hour a day use dryer & once a month turn on the TV all night)(Miss Physics turn on the light all night & take a shower time double than Miss Long Hair)

 -  Type of electrical appliances use (power). Miss Long Hair – use hair dryer & TV, Miss Physics - use night light & shower heater

What are your ideas and assumptions about the facts identified?

    Example:

    Miss Long Hair use hair dryer(Panasonic) with high power.

2.            Miss Long Hair turn on the TV (small) maybe in night 6 hours.

3.            Miss Physics turn on the night light (5 W) 7 hours every night.

4.            Miss Physics use shower and turn on the hot water (10 minutes) twice a day

5.            First 200 kWh= 43.5 cents

6.            Next 200kWh= 50.7 cents

      

      What are the learning issues or questions that need to be raised in order to find the  problem solution (s)?

      

       Example:

1  .    How to calculate electric bills?

2  .    How time of usage relate to electric bills?

3  .    How power electrical appliances can be relate to electric bills?

4  .    What is the charges (Taariff) per hour by TNB?

       What total electrical power, total time (hour)that Miss Long Hair and Miss Physics consume every month?

       

      What are your action-plans in order to address the learning issues and find a problem solution (s)?

       

      Example:

      1.    Refer to Internet.

2    .    Study the electrical bills.

3    .    Go to electrical appliances shop to assume the power rating.

4    .    Google Taariff TNB

5. & 6. Self Directed Learning, Synthesis and Application

7. Reflection and Feedback

Student needs to reflects on what they've been doing throughout the PBL lesson. Student should explain the content they've learned, Skill that they have acquired and Comment about the activities whether it is interesting, useful, meaningful or helpful.

My Reflection on the activies:

PBL encourages learning from experience, allowing students to use and organise what has been learnt to understand problems. PBL nurtures the ability to analyse problems and to identify and acquire knowledge and skills needed to deal with real-life situations. PBL develops teamwork and communication skills. What i like most is as what Dr. Nurulhuda mention before; "Less teacher talk, more student do"

See Sound 2: Interference of Sound by Enora's group

Interference by definition:


The combination of two or more electromagnetic wave forms to form a resultant wave in which the displacement is either reinforced or cancelled.

Wow.. COULD CATCH MUCH ISN'T. When our five senses are lazy..so does our brain. so lets makes Physics Fun!

 Presentation from my student, Enora. Let them acquires knowledge by Evidence! No hard work for us teachers, instead the students learns in a fun way and understand more!

Interference by Theory:

Interference in Physics Paper 3 SPM:

In the exp. above:

a = distance between two loudspeaker
x = distance between two successive constructive or destructive interference
𝝺 = wavelenght
D = distance between source and screen

(i)  Aim: To investigate the r/ship between a and x
(ii) Mv: a            Rv: x               Cv : D and 𝝺
(iii) Speakers (Left and Right), frequency/wave generator, mahjong paper, spectrum analyser                     application, meter rule.
(iv) (Refer pic./diagram below)
(v) Procedure:
      1. Distance between a is started at 20 cm.
      2. Measure the x that is shown in the spectrum analyser.
      3. Distance of a is increased to 30cm, 40 cm, 50cm and 60 cm and reading of x is measured                    accordingly.
      4. The reading of a and x are recorded.
(vi) Table of a and x
(vii) graph of a against x is plotted

Interference by Experiment:

Table :

Graph:

Analysis of graph:

wow this is a lot isn't? Nope wait until you see the presentation by Polee's group. Sound interference with different manipulated variable and responding variable. It is done on the same day (experiment and collecting data) and presented on the next session ( presentation, reconstruction of understanding and reflection).

See Sound 1: Relate Frequency and Period

Assalamualaikum wbt and have a good evening..

I am always excited whenever I enter the Phykir Lab n my day always cheer up when I see the fatherly looking Prof. Dr. Rosly Jaafar. With clutter good experiment apparatus and materials and apparatus on each laboratory tables, the mind racing to enquiry this is for what experiment.. Wow this apparatus i never seen before.. Wow this is how they do it Wow!.. and Wow! and.. Wow!!..

For this post, I would like to share the Software called Visual Analyser which helps us to SEE the SOUND WAVE.. Wow!! I should be send to psychiatric. YES! Seeing is believing. Demonstrating and Hands On is the True Evidence Based Learning.

Visual Analyser are able to generate desirable wave frequency

I tried with 3000 Hz...... keep it as secret from the student. We will get this value later after the calculation.

Initial Time : Read X as 36.5 miliseconds

Final Time for 10 Period of Oscillation. Read X as 39.84 miliseconds

How to calculate Period of Oscillation?? Easy. choose ;peak to peak 10 times so we get 10 Periods of wave Oscillation.

Why must 10 Oscillation? To reduce deviation and To obtain more accurate reading of Period of wave Oscillation.

Then Calculation,

so yeayyyy!! 

Conclusion: The relationship between Frequency and Period is inversely proportional. 

Authentic Link:

ITs FUN when Learning by Doing! 😃😃😃😄

Sampul Raya Pilihan TCS 2018

Assalamualaikum wbt..

