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The magnifying glass and sunlight demonstration instantly captured my students’ curiosity. Their excitement grew as they connected the activity to everyday experiences, though some were more drawn to the burning paper than the underlying physics. I realized that I must guide this curiosity more carefully—by stressing safety and asking them to explain why the paper burns, I can keep their focus on the science of concentrated energy.

The ray box and lens experiment was equally engaging. Most groups traced rays confidently and observed convergence and divergence, but weaker students struggled with alignment. I saw the value of structure here, and next time I will prepare step-by-step illustrated instructions and assign roles within groups to ensure smoother teamwork and more accurate results.

During the explanation stage, students showed good understanding of focal length, principal axis, and lens types. However, concave lenses remained a challenge, particularly the concept of virtual extensions. I plan to integrate a PhET simulation to bridge this gap and provide a clearer visualization. This will help them not just “see” the rays, but truly grasp their meaning.

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The lesson opened with a simple yet powerful demonstration using a magnifying glass to burn paper in sunlight. The spark of curiosity was immediate, as most students eagerly shared their prior experiences with magnifying glasses. I noticed, however, that a few remained passive, which reminded me of the importance of structured participation. Next time, assigning roles such as observer, recorder, and presenter will help ensure that every student is actively involved from the very beginning.

During the exploration, students used convex and concave lenses with a ray box. They were delighted to see convex lenses converge rays and concave lenses diverge them, though some groups struggled to align their apparatus correctly. Stepping in to guide them showed me that a pre-prepared setup demonstration would be a valuable time-saver in future lessons. With repeated practice and the use of diagrams, they gradually overcame confusions between convex and concave lenses.

By the end, students were confidently using scientific terms like focal length and principal axis. Their ability to link lenses to daily life like eyeglasses, cameras, microscopes has made the lesson meaningful. Though some still struggled to articulate why concave lenses diverge rays, the exit quiz revealed that most could now distinguish between converging and diverging lenses. This progress inspires me to plan a follow-up practical with more guided steps, ensuring mastery for every learner.

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Class was conducted in the evening due to missing classes from school holidays.

Today’s lesson began with the familiar warning on a car’s side mirror which is “Objects in mirror are closer than they appear.” This instantly sparked curiosity and made the science of mirrors feel relevant. Most students could relate to this daily-life experience, though a few were hesitant to share. I realized that using a think–pair–share strategy before class discussions will give quieter voices a chance to be heard.

During the group ray diagram activity, students showed good teamwork and managed the tools well. However, some groups struggled with proper alignment, reminding me of the importance of scaffolding. The structured worksheet proved helpful, and I plan to design clearer guiding diagrams next time to minimize confusion.

By the end, students were engaged in discussing real-world applications such as from dentist mirrors to telescopes. Stronger students could explain the reasoning behind each use, while weaker ones needed more support to go beyond memorization. The exit ticket showed good progress overall, but I must dedicate extra time to reinforce concave mirror ray diagrams for mastery.

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Class was conducted during the evening to cover the missing school holidays.

Today’s use of real-life mirrors brought an immediate spark of curiosity. Students eagerly related their daily encounters with makeup mirrors and car mirrors, which created a strong bridge between lived experiences and Physics concepts. While some weaker students struggled to connect observations with the terms “real” and “virtual,” I realized that providing simple demo cards would make these abstract ideas more concrete.

During the exploration with concave mirrors, students were fascinated to see the image flip at the focal point. Their excitement was contagious, though a few groups misaligned their ray boxes and mirrors, leading to unclear results. I noted that a short demonstration of proper setup before independent work will save time and prevent confusion. Ray diagram drawing proved to be a powerful tool in clearing misconceptions, guiding students to understand why concave mirrors can form both real and virtual images.

As we moved into application, many students shared meaningful connections—dentist visits, car mirrors, and everyday reflections. A few still mixed up “diminished” versus “magnified,” reminding me to integrate a quick mini-quiz with visuals in future lessons. Exit tickets revealed that most could now confidently distinguish concave from convex mirror images, though around five students confused their applications. To support them further, I will prepare a clear, visual summary chart as a revision handout.

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In today’s session, I introduced the concept of energy as the foundation of electricity. The students responded eagerly, recognizing energy in common forms and learning how charges can hold and transfer this power. Their ability to communicate about such an invisible idea showed me how well curiosity can guide understanding.

Electrostatics became a lively part of our discussion, especially when I used simple demonstrations and daily-life examples. The students lit up when they discovered how static electricity makes hair stand on end or causes a crackling sound in clothing. Linking these familiar moments to scientific explanation made learning both engaging and meaningful.

Concluding the lesson, students drew connections between the flow of charges and the creation of electric current. Although a few were hesitant at first, group discussions helped clarify their thoughts. By the end, I felt fulfilled knowing that they not only learned definitions but also began to appreciate electricity as a living concept shaping the world around them.

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Today’s lesson began with vibrant energy as students brainstormed waves they encounter daily. Their enthusiasm when naming phones, Wi-Fi, and X-rays was inspiring, but I realized some needed clearer visual support to map these onto the electromagnetic spectrum. Next time, I will introduce a vivid spectrum chart early on to provide immediate clarity.

The card-matching group task created productive discussion and revealed common misconceptions—particularly the mix-up between infrared and microwaves. This showed me that I need to build stronger comparisons between neighboring regions of the spectrum. Using analogies, such as ripples in water to explain frequency and wavelength, could make these abstract differences easier to visualize. Clarifying that all EM waves share the same speed in a vacuum also required careful attention, as many assumed differing effects meant differing speeds.

The case studies brought the theory to life. Students connected real-world technologies like satellite phones and optical fibers directly to what they had learned, and the debate on dangers made the session both lively and meaningful. Their personal examples deepened the sense of relevance. Exit tickets confirmed that while many mastered spectrum order and uses, fewer understood the reasoning behind satellite communication choices. Designing practice problems that focus on “why” rather than just “what” will be my next step in strengthening their critical understanding.

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Today’s lesson on pressure began with a simple but powerful demonstration such as pressing a finger against the desk with different surface areas. The students were quick to notice how the force felt different, leading them naturally into the idea that pressure depends not just on force, but also on the area it acts upon. This concrete experience gave them a strong foundation to build upon.

When I introduced the formula P=F/A, students were initially cautious, but soon became confident in using symbols and equations to represent the relationship. It was encouraging to see them translate real-world observations into mathematical form. They began to see formulae not as barriers, but as tools for understanding.

In practice tasks, most students successfully applied the formula to solve problems, though a few needed reminders to check their units carefully. I felt proud that they not only grasped the concept but also began to appreciate the power of symbols in science. Today reaffirmed my belief that blending hands-on experience with abstract representation makes learning meaningful and lasting.

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The introduction with the video and collage of technologies immediately drew students into the topic. Their curiosity was evident as many linked the devices to “waves” and even guessed “radio signals.” However, a few students were uncertain about whether all devices used the same type of wave. Next time, I will include a short Think-Pair-Share before the discussion so students can sort through their initial ideas more confidently.

The card-sorting activity was lively and engaging. Students collaborated well to arrange the electromagnetic spectrum and match uses with dangers. Some confusion appeared when groups mixed up infrared and microwaves, especially around cooking. I realized the need for guiding questions to direct thinking, and the spectrum diagram proved powerful for clarifying misconceptions and reinforcing the order by frequency and wavelength. The class was fascinated to learn that all EM waves travel at the same speed in a vacuum.

As we approached analogue vs. digital, I noticed my explanation was rushed. Some students struggled with this abstract concept, and I recognized that a simple demo comparing noisy analogue sound with clear digital recording would bring it to life. The wavelength problem-solving was enjoyable for most, especially when connected to real-world contexts like Wi-Fi and Bluetooth, though weaker students struggled with calculations. Differentiating with a formula sheet and worked example will help. The exit ticket showed solid understanding of spectrum order and uses, though some confusion remained between X-ray and gamma-ray dangers. For next lesson, I will prepare a matching diagram summary sheet to consolidate their memory.

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The brainstorming activity on “Which waves do you use daily?” created a lively and engaging start. Students were quick to mention mobile phones, Wi-Fi, and X-rays, showing how much waves are a part of their everyday lives. However, I noticed some struggled to place these examples correctly within the electromagnetic spectrum. I realized that a colorful spectrum chart at the very beginning could help anchor their ideas visually and make connections clearer.

The matching card activity was both interactive and effective, though a few students confused infrared with microwaves. This highlighted the need to emphasize the comparison of wavelength ranges and overlaps more clearly. I thought of introducing a ripple analogy—short versus long water waves—to strengthen their grasp of frequency and wavelength differences. Students also engaged with the idea that all EM waves travel at the same speed in vacuum, though I had to clarify misconceptions about differences in speed by using the constant c=3.0×10^8 m/s.

The case studies were a highlight of the lesson. Students easily related RFID tags, satellite phones, X-rays, and optical fibers to their daily experiences. The discussion on dangers sparked meaningful debates about safe technology use, and I was struck by how students shared personal examples, such as applying sunscreen or going through airport scanners. While exit tickets showed that many understood the spectrum order and uses, fewer could explain why microwaves are used for satellites instead of radio waves. I plan to design targeted practice questions to help strengthen this reasoning.

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1/9/25 - 5/9/25

Monday was a school holiday due to Independence Day on Sunday. Tuesday was the last meet up for archery club and Puteri Islam. For Puteri Islam, we had a small gathering and made sandwich together. Thursday was the Zohor prayer and tazkirah session with the students. Friday was also a holiday due to Prophet Muhammad's Birthday. On Tuesday evening, there is extra classes for 3DTS and 3RBT to catch up the lessons left during school holidays.

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The prism demonstration was a moment of wonder in the classroom. As colors spilled across the screen, students quickly recalled rainbow formation and linked it to the dispersion of electromagnetic waves. It was rewarding to see how a simple visual could anchor abstract concepts in natural phenomena they already knew.

The flashcard activity engaged students actively, yet I noticed some leaned heavily on memorization rather than reasoning. While participation was high, I realized that true understanding requires more than recall. Next time, I will design problem-solving tasks that challenge them to think critically about how the spectrum behaves and why it matters.

Research presentations added a vibrant energy to the lesson. Students confidently showcased applications, from radio waves in rescue missions to UV light for sterilization. Their creativity showed ownership of learning, and the quiz results confirmed strengths and weaknesses—ordering the spectrum was clear, but explaining cause-and-effect remained a challenge. My next step is to weave in deeper discussions to strengthen these connections.

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Today’s lesson on electricity began with discussions about energy and the invisible world of charges. Students were intrigued by how energy is not just something they see in lights or fans but a transferable and fundamental part of nature. Their curiosity deepened as they explored how charges exist and interact, sparking thoughtful questions about the unseen forces around them.

The highlight came when we related electrostatics to daily life such as balloons sticking to walls, clothes clinging after the dryer, and even lightning in the sky. These examples brought excitement and laughter, as students began to connect abstract science to real experiences. It was heartening to see their understanding anchored in everyday wonders.

As we moved towards conclusions, the students grasped that moving charges create electric current, the backbone of modern life. While some needed extra guidance in linking theory to real circuits, most were able to explain this relationship clearly. Today’s class left me proud, as I witnessed their first steps in viewing electricity not as a mystery, but as a powerful and understandable part of their world.

