Simulating the Gas exchange at the School Field

Class                     : 3 Lily
Learning Standard: Movement and Exchange of Gas in the Human Body
Activity: Simulation by students conduct by the teacher
Teaching aid : Starch (any) flour, *a piece of cloth (body cell), *a long rope (alveolus)
                        *Depends on teachers' creativity + a good camerawoman
Cross Curricular Element: Art
21st century Element: Collaboration and communication
Moral value : Responsible, diligent and cooperative

my camerawoman. Good job Adilah!

Reflection:
The students really enjoyed the activities and appreciate the flexibility to learn science in such activities. 29/29 Students are able to describe the exchange of gases and explain the ways it is transported to all parts of the body cells. Perhaps 3 Orchid also will play and learn this topic with the same activities for 30  minutes lesson as a conclusion.

Video Presentation for Respiratory System (chap. 1)

Teaching KSSM syllabus this year had open my eyes on how students should be more independent in the process of acquiring knowledge. 3 Orchid students are the higher academic achievements group which makes text book look so easy for them achieve the learning standard. Based on this perception, I planned my lesson so that the 3 Orchid students are able to integrate the cross curriculum element such as ICT and Science and Technology into their learning session.


Theme: 2. Respiration
Learning Standard: 2.2 Movement and Exchange of gas in the Human Body
Number of groups: 6
Number of students each groups: 5

Task:
Prepare a group presentation on the given topic creatively by adopting technology into the presentation.

The task was given on Thursday and the next meeting will be on Monday. Enough time to discuss on the role play in the classroom so that there will not be domination or escapism in completing the task.

Group 1

Group 2

Group 3

Group 4 sent via youtube link : https://www.youtube.com/watch?v=dIvIp6si3lU&feature=youtu.be

Group 5

Group 6

As what i'm expected, the students did their group task very well. Even though I find that Group 1 misleading my instruction for the Task, 😅 I feel so glad and overwhelmed that they did their assignment all their heart and nevertheless their present it very well.

So now, the student had done their part, Its back to me for the assessment?

Owh... so HOW WOULD I ASSESS THE STUDENTS' PRODUCT? 

Immediately i remembered on how Prof. Nurulhuda gives us task to complete and peer assessment takes place assist by a rubrics.

Continue in chapter 2.

Adapting 21st Century Learning in Teaching the Sound waves Interference.

As a physics teacher, I find that teaching and learning sound wave can both challenging simply because it is an abstract concept; sound wave cannot be seen and ones perception of sound may varied from one person to another. Thus hands-on activities are often recommended to improve students’ understanding and strengthen their knowledge.

Software such as Visual Analyzer (VA) is a real time program which simulates a set of electronic instruments such as oscilloscope, spectrum analyzer and wave generator. Students are able to ‘see’ the sound waves for the experiments which requires them to study the properties of sound waves such as reflection, diffraction and interference.

Students work in groups as I gives them situation for them to solve by experimenting. These groups consist of heterogeneous academic performance to maximize students’ interaction and learning. They utilized their previous knowledge and apply it in order to conduct the experiment. To avoid dominance by a single student, the group leaders assign roles as the students identified the variables, making observation and tabulate the data collected for further analysis and sum up with a conclusion. Finally, they present their findings to the class to promote communication skills and build confidence.

I monitor their progress as they conduct the experiment independently by utilizing the apparatus and materials provided to incorporate problem solving creatively. Upon having trouble in collecting data, they are encouraged to find solution to minimize error and being honest in collecting data even though the experiment data is imperfect, to promote value and ethics.

As I adapt technology into the teaching and learning, I found that students are more independent, build better understanding and concept construction, show significantly greater academic achievements and exhibit more favorable attitudes towards learning physics. I shared this sound waves learning method by VA in my blog http://cikgufazilah.blogspot.com/2018/04/see-sound-3-interference-of-sound.html

smartphones apps shows the spectrum of sound waves

 smartphones apps generate frequency

FESTASI III Uitm @ Bagan Datuk

Alhamdulillah thanks to Phykir lab, UPSI, we managed to send our girls for the innovation in education which is the utilisation of smartphones and software to analyse the gravitational force and also to analyse the interference of sound waves.

This competition provides the opportunities for the students to be apply the innovation for future education towards the 21st Century Learning.

Smartphones in the classroom

Thanks to PHYKIR LAB, UPSI especially Prof. Dr. Rosly Jaafar my sifu for introduced me with the freeware software and smartphones apps for utilisation in teaching and learning.

yes!! smartphones for Teaching & Learning. Smartphones for teachers to demonstrate experiment, video recording to track movement, frequency generator, as a spectrum analyser, function as various sensors and many more!

studies on utilisation of 
SMARTPHONES IN THE CLASSROOM

1 Teaching and Learning Physics with Smartphones 

https://www.researchgate.net/publication/276420146_Teaching_and_Learning_Physics_with_Smartphones

2. Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education

https://link.springer.com/article/10.1007/s10956-018-9731-7

3. Smartphones in the Classroom Help Students See Inside the Black Box

https://www.aps.org/publications/apsnews/201503/smartphones.cfm

4. Smartphones as Experimental Tools: Different Methods to Determine the Gravitational Acceleration in Classroom Physics by Using Everyday Devices

https://files.eric.ed.gov/fulltext/EJ1052301.pdf

http://www.eu-journal.org/index.php/EJPE/article/view/81

5. Teaching and Learning Physics with Smartphones

https://www.igi-global.com/chapter/teaching-and-learning-physics-with-smartphones/163560

6. Smartphones as smart pedagogical tools: Implications for smartphones as u-learning device
    

http://www.etc.edu.cn/public/pages/reference-foreign/85.pdf

Be open-minded n Read. 

Journey to the Toray Interview

Alhamdulillah our team was selected for interview of Toray Science Educational Award. Thankful to Allah for such opportunities, experience and meeting NEW PEOPLE

The whole family were excited and we planned to stayed at the same hotel for the interview (which cost a big hole in pocket 😇😇) to make it easier for everyone (bcos I was 39 weeks pregnant and Braxton Hicks was my best friend).

with Ms. Tan n her innovation in edu.

With Cikgu Idris from SMK Izzuddin Shah, Ipoh

"little work and much play makes Jack an interesting boy" - anynomous saying

Tq my backbones, dear husband and family

tq my lovely classmate. Love u all to the moon and back.
AMIRAH, SYAHIRAH, LIYANA & ALYANIE

Young Inventor Challenge (YIC)

.............. 16 years ago ideas' to challenge a mechatronic invention 😅. Now I learnt that i need to learn arduitronic 😇 syukur alhamdulillah. Lesson learnt!

Anyway i would like to SHARE the idea of grey water system as I practice SHAREISM huhuhu..

Million of THANK YOU 💖 to Pengetua Pn Hjh Juahir, Cik Azie and Pn Rozita for helping me out with the preparation and logistics and also taking care of the girls: NATASHA SIEW, SHUWATHEE, CHOK MIN QI, KHAIROL ZAWANAH, DINIE and not forgotting
 to POLEESHEA for a tremendous proposal write-up.

anyways..Tarcisian Convent School are SELECTED among hundreds of application throughout SEA