Term 3 Week 7 - Youtube Video Demonstration of Cooling Curve of Napthalene

3E1 's Rekha and Harmeet

3E1's Elaine and Cheryl

The experiment was conducted with the Science (Physics) pupils at the subsequent weeks and there was a slight modification (direct heating) which allowed the solid-state napthalene to melt at a faster speed.

The Youtube video above shows the example without the use of datalogger temperature probes instead of the conventional method of mercury thermometer. It also shows the change in the napthalene as it cools down from a high to a low temperature. The solidification process is clearly captured in the video as napthalene cools down.

3E2's Zhao Wei and Ganeish

3E2's Fadeelah and Ashikin

3E2's Yunru and Nurul

The experiment has shown the full capacity of the use of dataloggers to measure fixed intervals of temperature instead of the conventional method. At the end of experiment, the teacher summaries the lesson by linking the observations to the cooling curve and to indicate the melting point/freezing point of napthalene.

Term 3 Week 6 - Practical Experiment on Transfer of Thermal Energy (4E1/5A1)

In the experiment that was carried out, the pupils were expected to produce the setup as shown above. Boiling water was to be poured into the stylofoam container and its temperature was to be recorded. Every 5 cm*3 of tap water is to be poured into till a total of 50 cm*3 of water was added into the container. Every time 5 cm *3 of water was poured, its corresponding temperature was recorded into a table of values.

Subsequently, a graph of temperature against the total volume of water added was plotted and a curve was obtained.

Precautions when conducting the experiment:-

1. Preparation of the experimental setup before obtaining the boiling water. Many pupils did not plan ahead of the requirement of the experiment and were anxious to fill their stylofoam container with boiling water. They did not fill their beakers with a total of 5o cm*3 of tap water first and were in the midst of thinking what to do while the temperature of the boiling water was dropping rapidly. They could have poured 5 cm*3 of water into the measuring cylinder and ensured that once they have obtained the boiling water to start recording the temperature.

2. Use of cloth to insulate the heat to reduce drop in temperature of boiling water. A cloth could be wrapped around the glass beaker before the start of the experiment.

3. The above preparation seeks to resolve the slow reaction time of the students as they need to improve on their peparation and planning skills.

Term 3 Week 5 - 2E1- Series and Parallel Circuits (Physics T.O.Y.S.)

In the teaching of physics, teachers aim to help pupils predict, observe and explain (POE) the things that they see or use around them. Teachers also aim to help our pupils to see the connections to the things we see around us to the physics theories and concepts that physicists have discovered.

Research has shown the the use of toys in physics teaching is common and have been widely used to illustrate and to discuss various physics topics in physics lectures and demonstrations. It is believed that toys may play a role in introducing young people to science and to scientific method.

In particular, after an experiment with a toy has been performed, questions may be raised such as ‘and what happens if ….?’ The physics of toys can also be used to encourage advanced students to develop small research projects. With this new experience, pupils may realise that reality is richer than the theory appearing in textbooks. (Guemez, Fiolhais & Fiolhais, 2006)

I believe that through the use of toy-based physics instruction, the learning of physics would become tremendously become real to the pupils. The pupils would be able to appreciate the beauty of physics and learn to appreciate the importance of physics in improving human lives.

Lesson Apparatus: Electronic Toy bricks

Lesson Objective: Exploring the difference between series and parallel circuits and short circuit.

Rachel, Elizabeth and Maisy (2E1 pupils) with their end-product (parallel circuits)

Duration:
45 min (1 period)

Pre-knowledge:
· state what is a closed circuit
· recognize electrical components
· state that voltage and current (Power) will affect the brightness of a light bulb

Curriculum Targets:
· state the difference between series and parallel circuits in terms of the current flow and the potential difference across the light bulbs

Lesson Procedure:

INTRODUCING THE ACTIVITY
Electronic Toy Brick contains a board to hold the number of electrical components such as switches, light bulbs, battery holders, connecting wires. In the conventional electricity practical experiments, pupils will have connecting wires, switches and light bulb in their respective holders. The toy bricks by their appearances look less intimidating and are easier to connect than the conventional way of crocodile clips. The connections are more of a ‘lego’ type and would be more visually appealing to the pupils. The concepts of differences between series and parallel circuits in light bulbs would be investigated by the pupils by a series of guiding questions in the attached worksheet so that students can predict, observe and explain what they are seeing. As the saying goes, seeing is more believable.