Sekali lagi kita manfaatkan web tools yang membantu dalam survey/ undian. Kali ini saya mencuba www.Polleverywhere.com yang mana terdapat banyak jenis kaedah digunakan untuk undian. Antara yang paling disukai ialah wordcloud, Audience favourite Q&A, Rank/Order, Clickable image, Survey, Open ended, Bulletin Board dan banyak lagi. Saya memilih kaedah multiple choice untuk survey Sampul Pilihan tahun ini.

Penggunaan web tools ini boleh di manfaatkan didalam kelas atau diluar kelas dengan syarat ada talian internet/data pengguna seperti yang di kuliahkan dalam kelas pertama Teknologi Komunikasi dan Inovasi dalam Pengajaran dan Pembelajaran Fizik Prof Madya Dr. Nurulhuda Abd. Rahman. 


Kelebihan menggunakan web tool ini untuk undian:

• Merupakan kaedah yang cepat, mudah dan menyeronokkan untuk mendapat maklumbalas daripada audian.
• Percuma
• Boleh dijawab, juga button share agar survey dapat dijalankan dalam pelbagai media sosial.
• Keputusan undian boleh didapati dalam bentuk yang telah dianalisis iaitu peratus dan graf dalam masa sebenar.
• Mudah. Hanyak satu klik untuk masuk ke halaman, satu klik lagi untuk pilihan.

Pilihan A: Si Hijau selembut kalbu

B: Si peach sweet menawan

Undi disini:

https://www.polleverywhere.com/multiple_choice_polls/9Y437sNTuDQeSXc/embed

Sampul Raya TCS 2017 yang berjaya terjual 3000 unit. Alhamdulillahhhh!!

***Update: Setelah 3 hari undian dijalankan, undian nyata memihak kepada A, Si Hijau Selembut kalbu. Yeayyy!!!

Gravitational Force analysis by Tracker

Assalamualaikum wbt and have a blissful day.

From the Department of Physics SMK Tarcisian Convent, Ipoh. I would like to share the analysis of Gravitational Force which is on of the subtopic in Linear Motion Physics Form 4.

This experiment made possible by utilising Tracker compared to Ticker tape:

Experimenting

Analysing the Motion of Hockey ball

Graph 1: Displacement vs Time ( Displacement increase as time in crease of course! 😊)

Graph 2: Velocity vs Time         ( Velocity increaase = acceleration)

Graph 3: Acceleration vs Time  ( Constant acceleration at 9.81ms-2 ↝ 10 ms-2) 

           This is the value of the Gravitational acceleration 

Graph of gravitational acceleration on Volleyball also show the constant acceleration of the falling Volley ball. Remember constant acceleration means velocity increase  as the displacement also increase as Time increase)

Video Tittle; Tracker: Experimenting Gravitational acceleration TCS

Apa cikgu2 boleh buat sekarang, mungkin boleh sahaja SHARE Entry ini kepada group wasap kelas cikgu2 sebagai membantu kefahaman dan Penguasaan para pelajar terhadap tajuk ini.

Terima kasih 💜

Analysing the Effect of INERTIA by Tracker

Assalamualaikum wbt and have a good day everyone.

I planned to discuss about the Effect of Inertia which is a subtopic of Linear Motion in Form 4 Physics.

Suggested Learning Activities in HSP:

1. Carry out activities / view computer simulations/situation to gain idea of Inertia
2. Introduce Newton's First Law
3. Carry out activities/ view computer simulations to find out the relationship between Inertia and Mass

Experiment: Mass and Inertia

Aim: To investigate the relationship between the inertia of and object and its mass.

Inference: The Period of Oscillation is depends on the mass of plasticine.

Hypothesis: The bigger the mass the longer the period of oscillation.

Variables:
MV: Mass of the plasticine, m
RV : Period of Oscillation, T
CV : Type of jigsaw blade and distance of the centre of the plasticine from the clamp.

Apparatus and Materials:
Jigsaw blade, stopwatch, plasticine sphere of different masses ang G-Clamp

Result     : From the Table
Analysis : From the Graph

                                                           Video on the xperiment

Experiment: Plasticine with different masses

Analysing graph: Find the Period of Oscillation for different masses of Plasticine

Table 1: Mass of plasticine and Period of Oscillation respectively
Dicussion:

1. From Table 1 and From the graph shows that as the mass of plasticine increase, Period of oscillation also increase.

2. Increment in the Period of Oscillation shows that its Inertia is Increase.

3. High mass effects in high Inertia.

4. Object with high mass possess higher Tendency to Remain at its Original Position.

Conclusion: Object with larger mass has larger Inertia.

click here for the video of exp. on You tube: Inertia by Tracker

cdt to Prof. Dr. Rosly Jaafar From Phykir Lab

Tq for spending time. 💘

Elastic Collision Analysis by Tracker

Assalamualaikum wbt and have a very good morning..

Pagi yang baik bermula seawal pagi dan diikuti dengan rutin sebagai seorang ibu, hamba Allah dan tukang kebun. Alhamdulillah, syukur lah dan Allah akan tambah nikmat.

