Koichiro Matsura of UNESCO Edward DeBono Howard email ... FSG Dec07/OBEJan2010/UMP/DRJJ-UMP... ·...

10/29/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

email: [email protected], [email protected]; [email protected]

Website: http://drjj.uitm.edu.my; HP#:+60193551621

Koichiro MatsuraPreviousDirector General of UNESCO

Howard Gardner

EdwardDeBono


In the early 1990's, one thing was fairly certain about the expansion of the Universe. It might have enough energy density to stop its expansion and recollapse, it might have so little energy density that it would never stop expanding, but gravity was certain to slow the expansion as time went on. Granted, the slowing had not been observed, but, theoretically, the Universe had to slow. The Universe is full of matter and the attractive force of gravity pulls all matter together. Then came 1998 and the Hubble Space Telescope (HST) observations of very distant supernovae showed that, a long time ago, the Universe was actually expanding slowler than it is today. So the expansion of the Universe has not beenslowing due to gravity, as everyone thought, it has been accelerating. No one expected this, no one knew how to explain it. But something was causing it.

Eventually theorists came up with three sorts of explanations. Maybe it was a result of a long-discarded version of Einstein's theory of gravity, one that contained what was called a "cosmological constant." Maybe there was some strange kind of energy-fluid that filled space. Maybe there is something wrong with Einstein's theory of gravity and a new theory could include some kind of field that creates this cosmic acceleration. Theorists still don't know what the correct explanation is, but they have given the solution a name. It is called dark energy


AIM: AIM: This 2This 2--day talk & workshop intends to provide you with an overview day talk & workshop intends to provide you with an overview

on the 21on the 21stst Century Curriculum Design & Constructive AlignmentCentury Curriculum Design & Constructive Alignment

The The objectives objectives (what (what II plan to do)plan to do) of this 2of this 2--day workshop are:day workshop are:

1.1. untuk memberi pendedahan kepada semua staf akademik berkaitan kountuk memberi pendedahan kepada semua staf akademik berkaitan konsep 'OBE" nsep 'OBE"

dan cara untuk menerapkannya di dalam proses pengajaran dan pembdan cara untuk menerapkannya di dalam proses pengajaran dan pembelajaran. elajaran.

(OBE & OBTL)(OBE & OBTL)

2.2. memastikan semua staf akademik memahami setiap komponen KSA supamemastikan semua staf akademik memahami setiap komponen KSA supaya ia ya ia

dapat diterapkan dan dilaksanakan secara menyeluruh dan berkesandapat diterapkan dan dilaksanakan secara menyeluruh dan berkesan dalam dalam

proses pengajaran dan pembelajaran serta penaksiran khususnya baproses pengajaran dan pembelajaran serta penaksiran khususnya bagi semua gi semua

kursus kejuruteraan sepertimana yang dikehendaki oleh EAC (Enginkursus kejuruteraan sepertimana yang dikehendaki oleh EAC (Engineering eering

Accreditation Council). Accreditation Council). (the 9 MOHE LOKI)(the 9 MOHE LOKI)

3.3. Membolehkan perlaksanaan aktiviti PnP yang berkesan dalam usaha Membolehkan perlaksanaan aktiviti PnP yang berkesan dalam usaha mempupuk mempupuk

dan mendidik pelajar secara berterusan dan terancang seiring dendan mendidik pelajar secara berterusan dan terancang seiring dengan matlamat gan matlamat

menghasilkan graduan yang menepati Program Outcomes (PO) dan Promenghasilkan graduan yang menepati Program Outcomes (PO) dan Program gram

Educational Objectives (PEO) yang telah digariskan oleh fakulti.Educational Objectives (PEO) yang telah digariskan oleh fakulti. (Aligned OBTLA)(Aligned OBTLA)

Agenda



on the 21on the 21stst Century Curriculum Design & Constructive AlignmentCentury Curriculum Design & Constructive Alignment

The The objectives objectives (what (what II plan to do)plan to do) of this 2of this 2--day workshop are:day workshop are:

1.1. To describe the characteristics of 21st Century Learners & the To describe the characteristics of 21st Century Learners & the

OutcomesOutcomes--Based Education in Malaysian Higher Education Based Education in Malaysian Higher Education

curriculum design.curriculum design.