1. Series circuit
Pupils would connect a simple circuit with only a set of batteries, connecting wires, a switch and a single light bulb. They would observe the brightness of the light bulb and to state what they have observed. The guiding questions in the worksheet would provide more details as to what they have observed. The next step is for the pupils to add another light bulb to be placed in series with the single light bulb and to state what they have observed.

Finally, the pupils would connect another light bulb in series with the two light bulbs and to state their observations. From there, pupils would have to infer what they can generalize on what they have observed and to link to the concept of voltage and current to account for the difference in the brightness of the light bulbs in series.

2. Parallel circuit
Pupils would disconnect the earlier circuit and connect a simple circuit with only a set of batteries, connecting wires and a single light bulb. Two empty light bulb holders with their respective connecting wires would be connected in parallel with the batteries. The pupils are then instructed in the worksheet to switch on the circuit and to observe the brightness of the single light bulb. Now, the second light bulb is added onto the holder and connected to the circuit.

Pupils would be asked to note down their observations in their worksheet. Next, other light bulb is added on to the parallel circuit. Pupils are once again instructed to note down the brightness the three light bulbs. From there, pupils would have to infer what they can generalize on what they have observed and to link to the concept of voltage and current to account for the difference in the brightness of the light bulbs in parallel.

Aini, Ashraf and Sharmini (2E1 Pupils) with their work

Feedback from the pupils and teacher:

1. As compared to the earlier experiment in Electricity using the conventional connecting wires and switches, the pupils find the Toy Brick apparatus easier to handle and fun to use.
2. The concepts of series and parallel circuit is more visually understandable to the pupils and they find it easier to see the effects of the way the bulbs were connected will affect the brightness.
3. With their newly acquired observations, the teacher find it easier to explain the concepts of brightness being affected by both the potential difference (voltage) and current flowing through the bulbs, which is the power concept.

Term 1 Week 4 - 3E1 SPA Class Datalogging Expt (Cooling Curve of Napthalene)

The practical experiment was conducted to allow the pupils to experience for themselves the cooling effects of napthalene. The use of dataloggers with the temperature probe has helped to allow the measurements of temperature readings every minute.

As compared to the conventional method of recording temperature readings with a mercury thermometer and using an electronic stopwatch, the use of dataloggers has enabled the recording mechanism to be streamlined. The configuration settings of the dataloggers can be preset to allow equal time intervals to be recorded for each temperature reading. Pupils can instead focus more on performing the experiment to improve accuracy of obtaning the data.

The video below shows the 3E1 pupils engaged in the use of temperature probes to take their readings as shown below. The later portion of the video demonstrated vividly how Faye, obtained her data by constantly stirring the napthalene in a systematic manner.

Learning Points:-

1. Pupils need to be familar with the use of dataloggers in taking simple temperature readings. They need to know how to use the icons in the dataloggers to execute the program to obtain the data needed.
2. Teachers need to move around to assist pupils who might have difficulties in performing the experiment and to provide them with the words of encouragement to affirm their belief in themselves.
3. For pupils who did not obtain the 'ideal' cooling curve, it would be a teachable moment to ask them reasons why they did not and to reflect on what happened during the experiment that caused the discrepancy.

Term 3 Week 3 - Transfer of Thermal Energy - Talk-Write strategy and Cooperating Learning Strategy in 3E1 class

Research has shown the positive impact of cooperating learning structure for pupils to construct their own knowledge and build up on their existing prior knowledge.

In the research articule titled 'The Effect of Talk and Writing on Learning Science: An Exploratory Study' by Rivard, Le´onard. P.& Straw, Stanley. B.(2000), there have been significant results from the use of talk-write for their experimental group.

The summary of the results are as shown below:-

o The results show that peer discussion together with analytical writing enhances the retention of science knowledge by students over a period of time, but seems to have minimal effect on immediate learning. Talk-write (TW) group outperformed these groups on all three knowledge measures (simple, integrated and total knowledge).

o Peer discussion may be sufficient for the retention of facts and simple concepts, but to have to be supported by writing for the retention of more complex integrated knowledge.

o Four different mechanisms appeared important during the group discussions: (1) asking questions, (2) hypothesizing, (3) formulating ideas together, and (4) explaining. The role of asking questions or asking for clarification is an important catalyst for moving the discussion along.

During the recent lesson with a class of pupils in 3E1, a similar approach was used in the introduction of the topic of 'Transfer of Thermal Energy'.

