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INNOVATION IN LEARNING AND TEACHING (MPPU 1003 )

TECHNICAL REPORT 3
FINAL REPORT : ENERGY
CONSERVATION MODEL
(EC MODEL)

PREPARED BY LESTARI GROUP:


ANIS BALQIS BINTI ZULKEFLI (MPP171095)
REBECCA ABIMAJE JOSHUA (MPP171066)
SITI SARAH BINTI BAHAROM (MPP172025)

LECTERUR:
DR. HASNAH BINTI MOHAMED
DR. RAFEIZAH BINTI MOHD ZULKIFLI

SUBMISSION DATE:
23rd MAY 2018
LESTARI FINAL REPORT: EC MODEL

TABLE OF CONTENTS

1. EC MODEL SPECIFICATION .................................................................... 2

1.1 Component ....................................................................................... 2

1.2 Operation .......................................................................................... 5

2. PRODUCT TESTING AND FINE TUNING ................................................ 8

3. DATA ANALYSIS ..................................................................................... 10

3.1 Teacher Interview ........................................................................... 11

3.2 Students Observation ..................................................................... 13

4. FINDINGS AND DISCUSSION ................................................................ 16

5. COMMERCIALIZATION POTENTIAL...................................................... 19

5.1 Significance..................................................................................... 20

5.2 Costing ............................................................................................ 20

5.3 Uniqueness Characteristics ............................................................ 21

6. CONCLUSION AND RECOMMENDATION ............................................. 22

7. REFERENCE ........................................................................................... 23

APPENDIX 1: PRODUCT TESTING APPROVAL LETTER ............................. 24

APPENDIX 2: STUDENTS’ ACTIVITY SHEET 2 ............................................... 0

APPENDIX 3: STUDENTS’ ACTIVITY SHEET 2 ............................................... 1

APPENDIX 4: STUDENTS’ ACTIVITY SHEET 3 ............................................... 0

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LESTARI FINAL REPORT: EC MODEL

1. EC MODEL SPECIFICATION

Details on the project design are explained thoroughly below especially the
components, how it operates and consists of sufficient supporting diagram.

1.1 Component

This EC Model consists of three parts including the base part, main part
and storage. We will describe details of each component of the parts followed
by the, measurement and their functions.

The base is made of thick PVC board as shown in Diagram 1. There are
four main parts which are (i)housing of adjustable panel, (ii)manual casing, (iii)3
different ball plate, and (iv)hanging ball panel plate. The size of the base is
55cm x 33cm x 5cm (length x width x thickness). The main function of this part
is to hold the others components so that it will be more presentable. During
technical testing, we have change the material from plywood to thick PVC
board in terms of its flexibility in making into appropriate and needed shape. In
terms of mass production, we are suggesting in using special mould PVC base
to increase its durability and life time.

d iii

i
iv width
ii
i

thickness

length

Diagram 1: Base of EC Model

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LESTARI FINAL REPORT: EC MODEL

The second part will be the main part of EC Model (refer Diagram 2)
where the interaction and activity are conducted through. This part consists of
(1)adjustable panel, (2)inclined plane, (3)hanging ball panel, (4)hanging ball,
(5)3 balls with different mass. Part 1 and 2 are made of PVC wire casing. The
height of 1 is 64 cm and measuring tape is being attached on it. The length of
part 2 is 30cm + 30cm (there are two equivalent plates connected by screw)
and joint with land bar (to place the ball) and adjustable wrist that has been
attached through welding. Part 3 is made of four plate of L shape stainless
steel that been screw together to make a U-shape. The size of the joint plate is
14cm (height) and 28.5cm (length). Part 4 consist of two equivalents mass balls
attach together by a thick string and needed to screws on 3. Lastly Part 5
consists of three different mass of ball (70g, 35g, and 15g).

There are a lot of activity that can be created depends on teachers’


creativity but we provided three interesting suggested activity that can be used
depends on the activity estimation time and the mastery level targeted to be
instil among students. In conducting any activity, generally teacher have to
understand that Energy Conservation Law stated that energy could not be
created or destroy but can be transfer from one to others or convert into
another form. This product will be using potential energy and kinetic energy as
the end output that can be calculated through formula EP = mgh (where
m=mass, g=gravitational force and h=height) and EK = ½ mv2 (where m=mass,
and v = velocity (displacement/time taken)). Part 1 will act as a source of h.
Part 2 will represent displacement. Part 5 will contribute the value of m, and g is
fixed at 10ms-1. Part 3 and 4 does not involve in the calculation, just contribute
in the observation only.

