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Click the link below to begin engagement

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Lecture Notes (pptx)
Weekly Upload Your discussion materials

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List of Enrolled Students for PHY407 Sep 2017 (Excel File)

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List of Enrolled Students for PHY407 Sep 2017 (Excel File)

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Course Description and Takeaway

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The attached file serves as a guide on your takeaway. As you attain the lesson outcomes, you will gain sufficient understanding to construct the working model on how charged particles behave in the presence of fields (Course Learning Outcome #1).

The official textbook used for the course is Cutnell and Johnson but the real textbook is any print or video information you can find on the internet.

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I adapted this from an original video found here: http://youtu.be/OTIBDR4Dn2g. The original presentation was created as a summary of the ASB Unplugged Conference in Mumbai, India 2010. I wanted to add more multimedia and make it more visual as well as adjust a couple of the ideas.

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Your TAKEAWAY after completing the course this semester is that you can:

1. Construct a working scientific model of electrically charged particles under the influence of gravitational, electrical and magnetic field. 50% of your grade  [50% written tests. (2 tests (10%+10%), an online quiz (10%) and a 20% final test] and your learning time (60 learning and assessment hours) shall be on developing and demonstrating how well you achieve this outcome.

2. Perform scientific investigations (plan, conduct and analyze outcomes ) in areas of electrostatics and electricity. 30% (mid-semester and end-of-semester lab exercise) of your grade and your learning time (36 learning and assessment hours) shall be on developing and demonstrating attainment of this ability.

3. Collaborate with team members in performing scientific investigations. 20%  (mid-semester and end-of-semester lab exercise) of your grade and your learning time (24 learning and assessment hours) shall be on developing and demonstrating attainment of this ability..

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Congratulations & Welcome to all new students who have registered to take PHY407 as part of the learning journey this semester. Together we shall make the journey meaningful experience for you in the effort to develop your knowledge, understanding, skills and adab...

Your  journey begins by first opening up a padlet account. Open a new padlet account with your own name

The class time is designated for Fridays 3-6 pm at FSG A405. It can either be face-to-face (F2F) or blended mode. Class sessions will strictly employ 21st Century learning methods(flipped classroom)  and will be used for engagement between you all and me about the content in helping you attain the first learning outcome for the course. So, do your designated reading and PHeT simulations before class time... Always be ready to engage during class sessions...

Your lab sessions will be facilitated by another lecturer, Dr Nazli. The sessions will help you develop course learning outcomes 2 and 3.

Click the link below to go to the Lab Activities wall

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The link below is the official website for the course. Currently, the website is undergoing some update. I last used it in 2011.
We will be using both the website and this padlet to share information and to engage

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interactive engagement in learning physics

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shah alam.institut pengajian tinggi awam

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Interested in improving learning of physics and science through the use of interactive engagement.Currently teaching thermodynamics at Faculty of Applied Science, Universiti Teknologi MARA (UiTM).

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KNOWING YOU KNOWING ME. Due Mon 25092017 by 1159pm

Write a composition about yourself containing the information listed below. You can choose to place the composition on your dropbox or your google drive and just email me the link or you can and email it to phy4072016@gmail.com.
Include your hp contact no, your email address and a picture of you too....

1. Your vision, mission, your family background, your last academic standing (CGPA)

2. Name the course (name the course in the field you are in, for example, phy430 if you are in physics) you learn most and the course you learn least so far.

3. Then provide justification why you are learning least and why you are learning most for the courses that you named above. Explain, how you would change the teaching & learning methods if you were to teach the class.

4. Write also your expectations for this course, PHY407 and explain how you are going to accomplish that expectation.

If you Email to  phy4072016@gmail.com, the message title shall be 'your name' & 'date sent' (example of your message title: Jaafar Jantan-18092017).

Save your word file with 'your name' & 'date sent'  (example: JaafarJantan-18092017.doc)

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PheT: INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH

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PheT: INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH

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. We will be doing plenty of simulations to assist you in understanding concepts required for you to construct the working models in this course.

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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Plenty of learning Materials to assist your understanding...

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Have you tried a Concept Builder lately? You should. This growing collection of cognitively-rich exercises will focus student attention on discrete learning goals. Filled with interactive elements, this section is the perfect tool for getting students thinking about the meaning of concepts. Perfect for students and 1:1 classrooms using iPads, Chromebooks, and the like. And for Chemistry types, we've added a large collection of Chemistry Concept Builders.

Minds On Physics - Version 5 is the HTML5 version of Minds On Physics that replaces our App and Legacy versions. Relying on a large bank of carefully crafted questions, Minds On Physics seeks to improve students' conceptions of physics. "MOPs" combines interactive questioning modules with a thorough, question-specific Help system to engage students in an exercise in thinking, reflecting and learning. Version 5 is our best-yet version of Minds On Physics. There is a fully functional free version and a paid version that integrates seamlessly with our Task Tracker system and offers some rather enticing features.