This particular group of pupils have learned the three forms of heat transfer (Conduction, Convection and Radiation) in Secondary One. Therefore, this topic should be familiar to many of them.

Therefore, in order to enhance the learning experience and to allow them to learn from each other, the structure of cooperating learning and talk-write strategy was designed in the lesson.

Pupils were asked to form groups of three to four each and to be given a choice of their area of specialisation, of either Conduction, Convection and Radiation.

They were tasked to find out around the topic in their textbook and to assigned roles as shown below:-

1. Definition

2. Concept Explanations

2. Diagram/ Pictorial Explanations

3. Real-life Applications

Then, each group would be given time to discuss and to later on write and draw their discussion outcomes on the whiteboard. The main presentatin was on their verbal presentations and their own explanations on the things that they had written/drawn on the whiteboard.

At the end of their presentation, the other groups were given time to clarify and ask questions pertaining to the terms used and to seek further understanding.

Term 3 Week 2 - 2E1 Self- Assessment Independent Learning (Electricity Circuit)

Title of Activty: Electric Current: Here or There?

Aim
1. To construct simple electrical circuits with series and parallel connections.
2. To deduce how an electric current is split when there are multiple pathways.

May with her electric circuit setup

Hui Ping and May using the ammeter to measure amount of current

The session was a continual from the previous lesson whereby the pupils have done an Informtion Technology (IT) based lesson on series and parallel circuits. The brightness of the light bulb is an indication of whether the current that flow through the bulb is higher or lower. Pupils will follow a series of electric diagrams and to measure their corresponding current values. Through the activity, pupils will observe and record down their observations and to explain their own observations using the concepts of currents in series and parallel. At the end of the experiment, pupils used a list of rubrics (three-levels) to self-assessment their own progress and to check which level of attainment they have reached. The rubrics for the highest level of attainment are shown below.

Got it!
(LEVEL 3)

1. I am able to follow the instructions all the time and set up all the circuits correctly and safely.

2. I am able to record all observations accurately for Q3, Q5 and Q6, with proper units, for Q5 and Q6.

3. I am able to identify patterns and draw correct conclusions and provide explanations for Q7 and Q8 and make the correct prediction for Q9.

Advantages of having a rubric for physics practical:-

Pupils are

• able to self-assess their own level of attainment for practical skills,
• clearer of the expectations to attain a higher level of attainment, for their own self-improvement.

Term 3 Week 1

Holidays has just ended and another new term is starting.

Many things have happened during the June holidays. I had a good break and look forward to the new challenges ahead. Some of the pupils from 3E1, 3E2 and 4A2 participated in the Advanced Elective Module (AEM) (Aerospace Fundamentals and Electronics) conducted from 8 June to 12 June) in Singapore Polytechnic.

Group photo taken with students from 3E1

Mr Chaganti (Lecturer) with the team and their model planes

Wai Kei testing out his model plane for flight test

The AEMs are one of the recommendations of the Polytechnic-School Review Committee (PSRC) to enrich the school curriculum with more applied learning options.

Posing with their model plane (Rasidah, Vani, Kasthuri, Isabel and Cheryl)

AEM serves to provide pupils with an understanding of the applications of Physics in their curriculum. During the AEM sessions, students learn how to make model planes through learning about basic aircraft instrumentation components, flying dynamics and airworthiness. This module allows the pupils to have a greater insight in the Aerospace industry.

Ruhayah and her soldering work on the circuit board.

Zachary and Javier with their LED circuit

Through their experience, they have gained first hand insights on possibilities in higher institutions of learning and became more motivated to find meaning in their own learning and exploring career options in the Aerospace industry.

Feedback from the students has been positive and most have gained a better understanding of life as a polytechnic student and the wide variety of student facilities available in the polytechnic.

Term 1 Week 10 - Newton's Laws of Motion (1st and 2nd Laws)

Isabel and Rekha (3E1)

Learning outcomes of balanced and unbalanced forces were covered in the earlier lesson. The intent of the white-boarding exercises was for the pupils to recall and discuss what was covered earlier. They were discouraged to refer to the textbook or notes prior to the activity.

Pupils paired up with each other and spent the next 20 minutes to discuss and write and illustrate their sharings on a whiteboard. Subsequently, they were encouraged to do a 'gallerywalk' of the work done by other pupils in their class. At the end of the activity, selected groups of pupils presented their whiteboards to the class and share their learning points.