The last component of EC Model is the storage as shown in Diagram 3.


This component was developed during the fine tuning process which will be
described in details later. The storage is located inside the base. It is made of
white thick PVC board to differentiate the functions. The size is 53cm x 32cm x

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LESTARI FINAL REPORT: EC MODEL

3.5cm. The function of this part is to keep the entire main component for ease
of use and increase the marketable value of the product.

5
3
1 2

Diagram 2: Main Part of EC Model

Diagram 3: EC Model Storage

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LESTARI FINAL REPORT: EC MODEL

1.2 Operation

We have divided the operational of EC Model into three parts includes


installation, activity and dismantle. All these instructions are provided in the EC
Model Manual. The initial condition of EC Model as shown in the Diagram 1.
Users have to pull out the storage to get the main component being kept inside.

For the installing part, users have to explore the component and get to
know each part stated. Paired Numerical label are used in the storage and
base, so that users can easily match and correctly located the main
component. The label also represents the steps that users have to follow for
installation.

The instruction written as follow:


i. Take out adjustable panel (label 1)
ii. Take out inclined plane (label 2) and loose the wrist
iii. Insert 1 (from the bottom) into wrist of 2
iv. Place 1 into the housing (also label 1) on the base
v. Adjust the wrist to initial height needed
vi. Take out hanging ball panel (label 3), unscrew and place at the
match label 3 on the base.
vii. Take out hanging ball (label 4), unscrew and place at the match
label 4.
viii. Place the 3 balls with different mass (label 5) at the match label 5
on the base.
ix. EC Model ready to be used.

For activity part, we provide three suggested activity that can be used by
our targeted user (teacher and students). In Activity 1, teacher will construct
students’ knowledge and understanding by giving question provided in activity
sheet 1 while demonstrating through the model.

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LESTARI FINAL REPORT: EC MODEL

Activity 1 should be used during introduction of the topic 2.10


understanding work, energy, power and efficiency. The estimation time in
conducting this activity is between 15 – 20 minutes. The instruction for
conducting Activity 1 (Teacher Manual) stated as follow:
i. The EC Model have to be install first before class/conducting the
activity.
ii. Divide the students into groups.
iii. Disseminate Activity Sheet to all groups. Let students scan
through all the questions.
iv. Use induction set by recalling the past chapter. Example:
a. Ask students what is the types of forces that see in EC
Model setup;
b. Ask student what are the basic and derived quantity they
get through EC Model; or
c. Ask student what are the scalars and vectors quantity they
can see through EC Model.
v. Set the initial length at 20 cm.
vi. Place Ball 1 on the track. Ask students to observe properly and
pay attention to the hanging ball movement.
vii. Push the ball and discuss the phenomena and observation.
viii. Give task for students to conduct EC Model by answering question
provided in Activity Sheet 1.

Activity 2:
Student Cognitive Mastery Level: Application & Analysis
Estimated time: 30-40 minutes

i. The EC Model have to be install first before class/conducting the


activity.
ii. Divide the students into groups.
iii. Distribute Activity Sheet 2 to all groups. Let students scan through
all the questions.

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LESTARI FINAL REPORT: EC MODEL

iv. Use induction set by recalling the past chapter. Example:


a. Ask students what is the types of forces that see in EC
Model setup;
b. Ask student what are the basic and derived quantity they get
through EC Model; or
c. Ask student what are the scalars and vectors quantity they
can see through EC Model.
v. Introduce students with EC Model Components
vi. Discuss with student and decide the manipulated variable chosen
(height of panel/mass of the ball/length of incline plane). The one
that not be selected will be constant.
vii. Discuss how to collect data needed in Activity Sheet 2.

The application mastery level is measure through evaluation of student’s


work on applying the formula of potential energy and kinetic energy to
determine velocity, potential energy and kinetic energy.

Activity 3:

Student Cognitive Level: Evaluating & Creating (Problem Solving)


Estimated time: 60-80 minutes

1. Divide students into groups


2. Provide EC Model and Installation Guideline, weighing scale, meter
ruler and stopwatch to all groups each
3. Distribute Activity Sheet 3 to student and ask student to observe
and discuss the situational/problem.
4. create the experiment using the given apparatus
5. Discuss the possible answer with student.

