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.