2.2. To describe Program Educational Objectives (To describe Program Educational Objectives (PEOsPEOs), Program ), Program

Learning Outcomes (Learning Outcomes (PLOsPLOs), the LOKI curriculum mapping.), the LOKI curriculum mapping.

3.3. To describe the Bloom Taxonomy, To describe the Bloom Taxonomy, SLTsSLTs, Course Learning , Course Learning

Outcomes (Outcomes (CLOsCLOs) and Lesson Learning Outcomes () and Lesson Learning Outcomes (LLOsLLOs).).

4.4. To describe Active Learning as a process to constructively alignTo describe Active Learning as a process to constructively align

Teaching & Learning with the prescribed Learning Outcomes.Teaching & Learning with the prescribed Learning Outcomes.



on the 21on the 21stst Century Curriculum Design & Constructive Alignment (CA)Century Curriculum Design & Constructive Alignment (CA)

Learning OutcomesLearning Outcomes (what (what YOUYOU will know and be able to do)will know and be able to do)

Upon successful completion of this workshop, you will be able to:

1.1. DiscussDiscuss the relevance of Outcomesthe relevance of Outcomes--Based Education curriculum design Based Education curriculum design

on Malaysian Higher Education 21st Century Learners (on Malaysian Higher Education 21st Century Learners (conceptual conceptual

knowledgeknowledge--C2C2--LO1LO1).).

2.2. Critically review the existingCritically review the existing Educational Objectives (Educational Objectives (PEOsPEOs), the Program ), the Program

Learning Outcomes (Learning Outcomes (PLOsPLOs) and the LOKI curriculum mapping. () and the LOKI curriculum mapping. (HOTSHOTS--

Functional KnowledgeFunctional Knowledge--LO3LO3--CTPS2CTPS2).).

3.3. Critically review the existing Critically review the existing Course Learning Outcomes (Course Learning Outcomes (CLOsCLOs) and the ) and the

SLT and to produce lesson outcomes for a lesson. (SLT and to produce lesson outcomes for a lesson. (Functional LO3Functional LO3--

CTPS3CTPS3))

4.4. DesignDesign and and communicatecommunicate constructively aligned Outcomesconstructively aligned Outcomes--Based Based

Teaching & Learning Activities. (Teaching & Learning Activities. (Functional knowledgeFunctional knowledge--LO3LO3--CTPS3, LO4CTPS3, LO4--

CS3CS3))


http://drjj.uitm.edu.my



Reflect & communicateReflect & communicate on the following tasks:� What do you hope to achieve in this workshop??. Why are you herehere--HONESTY PlsHONESTY Pls..

‼‼ Write downWrite down your goalyour goal and statestate at least 3 learning outcomesat least 3 learning outcomes you intend to achieve. (cognitive?? Process?? Product??)

� How do you propose to effectively & meaningfully achieve the outcomes??

‼‼ List outList out your own committment in achieving the outcomesyour own committment in achieving the outcomes.-This is YOUR This is YOUR

contract with me..contract with me..� How can I facilitate your achievement of the intended outcomes?

‼‼ List outList out at least 3 specific tasks and actions that you expect me to doyou expect me to do in facilitating your achievement. This will be my contract to youThis will be my contract to you…

Guidelines to perform the tasks• Individually, spend 5 minutes doing this task.• Pick a name for your learning community & a spokesperson.. Spend 7

minutes to discussdiscuss and concludeconclude the learning group’s decision on each of the task above.

• Pick a name for your learning group. Submit, in writingSubmit, in writing, & verbally communicate with the learning community the decision of the group. Include names, ranks, programs/course for each group member.




�� OutcomesOutcomes--BasedBased

�� InterdisciplinaryInterdisciplinary

�� ProjectProject--basedbased

�� ResearchResearch--drivendriven

�� Thematic & NOT textbookThematic & NOT textbook--driven driven

(textbook as a resource(textbook as a resource))

�� Connected to communityConnected to community

�� IncorporatesIncorporates

�� BloomBloom’’s HOTSs HOTS

�� Multiple IntelligencesMultiple Intelligences

�� Learning PreferencesLearning Preferences

�� Technology & multimediaTechnology & multimedia

�� Multiple Multiple literaciesliteracies

�� Authentic Assessment (tasks)Authentic Assessment (tasks)