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2. PRODUCT TESTING AND FINE TUNING

As presented in our proposal, we have two types of test which are technical test
and educational objective test. In this section, we going to describe the technical test
and the improvement of the product that we manage to cover the test result. These
tests were conducted during development of the product and customer test (among
teacher and students).

Diagram 4: Product Testing-Technical Test

Diagram 5: Product Testing-Educational Objective Test

During the development of the product, we have conducted the technical test
which includes the evaluation of the efficacy of the targeted design. As mention
earlier, some of our plan design has to be change due to the functionality and
material used. These include:

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LESTARI FINAL REPORT: EC MODEL

Table 1: EC Model Fine tuning Process


Targeted Adjustment/real
Aspect Constraint
Design product
Base Plywood  Does not show Plywood base
sufficient strong where put inside of
 Not presentable the PVC base
(higher strength and
stability)

Adjustable Height Stainless  The size needed are Use PVC wire
Panel and Inclined steel difficult find in the casing because of
Plane Material market its high in durability
 We have no and safety
expertise among the
groups’ member in
moulding the
stainless steel into
needed shape, error
n finishing will be
effected.

Hanging Ball Panel Stainless The plate is too thin so Modify the L-shape
steel plate it can’t’ hold the force of stainless steel into
the ball and get crooked U-shape

Inclined Plane Fixed length Due to the time record, Double up the size,
length its’ seem like the length making extension of
of the inclined plane is the inclined plane
not enough to get by screw up the
appropriate measure of second plane and
time to make the making a hole for
activity succeed. the movement

During customer test, we conducted an observation and interview to get a


feedback and impact of our product. After getting approval from the lecturer and the
school headmaster (letter of approval attach in Appendix 1), we select three
students to represent a group since most of the activity are suited in group. During
observation, we can see that student can apply the 5e’ learning model in
demonstrating the Energy Conservation Law. We manage to conduct simple
interview with the student, they seldom having physic class in the physic lab. They
never experience learning in computer lab. From this, we can see that school
facilities are still not sufficient enough to supply the students need. Therefore simple
experiment activities are the best solution to overcome this problem. We also get a

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LESTARI FINAL REPORT: EC MODEL

suggestion from the teacher to think on the storage matter since the product having
a quite big size and components that are sensitive like hanging ball. The school also
does not provide enough space in the lab or store to kept models, so the teacher are
worried on the product lifetime. Therefore, we have done the second round of fine
tuning process on EC Model. After some measurement, thinking and material search
done, we manage to come out with the solution of customized storage as shown in
Diagram 3.

During this test also, we examine the appropriateness of our Activity Sheets by
giving task of the three suggested activities to the students. The observation and
findings of this test is discussed in detail in chapter 4. We have change the activity in
Activity Sheet 1 due to the similarities to Activity Sheet 2. We also refine Activity
Sheet 2 and Activity Sheet 3 due to the weakness we examine during the test.

Diagram 6: EC Model before Fine Tuning Process

3. DATA ANALYSIS

The main purpose of our product is to solve the problems of misconception on


Energy Conservation Law so that student can conduct an activity to demonstrate the
law. We have conducted qualitative research using observation and interview. The
transcribe of data collected as follow:
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3.1 Teacher Interview

1. Identification Question:

Inteviewer: Assalamualaikum. I would like to express my sincere thanks to


you for helping us carry out this "product testing". As I mentioned
earlier, the purpose of this interview is to get feedback on the
innovation products we produce from our target customers. This
interview will take about 15-30 minutes. I will ask some questions
related to your teaching experience of the subtopics of energy,
your opinions regarding the products we produce and suggestions
for improvement so that it can achieve the objective of helping
students carry out activities to demonstrate the principle of
conservation of energy law.
Question: Well, can you share with us a little background and your
experience in teaching physics?
Answer: I get a physics certificate from UPSI. My major subject is physic. I
have taught form 4 and form 5 physics for 5 year.
Question: In your opinion, why students often encounter misconceptions in
physics?
Answer: Students are usually less familiar with the terms in physics
although most involve phenomena and situations that occur
around them. Stigma of science stream is really difficult also
influence them too. But the main cause is lack of science process
skills, especially scientific investigations skill.