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The video on satellite communication immediately drew my students in. Their curiosity grew as they connected electromagnetic waves to daily life, though some struggled to differentiate microwaves from infrared radiation. I realized the need for clearer visual comparisons, and I plan to use a chart in the next lesson to highlight similarities and differences.

The card-sorting activity proved highly engaging. Many groups successfully arranged EM waves by frequency and wavelength, but weaker students found the ordering task challenging. Next time, I will design guiding hints to help scaffold their thinking while still encouraging independence.

I was pleased that students understood that EM waves do not need a medium, though some confused transverse and longitudinal properties. Reinforcing this with field diagrams should strengthen their understanding. The class discussion on real-life applications brought the topic alive, with examples like airport scanners. While most students could match applications correctly in the exit ticket, I will provide additional practice to ensure all students master this vital concept.

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Today’s lesson on pressure began with an engaging experiment where students explored how force and area affect pressure. Their excitement was evident as they compared scenarios like standing on one foot versus two, quickly realizing how pressure works in daily life. This hands-on approach immediately grounded the concept in experiences they could feel and see.

As the lesson unfolded, students eagerly connected pressure to real-world applications like tyres, sharp knives, and even high heels. These everyday examples made the scientific principle more meaningful and relevant, turning abstract theory into something practical. Their ability to communicate these connections in group discussions showed real progress.

In extending the lesson to gas pressure, I introduced the kinetic theory of gases. While some initially struggled to visualize moving particles, animations and analogies helped clarify the idea. By the end, students confidently explained how collisions of gas molecules create pressure. Their growth today reminded me that blending experiments with relatable examples brings science to life.

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The lesson unfolded with a spark of curiosity as students wondered why sound intensity changed. A short “turn and talk” ensured everyone had a voice, creating an atmosphere of shared discovery. Water waves provided clarity, but the noise in the classroom limited the effectiveness of the sound interference demonstration. Next time, I will prepare a quieter space or use a simulation to better illustrate this concept.

When tasked with drawing diagrams of constructive and destructive interference, students engaged thoughtfully, but a few left gaps in their work. This made me realize that more structured worksheets could provide the guidance they need to complete their ideas fully and accurately.

What truly excited me was their ability to connect science to life. Our discussion on noise-cancelling headphones and lens coatings grew into a lively sharing of personal examples, from musical instruments to WiFi interference. Their quiz showed solid conceptual understanding, but weaknesses in numerical work reminded me to build in more step-by-step examples. It was a lesson full of promise, reminding me that clarity and structure go hand in hand with curiosity.

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Today, students were naturally curious about why sound changes intensity. A short “turn and talk” activity sparked lively discussions, allowing quieter students to share ideas. The visual demonstration with water waves was effective, though demonstrating sound wave interference proved challenging due to classroom noise. I realized that next time, a quieter space or a digital simulation would enhance understanding.

Despite this, students produced thoughtful diagrams showing constructive and destructive interference. Some diagrams were incomplete, which highlighted the need for more structured guidance. Providing worksheets with clear steps will support all students in capturing the full concept accurately.

Discussions on noise-cancelling headphones and lens coatings resonated with the class, and students offered additional real-life examples, from musical instruments to WiFi interference. Quiz results reflected a solid grasp of superposition, though some struggled with numerical problems. I see the benefit of incorporating more step-by-step guided examples to strengthen their confidence and accuracy.

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The beat pattern demonstration created an immediate buzz in the classroom. While students were excited, some focused mainly on the sound rather than the broader concept of waves. I realized I need to connect the demonstration more clearly to water and light interference to help them see the bigger picture.

Group engagement was strong, with students eager to sketch ripple tank patterns. Accuracy varied, highlighting a need for partially completed diagrams to support those who struggled. The Snell’s Law analogy successfully linked today’s lesson to previous wave concepts, though some students still asked why frequency remains unchanged—a point I must reinforce in future lessons.

Students were fascinated by optical applications, asking about camera lenses and AR glasses, showing genuine curiosity. Adding a short video could enrich this stage and make connections more vivid. Conceptual questions were handled well, but formula work challenged about half the class. Next time, I will provide differentiated problem sets ranging from basic to advanced to ensure all students make progress.

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25/8/25 - 29/8/25

For this week, we had school holiday on Monday due to the birthday of YDP Melaka. On Tuesday, we had intervention session as usual before the co-curricular activity. On Wednesday, we had Puteri Islam meeting and briefing for the Family Day to be held. On Thursday we had STREAM classes as usual. On 30th we had small gathering for Independence Day which involves students, teachers and parents.

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Today’s lesson on the addition and subtraction of light unfolded with a sense of wonder. Students were immediately fascinated by the idea that red, green, and blue are the primary colours of light. Their excitement grew as they discovered how these colours combined to create secondary colours, watching in amazement as the overlaps formed cyan, magenta, and yellow. The visual nature of the activity made the concepts come alive.

When exploring subtraction of light, I noticed that students were more hesitant. The idea that filters remove certain wavelengths was less intuitive than addition. However, as they recorded the colours formed on the screen when light passed through filters, their understanding began to solidify. The act of observation turned abstract concepts into something concrete.

The highlight of the lesson came when students related light addition and subtraction to everyday life such as screens, theatre lighting, and photography. This connection not only deepened their understanding but also showed them that physics is everywhere. I left the classroom feeling that curiosity had truly guided learning today.

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The question, “Why can you hear someone talking around a corner, but not see them?” immediately engaged students’ curiosity. Most contributed ideas, yet a small number remained quiet. To support participation, I plan to try pair-discussions before whole-class sharing in future lessons.

The ripple tank activity generated enthusiasm, and students observed diffraction clearly. However, some overlooked that wider gaps reduce bending. Guided worksheets and visual aids like diagrams and animations proved helpful, and I realized mini whiteboard checks could prevent early misconceptions about wave speed and frequency.

Students connected diffraction to sound in daily life but found light examples challenging. Adding photos of real diffraction patterns would help. The exit ticket revealed good overall understanding, though a few confused diffraction with interference. In the next lesson, I will explicitly compare these concepts to reinforce learning.

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The lesson on light began with vibrant energy as students identified the primary colours which are red, green, and blue. Their eyes lit up when they saw how mixing these beams created secondary colours, almost like painting with light. The hands-on demonstration gave them confidence and encouraged them to explain the process in their own words.

Subtraction of light required more guidance, but the use of filters was powerful in showing how certain colours disappeared while others remained. Recording their observations of colours on the screen encouraged precision and reflection. Students started to see subtraction as a process of removal, in contrast to the blending they enjoyed earlier.

As we wrapped up, I was delighted when students explained real-world examples like why a red shirt looks black under green light or how projectors use colour mixing. Their ability to differentiate between addition and subtraction of light, while linking it to daily experiences, confirmed that the lesson objective was achieved meaningfully.

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The lesson began with an engaging discussion about a pencil appearing bent in water. Students were excited to connect this familiar phenomenon to the new concept of dispersion, making the learning feel relevant and connected to their prior knowledge.

The prism demonstration sparked curiosity, though visibility was affected by classroom light. I noted the need to close curtains or use a projector simulation next time. Students interacted well with diagrams, yet some confused refraction with dispersion. I emphasized that while dispersion results from refraction, it specifically describes colour separation, which helped clarify the idea for most.

Several students confidently explained why violet bends the most, demonstrating strong understanding. I plan to extend learning by asking what would happen with monochromatic light through the prism. Most students could define dispersion, but some recorded the colours incorrectly. Introducing the mnemonic ROYGBIV will help reinforce the colour order in future lessons.

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Today’s lesson on levers began with curiosity and excitement as students explored everyday examples like scissors, wheelbarrows, and tongs. Their eyes lit up as they realized how often they unknowingly use levers in daily life. This immediate connection gave them confidence and motivation to classify levers based on the fulcrum, load, and effort.

During guided practice, some students struggled to distinguish between the three classes of levers, especially when diagrams became abstract. I used simple demonstrations and hand movements to reinforce the positions, which made the concept much clearer. The classroom buzzed with discussion as groups debated whether certain tools belonged to class one or two.

When we moved to the idea of the moment of force, students were initially hesitant. However, using a seesaw analogy helped them grasp how force and distance work together. By the end, most were able to solve problems with increasing accuracy, and I felt proud of how they grew from confusion to clarity within a single lesson.

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The shoreline video clip of waves bending around a rock immediately captured the students’ attention. Many students connected it to daily experiences, which made the introduction to diffraction more relatable. However, a few struggled to distinguish diffraction from refraction, reminding me to make this comparison explicit at the start of future lessons.

The ripple tank activity was engaging, and students were excited to observe diffraction through narrow gaps. Some groups had trouble setting up the apparatus correctly, so I plan to prepare pre-marked setups next time to save time. Most students understood that wavelength and gap size affect diffraction, but a few mistakenly thought the frequency changes, which I need to reinforce.

Real-life applications, like sound bending around corners and radio waves passing buildings, sparked lively discussion. Students contributed their own examples, showing their understanding. Quiz results were mostly positive, with students sketching diffraction patterns correctly, though a few confused the effects of narrow versus wide gaps. Next lesson, I will include a comparison table exercise to clarify these differences before assessment.

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Asking, “Why can you hear someone talking around a corner, but not see them?” immediately sparked curiosity. Most students responded eagerly, though a few were shy. Next time, I plan to include a quick pair-discussion before sharing with the class to encourage more voices.

During the ripple tank demonstration, students were visibly excited as they observed diffraction. While most noticed the wave bending, some missed details like how wider gaps reduce bending. I realized that a guided worksheet would help them focus, and diagrams and animations were effective in clarifying wave patterns. I also noted that repeated emphasis on the constancy of speed and frequency is necessary, and a mini whiteboard check-in could catch misconceptions early.

When connecting diffraction to daily life, students related well to sound but struggled with light examples. Incorporating photos of diffraction patterns, like CDs or lasers through slits, would strengthen understanding. The exit ticket showed that most students grasped key concepts, though a few confused diffraction and interference. I will address this by comparing the two in the next lesson.

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Today’s lesson began with a lively discussion about why a pencil looks bent in water. Students’ curiosity was palpable, and I was pleased to see them connecting their prior knowledge of refraction to the new topic of dispersion. This warm-up helped set a meaningful context and made the abstract idea more relatable.

The ray box and prism demonstration captured attention, though the classroom brightness made the colours less distinct. I realized that closing the curtains or using a projector-based simulation would improve visibility. During diagram work, students engaged actively, but some confused “refraction” with “dispersion.” I clarified that dispersion is caused by refraction and specifically refers to the separation of colours, which many students then understood.

Strong students could explain why violet bends the most, showing deeper understanding. To extend their thinking, I plan to challenge them with questions about monochromatic light through a prism. While almost all could define dispersion, several recorded the colours in the wrong order. Next time, I will introduce the mnemonic ROYGBIV to help with recall, ensuring stronger retention of the concept.

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The rainbow video captured the students’ attention immediately. Many shared their own experiences of seeing rainbows after rain, which made the lesson feel relatable and engaging. Next time, I plan to ask them to predict why colours separate before showing the prism demonstration to spark more curiosity.