�� Students work independently & Students work independently &

interdependentlyinterdependently


�� Knowledge is Knowledge is

�� constructedconstructed through research through research

and application, and and application, and connected connected

to previous knowledge, personal to previous knowledge, personal

experienceexperience, interests, talents , interests, talents

and passions and passions

�� is NOT memorization of factsis NOT memorization of facts

�� Assessment isAssessment is

�� demonstration of understanding demonstration of understanding

through application in a variety through application in a variety

of contextsof contexts

�� NOT REGURGITATIONNOT REGURGITATION

�� By self, peer & facilitatorsBy self, peer & facilitators

�� By By multiplemultiple ATsATs to show to show

achievement of achievement of CLOsCLOs

�� By using By using holistic rubricsholistic rubrics


1. Knowledge (K)

2. Practical Skills (P)

3. Thinking and scientific skills (K)

4.4. Communication skillsCommunication skills (P/A)

5. Social skills, teamworkteamwork and responsibility (A/P)

6. Values, ethics, moral and professionalism (A)

7. Information management and lifelong learning skills (A/P)

8. Managerial and entrepreneurial skills (A/P)

9.9. LeadershipLeadership skills (A/P)

MQF MQF LOsLOs DomainsDomains MOHE MOHE LOsLOs, 2009, 2009

i. Knowledge

ii. Practical skills

iii. Social skills and responsibilities

iv. Ethics, professionalism and

humanities

v.v. CommunicationCommunication, leadershipleadership and

team skillsteam skillsvi. Scientific methods, critical thinking

and problem solving skills

vii. Lifelong learning and information

management

viii. Entrepreneurship and managerial

skills



1.1.Spend 3 minutes to Spend 3 minutes to REFLECTREFLECT on your views about the 21on your views about the 21stst

Century Learners by consideringCentury Learners by considering

•• your roleyour role as the as the agents of changeagents of change in the in the

TRANSFORMATION PLAN for your children, your students TRANSFORMATION PLAN for your children, your students

and society at largeand society at large

2.2.Say hello to your learning partner/s.. Say hello to your learning partner/s.. HELLO PARTNER..HELLO PARTNER..

3.3.Share your reflection with your learning partner/s (3 Share your reflection with your learning partner/s (3

minutes)minutes)

4.4.Share it with the facilitator (5 minutes)Share it with the facilitator (5 minutes)





1.1.Spend 3 minutes to Spend 3 minutes to REFLECTREFLECT on the concepts and on the concepts and

characteristics of OBE curriculum design. Answer the characteristics of OBE curriculum design. Answer the

questionsquestions

How will OBE curriculum design address learning How will OBE curriculum design address learning

(KSA) in the 21(KSA) in the 21stst century?century?

2.2.Say hello to your learning partner/s.. Say hello to your learning partner/s.. HELLO PARTNER..HELLO PARTNER..

3.3.Share your reflection with your learning partner/s (3 Share your reflection with your learning partner/s (3

minutes)minutes)

4.4.Share it with the facilitator (5 minutes)Share it with the facilitator (5 minutes)






Generic Program Educational Objectives (PEOs are employability attributes and selling

points of your program) for FSG Degree Programs. The sentences begin with

Three to five years upon completing the program, our graduates will be:

1. scientists or science practitioners who synthesize and apply the knowledge, understanding and laboratory experiences to provide quality products and services to

the government agencies and science-related industries locally and globally.2. scientists or science practitioners who lead and engage in teams in problem solving

tasks across disciplines through effective communicative abilities3. scientists or science practitioners who continue to advance their knowledge and

abilities by utilizing ICT to explore business opportunities in the science-related

industry locally and globally.4. scientists or science practitioners who are motivated to practice ethical and

professional values in providing services to the recipients and provider of the science-related industry locally and globally.