2. Transition Questions

Question: What are the teaching methods that you usually use to teach the
sub topic of energy contained in physics 4 syllabuses, chapter 2?
Answer: usually I will use PowerPoint slide, or sometimes I’ll show
computer simulation, but if there's technical disruption, I'll use
OHP transparency slides.

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Questions: Are there differences in student responses when using different


teaching techniques?
Answer: yes, students are more interested in using more interactive way
because it helps provide a better understanding.
Questions: Do you agree that experimental activities also help students to
understand the concept of physics more clearly.
Answer: Of course, when students conduct scientific investigations,
students will more easily understand a concept effectively.
Question: What is the common problem when running an experiment?
Answer: limited time issues often limit our desire to carry out an
experimental activity effectively.

3. Key Question

Question: What are the strengths and weaknesses that you found in EC
Model?
Answer: The main difference I can see in this product is, students can
interact through this model. The models that I’ve used before only
for one-way demonstration use. The main problem in controlling
such a model is its size and storage method. We have limited
storage space, so if I'm the targeted customers I'd prefer if this
model can be more flexible for the ease of storage.

4. Closing Question

Question: What do you think about the potential of this product?


Answer: from what I see, this product can be an alternative in teaching
techniques, as teachers we much appreciate of the existence of
such products as it can help us diversify learning techniques.
Undoubtedly the use of open source such as YouTube and open
source is more effective but the existing school facilities factor has
led to the relevance of this kind of product.

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LESTARI FINAL REPORT: EC MODEL

3.2 Students Observation

We have used Student Engagement Walkthrough Checklist to record the


student engagement during conducting activities using EC Model. The recorded
checklist as follow:

Student 1:

Diagram 7: Students’ 1 observation checklist

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LESTARI FINAL REPORT: EC MODEL

Student 2:

Diagram 8: Students’ 2 observation checklist

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Student 3:

Diagram 9: Students’ 2 observation checklist

Students Simple Interview:

Normally, where your physic class will be conducted? Do you experience


any class in the computer lab?
The class seldom conducted in this physics lab. We never have physic class in
the computer lab. Normally teacher will explain first and we will some activity
like answering lab book activity or sometimes we will conduct the experiments.

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LESTARI FINAL REPORT: EC MODEL

Can you conduct the activity using EC Model?


Yes, EC Model can be handled efficiently. We have better understanding and
can see clearly the concept of Energy Conservation Law. Experiment activity is
very effective to develop our knowledge and understanding. We can show how
to demonstrate the process of energy conversion and energy transferring. We
also could see the application of potential energy and kinetic energy formula.

4. FINDINGS AND DISCUSSION

The objective derives for obtaining the purpose of EC Model developments are:

i. Student/teacher will be able to use EC Model to demonstrate


energy conservation law
ii. Students will resolve the misconception about energy conservation
law
iii. Students will be able to apply the formula in calculating potential
energy and kinetic energy

From literatures, students are having difficulty in conducting activity to


demonstrate the Law of Conservation of Energy due to the misconception and
problems in understanding the concept. This is proven from the research
conducted by Daane, McKagan, Vokos, & Scherr (2014); Dalakliouglu, Demirci
& Sekercioglu (2015); Park & Liu (2016). A research conducted by Pinsky &
Galili (2014) found that mathematics skills positively correlate with students’
performance in physics class and exams.

It is believed that constructivist learning/problem based learning lead to


critical thinking like conducting simple experiment can resolve the problem. The
data obtained from meta-analysis conducted by Cakir (2017) determine that 5e’
learning model contributes to development of scientific process skill. The 5e’s is
an instructional model based on the constructivist approach to learning.
Constructivist learning approach was being proven to be an effective way in

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LESTARI FINAL REPORT: EC MODEL

producing a meaningful learning environment (Bezen, Bayrak, & Aykutlu, 2016,


Ergin & Sarı,2013 and Rachniyom, Toedtanya, & Wuttiprom, 2017).

From the qualitative research conducted during the product testing phase
show a positive feedback from both of the targeted customer. Student show a
strong engagement when using EC Model to demonstrate energy conservation
law. They have understood the concept of energy can be transfer or convert
that made the principle of conservation of energy law. These findings support
the study conducted by Rachniyom, et al. (2017) that also used simple
experimental activities to develop work and energy concept. Hence, the
participants’ misconception about the change of potential energy, kinetic energy
and the law of conservation of energy was cleared. The teacher also agreed
that simple experiment activity is a good technique to develop students’
scientific investigations skills. Students seem to have strong engagement in the
activity conducted through EC Model because it allows students to explore,
elaborate and evaluate the energy conservation law.

