RESULTS

Set Induction (Discuss on their prior knowledge)

• Most of the pupils had no ideas of what friction was all about

• Some of the pupils thought that friction was similar to “fraction”. While some pupils thought
that the process of friction had something to do with gravity.

• After the teacher asked the pupils to do a simple practical on rubbing two hands together,
then they were able to explain the outcome which was heat but they were still unable to
mention the word “friction”

Stage 1 (Science experiment using virtual experiment)

• Due to less exposure on using technologies, a pupil needed more help from teacher to do
the activity using virtual experiment even though teacher had explained how to use the
mouse track.

• The other pupils had no difficulties on handling the computers and they followed the
instructions correctly and answered well.

Stage 2 (Science experiment using real objects – doing worksheet)

Number of pupils answered Number of pupils answered

Question number
correctly incorrectly

(a) 1 7

1 (b) 8 0

(c) 8 0

2 8 0

• Degree of difficulty shows that question 1 (a) was the most difficult compared to the
other questions. This is because the question involved many types of surfaces (glass, carpet,
 tile, sand and stone), hence created confusion among the pupils to arrange from the fastest to
the slowest movement.

• The pupils had less or no difficulties in answering the rest of the questions since all of
them managed to answer them correctly.

Closure (Recap what they have learnt)

• The pupils were able to explain the term ‘friction’ and how it worked.

Strengths of the lesson

• Both strategies (virtual and practical activities) benefited the pupils. They understood
better as they experienced by doing the experiment themselves.

• For virtual activity, they were able to see or imagine what was going to happen to the toy
car based on their previous experiences.

• The activity motivated them since the lesson used technologies.

Weaknesses of the lesson

• Amount of energy for pushing the toy car was applied differently.

• Time taken and distance were not measured.

• In term of connection, internet access was poor and not available.

Recommendation

• Before introducing the topic ‘Friction’, it will be interesting if the teacher asks the pupils
to do a class project on building model of vehicles that have different types of wheels. For
example, using woods, metals and rubber tyres.

• In order to give some ideas to pupils about ‘Friction’, a short video clip on History of
Wheels can be shown.