Teacher concluded the lesson by highlighting concepts shared by pupils and used the parachute example to reinforce the balanced and balanced forces as shown in the object.

Term 1 Week 7

Class and homework exercises on the tracing of ray diagrams for both a point object and a shaped object for an image in a mirror (2E1)

Pedagogy used:-

1. Teacher demonstration using visualiser and recap of previous learned concepts.

2. Time provided for the pupils to practise what they have learned and to share with their classmates the work that they have done through the visualiser

3. Pupils give comments to the completed work done by their classmates and learned whether their work is correct at the same time.

4. Further homework given to pupils to internalise the concepts and steps in the school-based designed workbooks.

Pupils' common mistakes made:-

1. drawing of the arrows from the eye to the image.

2. positioning of the image.

3. tracing of solid lines on the side of the mirror - should be dotted lines to show virtual rays and image

4. not using ruler to draw the rays

5. object and image size differs

Term 1 Week 6 - Learning Stations for refraction phenonmen in different objects

The 2E1 pupils observed and investigated the various forms of refraction phenonmenon in objects such as :-

1. coin in a styrofoam cup appearing after water has been poured in

2. bended straw in a beaker of water

3. magnifying glass effect of a glass block over a sentence of words

4. dispersion of light through a glass prism

Each pair of pupils was instructed to rotate at a 10 min interval. Within the 10 min intervals, the pupils had to follow a set of instructions at the learning stations and to perform the steps and to note down their observations and to think of explanations to explain what they have seen in their physics workbook. The pupils were advised to use their textbook as a form of reference to answer the questions if they are unsure of how to explain what they had observed.

Benefits of learning stations:-

1. Students need to learn to read instructions in order to perform the experiment. The skill involved in science practical is to be able to perform the experiment given a set of instructions.

2. By working in pairs, they learned to communicate with each other, clarify doubts and to come to a common understanding before they can explain what they have observed.

3. The pupils are given adquate opportunities to observe and to have hands-on experience. With their hands-on experience, the pupils would be able to appreciate the real-life examples to to find meaning in what they are learning. The physics concept of refraction would be real to them.

Term 2 Week 5 - Reflection in Mirror (Using Optical Pins)

2E1 pupil - Jamie @ work

In the previous practical lesson, the 2E1 pupils had investigated the properties of light as it bounced off the plane mirror by using a ray box. In this particular experiment, pupils would use another method to investigate the image of optical pins in the plane mirror and to trace the corresponding reflected ray to their eyes.

2E1 pupil placing the optical pins to trace the reflected ray

After tracing the reflected ray, the pupils will measure the angle of reflection and verification with repeated readings on the law of reflection. (i.e. angle of incidence = angle of reflection)

Reflection on the practical lesson

1. Pupils were given time to read through the whole practical experiment and given time to figure out how to perform and take measurements.

2. Due to the new skill of tracing the reflected ray by the placing of the two optical pins, elaborate instructions were given to two separate groups of pupils.

3. Work was assigned to the 2nd group as I explained the details and demonstration the procedures of the experiment. In doing this, the whole class would be engaged in the activity and class work.

4. Demonstration of the procedure would enhance pupils' learning and reduce the likelihood of them being unsure of how to perform the experiment.

5. Pupils who still have difficulties understanding how to perform the experiment and take the measurements were requested to bring their individual sets to the front of the teacher's bench as that extra assistance can be rendered to them while the rest of the class proceeded with the experiment.

6. A video of the placing of the optical pins would enable visual pupils to learn better.

7. Notes of the investigation can be found on the web - http://www.ugandaschoolresources.org/elate/physics/light/lighttchr.doc

Term 1 Week 4 - Investigation of Law of Reflection

During a practical session with the class of 2E1 pupils, they investigated the light phenomenon of 'Reflection' through a mirror. The diagram as seen from the practical worksheet is as shown below.