The prism activity was effective, though some weaker students struggled to identify all seven colours clearly. I realized a labelled diagram handout would support their learning and help them visualise the colours more accurately. Most students understood that different wavelengths refract differently, but a few confused frequency with wavelength. I will revisit these definitions in the next lesson using a comparison table for clarity.

It was rewarding to see students connect dispersion to real-life phenomena like prisms in glasses and natural rainbows. The stronger students’ curiosity extended beyond the syllabus, asking about infrared and ultraviolet light. Exit tickets showed that 18 students could list colours in frequency order, but only 13 recalled the term monochromatic. Next time, a laser pointer demo will help reinforce this concept effectively.

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18/8/25 - 22/8/25

For this week, there is still continuation of Mock IGCSE examination. On Tuesday, there is Ujian Amali Sains SPMRSM for Physics subject so I am one of those teachers who were involved in handling the students. in the evening, we had co-curricular activities meeting as usual with archery activity and on Wednesday we had Puteri Islam meeting. On Thursday, there was STREAM classes.

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Teacher shows the laser demonstration successfully caught students’ attention. Most were curious when the beam disappeared beyond a certain angle. Some weaker students, however, did not fully understand why the beam stayed inside the block. Next time, I will ask guiding questions during the demo to encourage prediction before revealing the explanation. Students enjoyed experimenting with the semi-circular block. They were able to identify the point at which the refracted ray disappeared, though a few groups measured angles inaccurately. In the future, I will provide clearer instructions on aligning the ray box. Most students grasped the conditions for TIR and could define the critical angle. Some struggled with applying the formula n=1/sin c. I should scaffold this by solving one example with the class before independent practice. The real-life applications (optical fibers, diamonds, mirages) sparked great interest. Students related strongly to the mirage phenomenon they had seen on highways. To deepen understanding, I will assign short research on “other uses of TIR” for homework. The exit ticket showed that most students could recall the conditions for TIR and give examples. A few, however, confused refraction with reflection. I will revisit this distinction at the start of the next lesson.

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Today’s lesson on dispersion of light began with a spark of wonder. When I demonstrated white light passing through a prism, the students were captivated by the sudden burst of rainbow colors. Their excitement quickly turned into curiosity as they eagerly discussed how white light could split into so many shades. I could feel the joy of discovery filling the room.

As we moved into explanations, students connected the concept of dispersion to real-life examples, such as the formation of rainbows after rain. Their ability to relate the phenomenon to nature showed that science was no longer confined to the classroom. It was alive in their everyday experiences. This connection made the learning meaningful and memorable.

We ended by exploring scattering of light, using the blue sky as our guiding example. Students were fascinated to learn that the color of the sky is shaped by tiny particles scattering sunlight. Their thoughtful questions and amazed expressions reminded me of the beauty of teaching science: to turn ordinary sights into extraordinary lessons.

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The laser demonstration today instantly captured students’ curiosity. While most understood the critical angle and TIR, a few struggled with using n=1/sin⁡c. I realized that carefully guided worked examples before independent problem-solving will help these students feel more confident.

During the semi-circular glass block experiment, students were thrilled to see TIR in action. The hands-on experience reinforced their understanding, though measuring angles took longer than expected. I plan to prepare worksheets with pre-drawn protractors to save time and keep all groups on track.

Students were excited by the connection to everyday applications like optical fibers and mirages. Some asked insightful questions about how TIR works in submarine cables, revealing a genuine interest in exploring beyond the lesson. To deepen their understanding, I will include a short video on fiber optics next time, linking the experiment to real-world technology.

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Today’s lesson on the effects of forces opened with hands-on demonstrations that immediately caught the students’ curiosity. By pushing and pulling objects of different sizes, they quickly realized how forces can change the shape, speed, or direction of motion. Their enthusiasm showed me that simple activities can spark deeper thinking about everyday physics.

When we shifted into buoyancy, I used water tanks and various objects to show how differences in density influence whether something floats or sinks. Some students were amazed when heavy-looking wood floated while smaller metal pieces sank. This visual experience helped them anchor the abstract idea of density into something concrete and memorable.

During discussions, students eagerly shared examples from their daily lives, such as boats, balloons, and even swimming. Their ability to connect classroom concepts with real experiences was deeply rewarding. I left the lesson feeling that they had not only learned the science but also developed a greater appreciation of the forces shaping their world.

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The lesson began with an engaging coin demonstration that sparked curiosity about why objects appear higher in water. Most students could distinguish between real and apparent depth by the explanation stage, but a few still believed that light slows down after leaving the water. This highlighted the need to reinforce that the speed change occurs only inside the medium, which I will address with a refractive index diagram in the next lesson.

During the hands-on experiment, measurement errors appeared and some students did not draw the normal line correctly, and angles were sometimes recorded inaccurately. Group work helped students identify and correct these mistakes collaboratively. I realized the importance of emphasizing careful measurement and technique in future lessons to improve accuracy.

In the conclusion, students successfully recalled formulas from previous classes and applied them to calculate the refractive index. Stronger students completed the calculations easily, while weaker students struggled with substitution and rearranging formulas. To support them, I will introduce scaffolded steps: first finding the refractive index, then calculating speed. Relating the topic to real-world examples, such as underwater photography and sports, made learning relevant and engaging.

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Today’s lesson began with a captivating laser demonstration that immediately drew students’ attention. Most were able to grasp the definition of the critical angle and total internal reflection (TIR), though some of the weaker students struggled to apply the formula n=1/sin⁡cn=1/sinc. I realized that providing step-by-step worked examples before giving problem-solving tasks will better support their learning next time.

The group experiment using the semi-circular glass block was particularly effective. Students could visually confirm when TIR occurred, which made the concept much more tangible. However, time management became an issue, as some groups spent too long measuring angles. To address this, I plan to provide pre-drawn protractors on worksheets in future lessons.

Students were highly motivated when we discussed real-life applications like optical fibers and mirages. Their curiosity peaked with deeper questions about submarine cables, showing high engagement. Next lesson, I will incorporate a short video on fiber optics to further strengthen their understanding and connect theory to real-world applications.

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Today’s lesson on refraction was full of energy and curiosity. During the conclusion, students confidently listed all the formulas learned previously and applied them to calculate the refractive index. While a few struggled with substitution, group discussions allowed them to self-correct, showing the power of collaborative learning.

I was particularly impressed with Irfan, who experimented with the light source and proposed why reflection occurs alongside refraction. His creative thinking sparked excitement, and I praised his idea, planning to explore it further in the next class. Observing such moments reminds me that encouraging inquiry often leads to deeper understanding.

The practical experiment went smoothly for most groups. Students eagerly measured real and apparent depths and correctly applied the formula n = RD/AD. However, some struggled with aligning their eyes properly, causing inaccurate readings, and a few measured angles incorrectly during drawing checks. Next time, I will demonstrate eye alignment more clearly, possibly using a camera to project the correct viewpoint for everyone.

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Today’s lesson began with the coin demonstration, which immediately captured students’ attention. They were curious about why objects appear higher in water, and the visual clearly helped them connect with the concept of real versus apparent depth. By the explain stage, most students could differentiate between the two, although a few still held the misconception that light slows down after leaving the water. I realized I need to emphasize that the speed change occurs only within the medium, and I plan to include a short recap with a refractive index diagram in the next lesson.

During the experiment, some students struggled with drawing the normal line perpendicular to the surface and measuring angles accurately. Working in groups proved beneficial, as peers corrected each other’s errors during discussion. This collaborative approach allowed many students to refine their techniques and understand the practical aspects of refraction, but I will need to focus on guiding proper measurement skills more explicitly next class.

In the conclusion, students listed all the formulas learned in previous lessons and applied them to calculate the refractive index. While stronger students handled the calculations confidently, some weaker students had difficulty substituting correctly or rearranging formulas to solve for speed. I plan to scaffold future problem-solving steps: first calculate the refractive index from real and apparent depth, then use it to find the speed of light in the medium. Overall, connecting the topic to real-life applications, such as sports and underwater photography, made the lesson meaningful and engaging.

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The lesson on light dispersion began with awe as students observed how a prism transformed white light into a spectrum of colors. Their amazement at seeing “hidden colors” opened the door to deep discussion. I was struck by how quickly they began to communicate their understanding, using their own words to describe what they saw.

Linking the concept to rainbows in daily life sparked recognition in their eyes. Suddenly, they were no longer just observing an experiment. They were recalling moments in nature that now had scientific explanations. That sense of connection between theory and lived experience felt like a triumph in the learning process.

When we transitioned to scattering of light, the discussion flowed naturally into why the sky looks blue. Students connected the idea to sunsets, noticing how the scattering changes the sky’s colors. Their enthusiasm reminded me that teaching science is not just about knowledge, but about nurturing a sense of wonder for the world around us.

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11/8/25 - 15/8/25

During this week we had our HR meeting on Monday. We decided to celebrate one of the members birthday and held a small celebration. 11th August marks the start of IGCSE examination for Form 4 students so the teachers often get referred to during recess time and after school hour to ask questions. On Tuesday evening, we had co-curricular activities for Puteri Islam while on Wednesday we had archery game.

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The lesson on refraction began with a simple demonstration using a glass of water and a pencil. Students were immediately fascinated by how the pencil appeared “bent,” and this curiosity opened the door to exploring how light changes direction when passing through media of different densities. Their natural wonder created the perfect entry point into the concept of refraction.

As the lesson progressed, I guided students in drawing ray diagrams to visualize how light behaves at boundaries between air, water, and glass. Some struggled with accuracy at first, but with practice, they grew more confident in showing the relationship between the angle of incidence and the angle of refraction. Their persistence showed me the value of reinforcing skills step by step.

The most meaningful moment came when students began linking the concept of refraction to daily life. Glasses correcting vision, prisms creating rainbows, and lenses in cameras. It was rewarding to see them justify these applications with growing scientific confidence. Today’s lesson reminded me how science becomes alive when theory meets the world around us.

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The engage activity today, featuring the pencil-in-water demonstration, successfully captured students’ curiosity about the behavior of light. Most were able to define the “angle of incidence” and “angle of refraction” after the explore activity, though a few struggled with applying Snell’s Law. This showed me that additional guided practice and worked examples are necessary to strengthen their problem-solving skills.

During the explanation phase, diagrams greatly assisted visual learners in understanding refraction, and the glass block practical enabled students to visualize light bending while measuring angles. Group discussions encouraged peer learning and conceptual connections, though rushing led to some calculation mistakes. Incorporating a short calibration exercise next time will help ensure precise measurements and more reliable results.

In the elaborate stage, students were engaged by real-life applications of refraction, including lenses and optical illusions. To deepen understanding, I plan to integrate interactive simulations that demonstrate how light changes speed and direction across different media. Today’s lesson reinforced that combining demonstration, hands-on practice, and real-world connections cultivates both curiosity and comprehension in science learning.

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Today’s exploration of refraction allowed students to see light in a new way, quite literally. They were intrigued by the idea that light bends when traveling through different media, and their excitement grew when they observed real examples right in front of them. This engagement created a strong foundation for deeper understanding.