TCM Health

Task

EAC UMP ABET



Generic Program Learning Outcomes (PLOs are what graduates will know and be able to

do) for FSG Degree Programs. The sentences begin with

Upon completing the program, our bumiputra graduates will be able to:

1. analyze problems by applying and acquiring knowledge and understanding of laws, theories and principles of science and mathematics. (LO1)

2. safely prepare samples and operate a range of machineries and laboratory equipments. (LO2)

3. identify problems, design an investigation or experiment, process and interpret the experimental data and critically analyze and defend the conclusion. (LO2)

4. apply the scientific reasoning in solving authentic problems. (LO3)

5. verbally argue and communicate scientific ideas with peers, colleagues and the public. (LO4)

6. articulate scientific ideas and investigations in written form. (LO4)7. effectively engage in a multidisciplinary team locally and globally. (LO5)

8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6)9. manage information and engage in life-long learning. (LO7)10.apply managerial and entrepreneurial skills. (LO8)11.demonstrate leadership skills. (LO9)

TCM Health

Task

EAC UMP ABET








Work with your learning CommunityWork with your learning Community

1.1.Critically Review Critically Review UMPsUMPs’’ PEOsPEOs and and PLOsPLOs by comparing those by comparing those

of FSG (Dr of FSG (Dr JJJJ’’ss), EAC, and ABET and the 9 MOHE ), EAC, and ABET and the 9 MOHE LOsLOs..

2.2.Suggest and communicate the continuous improvement to Suggest and communicate the continuous improvement to

the the PEOsPEOs, , PLOsPLOs

3.3.Critically Review, the LOKI curriculum mapping.Critically Review, the LOKI curriculum mapping.

4.4. suggest and communicate the continuous improvement to suggest and communicate the continuous improvement to

the LOKI curriculum mapping the LOKI curriculum mapping

5.5. Present it to the facilitator.Present it to the facilitator.














�(Sociology course) Students will understand that individuals (and their families) must

be regarded uniquely as individuals with many contributing variables such

as multicultural issues.

�(Ecology course) Critically review and synthesize the findings in scientific literature and

make appropriate ecological recommendations based on current knowledge.

�(Epidemiology course) Define and assess an epidemic for a given population and

recommend factors influencing the use of health services.

�(Geography course) This course will develop perspectives on GIS for representing data,

information, knowledge – interplay among reality, database, and map display.

�(Engineering course) Functioning as a member of a team, the student will design and

present a concrete structure which complies with engineering standards.

�(History course) The student is able to function in teams.

�(Engineering course) This course introduces senior engineering students to design of

concrete components of structure and foundation and integrate them into overall design

structures.



Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

1. Explain in depth why a particular course topic is important to teaching.

TLATLAs: Plenary sessionsPlenary sessions with pre-readings and notes used for learning

information, clarification and elaboration. Application to teaching by partners and small groups

2. Explain how the component course topics interrelate. TLATLAs: As for (1)

3. Reflect on your teaching in terms of a working theory you have gained from

the course. TLATLAs: Keep reflective diary; discuss with group/learning Keep reflective diary; discuss with group/learning

partnerpartner4. Evaluate a situation that has gone wrong and apply a solution. TLATLAs: Use Use

workplace resources, group/learning partner comparing perspectivworkplace resources, group/learning partner comparing perspectives es

on evaluating and applyingon evaluating and applying.

Intended learning outcomes (CLOs) for Biggs’ The Nature of

Teaching and Learning Course and its aligned teaching/learning activities (TLAs)



1.1. Explain in depthExplain in depth the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Predict & observe Pre-class simulation and laboratory tasks. Conduct lab experiments and discuss results of the experiments.

3.3. Verbally communicateVerbally communicate with peers and the facilitator on how to operate instruments and how to conduct authentic and meaningful investigations in areas of electrostatics and electricity. (LO4-CS3). TLATLAs: Operate equipments and describe its operation on a face-face lab exam.

4.4. CollaborateCollaborate with team members in team-related instructional and assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Course learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)


At the end of this session, you will be able to:

1. Examine the two goals of all financial activities: cash flow transfers across time and risk transfer.

2. Differentiate between Funds Deficit Units and Funds Surplus Units.

3. Derive the efficient frontier in order to maximize return for any possible level of risk

The Purpose of Capital Markets

10/29/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 94

A sample lesson from Thermodynamics

Course outcomeCourse outcome for Thermodynamics: (address LO1)(address LO1)�Apply the energy balance of the first law of thermodynamics to closed

and open systems.