The other roots cause that affect student ability in demonstrating the law
is their mathematical skills. A research conducted by Pinsky & Galili (2014)
found that mathematics skills positively correlate with students’ performance in
physics class and exams. From the students answer sheet, we can see how
student using the formula to compute potential energy and the velocity value
but it seems students have to be guide to come out with an appropriate
summary.

The students answer sheet from the three suggested activity have been
evaluate. The summary of the findings as stated below:
 Activity sheet 1 is quite similar to Activity sheet 2. The major difference
is its not testing student’s skill in applying the formula to calculate
potential energy and velocity. We decided to modify the activity into
new activity as provided in the appendix. Students having difficulties in
obtaining the suitable observation for Ball A and Ball B (the hanging

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LESTARI FINAL REPORT: EC MODEL

ball) as shown in Diagram 10. The new sheets as attached in


Appendix 2.

Diagram 10: Sample of respondents Activity 1 Answer Sheet

 The sample of students answer for Activity 2 showed in Diagram 11.


The limitations of the sheets’ are students having difficulties in
explaining and differentiate the observation. So we modify the column
as shown in Appendix 3

Diagram 11: Sample of respondents Activity 2 Answer Sheet

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 The sample of students answer in Diagram 12 is Students Activity’s 3.


The weakness of the activity is students answer the questions without
having interactions with the model. We refine the sheets so that
students could a have task to collect data and interact with the model
(refer Appendix 4)

Diagram 12: Respondents’ Answer Sheet Activity 3

5. COMMERCIALIZATION POTENTIAL

We will describe first on the significance of EC Model towards our targeted


customer. Then we elaborate the costings and the assumption used to set the price
of our product. Lastly, we will discuss the uniqueness of EC Model that can increase

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the market value of the product. These entire factors will contribute into
commercialization potential of EC Model.

5.1 Significance

Our targeted customer will be the teacher and students. From the statistic
given by Ministry of Education Malaysia (2016), there are 2408 secondary
schools in Malaysia that can be the targeted marketing potential location. The
list of the significance impact of EC Model towards customer needs as shown in
Table 2.

Table 2: Benefiters of EC Model

Teacher Students

 Develop better/ clear understanding  Construct their scientific skills


on energy conservation law through using the EC Model.
demonstration.  Interact with the model through
 Help teacher to plan activities when different kind of activities.
creating lesson plan.  Actively engaged with learning
 Practicing and promoting student process.
centered learning.  Visualize and understand the
 Encourage teacher to use various concept of energy conservation
st
pedagogy approach to practice 21 law.
century learning.

5.2 Costing

In deciding the appropriate marketable price, we apply the Islamic rules by


Imam Malik that stated the rate of profit of sell product must not exceed 1/3
(34%) of the raw cost (Mohammad Taqiuddin Mohamada, Joni Tamkin
Borhana , Mohd Sollehudin Shuibb, and Ahmad Azam Sulaiman@Mohamad,
2012). The raw cost of the material as shown below:

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Table 3: Raw Cost of EC Product Material

Material Price Per Unit Total Price

PVC Board RM 8.00 x 2 RM 16.00


Plywood RM 5.00 x 1 RM 5.00
Aluminium Sheet RM 5.00 x 1 RM 5.00
PVC Wire Casing RM 5.00 x 1 RM 5.00
Hanging Ball Panel RM2.00 x 1 (set) RM 2.00
Ping Pong Ball RM2.00 x 2 (set) RM 4.00
Steel Ball RM4.00 x 1 RM 4.00
Tape RM2.00 x 2 RM 4.00
String RM2.00 x 1 RM 2.00
Glue RM2.00 x 2 RM 4.00
Sticker Label RM4.50 x 1 RM 4.50
Wrist RM2.00 x 1 RM 2.00
Screw, bolt and nut RM2.00 x 1 RM 2.00
JUMLAH RM 59.50

We compute the standard price of our product as (34% x RM 59.50) +


RM59.50 = RM 79.73. From the market survey analysis conducted before, we
have determined the market price for all likely products is more than RM100.00.
So, our EC Model is economically affordable compared to others product. For
the purpose of marketing strategy we have decided the price of EC Model is
RM79.90

5.3 Uniqueness Characteristics

EC Model has two functions which can be use as teaching tools and also
learning kit. Others uniqueness’s are:
 The EC Model can be installed and dissemble easily.
 Include customized storage for spacing issues
 Provide three suggested activities according to mastery level
 Cover the whole concept of energy conservation law.