Version 2 of the Calculator Pad is now available. Our newest version includes >2500 Physics and Chemistry problems organized into >250 ready-to-use problem sets. Numerical information is randomly-generated. An answer box allows students to solve and check their answers. Most problems are accompanied by an audio-guided solution that explains how to solve a similar problem while hilighting the habits that can be adopted for solving any problem. Teachers with Task Tracker accounts can modify problems and problem sets and even create their own problems. Task Tracker also allows teachers to assign problems to their students and track their progress.

Concept Checkers were built to coordinate with the Physics Interactives section of our website. Relying upon our Task Tracker tool to deliver questions, check answers, and track student progress, a Concept Checker is designed to coordinate with an interactive simulation. Use it as a follow-up check to understanding after exploring the simulation. Most sims are accompanied by a Concept Checker. Some sims have Task Tracker code built into the simulation. But not all sims will have a Concept Checker. Concept Checkers can be used with or without a Task Tracker account.

The Science Reasoning Center is our most recent upgrade. This section (once complete) will include more than 50 activities that are perfect for encouraging scientific reasoning skills. Students use science and engineering practices, combined with cross cutting science concepts and core ideas from the disciplines of physics (and chemistry) to analyze phenomenon, experiments, and data presentations. NOTE: We broke ground in April of 2023; we should have a large portion of content available by August of 2023. We will continue work throughout the 2023-24 school year.

A collection of pages with questions and answers/explanations which serve as reviews or practice. Each review complements a chapter from The Physics Classroom Tutorial.

A variety of question-and-answer pages which target specific concepts and skills. Topics range from the graphical analysis of motion and drawing free body diagrams to a discussion of vectors and vector addition.

Calling all high school juniors: You've trusted The Physics Classroom to help prepare you for that unit exam in physics. Why not trust us to help prepare you for the biggest test of the year - the ACT test? That's right. Let the TPC help you with the ACT.

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The Physics Classroom serves students, teachers and classrooms by providing classroom-ready resources that utilize an easy-to-understand language that makes learning interactive and multi-dimensional. Written by teachers for teachers and students, The Physics Classroom provides a wealth of resources that meets the varied needs of both students and teachers.

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Double-click anywhere on the wallor choose the "+" to start posting. At any time during your post, you can edit or delete/remove your post.

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Provide feedback on the lab performance scoring (course learning outcomes 2 and 3).
Click below to provide the review

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Differences of hypothesis, law and theory.

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Differences of hypothesis, law and theory.

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A hypothesis is a statement that can be tested.   So the statement, "A watched pot never boils," is a valid scientific hypothesis because we can test it (and find that in this case it is NOT supported by the evidence).

A theory is a general principle or body of principles  that has been developed to explain a wide variety of phenomena.  A scientific theory is NOT a wild guess.  It must be consistent with known experimental results and it must have predictive power.  As new knowledge is gained, theories are refined to better explain the data.

A law is a mathematical relationship that is consistently found to be true.  For example, one of the most famous laws in physics is Einstein's e=mc^2.
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This task requires you to demonstrate your understanding of learning outcomes listed in

4.0 Electric Current n Direct Current Circuits. Subtopics 4.1 thru 4.4

Read the learning outcomes CAREFULLY for each subtopics and show that you have acquired the outcomes by constructing a model of your understanding.

Your model must minimally include:

1. Concepts explanation stated in your own words.

2. Examples, using diagrams, mathematical relationships, some values and the necessary algebraic n numerical solutions wherever is appropriate and descriptions on what you are doing.

ALL steps and units must be clearly shown. Your demonstration of outcomes from the model you construct must be sufficient and must be well articulated and written so as to convince your younger brother/sister that he/she too can understand the model you constructed. Note that it is not for me to understand your model but for your brother/sister.

The more simplified, cogent and well articulated your model is, the more likely you will get excellent grade for this task.

Best for you to write, sketch, and show the model on paper. Then scan using low resolution and email to me rather than taking too much time to use word processor. Its your choice. If u believe using word processor is best for u then by all means do use it. Please scan using low resolution and combine/merge your files together in a word processor or in a pdf format. The completed merged file you sent must not be bigger than 3MBs.

All submissions are to be emailed to phy4072016@gmail.com latest by 1159 pm Weds Dec 13th 2017. Please save d file as

"urname_Test2_13122017"

This is an individual task so that you can demonstrate you have understood. So I trust that you will not seek help or let others do this task for you.  I definitely will not tolerate any plagiarized work.... Be honest to yourself and to almighty ALLAH.... PEACE B UPON U......

Stay cool and lots of smile.

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This is a tentative rubrics on how CLO2 and CLO3 will be scored

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PHY407 Constructive Alignment Assessment Plan

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PHY407 Constructive Alignment Assessment Plan

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Constructive Alignment Table along with the assessment description and Student Learning Time involved t achieve the targeted outcome