Through ray diagrams, students worked to show the bending of light at the boundary between low and high density media. A few needed extra support aligning incident and refracted rays, but over time, their diagrams became more precise. They began to notice patterns, leading to meaningful discussions about the relationship between angles i and r.

The highlight was connecting science to life. Students eagerly explained how refraction allows us to see objects underwater, how lenses focus light in microscopes, and even how rainbows form after rain. These reflections revealed that they not only understood the concept but also appreciated its beauty in everyday life.

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The lesson began with vivid visual examples that immediately engaged students: videos of waves bending near shorelines and the “straw in water” optical illusion made refraction tangible and relatable. Students’ excitement was apparent as they discussed these phenomena and linked them to everyday experiences. Despite this engagement, a few students confused refraction with reflection during the explore phase. I realized that introducing a brief pre-quiz in future lessons could help uncover such misconceptions, ensuring that foundational understanding is addressed from the start.

The ripple tank demonstration in the explain and elaborate stages provided a clear, hands-on visualization of wave behavior. Most students successfully observed changes in wavelength and direction while noting that frequency remained constant. However, some students found it challenging to connect the wave speed formula (v = fλ) to problem-solving questions. Moving forward, I will incorporate guided formula maps and scaffolded practice examples to bridge this gap, helping all students confidently apply theoretical knowledge to calculations.

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Today’s lesson on Force and Motion began with lively discussions, as students shared their own interpretations of what “force” meant in their daily lives. Their examples pushing doors, pulling bags, and even kicking a football, were simple yet powerful. It was rewarding to see them confidently elaborate and communicate their understanding of force in their own words.

When I introduced the concepts of magnitude, direction, and point of application, some students initially struggled to visualize them together. Using arrows on the board and demonstrations with objects in the classroom helped make these ideas tangible. Their excitement grew when they could measure force using the Newton spring balance, connecting theory with practice.

The highlight of the lesson came when we explored Newton’s third law. Students were fascinated to realize that every action has an equal and opposite reaction, and they eagerly tested this through activities like pushing against the wall or observing toy cars colliding. Watching them grasp this fundamental principle reminded me that science becomes truly alive when it is experienced, not just explained.

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Today’s lesson on the refraction of light began with a simple yet captivating pencil-in-water demonstration. Students were immediately engaged, asking questions and sharing predictions about why the pencil appeared bent. The hands-on explore activity helped most students define “angle of incidence” and “angle of refraction” correctly, though a few needed extra guidance when applying Snell’s Law in calculations. This highlighted the importance of incorporating more guided examples before independent practice.

Using diagrams during the explanation phase proved very effective, particularly for visual learners who grasped the concept more quickly. The practical session with the glass block allowed students to measure angles accurately and link their observations to the refractive index. Group work fostered peer learning, though some rushed through measurements, leading to minor errors. I realized that a brief calibration exercise with the protractor and ray box would help improve accuracy in future lessons.

For the elaborate stage, students were enthusiastic about real-life applications like lenses and optical illusions. Next time, I plan to include an interactive simulation to reinforce how light changes speed and direction in different media. Overall, the lesson balanced curiosity, observation, and conceptual understanding, and it reminded me that connecting abstract ideas to tangible experiences makes science meaningful and memorable.

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Today’s “bent pencil” demonstration captured the students’ attention immediately. Most groups measured the angles of incidence and refraction accurately and applied Snell’s Law correctly, while diagrams helped them visualize how light bends. The real-life applications, particularly discussions about apparent depth in water, sparked lively engagement and connected theory to everyday experiences. Stronger students tackled problems with confidence, while others needed additional scaffolding. To address this, I plan to prepare tiered worksheets with varying difficulty levels and provide more guided practice with labelled diagrams and step-by-step calculations in future lessons.

During the evaluation phase, students clearly explained the concept of refractive index and described why a fish appears closer to the water’s surface, indicating that key learning objectives were met. Overall, the balance between theory, experiment, and application was effective, though pacing needs improvement to ensure no group feels rushed. Some students struggled to distinguish between the angles of incidence and refraction, and a few confused the refractive index with the speed of light in a vacuum. In future lessons, partially drawn diagrams will save setup time, allowing more focus on analysis and interpretation.

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Today’s lesson began with an engaging introduction: videos of waves bending near shorelines and the classic “straw in water” illusion instantly captured students’ attention. Many were excited to connect these visual phenomena to the concept of refraction in daily life, which made the topic feel relevant and tangible. During the explore phase, however, a few students confused refraction with reflection, reminding me that prior misconceptions can subtly hinder understanding. In future lessons, I plan to use a short pre-quiz to identify such misunderstandings before diving into the topic, allowing for a smoother learning experience.

The explain and elaborate stages were strengthened by the ripple tank demonstration. Observing the change in wavelength and direction as waves moved from deep to shallow water helped students clearly visualize refraction, and most could confidently state that frequency remains constant. Yet, about six students struggled with applying the wave speed formula (v = fλ) to problem-solving tasks. To support them in future lessons, I will provide a guided formula map and more scaffolded numerical examples, ensuring that all students can confidently link theory to calculations.

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Today’s pencil-in-water demonstration immediately captured students’ attention, and most were able to grasp that the frequency of a wave remains constant, even as its speed and wavelength change. Some students, however, struggled to make the connection between speed and wavelength, which highlighted the need for more diagram-based explanations in future lessons. Group work using real-life examples proved very effective in making the concept meaningful, though a few groups required guidance to find sound-related refraction cases. I realized that preparing a starter pack of example images beforehand would help scaffold their thinking and keep the activity flowing smoothly.

Problem-solving practice helped students apply the relationship v=fλv=fλ, yet some needed more step-by-step guidance. During evaluation, students could identify real-life applications, such as surfing, sonar layers, and sound in air, but they struggled with angle calculations and visualizing direction changes using ray diagrams. For future lessons, I plan to integrate interactive simulations allowing students to adjust water depth and observe refraction in real time, followed by a peer-teaching segment to strengthen their conceptual understanding. Overall, today reminded me that combining hands-on demonstrations with visual supports and scaffolded guidance can make abstract concepts more accessible.

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4/8/25 - 8/8/25

During this period, on Monday we had assembly follow up with co-curricular activities on Tuesday evening. After that, we had our usual intervention class and SENAT meeting on Wednesday. On Thursday, we had STREAM classes as usual.

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The ripple tank activity today captured the students’ attention, and I was pleased to see their curiosity in action. Many engaged enthusiastically with hands-on measurements, which helped them understand how wave speed changes while frequency remains constant. However, some students needed repeated clarification about the constancy of frequency. I realized that integrating a digital simulation next time could reinforce this concept more effectively. Time constraints also limited the depth of exploration, so I plan to allocate an extra five minutes in future lessons to allow for more thorough measurement and discussion. The use of real-life examples, such as surfing, sparked interest, but I think adding examples like sound refraction in the atmosphere could further enrich the lesson.

During the evaluation stage, the exit tickets revealed that about 20 students could confidently explain why frequency remains unchanged during refraction, while a few overlooked the role of the wave source. This highlighted the need to adjust my formative assessment. Including a short calculation alongside the conceptual question will help students connect the formula v=fλ to the idea that frequency stays constant. Overall, today reinforced the importance of balancing hands-on activities with clear explanations and carefully designed assessments to deepen conceptual understanding.

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Today’s lesson on reflection of light began with curiosity as students examined themselves in plane mirrors. They were quick to notice that the images appeared upright and the same size, yet laterally inverted. Their excitement grew as they shared real-life experiences, such as using mirrors in cars or dressing tables, which made the abstract concepts come alive.

During the explanation, I guided students to explore the Law of Reflection, and many were delighted to see how consistently the angle of incidence equaled the angle of reflection. Drawing ray diagrams helped them visualize the process step by step, and their confidence grew as they realized they could apply a simple rule to predict light’s behavior.

In the final stage, students tackled everyday problems where reflection plays a role like designing periscopes or explaining rear-view mirrors. Some struggled initially, but with encouragement, they connected classroom learning to real-world applications. It was fulfilling to watch them leave the room seeing ordinary mirrors with new scientific eyes.

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Today’s ripple tank lesson was a lively mix of curiosity and challenge. Students were highly engaged with measuring wavelength and observing wave behavior, which clearly strengthened their understanding of speed changes during refraction. Yet, the idea that frequency remains constant required repeated explanation for some learners. I reflected that supplementing the lesson with a digital simulation could make this concept more tangible. Real-life examples like surfing excited the students, and I see an opportunity to broaden their perspective by including phenomena such as atmospheric sound refraction. Time management was another consideration, and adding five extra minutes for measurements will allow for a more relaxed, thorough exploration.

The exit ticket responses offered valuable insight into students’ understanding. Most could explain why frequency is unchanged, but a few missed referencing the wave source, indicating a gap in conceptual linkage. To address this, I will modify the formative assessment by pairing a short calculation with the conceptual question, helping students see the connection between v=fλv=fλ and frequency constancy. Reflecting on today, I am reminded that effective teaching combines hands-on engagement, thoughtful examples, and well-structured assessments to help students internalize both the how and the why behind scientific concepts.

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The lesson began with curiosity as students observed how magnets exert forces and how magnetic fields surround them. The simple activity with compasses and filings captured their imagination and gave them a window into something invisible but real. The discussion about the Earth’s core as a giant magnet deepened their sense of awe, connecting classroom science to the mysteries of our planet.

The highlight was the electromagnet investigation. Students worked in groups to test variables coils, current, and materials and their enthusiasm grew with each small discovery. Their ability to use analogies, like comparing an electromagnet to a temporary “super magnet,” made the concept more relatable and easier to grasp. It was clear they were not just learning facts but engaging in scientific practices.

When it came time to interpret results, many students drew sensible conclusions, though some struggled with recognizing experimental limits. This moment became a teaching opportunity, reinforcing the idea that science is not only about finding answers but also about asking careful questions. Overall, the lesson was a beautiful balance of exploration, connection, and reflection.

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The laser pointer demonstration was a strong hook that engaged students right away. It was encouraging to see that most could recall the Law of Reflection, though some needed reminders about the normal line. The hands-on ray box activity worked well for visualizing the concepts, but a few students struggled with protractor alignment. Reflecting on this, I plan to give a clear demonstration before allowing students to try independently. While most could confidently state that i=r, understanding why images are virtual proved tricky for some, highlighting a need for additional simulations or visual aids.

During discussion and application, students eagerly participated, using correct terminology and demonstrating their grasp of the law in practice. The periscope activity, though rushed, sparked interest and connected the concept to real-life applications. The exit quiz showed solid understanding overall, yet a few students still mixed up real and virtual images, which I will address in the next lesson. Today reminded me that blending demonstrations, hands-on activities, and practical examples is key to deepening understanding while keeping students engaged.

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Today’s ripple tank demonstration was a vibrant start to the lesson. Students were immediately engaged, drawing connections between the bending of waves and their experiences at the beach. Their curiosity was evident as they watched the patterns ripple across the tank. During the explore stage, some students struggled to measure angles of incidence and refraction accurately, limited by the space around the tank. I realized that setting up two stations or projecting the demonstration live could allow everyone to observe clearly and participate more effectively.