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6. CONCLUSION AND RECOMMENDATION

EC Model can be useful to practice students-centered learning to improve their


knowledge and skills. This is because EC Model addresses the understanding of the
concept of energy conservation law. It includes two concepts which is energy
conversion from potential energy to kinetic energy and transfer of kinetic energy to
kinetic energy. This product can help Physics teacher to demonstrate a clear
concept during teaching and learning process. It also help to improve students’
scientific skills while interact with the model (especially in conducting experiment
activity 3).

In order to develop a successful educational innovation based product, the


educational objective must be equipped through the design of the product so that it
will be a more meaningful product. We believe this EC Model can achieve the
targeted objective being described earlier, hence applying the marketable
characteristics in terms of feasibility and economically. We do believe this EC Model
have a shown a potential as an effective learning and teaching kit as being discuss
before. It still can be improved in terms of materials and assessment used to
examine the targeted educational objective.

The limitation of our product is the time taken for all the balls to roll through the
inclined plane was less than 1 second. To overcome this, further development of
bigger base and longer size of inclined plane and adjustable panel are needed.
Further research should also be conducted to examine the details impact of EC
Model towards the development of 5e’ Model elements among students.

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7. REFERENCE

Bezen, S., Bayrak, C., and Aykutlu, I. (2016). Physics teachers’ views on teaching
the concept of energy. Eurasian Journal of Educational Research, 64, 109-124.

Broomfield, Dominique (2017, September 7). How to Create A 5E Lesson Plan.


Retrieved from https://wehavekids.com/education/How-to-create-a-5-E-Lesson-
Plan.

Cakir, Nevin Kozcu (2017). Effect of 5E Learning Model on Academic Achievement,


Attitude and science process skills: Meta-Analysis Study. Journal of Education
and Training Studies 5 (11), 157-170.

Daane, A. R., McKagan, S. B., Vokos, S. & Scherr, R. E. (2014). Energy


Conservation In Dissipative Processes: Teacher Expectations And Strategies
Associated With Imperceptible Thermal Energy. 1-19.

Dalaklioğu, S., Demirci, N. and Şekercioğlu, A. (2015). Eleventh grade students’


difficulties and misconceptions about energy and momentum concepts.
International Journal of New Trends in Education and Their Implications.
6 13-21

Ergin S. and Sarı, M. (2013). Fizik öğretmenlerinin öğrencilerin öğrenme stillerine


uygun öğretim yapma düzeylerini belirleme üzerine bir çalışma [A study on
determining physics teachers’ levels of realizing a teaching appropriate to
students’ learning styles]. Fen Bilimleri Öğretimi Dergisi, 1(2), 81-96.

Mohammad Taqiuddin Mohamada , Joni Tamkin Borhana , Mohd Sollehudin


Shuibb, Ahmad Azam Sulaiman@Mohamad (2012). Analisis Kaedah
Pengukuran Untung (Al-Ribh) dari Perspektif Muamalat Islam. Jurnal Teknologi
UTM. 135-140 Park, M. & Liu, X. (2016). Assessing Understanding of the
Energy Concept in Different Science Disciplines. Science Education, 100(3),
483-516.

Pinsky, L. V. and Galili, I. (2014). The Need to Clarify the Relationship between
Physics and Mathematics in Science Curriculum: Cultural Knowledge as
Possible Framework. Procedia - Social and Behavioral Sciences, 116, 611-616.

Rachniyom, A., Toedtanya, K., and Wuttiprom, S. (2017). Development of the


Concept of Energy Conservation using Simple Experiments for Grade 10
Students. Journal of Physics: Conference Series, 1-5.

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APPENDIX 1: PRODUCT TESTING APPROVAL LETTER

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APPENDIX 2: STUDENTS’ ACTIVITY SHEET 2
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APPENDIX 3: STUDENTS’ ACTIVITY SHEET 2

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APPENDIX 4: STUDENTS’ ACTIVITY SHEET 3

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