Lesson outcomes: Upon completion of this unit, students will Lesson outcomes: Upon completion of this unit, students will

be able to:be able to:

1.1. StateState the conservation of energy principle and name allname all the forms of

energy entering & leaving a system and energy changes within the

system. (C1)

2.2. DiscussDiscuss the energy exchange process and writewrite mathematical

expressions representing the energy balanceenergy balance in units of kJ, for a general system undergoing any process. (C2)

3.3. RewriteRewrite the energy balance in the unitunit--mass basismass basis and unitunit--time basis time basis

(or rate(or rate--form basis)form basis) for a general system undergoing any process.(C3)




1.1. CLO1 : ExplainCLO1 : Explain the concepts, laws and theories in electrostatics, the concepts, laws and theories in electrostatics,

electricityelectricity, and magnetism to solve qualitative & quantitative problems , and magnetism to solve qualitative & quantitative problems

visually, algebraically and occasionally, numerically.visually, algebraically and occasionally, numerically. (LO1(LO1--C3C3--DOK2)DOK2)


F

E

D

CA

B

RR

S3S2

S1

Battery

6 V

A

A1A2

situation 2

A

B

S1

Battery 6 V

A

situation 1

At the end of this activity students will be able tohttp://drjj.uitm.edu.my

1. Observe & describe the brightness of the bulb and measure the current that flows through a single bulb as shown in the circuit in situation 1.

2. Observe & describe the brightness of the bulb and measure the current that flows through a single bulb as shown in the circuit in situation 1 when battery’s voltage or bulb resistance is changed respectively.

3. Measure the current that flows in ammeters A, A1 & A2 in situation 2 when different combinations of the switches S1, S2 & S3 are thrown down.

4. Observe & describe the brightness of bulbs 1 and 2 when different combinations of the switches S1, S2 & S3 are thrown down and as the battery’s voltage is varied.

5. Compare the brightness of the bulb 1 between situation 1 & situation 2





1.1. Explain in depthExplain in depth the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Predict & observe Pre-class simulation and laboratory tasks. Conduct lab experiments and discuss results of the experiments.

3.3. Verbally communicateVerbally communicate with peers and the facilitator on how to operate instruments and how to conduct authentic and meaningful investigations in areas of electrostatics and electricity. (LO4-CS3). TLATLAs: Operate equipments and describe its operation on a face-face lab exam.

4.4. CollaborateCollaborate with team members in team-related instructional and assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Course learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)


1.1. Explain, inExplain, in--depth, the concepts, laws and theories for motion depth, the concepts, laws and theories for motion in one dimension, Newtonin one dimension, Newton’’s laws of motion, work and energy, s laws of motion, work and energy, phases of matter, heat transfer and introductory phases of matter, heat transfer and introductory thermodynamics. (LO1, C2)thermodynamics. (LO1, C2)

2.2. Plan, conduct, and report scientific investigations for motion Plan, conduct, and report scientific investigations for motion in one dimension and phases of matter.in one dimension and phases of matter.

3.3. Collaborate with team members in planning and conducting Collaborate with team members in planning and conducting scientific inquiry in mechanics.scientific inquiry in mechanics.

SYLLTestLab



Your control of all teaching and

assessment matters

Allowing students to take risk

Trusting students to assess their own

work

Giving invigilated examination

Checking attendance

Meeting assignment deadlines

Classroom management

Negotiable (Theory Y)Strict (Theory X)

Put a xx on the continuum on a point that best represents what you currently do in your teaching regarding:

Is your classroom climate conducive to a deep approach to learning? If not, what actions would

you take to change the classroom climate that would help your students achieve the intended

learning outcomes through adopting a deep learning approach?

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.




1. A bulb and a battery are connected by connecting wires, a

switch and an ammeter as shown in the figure at right.

Once switch S is thrown down, which of the following

statement is true about the current at various points A, B,

C and D in the circuit.C

B

D

ABa

ttery

6 V

S1

Am

p

A) The current is largest at A.

B) The current is largest at B.

C) The current is largest at C.

D) The current is largest at D.

E) The current is the same everywhere.

F) The current is the same between A and B and smaller than

between C and D.

G) The current is the same between A and B and larger than

between C and D.

H) The current is the same everywhere except in the bulb.

I) The current is the same everywhere except in the battery.

J) None of these is true.


For the next TWO questions, a second identical bulb is added

to the circuit in Question 1, as shown in the figure at right.

A) The current at A is now twice as large as before.