In the explain stage, most students correctly noted that wave speed and wavelength change while frequency remains constant, though a few confused refraction with reflection. During the elaborate phase, examples such as sonar and sound refraction in cold air helped deepen their understanding. I reflected that including additional examples from optics and sound would strengthen the transfer of the concept to other contexts. This lesson reminded me of the importance of connecting abstract physics concepts to everyday experiences, and the value of adapting demonstrations to maximize student engagement and clarity.

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Today’s lesson began with a laser pointer demonstration that immediately captured students’ attention. Most recalled the Law of Reflection from Form 1, though a few confused the “normal” with the mirror’s surface. I realized that emphasizing how to draw the normal line at the very start would strengthen their understanding. The measurement activity using the ray box was engaging, but some students struggled to align protractors correctly. Next time, I plan to model this step-by-step before starting the practical. While most could state that i=r, a few had difficulty explaining why the image is virtual. Including a short simulation of ray tracing for virtual images would likely help clarify this concept.

During the elaborate stage, students were intrigued by the periscope discussion, but time constraints made the session feel rushed. Most groups successfully used the correct terminology which are normal, angle of incidence, angle of reflection and applied the Law of Reflection accurately. The exit quiz indicated that most could define the normal, state i=r, and describe image characteristics. However, a small number still confused real and virtual images, so I will revisit this with clearer examples next lesson. Overall, the lesson reinforced the importance of careful preparation, step-by-step demonstrations, and connecting theory to practical applications.

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Today’s lesson on the law of reflection revealed both encouraging progress and areas for refinement. Most students were able to state the law confidently and draw simple ray diagrams, yet the transition to applying this knowledge in real-life devices like periscopes proved more demanding. Some groups demonstrated quick insight into the concept of double reflection, while others needed guiding hints to move forward. I realized that providing a clear, step-by-step periscope diagram during the explanation stage would serve as a valuable scaffold. To stretch higher-achieving learners, I plan to extend the activity by introducing calculations of path lengths, fostering deeper understanding and critical thinking.

The laser pointer and mirror demonstration was an effective hook, as students immediately recalled the relationship i = r from earlier studies. However, a few became confused between the normal line and the mirror’s surface, which reminded me of the importance of explicitly modeling this step before measurements begin. The “What do you notice?” questioning encouraged participation, yet I believe incorporating a quick poll or a short video could enrich the engagement further. The ray box experiment was largely successful, though challenges arose in aligning protractors and measuring angles. Next time, I will model the full setup beforehand and assign group roles to streamline the process. Dimming the room lights also improved visibility, a small adjustment that made a noticeable difference.

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The lesson on reflection of light began with an engaging activity using plane mirrors. Students observed the images and eagerly described their characteristics: upright, same-sized, and laterally inverted. This simple activity sparked lively discussions, proving how powerful hands-on observation can be in building understanding.

As we moved forward, I emphasized the Law of Reflection. Students were fascinated to learn that light obeys this law so precisely, no matter the situation. They enjoyed practicing ray diagrams, and although some needed guidance, many were proud of their accurate sketches. Their growing mastery showed in their willingness to explain the diagrams to peers.

The highlight came when students explored practical applications of reflection. They solved problems related to daily life, from the use of mirrors in vehicles to the design of simple optical instruments. Seeing their ability to connect theory with reality filled me with pride and reminded me of the joy of making science meaningful.

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28/7/25 - 1/8/25

This week was quite hectic as all the science teacher need to be prepared for the Mock IGCSE exam and students came once awhile to ask questions and revision. On Thursday the new students representative was appointed so an event was held in the evening.

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The lesson on mirrors and light began with exploration, and students quickly engaged in identifying real and virtual images. I noticed how naturally they began to experiment, holding mirrors at different angles and sharing observations with laughter and surprise. It was in these small discoveries that the foundation for deeper understanding was built.

When discussing concave and convex mirrors, students made powerful connections to everyday life like car mirrors, make-up mirrors, and even telescopes. Their ability to justify these applications showed how physics connects seamlessly to their experiences. I guided them back to the principle that in plane mirrors, object distance equals image distance, and they appreciated how precise yet elegant the rule was.

Closing the lesson, I invited them to reflect on the properties of light and the ways optical instruments enhance human senses. Some students eagerly shared inventions they had read about, linking science to innovation. While a few still needed guidance in problem-solving, the overall lesson filled the room with a sense of curiosity. Light, in its physical and symbolic form, became a powerful metaphor for learning today.

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The lesson on sound was both engaging and insightful. Starting with the echo method for measuring sound speed immediately captured the students’ interest, as they enjoyed using their phones to measure the reflection time. It was satisfying to watch them bridge theory with a practical application, giving purpose to their learning. The animations on sound speed through different media provided an accessible visual, though the challenge of reading wave diagrams reminded me of the need for clearer, labeled illustrations. This will be a focus in future lessons to prevent unnecessary confusion.

The oscilloscope simulation proved to be a highlight of the elaborate stage, allowing students to experiment hands-on with pitch and amplitude. Their curiosity flourished, and I could see deeper understanding develop as they manipulated the variables. Addressing misconceptions about ultrasound added further depth, linking science to real-world applications like medical imaging. Differentiated worksheets supported both stronger and weaker learners effectively, offering extension through sonar calculations while consolidating basic sound properties for others. The evaluation quiz showed that objectives were largely met, though the weakness in distinguishing transverse and longitudinal waves signals an area that requires reinforcement. Next lesson, I will revisit wave types to ensure a stronger and more connected understanding.

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Today’s lesson on light and optics opened with a sense of wonder as students explored mirrors in their hands. Their excitement grew as they differentiated between real and virtual images, discovering how mirrors could create worlds both tangible and imaginary. The sparkle in their eyes when they realized that object distance equals image distance in a plane mirror reminded me of how small facts can spark big moments of clarity.

As we moved deeper, students compared plane, concave, and convex mirrors, linking each to real-life uses like car side mirrors or shaving mirrors. This made the lesson personal and relevant. Suddenly optics was no longer abstract, but something living in their daily routines. The discussion was lively, and students confidently communicated the characteristics of each type of mirror.

The highlight was when they attempted to construct simple optical instruments. Their creativity shone, and I could see pride in their eyes as they applied what they had learned. Even though some struggled with problem-solving tasks, their perseverance showed me that light is not just a topic in physics as it is a way to illuminate their thinking and inspire curiosity about the world around them.

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Today’s lesson started with great energy, as the images of wave reflection immediately caught students’ attention and inspired meaningful connections to echoes, sonar, and everyday experiences. This strong engagement carried into the ripple tank activity, though some groups found it tricky to keep the wavefronts straight. My guidance in adjusting the dippers proved useful, but it also highlighted the need to pre-set the apparatus for smoother demonstrations. Still, students successfully grasped the law of reflection and could explain the unchanged properties of waves, showing strong conceptual understanding.

The biggest hurdle came with distinguishing between reflection and refraction, but side-by-side diagrams clarified the difference effectively. Their curiosity shone when they linked the lesson to real applications like parking sensors, sparking a lively discussion about ultrasound in cars. Quiz results were solid, though the recurring misconception about wave speed after reflection shows an area to revisit, perhaps through a simple bouncing ball analogy. For next time, I will integrate more digital simulations to reduce reliance on ripple tank accuracy and add a collaborative task of drawing wave diagrams. These adjustments will make the learning both more reliable and more interactive.

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The lesson on magnetism began with students exploring the basic characteristics of magnets. They observed patterns of attraction and repulsion, gradually forming their own conclusions. This inquiry-driven approach gave them ownership of their learning and made the abstract concepts tangible. Their enthusiasm made the classroom come alive with questions and insights.

As we moved on to electromagnets, the atmosphere shifted to awe. Students watched how a simple coil and current transformed an iron nail into a temporary magnet. They were quick to describe what they saw and to link it with everyday applications from speakers to magnetic cranes. This connection between science and real life deepened their engagement and understanding.

The experiment allowed students to apply their knowledge, communicate findings, and discuss practical uses of magnets and electromagnets. What touched me most was their realization that these forces, often unseen, are essential in modern life. Today’s lesson reaffirmed for me that science is not just learned, it is experienced, shared, and lived.

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The demonstrations using the tuning fork, slinky, and water experiment immediately sparked curiosity and excitement among my students. The blend of visual and auditory elements helped them connect abstract concepts of sound to something they could see and hear, making the transition into ripple tank simulations smooth and engaging. I was delighted to see how much they enjoyed the hands-on timing activities, though I noticed that some students struggled with depth calculations. This highlighted the need for me to provide clearer guided examples to build their confidence in problem-solving.

By the explain stage, most students correctly identified sound as a longitudinal wave, which was encouraging. However, there was still confusion between terms such as compression, rarefaction, and amplitude. I plan to revisit these ideas with more tactile demonstrations to solidify their understanding. The quiz revealed strong recall of the speed of sound in air and the audible frequency range, but the limited time allocated for discussing non-destructive testing (NDT) meant I could not explore it in depth. To address this, I intend to set it as a homework research task and extend their learning with a lab on measuring the speed of sound using resonance tubes. Adding a short video on ultrasound in medicine and sonar will further anchor the relevance of these concepts in real-world contexts.

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Today’s practical demonstration of measuring the speed of sound through the echo method was a success. The students were fully engaged, enjoying the timing of sound reflections with a simple phone stopwatch. It was rewarding to see them connect theoretical knowledge with a real-life method of data collection, making science feel authentic. The animations comparing sound speed in solids, liquids, and gases supported visual learners, though I noticed that some students struggled to interpret the wave diagrams. This showed me the importance of preparing clearer, well-labeled visuals to ensure that all learners can access the content confidently.

The elaborate stage was particularly lively when students experimented with a virtual oscilloscope simulation to explore amplitude and pitch. Their excitement was evident, and the concept became tangible as they manipulated the sound waves. Next time, I intend to enhance collaboration by assigning small groups to vary amplitude and frequency together, encouraging peer learning. Misconceptions about ultrasound being harmful also surfaced, but addressing them by emphasizing safe medical applications transformed the discussion into a meaningful clarification. While the quiz reflected strong retention of core ideas like the audible frequency range and speed of sound in air, some still struggled with distinguishing between transverse and longitudinal waves. I plan to revisit this concept briefly in the next session to strengthen their conceptual foundation.

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The lesson began on a high note as students reacted with excitement to the “real-life wave reflection” images. Their ability to connect echoes to mountains and sonar to submarines immediately set a strong, engaging tone. The ripple tank experiment further captured their curiosity, though some groups had difficulty producing straight wavefronts. I found myself stepping in to guide them on adjusting the dippers, which reminded me of the importance of preparing the apparatus thoroughly before class. Despite this, the experiment still served its purpose as students could state the law of reflection and identify the unchanged wave properties.

A challenge emerged when a few learners confused “angle of reflection” with “angle of refraction.” I addressed this by contrasting the two concepts using clear side-by-side diagrams, which helped solidify understanding. Their ability to apply the concept to real-life contexts, such as parking sensors and ultrasound in cars, was a highlight, showing that they could move beyond textbook examples. Quiz results were promising, with an average of 8/10, though misconceptions about wave speed after reflection need further attention. In the future, I plan to introduce digital simulations for greater accuracy and add a group challenge to draw a complete wave diagram, which will encourage deeper collaboration and reinforce the concept.

