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Strategy Evidence and Workshop Evidence

The total of 57 students is divided into six home groups and nine expert groups. The nine expert groups are given nine topics, which cover six subtopics from magnetism (chapter 4) and three subtopics from the transformer (chapter 5). The students are given two days to conduct active learning.

In the first day (11 December 2019, 8 a.m to 9 a.m., N3 1-3), the students group together in the expert group. In this group, the students learn and discuss with each other on their topic. Each group then create a presentation using a mah-jong paper. After the presentation complete, the mah-jong paper is collected back.

In the second day (12 December 2019, 2 p.m. to 9 p.m, N11a DK5), the students group together in the home group. Using the mah-jong paper, the member from the expert group presents to the home group. Each student is given five minutes for each presentation. After the presentation is completed, the presentation is concluded by the lecturer. The students are then assess using 10 objective questions implemented in Google Form.

The results show that the students only obtain the average of 5.3/10 marks from the assessment.

• The basic magnetic field, B, direction using the right-hand grip rule can be easily understand by the student.
• For the question involve the conversion on the electrical to mechanical energy, approximately half of the student unable to answer the question. Since the protons move in the same direction as the magnetic field, no force act on the proton.
• For the induced voltage, only 37% of the students able to answer the question. Due to the folding of the wire, the induced voltage should cancel each other.
• Only two students able to answer the magnetic field intensity, H. The students mostly used the length of the wire instead of the diameter around the wire to obtain H.
• Most of the students able to answer the factor affecting hysteresis lost.
• Only 5% of the student able to answer magnetic circuit question.
• Only 9 out of 57 students able to differentiate between the step-up and step-down transformers.
• 61% of the students able to answer the ideal transformer calculation.
• Only 5 students don’t know the function of the open circuit test on the transformer.
• All students able to use the efficiency formula on the transformer.

Based on the results, the students still not fully understand the magnetism and transformer after the activity. To overcome this, feedback are given to the students that give the wrong answer. To improve the activity, the topic should be divided into a smaller portion and it should cover a smaller topic (for example, only chapter 4). The time given for the presentation should be increase to 10 minutes, instead of five minutes. This allows the students to have more time to understand the topic.

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