B) The current at A is now larger than before but not

twice as large.

C) The current at A is the same as before.

D) The current at A is now half as large as before.

E) The current at A is now smaller than before but not

half as large.

J) None of these is correct.

C

B

DA

Batte

ry

6 V

S1

Am

p

Compare the current at point A now to the current at point A

in question 1 when there was only one bulb.

Explain your answer




A) The bulb is brighter than it was before.

B) The bulb is just as bright as before.

C) The bulb is dimmer than it was before.

C

B

DA

Batte

ry 6

V

S1

Am

p

Compare the brightness of the bulb connected between B

and C NOW to its brightness before when there was only

one bulb in the circuit.

Explain your answer


F

E

D

CA

B

RR

S3S2

S1

Battery

6 V

A

A1A2

situation 2

A

B

S1

Battery 6 V

A

situation 1

At the end of this activity students will be able tohttp://drjj.uitm.edu.my

1. Observe & report the brightness of the bulb and measure the current that flows through a single

bulb as shown in the circuit in situation 1.

2. Observe & report the brightness of the bulb and measure the current that flows through a single

bulb as shown in the circuit in situation 1 when battery’s voltage or bulb resistance is changed

respectively.

3. Measure the current that flows in ammeters A, A1 & A2 in situation 2 when different combinations

of the switches S1, S2 & S3 are thrown down.

4. Observe & report the brightness of bulbs 1 and 2 when different combinations of the switches

S1, S2 & S3 are thrown down and as the battery’s voltage is varied.

5. Compare the brightness of the bulb 1 between situation 1 & situation 2



Launch the Circuit Construction Kit (DC). Construct the circuit with only a single bulb connected

in the circuit. Set the bulb resistance to 5 ohms and the battery’s voltage to 6 V (right click on

the devices to change its values).

Predict the current flowing at point B in the circuitPredict the current flowing at point B in the circuit. Then throw the switch down and make

your measurement. Compare your predictions to the measured current and try to explain any

similarities or differences you obtained.

�� ObserveObserve the bulb intensity and the current measured at

point B as you increase (to 8 V) or decrease (to 4 V) the

battery’s voltage while keeping the bulb’s resistance

constant. Record your observation.

� Repeat the observation but this time keep the battery’s

voltage at 6 V while the bulb’s resistance is increased or

decreased.

�� Record & report the observations you make and Record & report the observations you make and

propose a model on any forms of relationship that may propose a model on any forms of relationship that may

exist between the physical quantities.exist between the physical quantities.

A

B

S1

Battery 6 V

A

situation 1


http://drjj.uitm.edu.myLaunch the Circuit Construction Kit (DC). Construct the circuit with an additional bulb

added to the single bulb as shown in situation 2. Set the bulb resistances to 5 ohms and

the battery’s voltage to 6 V. Predict the current flowing at point B, C & E in the circuitPredict the current flowing at point B, C & E in the circuit. Then throw the switches S1, S2 & S3 down and make your measurements. Compare your Compare your

predictions to the measured current and try to explain any similpredictions to the measured current and try to explain any similarities or differences arities or differences

you obtainedyou obtained. �� Observe & report onObserve & report on the bulb intensity and the

current measured at points B & C when switch S3 is

lifted up and thrown down repeatedly.

� Set the battery’s voltage at 4 V and observe & observe &

report onreport on the bulb intensity and the current

measured at points B & C when switch S3 is lifted

up and thrown down repeatedly.

Compare the current at point B and the bulbCompare the current at point B and the bulb’’s s

intensity now to the current and intensity when intensity now to the current and intensity when

there was only one bulb in the circuitthere was only one bulb in the circuit.Explain what happens to the current reading and the

bulb’s intensity when more bulbs are added as in

situation 2? Increased? Decreased? No change?

Propose a working model based on your data.

F

E

D

CA

B

RR

S3S2

S1

Battery

6 V

A

A1A2

situation 2


1. A bulb and a battery are connected by connecting wires, a

switch and an ammeter as shown in the figure at right.

Which of the following statement is true about the current

at various points A, B, C and D in the circuit.C

B

D

ABa

ttery

6 V

S1

Am

p

A) The current is largest at A.

B) The current is largest at B.

C) The current is largest at C.

D) The current is largest at D.