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The ripple tank activity brought great excitement to the classroom, with students fully engaged as they observed and measured reflections. Most groups successfully verified the law of reflection, and the opening discussion question, “Where do we see wave reflection?” sparked lively sharing of real-life examples such as echoes and sonar. However, I realized that this discussion ran longer than expected, cutting into the time I had hoped to spend on further exploration. Additionally, while students were able to grasp that frequency and wavelength remain constant during reflection, some still confused reflection with refraction. This highlighted the need to revisit and clearly differentiate between the two concepts in the next lesson.

Practical challenges also surfaced, as the ripple tank proved both engaging and messy, with water spills slowing down the pace. For larger classes, I will likely start with a simulation before moving to hands-on trials with smaller groups to balance engagement and efficiency. Diagram work remains an area of concern, as many students struggled with accurate labeling, particularly forgetting the normal line. Next time, I plan to model diagram drawing step by step and reinforce their skills with an extra practice sheet. Despite these challenges, I was encouraged by how well students applied the concept to real-world technologies such as sonar, radar, and ultrasound. This transfer of learning was a strong indicator that the lesson had impact, even if more reinforcement is needed in specific areas.

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21/7/25 - 25/7/25

On Monday, we had homeroom meeting. On this day, we got our button badge specifically designed for each one of us. My group consist of 11 students. on Tuesday we had co-curricular activities which is archery that I am involved in. Then on Wednesday, we has "Pilihanraya BWP" on the evening. On Thursday, we has Zohor prayer and tazkirah while in the evening, we had STREAM classes. There is also a workshop for the teachers on Friday evening entitled Pembangunan Guru & Staf and Robo C which is robotic competition held on weekend.

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The video of the Tacoma Narrows Bridge set the tone for the lesson beautifully. Students were instantly captivated, and I could sense their curiosity sharpen as they watched the dramatic collapse. This led seamlessly into the pendulum and tuning fork experiments, which brought the abstract concept of resonance into their hands. Their excitement in seeing physics play out in such a concrete way was energizing.

During the elaborate phase, I was especially proud of how creatively they proposed engineering solutions for building safety. It was heartening to see them apply physics principles to real-world problems with such enthusiasm. However, I noticed a recurring misconception—several students confused damping with resonance, assuming both meant an increase in oscillations. This highlighted the need for me to be more deliberate in comparing the two concepts earlier in the lesson. Next time, I will prepare side-by-side diagrams and a simple animation to emphasize their differences clearly.

Reflecting on the day, I feel the class was a success. The learning objectives were met, and students were able to confidently explain the effects of resonance in everyday life. More than that, they left the room thinking like engineers, aware of how physics safeguards the world we live in.

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The focus of today’s lesson was to help students understand the steps in a scientific investigation. They began by distinguishing between the various science process skills, and I was encouraged by how naturally they could connect these to real activities, like measuring or classifying. Their ability to describe each skill revealed how familiar science already is in their daily lives.

Sequencing the steps of an investigation became the next challenge. At first, many students were unsure of the correct order, but group discussions and visual aids helped them make sense of the flow. The moment they grasped how each step builds upon the last was like watching puzzle pieces fall into place.

During the final activity, students conducted a simple investigation to solve a problem. The classroom filled with excitement as they tested, observed, and recorded results with determination. In their smiles and eager discussions, I saw the essence of science—curiosity, discovery, and the confidence that comes from finding answers through investigation.

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Today’s lesson unfolded with a spark of awe. The Tacoma Narrows Bridge video gripped the class instantly, transforming a tragic historical event into a powerful learning moment. When paired with the pendulum and tuning fork experiments, the concepts of resonance and oscillation became tangible, and I could see understanding taking root. Their laughter and surprise as the experiments unfolded reminded me of the joy in discovery.

In the elaborate stage, students impressed me with their innovative ideas for improving structural safety. Their solutions reflected not only comprehension of the physics involved but also an emerging ability to think like problem-solvers beyond the textbook. Still, a challenge surfaced—many struggled to distinguish damping from resonance. This confusion showed me the importance of integrating comparative visuals earlier. I plan to design a clear animation showing damping and resonance side by side, so students can visualize the contrast more vividly.

As the lesson closed, I felt deeply satisfied. The objectives were met, and students could justify the real-world effects of resonance with confidence. More importantly, I saw them move beyond memorization into application, and that shift—when physics comes alive—is what makes teaching so worthwhile.

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Today’s lesson on series and parallel circuits was engaging from the start. Students were curious to see how current behaved differently in parallel circuits, and many were surprised when they observed how it divided among branches. The practical task of measuring current and voltage gave them a concrete sense of how adding cells increased brightness, while adding lamps in series dimmed the circuit.

During group activities, students used circuit diagrams and conventional symbols with growing confidence. A few needed reminders about the correct placement of voltmeters and ammeters, but overall they demonstrated good understanding of circuit representation. The use of fixed and variable resistors also helped them compare how resistance affected current flow.

When interpreting results, students were able to draw conclusions, though some struggled to identify the limitations of their data. I guided them to see how small errors in connections or measurements could affect their findings, and they discussed how to improve future investigations. This reflection helped them recognize the value of reliable evidence in supporting or refuting predictions.

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The classroom today was filled with curiosity and discovery. Starting with videos and demonstrations, I watched students’ eyes light up as they recalled and shared countless real-life examples of waves from ripples in water to sound in music. Manipulating the rope and slinky turned theory into playful exploration, and their enthusiasm was contagious. The ripple tank was especially captivating, but I realized some students struggled to move from simply watching the patterns to understanding the wave properties behind them. This showed me the importance of gently guiding observation into explanation.

I was pleased that introducing technical terms after the activities allowed students to anchor abstract concepts to what they had just experienced. Yet, the difference between frequency and wave speed remained a sticking point for a few. Their confusion reminded me that more relatable analogies are needed like comparing frequency to how often traffic lights change, and wave speed to how fast cars move. These connections could make the terms less intimidating. The activity of matching real-world examples to wave types was both fun and meaningful; students even surprised me with applications I hadn’t considered. The worksheet confirmed a solid grasp of labeling and definitions, though numerical problems posed challenges for weaker learners. Next time, I want to include a peer-teaching moment where students can practice calculations together and gain confidence. Today was a beautiful reminder that science becomes alive when students see their world reflected in the lesson, and my role is to gently help them connect wonder with understanding.

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Today’s lesson concluded on a high note, as students demonstrated their ability to explain the refraction of waves through real-life phenomena, such as tsunamis. Their enthusiasm in connecting classroom learning to natural disasters was both heartening and humbling. Yet, I noticed a moment of confusion. Several students were uncertain about whether waves travel faster in shallow or deep water. This gap in understanding reminded me of the importance of revisiting fundamental ideas, and I plan to clarify this in the next class.

Students engaged well with IGCSE sample questions on refraction, and their ability to solve them highlighted how theory becomes meaningful when grounded in practice. Demonstrations and real-life visuals proved invaluable in bridging abstract physics with lived experiences. Group discussions further enriched the lesson, as students questioned, challenged, and applied their learning in thoughtful ways.

During evaluation, I was pleased to see most students confidently distinguish damping from resonance. However, the concept of natural frequency still challenged some of them. I see an opportunity here: more hands-on activities—such as frequency-matching with everyday objects—could strengthen their grasp. Additionally, introducing a simulation like PhET earlier in the lesson could scaffold their understanding before formal assessments. For higher-achieving students, I plan to provide more advanced numerical problems on resonance to stretch their thinking. Looking ahead, I am excited to design a mini-lab where students measure damping rates with different materials, giving them yet another pathway to discover science through doing.

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Today’s lesson on waves began with energy and curiosity. The initial videos and demonstrations sparked a wide range of real-life examples from the students, and I loved seeing how naturally they connected classroom concepts to their everyday world. The rope and slinky activities captured their attention completely—hands moved eagerly, and voices rose with excitement as they explored wave motion. The ripple tank, too, was a source of fascination, though I noticed that some of the weaker students struggled to connect the visual patterns to abstract wave properties. This reminded me how essential it is to scaffold observations into concepts, and that demonstrations alone are not enough unless paired with careful guidance.

Introducing technical terms after the hands-on exploration proved effective. Students were able to anchor new vocabulary to experiences they had just lived. Still, I noticed confusion between frequency and wave speed. This highlighted a need for clearer analogies; I thought of using traffic patterns to compare frequency with car speed, and I believe this will make the concepts more intuitive next time. The matching activity with wave types was a joy. Students not only identified examples but also extended beyond the lesson, suggesting creative applications. The worksheet reinforced learning well, though weaker students found calculations challenging. In the future, I plan to incorporate peer-teaching segments so that stronger students can support their peers in solving problems like v=fλ. Today reaffirmed that engagement grows when curiosity leads, but understanding deepens when we bridge experience with clarity.

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Today’s lesson unfolded with a sense of wonder. The ripple and slinky demonstrations immediately drew the students in, and I could see their excitement as they connected the movement of waves to familiar experiences like the sound from speakers or ripples spreading across a pond. It was rewarding to watch them recognize that science is woven into everyday life. Yet, some students initially held the misconception that matter was being carried along with the wave. This reminded me of the importance of addressing such misunderstandings early, so their curiosity can transform into accurate understanding.

The hands-on activities with rope, slinky, and the ripple tank brought energy into the classroom. Students were thrilled to create waves themselves, though some struggled to maintain steady motions with the slinky, which made the patterns less clear. Reflecting on this, I realize I must provide clearer step-by-step instructions, or even assign group roles, so that exploration remains both structured and enjoyable. During the explanation stage, diagrams proved to be powerful tools for connecting vocabulary with observations. Still, the distinction between wavelength and amplitude remained a hurdle for a few. When it came to the quiz, students showed confidence in identifying wave types and labeling diagrams, but stumbled with numerical problems. Next time, I plan to include a short worked example before assessment. Today reminded me that science teaching thrives on balance: freedom to explore, paired with guided clarity to illuminate the path.

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Today’s lesson on the steps of a scientific investigation began with students exploring different science process skills. I noticed how quickly they could differentiate between observing, hypothesizing, and experimenting once I provided relatable examples. Their enthusiasm showed that even abstract skills become clearer when connected to simple, everyday contexts.

When sequencing the steps of investigation, some students initially struggled to arrange them in the correct order. By using a flowchart and real-life scenarios, I guided them to see the logical progression of questioning, hypothesizing, experimenting, and concluding. Watching them rearrange their answers with growing confidence was a rewarding sight.

Finally, students applied their understanding by conducting a simple investigation to solve a problem. The joy in their teamwork, combined with the pride of discovering answers on their own, reflected genuine learning. This lesson reminded me that teaching scientific inquiry is not only about content—it is about nurturing curiosity, order, and persistence in problem-solving.