Diagram of the experimental setup
(extracted from CPDD resource for Lower Sec Science Package)

The pupils were not taught the theory concept of the laws of reflection but were expected to learn to follow the procedure of the investigation and to translate the diagram setup to actual setup. The intention was to allow the pupils to explore the reflection phenomenon and to infer from their observations and measurement of the angles the laws of reflection. In doing so, pupils also need to learn to read the procedure carefully before they commence on the investigation and subsequently the measurements of the angles. Initially, most pupils faced difficulties in interpreting the diagram and understanding the procedures. The instructions and steps are as follows:-

1. (Pair-work) "You will work with each other and read the procedures and study the diagram before you commence. Time given is 10 minutes for you to setup the apparatus and to measure the angles to fill in the table as provided. Later, I will select 2 to 3 pairs to present their interpretation of the investigation to the class." (skills: teamwork, meticulous reading, focusing and commitment to succeed)

2. Teacher commented on each presentations and give her inputs and praised the efforts of the pupils who presented. (skills: confidence-building and willingness to make mistakes and learn from their peers, students who were unsure know how to perform the experiment more confidently)

3. Pupils traced the rays and measure the angles and record into their practical worksheets. Subsequently, they answered inference questions to summarize their investigations.

Youtube Video on the experiment

The Youtube video has shown an easier method to obtain the angle of incidence and reflection. We could consider using this way to allow pupils to focus on observations at lower secondary level and to later elaborate on the drawing of ray diagrams.

Term 1 Wk 3 - Critical Angle and Total Internal Reflection

Practical Experiment on Critical Angle and Total Internal Reflection

4E1 pupils had a session of experiencing for themselves first hand the light phenomenon of total internal reflection when light travels from an optically denser medium to an optically less dense medium. The pupils were given a set of ray box and a semi-circular glass block. The theory concept was covered earlier, but given hands-on experience would help them to internalise the concept better.

Crysta, Indrani, Saranya and Saktheswari (4E1) - happily posing with the ray box and the semi-circular block

Youtube video on critical angle and total internal reflection

A video would help pupils in recapping the concept which was covered so that they can relate better to the theory aspect.

Reflection Term 1 Wk 1-2 : Use of Whiteboarding

2E1 pupils presenting their whiteboard to the class

2E1 pupils with their work

Vocalising their thoughts through whiteboarding (a shy boy hiding behind his whiteboard)

2E1 pupils showing their works with pride

Formative Assessment is about constantly checking for pupils' conceptual understanding and obtaining feedback and to close the learning gaps in good time. The use of whiteboard is an immediate way of obtaining valuable feedback from the pupils and to allow them the time and the space to think, reflect and respond to the question asked. Pupils were encouraged to spend time writing/illustrating on the whiteboard and to share with either a partner / group and share with their class their most representative answer. In this way, pupils were given the opportunity to communicate with their classmates, to reason with each other as to the pros and cons of their whiteboard answers and to come to a common understanding of the concepts.

Whiteboarding provided pupils a platform to think, reflect, share and present/vocalise their understanding to the rest of their classmates. With more practice, pupils would build up their confidence in presentation skills and proper negotiation skills with their peers.

First Day of School 2rd Jan - New Beginnings...

New Beginnings....

A new school term has started. new challenges ahead...new form class, CCA, pupils and textbooks... In summary, I am bracing myself for the upcoming changes and looking forward to a new year with renewed passion to embrace change and to inspire pupils to be enthusiastic about Physics and becoming a holistic person.

New Year Resolutions...

Reflective Practitioner..
Being a reflective teacher-practitioner and able to share insights on various aspects of teaching to colleagues. To be able to build on strengths and to work on areas for improvement. As iron sharpens iron, we need to work along side fellow colleagues so that we can grow professionally and collectively.

Teacher Researcher..
Pursuing a Masters Degree in Education provide me with opportunities to read up on educational research articles and journals and tried-and-tested pedogogies and different aspects of child psychology development and updates in learning environments. Understanding and applying what I have learned is an excellent way of using the knowledge learned and sharing it with others.

Leader of the classroom...within and outside...
As teachers, we need to walk our talk and be role models for our pupils. Pupils come to us in all shapes and sizes. The question is to customise our curriculum delivery to match the learning style of the pupils and to convince pupils to believe in their ability to succeed. Formative assessment is a way for teachers to constantly connect with the pupils to obtain feedback on their performance. Having measureable data of the pupils' performance can enhance the teacher's understanding of the pupils' progress and learning gaps. With this knowledge, learning gaps can be close by using differentiated instructions and remediation to help the weaker pupils and challenging questions for the higher ability pupils.

Blogging as a way of sharing professionally and building rapport with pupils
New technology has given me a platform to share innovative teaching practices, working with colleagues and pupils. Communications is a two way traffic and providing the opportunities for colleagues to comment and students to share would enable open communications.

signing off..