E) The current is the same everywhere.

F) The current is the same between A and B and smaller than

between C and D.

G) The current is the same between A and B and larger than

between C and D.

H) The current is the same everywhere except in the bulb.

I) The current is the same everywhere except in the battery.

J) None of these is true.




A) The current at A is now twice as large as before.

B) The current at A is now larger than before but not

twice as large.

C) The current at A is the same as before.

D) The current at A is now half as large as before.

E) The current at A is now smaller than before but not

half as large.

J) None of these is correct.

C

B

DA

Batte

ry

6 V

S1

Am

p

Compare the current at point A now to the current at point A

in question 1 when there was only one bulb.

Explain your answer




A) The bulb is brighter than it was before.

B) The bulb is just as bright as before.

C) The bulb is dimmer than it was before.

C

B

DAB

atte

ry

6 V

S1

Am

p

Compare the brightness of the bulb connected between B

and C NOW to its brightness before when there was only

one bulb in the circuit.

Explain your answer


Possible Possible TLAsTLAs

set reading, lecture, field tripset reading, lecture, field trip

tutorial, written essaytutorial, written essay

project, assignmentproject, assignment

project, case studyproject, case study

PBL, case study PBL, case study

project, creative writingproject, creative writing

experiment, projectexperiment, project

reflective diaryreflective diary

LO verbsLO verbs

Acquire contentAcquire content

ExplainExplain

IntegrateIntegrate

ApplyApply

Solve problemSolve problem

Design, createDesign, create

HypothesiseHypothesise

ReflectReflect



At the end of this activity students will be able to:

1. Draw the electric force diagram representing a force exerted by one point charge onto another and describe

the motion of charges in the presence of other point charges.

2. Describe the cause of motion between point charges.

3. Describe and produce a model of the force in terms of the strength and direction that are acting on and by a point

charge and on and by many point charges.




4. Describe and draw the electric field patterns created by

point charges surrounding a point charge.

5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.

6. Measure the strength of an electric field produced by a point charge at various localities and produce a

mathematical model of the strength.




Draw the electric force exerted by one point charge onto

another, describe the motion of charges in the presence of other point charges and compare the differences between

the observed force diagrams (strength and direction) for

charged particles placed at a variety of position from another charged particle.



�� Draw your predicted lines of forces (represented by a line with Draw your predicted lines of forces (represented by a line with an arrowhead) an arrowhead)

exerted onto the black negative putt before you begin this activexerted onto the black negative putt before you begin this activityity.

� Launch the Electric Field Hockey PHET simulation and choose the hockey putt to be

the negatively charged particle feeling the force. Move a negative charge (from the cage) near the “putt” to “see” the force exerted on the putt. Then draw the lines of force

based on your observation.� Using a ruler, measure the length of each force line. Now compare the force diagrams

for each of the electron positioned as shown below to your predicted force diagram.

• How different are they? Explain the similarity and differences you observed in terms of the direction and length of the force line.

LAB


3

2

4

1


�� Draw your predicted lines of forces (represented by a line with Draw your predicted lines of forces (represented by a line with an arrowhead) an arrowhead)

exerted onto the black negative putt before you begin this activexerted onto the black negative putt before you begin this activityity.

� Launch the Electric Field Hockey PHET simulation and choose the hockey putt to be

the negatively charged particle feeling the force. Move a negative charge (from the cage) near the “putt” to “see” the force exerted on the putt. Then draw the lines of force

based on your observation.� Using a ruler, measure the length of each force line. Now compare the force diagrams

for each of the electron positioned as shown below to your predicted force diagram.

• How different are they? Explain the similarity and differences you observed in terms of the direction and length of the force line.

LAB


3

2

4

1




Work with your learning CommunityWork with your learning Community

1.1.Critically Review the existing Critically Review the existing CLOsCLOs, , LLOsLLOs (if any, else, (if any, else,

generate them for a lesson) and generate them for a lesson) and SLTsSLTs

2.2.Design an active learning OBTLA for a lesson.Design an active learning OBTLA for a lesson.

3.3. Present it to the facilitator.Present it to the facilitator.


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Koichiro Matsura of UNESCO Edward DeBono Howard email ... FSG Dec07/OBEJan2010/UMP/DRJJ-UMP... ·...

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