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14/7/25 - 18/7/25

Week 5 starts means it is new beginning of second semester of 2025. on Monday, we had Teacher's official meeting which was held in the evening. Then on Tuesday we had our usual intervention session with 13 students. Also we had our co-curricular activities till 5pm. On Wednesday, we had another co-curricular activities and quite a hectic schedule here since we had our STREAM classes as well as preparing for Science Practical Day for Form 5. On Thursday, our official Science Practical Day for Form 5 is happening which is all science teacher involved. Next, on the same weekend, we had Program Sahsiah with Form 1-3 students which I have to get involved too since I am one of those teachers who handle kids at their hostel. On Sunday , Form 4 Physics Camp was held at school too.

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Today’s lesson on density unfolded with curiosity and excitement as students arranged materials in sequence according to their densities. Their predictions about floating and sinking sparked lively debates, and I could see how the simple act of testing these predictions deepened their understanding. The concept of density began to feel real to them, not just numbers on a page.

When introducing the operational definition and the formula for density, some students were initially hesitant, but the water displacement method quickly became their favorite. Watching them measure and calculate with precision gave me confidence that they were not only learning but also enjoying the process of discovery.

The highlight was when students connected density to everyday phenomena, such as why ice floats or why oil separates from water. Their creativity shone when tasked with innovating objects or food using density principles, showing me that science can inspire imagination as much as it teaches logic.

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The classroom energy today was a blend of curiosity and challenge. Students began strongly, explaining pressure and pressure in liquids with ease and real-world examples. Their enthusiasm showed me that the concept had clicked. When we moved to waves, however, progress slowed. Many students needed more time to recall the two types and categories of waves, as well as examples of progressive waves. I felt reassured, though, that the hand-motion demonstrations made an impact, they smiled and mirrored the gestures, and I could tell the method anchored their memory. I will remember this success for future lessons. Graph work revealed another layer of learning needs. Some students mislabelled their submissions, and several struggled to interpret displacement–time versus displacement–distance graphs. This is an area I must strengthen with structured practice and step-by-step examples. Reflecting on the lesson, I see that the Explain phase could have been extended to allow more consolidation of amplitude, wavelength, and frequency. With more time, I could have supported all learners more effectively, while still offering higher-level students the challenge of solving problems with v = f λ. Today was a reminder that teaching is about balance and celebrating what students do well, while carefully planning how to guide them through their stumbling blocks.

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The lesson on density captured the students’ attention from the start. Sorting and arranging materials based on density allowed them to visualize the invisible property of matter, while predicting floating and sinking turned the classroom into a playful yet thoughtful laboratory. Their eagerness to test their ideas showed how inquiry drives true learning.

Introducing the formula for density and the water displacement method gave them the tools to quantify their observations. Although some struggled at first with volume measurements, they persisted, and the joy of seeing their calculations align with predictions was evident on their faces.

What I loved most was how naturally they linked density to the world around them. From explaining why ships float to imagining layered drinks, their examples reflected genuine understanding. Their final innovations were simple yet inventive, proving that even a challenging concept can inspire creativity when presented with clarity and purpose.

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The question about water tanks set the tone for an engaging and meaningful lesson today. Students immediately recognized the practical importance of the topic, which gave the entire experiment a purpose. Their enthusiasm during the hands-on exploration was uplifting and watching the jets of water spurt at different distances became a source of laughter, surprise, and genuine learning. Yet, I also saw how excitement can blur focus. Some groups became distracted by the setup, and the transitions were slower than I had planned. For future lessons, I will guide them with clearer, stricter time limits to preserve balance between joy and discipline.

In the explanation phase, I felt proud as students responded eagerly to P = hρg. They could connect their calculations to the experiment with ease, yet the deeper step, explaining what those numbers meant in real-world contexts was harder for many. I realized that I need to spend more time drawing out interpretation, not just accuracy. What stood out most was their engagement during the elaborate discussions. When students asked about dams and submarines, their eyes glowed with curiosity, and I sensed the beginning of scientific thinking that extends beyond the classroom. In the evaluate stage, while most showed solid understanding of depth’s effect on pressure, the role of density remained unclear for some. To address this, I plan to bring in stronger visual supports, possibly digital simulations, to help them “see” the unseen. This lesson reminded me that curiosity is the seed, but my role is to cultivate precision and depth alongside it.

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Today’s lesson on the flow of electric current in series and parallel circuits began with an engaging discussion. Students were curious to know why bulbs in their homes do not all dim when one is switched off, and this real-life example became the perfect entry point into the concept. Their eagerness to compare everyday experiences with scientific explanations made the topic come alive.

During the exploration, students worked with circuit kits to observe how current, voltage, and resistance behaved differently in series and parallel arrangements. While some initially struggled with measuring current and voltage correctly, repeated practice and peer collaboration built their confidence. I realized that giving them space to experiment was key to strengthening their understanding.

By the end, many students could clearly communicate the differences between the two circuits, both verbally and through diagrams. Their ability to explain why parallel circuits are used in household wiring was particularly rewarding. Today reaffirmed my belief that when abstract concepts are tied to practical experiences, learning becomes meaningful and memorable.

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Today’s lesson was filled with moments of clarity and curiosity. I was pleased to see that students could explain pressure and pressure in liquids, often supporting their answers with thoughtful examples. Their effort showed me that the foundations are in place. However, when it came to listing the two types of waves, their categories, and examples of progressive waves, I noticed hesitation. They took time to recall, but once they connected transverse and longitudinal waves to real-world analogies, their understanding became much clearer.

The method of using hands to demonstrate wave motion proved to be worth every effort as it anchored the concept in their memory. I could see them mimicking the hand movements while thinking through their answers, a sign that the strategy resonated deeply. The rope and slinky experiments were equally powerful, giving them a vivid visualization of how transverse and longitudinal waves differ. Still, I observed that some students labelled their graphs incorrectly. This highlights the need for me to revisit graph skills in the next lesson to ensure precision alongside understanding. The "Wave Matching Game" brought out their energy and reinforced the properties of waves in a fun and interactive way. Today, I was reminded that meaningful learning happens when students can see, feel, and play with the concepts when science comes alive in their hands.

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Today’s lesson was filled with both progress and insight. I was delighted to see that students could explain pressure and pressure in liquids with their own examples. Their ability to connect the concept to real situations reassured me that the foundation of understanding is being laid. However, when it came to waves, many took longer than expected to recall and list two types, two categories, and examples of progressive waves. The use of hand gestures to demonstrate transverse and longitudinal waves proved invaluable, it was worth the effort. I could see that this kinesthetic approach helped students retain and recall more easily, and I will certainly continue using it.

The graph work, however, highlighted areas of concern. A number of students mislabelled their graphs, and some struggled with interpreting displacement–time and displacement–distance representations. This is a clear reminder that I must provide more guided practice with correctly labeled examples. In hindsight, I realize that I should have allowed more time during the Explain phase to consolidate understanding of amplitude, wavelength, and frequency. For the stronger learners, I noticed they were ready for deeper challenges, and in the future I will include extension problems involving calculations with v=fλ. Today reinforced that every lesson is a balance between ensuring clarity for those who need more support and providing stretch for those eager to go further.

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Today’s exploration of liquid pressure was filled with energy and insight. The lesson began with a simple yet powerful question: why are water tanks built high above buildings? Students were immediately intrigued, and when the video of water jets at different depths was shown, their reactions were priceless and suddenly, theory had become visible. They were quick to notice that deeper jets were stronger, and this observation created a smooth pathway into the scientific explanation. Most groups worked carefully in the practical, though a few struggled to ensure fair comparisons between water and saltwater. I realized that my guidance on data collection needed to be stronger, as some students were unsure how to record their findings clearly and systematically.

When it came to explanation, the formula P=hρg was well-received, with depth being the most intuitive variable. Density, however, posed a challenge. Many students hesitated when comparing freshwater and saltwater, but through extra examples, unit breakdowns, and discussion, they gained confidence. What delighted me most was how they linked their understanding to real-world contexts. Discussions about dams and submarines gave the concept meaning, and I could sense their appreciation for the practical importance of pressure in liquids. In the evaluation stage, most students demonstrated mastery through calculations, though recurring unit errors suggested the need for stronger reinforcement. Next time, I will incorporate a quick, targeted recap on density values and unit conversions before moving into problem-solving tasks. Today’s lesson reminded me that curiosity is the best entry point to science, but clarity and structure are essential to sustain accurate understanding.

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Today’s lesson reminded me of the power of context. The simple question, “Why are water tanks placed at heights?” immediately caught the students’ attention and gave a real-world anchor for their learning. Their motivation carried into the hands-on exploration, where they observed the different jet distances with excitement and curiosity. While the experiment was engaging, I noticed some groups became overly absorbed in the setup, losing track of time. It made me realize that I must guide transitions more firmly, setting clearer limits so that every stage flows smoothly.During the explanation, I was pleased to see how well students connected the formula P = hρg with their observations. They could perform the calculations with confidence, but when asked to interpret the meaning of their results, only a few could explain the implications in everyday terms. This showed me that understanding must go beyond numbers—it must carry meaning. The elaborate discussions on dams and submarines were highlights of the day. Students asked thoughtful, even adventurous questions that moved beyond the syllabus. Their curiosity reminded me of the deeper purpose of teaching: to ignite wonder. In the evaluation, most students understood the link between depth and pressure, though the role of liquid density remained a challenge. I plan to strengthen this area with relatable examples and digital simulations so students can see what words and equations sometimes cannot fully capture.

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7/7/2025 - 11/7/2025

Week 4 starts from 7/7/2025 due to 3 weeks exam period time which is from 16/6/25 until 4/7/25. During this week, we had Mesyuarat Pembubaran BWP on Monday. This happened during evening. On Thursday, we had MNYSC for F5 students happening on 10-13/7/25. Our school is going on for several events including Pandu Puteri Camping Program at MRSM Serting and Puteri Islam Camping at MRSM Gemencheh. Later on Friday we had Kem Persona which is some of the teachers and students were involved. Here, the students carry out some leadership course to strengthen the bonding among them.

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Today’s lesson focused on systematic and random errors, estimation, and innovations in measuring instruments. Students were attentive during the discussion on errors, and most could explain strategies to minimize them, such as repeating measurements and calibrating instruments. However, a few still confused random errors with careless mistakes, so I will need to provide more concrete examples next time.

The estimation activity was enjoyable and students were eager to guess the length and mass of classroom objects before measuring them. This not only encouraged critical thinking but also highlighted the importance of developing a “scientific sense.” The challenge was that some students treated it as a guessing game instead of making reasoned predictions. I will emphasize using prior knowledge for more accurate estimations in the future.

The multimedia presentation on measuring instruments worked well, as students were excited to see how tools like digital thermometers, electronic balances, and laser rangefinders have improved accuracy. The videos made the concepts more relatable, but due to time constraints, not all groups shared their reflections. Next time, I plan to allocate more time for student discussion to strengthen their communication skills.

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The classroom was filled with curiosity today as the roller coaster video set the tone for exploration. Students were quick to recognize examples of energy transformation from their everyday lives, which created an engaging start. The hands-on work with springs and masses deepened their involvement, though it also revealed challenges. Some students found it difficult to measure accurately and struggled when plotting the force–extension graphs. This experience highlighted a gap in graphing skills that I need to address more explicitly before similar activities.