Pagi yang penuh keberkatan ini, saya ingin berkongsi tentang Eksperimen dan Analysis Tracker untuk Tajuk Momentum; Perlanggaran Elastik.

I would like to continue this discussion in English to cater all my readers which comes from all over the country.

To get the overview of Elastic Collision, I did the mind map by using the Collaborative and Creative Web Tools: https://creately.com/

Suggested Learning Activities from HSP:

1. Carry out activities/ View computer simulation to gain idea about Elastic Collision.

2. Compare  the effect of two object 

                              a) Collide from the same direction

                              b) Collide from different direction

3. View computer simulation on Elastic Collision to gain idea on the Conservation of Momentum.

4. Conduct an experiment to show that total Momentum of a closed system is constant.

These Learning Activities that seems impossible (with given 60 minutes lesson) by ticker tape now made POSSIBLE with Tracker!

      Video on the experiment

Analysing with Tracker :

1. Three graph are plotted namely;  Displacement - Time (x-t), Velocity x - Time (Vx -t)  and Momentum-Time (Px-t).

2. Try and try and try to get constant Velocity for the First ball (graph shows 0.54 ms-1)

3. Velocity of the First ball and the Second ball. We can compare with the third graph which is Px - t , from t=0.03 s until 0.23 s is the Total Momentum of the System Before Collision.

4. Time of Impact / Collision

5. Total Momentum of the System After Collision.

Analysing The Principle of Conservation of Momentum By Calculation

**Mass of Hockey ball = 0.162 kg

    Velocity of the First ball = 0.6 ms-1 ( average constant velocity)

    Total Momentum of the System Before Collision = 0.09 kgms-1

Analysing The Principle of Conservation of Momentum By the Graph

from the graph, at t= 0.333s, 

Total Momentum of The System after the Collision 

= (0.071 + 0.023)kgms-1 

=  0.094 kg ms-1 round off    0.09 kgms-1

   PAID OFF !! 😜

So this is EBL! Evidence Based Learning which engage students with the context and Hands-On, Minds On

So lets put more time on Understanding, Comprehend and Experience Physics Concept. Put more time on analysing data (graphs and tables) rather than old fashion way of utilise Ticker timer for motion of an object.

For further inquiries, might just go this You tube link which demonstrate how the analysing is done

https://www.youtube.com/watch?v=ctLibrnE3wU&t=119s

Elastic Collision and analysing

An Evidence Based Learning made REALity

Assalamualaikum wbt and Hello everyone.

Tracker?

Yes I previously heard about Tracker and credit to Prof. Dr. Rosly Jaafar from Phykir UPSi Lab who introduced me with Tracker. An app which helps Educators n Learner to a better understanding in Physics.

Recently in my extended Linear motion class, my students n I are Experimenting five subtopics in Linear Motion namely:

1. Elastic Collison
2. Inelastic Collision
3. Explosion
4. Gravitational Force
5. Impulsive Force

Experiment done in groups (A, B, C, D, E and F) n students were asked to do next experiment once each exp. done. Their task is to complete all the exp. n take a video in 2-3s duration respectively.

Next. They need to send all five videos of each group to my Telegram account. And from there, the videos will downloaded for Tracker. (Analysis of the video by Tracker will be discuss later)

Students are also required to sign up to https://app.schoology.com/ for learning Physics through their handphones (check entry about schoology later) The group is called
TCS Physics Band of Sisters 💜

And lastly as a conclusion, each of the group needs to gather their information (in a form of mind map) based on sub topic in Linear Motion and present it to the class respectively.

closing...

TQ ALL

Collaboration Tools: Creately. Helps u with diagrams and mind maps

Another Collaborative Web Tools: Creately.com

       

                                    https://creately.com/diagram/example/je8mz8qn/Linear+motion

I have implement Creately mind maps on my previous extended Linear Motion class on Saturday.

At the end of the session, as a conclusion, students are required to gather their information on certain sub topic in Linear Motion such as:
1. Elastic Collision
2. Inelastic Collision
3. Explosion
4. Gravitational Force
5. Impulsive Force

                                                     

                                                          Presentation of Group B

With the implementation of web graphic oraganizer such as creately, helps in putting down ideas into a ready made templates thus it draw faster and save time of clicks.

Presentation of Group C

The shape and connectors can be adjust automatically and the products can be publish in website or share with all types of media social and it work offline!

Users are able to draw diagram and collaborate with others in real time. Creately run in desktop/laptop and everything is sync in clouds so that the collaboration occurs between the users in real time. 

If users choose to use blank template, then it is easy as drag and drop for the eight shape and connectors. For me, i prefer to use templates where i can delete any box or connectors not in use. You can style your diagram beautifully and when it is ready, invite others to take part with ideas and changes can be done through collaboration.

Creately also offers support community at https://support.creately.com/ and facebook at www.facebook.com/creately 

Creately videos can be found at https://www.youtube.com/user/cinergix

I would definitely us this collaborative tools and add this tool to my personal toolbox. 💜