During the explanation, the key ideas of energy transfer were clear to most, but linking the abstract formulas to practical results was not easy for everyone. By adding more worked examples, I was able to guide students through the connections step by step, and their confidence began to grow. The elaboration stage was especially inspiring. Students not only related to roller coasters and pendulums but also passionately discussed solar panels and renewable energy applications. This showed me how meaningful science becomes when students see its role in shaping the future. The exit ticket confirmed good understanding overall, particularly in identifying energy stores, though there is still room to refine this skill. I am excited to try using a visual concept map next time to strengthen and solidify their understanding.

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Today’s lesson on current, voltage, and resistance flowed smoothly, much like the circuits we explored. Students quickly grasped the basic definitions and units of Ampere for current, volts for voltage, and ohms for resistance. Their eyes lit up when I linked these terms to everyday examples: batteries providing voltage, wires carrying current, and resistors limiting flow. I could see how the abstract nature of electricity became more tangible once grounded in real objects they encounter.

The real challenge emerged as we ventured into Ohm’s Law. At first, the equation V = IR seemed simple enough, but many stumbled when it came to rearranging the formula to solve for different variables. With guided practice on straightforward numerical problems, their confidence grew, and they began to see the relationship more clearly. What remained difficult, however, was moving beyond rote memorization to a true conceptual grasp of what each quantity represents. Reflecting on this, I realize the importance of weaving in richer analogies such as comparing voltage to water pressure and current to flow, so that students can visualize electricity as a system rather than a string of symbols. Next time, I will anchor the lesson with more real-life scenarios, ensuring that understanding is built upon meaning, not just memory.

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The classroom today buzzed with curiosity. From the moment the experiment began, students were drawn into the process of exploring energy conversions. Watching them release objects and measure outcomes gave life to the abstract ideas of gravitational, kinetic, and elastic potential energy. At times, the simultaneous activity made the room difficult to manage, but their engagement was worth it. Next time, I will be more intentional in assigning group roles to ensure smoother teamwork and less distraction.

During the explanation stage, I introduced energy equations, and it was encouraging to see many students confidently apply them to problem-solving. For others, the formulas proved more demanding, but scaffolding and peer support eased their struggle. What delighted me most was how naturally they connected the concept of energy transformations to real-life systems. Their example of the solar panel powering a motor and light sparked rich discussion around sustainability, weaving physics into global relevance. The quiz reflected solid understanding overall, yet revealed gaps in tackling multi-step problems involving friction. This signals the importance of offering step-by-step guided solutions before advancing to complex tasks. Reflecting on today, I feel grateful for the lively spirit of the class and reminded that the balance between freedom, structure, and support is what shapes both learning and growth.

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Today’s lesson began with a spark which is the roller coaster video instantly captured the students’ curiosity. Their enthusiasm showed as they connected the thrilling visuals to energy transformations in their own daily experiences. During the exploration, the hands-on activity with springs and masses brought a sense of excitement, though I noticed that some students still struggled with accurate measurement and graph plotting. This reminded me of the importance of reinforcing graphing skills ahead of practical work, so students can focus on understanding rather than mechanics.

The explanation stage flowed smoothly, but a few students hesitated when linking formulas to their practical observations. To bridge this gap, I introduced additional worked examples, and it was rewarding to see the “aha” moments gradually unfold. The elaboration stage was the highlight of the lesson, students eagerly drew connections between classroom science and real-world contexts like roller coasters, pendulums, solar panels, and renewable energy. Their motivation and sense of relevance were evident. Finally, the exit tickets showed good progress in identifying energy stores, though I recognized the need to strengthen this distinction further. For future lessons, I plan to integrate a visual concept map to make these ideas more concrete and interconnected.

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Today’s lesson revealed both the strengths and the gaps in my teaching. The activity itself was engaging—students were genuinely curious to see how far the spring could stretch. Their excitement filled the classroom, but I noticed my questioning technique limited their thinking. Too often, I rushed to supply the answer rather than giving them the gift of silence and wait time. This is something I must consciously work on, as true understanding often comes when students wrestle with ideas themselves.

The hands-on experiment was a success in terms of interest, yet accuracy in data recording proved a challenge. Several students confused grams with Newtons, and this small slip later compromised their graphs. It struck me how easily misconceptions can snowball when units are not emphasized from the start. In future lessons, I need to slow down and make space for a careful review of unit conversion before experimentation.

During the explanation phase, I was encouraged by how some students grasped proportionality and the formula F = kx. However, weaker learners struggled with the concept of “spring constant.” My reliance on graphs alone was not enough. In elaboration, many correctly identified the spring constant from graphs, but misconceptions surfaced when discussing excessive weight. Some believed springs could stretch endlessly and a gentle reminder that scientific principles must be reinforced with clear, real-world consequences. By the end, only about half the class solved the calculation question accurately. Though this was disheartening, it also illuminated my next step: to revisit the concept with worked examples and stronger scaffolding.

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The classroom was alive today with the quiet focus of students working with measuring instruments. I watched with pride as they handled rulers, cylinders, stopwatches, and thermometers—tools that seem simple, yet form the backbone of all experimental science. Many students showed a natural attentiveness to detail, but I noticed the familiar slip: some forgot to check their readings at eye level, leading to parallax errors. This moment reminded me of how small habits make the difference between rough guesses and reliable science.

The highlight of the lesson was their comparison of accuracy between the ruler and vernier caliper. The concept of finer scale divisions leading to greater sensitivity was understood well by most, though a few still struggled to see the distinction between accuracy and consistency. My analogy of a dartboard helped—hitting near the bullseye as accuracy, while grouping darts closely together as consistency. Their nods told me the picture was clearer. For the future, I want to enrich the lesson with error-analysis exercises. By identifying sources of error and suggesting ways to reduce them, students will not only master the tools but also cultivate a deeper respect for the discipline of measurement itself.

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The spring demonstration proved to be a powerful way to begin today’s lesson. Students were captivated from the very first moment, many confidently predicting that the spring would return to its shape after smaller loads. Their surprise when the spring became permanently deformed under excessive load sparked a rich discussion, showing me how meaningful real-life demonstrations can be. During the explore stage, most groups recorded measurements with care, though a few encountered difficulty aligning the ruler. I realized that I need to be more present among the groups to spot and correct systematic errors early on.

The explain stage unfolded smoothly, with students successfully connecting their data to the equation F=kx. However, the limit of proportionality remained a challenge for some, and I see the need to strengthen this concept using visuals or relatable examples. It was rewarding to see their enthusiasm in solving problems from the graph. My advanced learners identified the spring constant almost instantly, while those who needed more support benefited from step-by-step guidance. In the evaluate stage, the short quiz served as a helpful checkpoint. More than half of the students calculated the spring constant correctly, though unit conversion errors persisted for a few. Today reminded me of the importance of balance between guidance and independence, between accuracy and curiosity and of my role in bridging those spaces.

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The class began with energy and curiosity as students explored circuits using symbols and diagrams. Some were quick to identify the components correctly, while others needed extra guidance. By the end, however, most could confidently represent and compare circuits, showing real growth in their ability to visualize electrical pathways. The buzz of engagement, both from students and the circuit buzzers was a joyful start.

Our focus then shifted to careful measurement. Students took voltage and current readings with increasing precision, and it was rewarding to hear them discuss why accuracy mattered. The application of Ohm’s law allowed them to calculate resistance and see its effect on current. Watching them connect theory to data gave the lesson a sense of purpose and depth.

The most memorable part came during our discussion of analogies and models. Students debated the usefulness of comparing electricity to flowing water, recognizing that while helpful, it could also oversimplify complex ideas. This balance of critical thinking and practical skill highlighted the richness of today’s objectives. I left the classroom feeling proud of their progress and inspired by their willingness to question, calculate, and create.

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The energy in the classroom today was electric. The moment I introduced rubber bands and springs, students leaned in with fascination. Their laughter, questions, and quick exchanges of ideas brought life to the lesson. It reminded me how powerful simple objects can be in capturing attention and making science feel real. Yet, I also saw the challenges—groups struggled with careful measurement. I realized that precision in science must be cultivated, not assumed, and next time I will dedicate time to modeling the correct use of measurement tools before the experiment begins.

During the explanation phase, I was encouraged by how well students grasped elasticity as a concept. Still, the elastic limit caused confusion. I felt a wave of responsibility as I searched for new ways to explain, ultimately finding success when I connected it to the graph. Their nods of understanding, slow at first, grew into confidence, and I felt grateful for the chance to witness that growth. A particularly rewarding moment was when students related elasticity to sports equipment—they made the leap from classroom science to the world they live in. In the evaluation stage, most students were able to interpret the F-x graph well, though a handful still needed more practice with the spring constant. Today reminded me that teaching is as much about patience as it is about clarity, and that when students see science reflected in their everyday lives, true understanding begins to bloom.

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Today’s lesson was filled with moments of curiosity, discovery, and learning. The spring demonstration immediately drew students’ attention, and it was delightful to see many predicting correctly that the spring would bounce back under small loads. Their astonishment at the spring’s permanent deformation under heavy loads opened the door for a thoughtful discussion about the limits of materials. This moment highlighted how real demonstrations can transform abstract ideas into experiences students won’t forget.

During the exploration phase, I was pleased to see careful data recording in most groups, though some still struggled with ruler alignment. I realized that my movement around the classroom needs to be more intentional—checking for accuracy, not just progress. When it came to the explain stage, students made clear links between their results and F=kxF=kx, which was encouraging. Yet, the concept of the limit of proportionality challenged some of them, and I know I must provide stronger visual aids or concrete real-life contexts next time. The graph-solving activity was a joy to watch: some students pushed ahead with confidence, while others leaned on extra guidance, showing me the varied learning paths in the classroom.

Finally, the short quiz was an effective tool for evaluation. The majority demonstrated solid understanding, though unit conversion remained a stumbling block for a few. As I reflect on the lesson, I feel encouraged by the curiosity sparked, the learning achieved, and the clear signposts pointing to where I can refine my teaching further. Each lesson is not just about students learning science—it is also about me learning how to teach science better.

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Today’s lesson began with a demonstration that successfully activated students’ prior knowledge about stretching materials. I could see the recognition in their expressions, but I also noticed that some students were passive observers. This reminded me of the importance of asking more directed, inclusive questions so that every learner feels involved in the discussion.

The explore stage was lively—students genuinely enjoyed handling the equipment and working hands-on. Yet, timing became a challenge. Some groups lingered too long on their measurements, which slowed the pace of the activity. I realized I must provide more structure next time by using pre-labeled data tables and reducing the number of weight increments. This way, students can focus more on interpreting results rather than spending excessive time collecting them.

I was delighted to see how well the class grasped Hooke’s Law. The moment they connected the gradient of the graph to the spring constant was powerful—it showed that they were not just memorizing formulas, but understanding relationships. Their enthusiasm grew even more when they related elasticity to real-life situations, from sports equipment to vehicle suspension. These connections confirmed that the concept had taken root in meaningful ways.

In the evaluate stage, most students confidently applied the formula, though a few struggled with unit consistency. This highlighted an area I must revisit in the next lesson. Overall, today reaffirmed for me that thoughtful scaffolding, time management, and consistent reinforcement of details like units are key to deep and lasting understanding.