Tuesday, February 21, 2012

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC
Ejs Open Source Long Magnet Falling Through Solenoid Model Java Applet by lookang, based on a original model by http://www.compadre.org/osp/items/detail.cfm?ID=10327 Magnet Falling Through Ring Model written by Maria Jose Cano, Ernesto Martin & Francisco Esquembre.
picture of Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC by lookang, based on a version by original model by http://www.compadre.org/osp/items/detail.cfm?ID=10327 Magnet Falling Through Ring Model written by Maria Jose Cano, Ernesto Martin &Francisco Esquembre.


Java Simulation above is kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2391.0
alternatively, go direct to http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :) 
This work is licensed under a Creative Commons Attribution 3.0 Singapore License
Author: Maria Jose Cano, Ernesto Martin, Francisco Esquembre and lookang (this remix version)

refer to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2391.0 for the list of changes made with AJC.

Scaling

AJC is going to implement their lesson 


of course with inputs from RVHS, SRJC, YJC, IJC and AJC.

This is the research design by AJC.
To implement the EJS lesson before EMI lecture instead of tutorial week based on research hypothesis that "higher learning gain if students undergo some form of problem first follow by lecture. So we are thinking letting students struggle on their own first using the EJS package, follow by the lecture so called "human support".
A YouTube video tutorial to explain how to learn with the computer model was suggested by me.
AJC thinks the idea is good.

Another implementation consideration was not much disruption to the normal conventional running of tutorial.


EJS according to the following general plan.

Experimental Group: 8 Classes of about 25 students (each from one teacher)
Control Group: remaining classes
Treatment: Use of self-directed* outside curriculum time (home based learning) using EJS and instructional home-worksheet before the actual lecture exposure. student Worksheet here
Measurement: Post treatment 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)

Challenges.
  1. Physics professor says http://www.compadre.org/osp/bulletinboard/TDetails.cfm?ViewType=2&TID=2180&CID=51418&#PID51423 quoted" "But the physicists that worked with me told me this was a far from trivial issue."
  2. Google and there is no such applet before.
  3. 3 weeks was given to lookang before the school run live with the lesson package.
  4. Research affords of Assessment for Learning, need to figure out why the learning was better by Prof Ken, as oppose to there is an improvement delta.
  5. stop obsessing about how/whether the intervention is SDL/COL by Prof Ken
  6. infusing 5E -Engagement Electromagnetic induction can turn motion into alternating-current electric power. This alternating- current can be harnessed to power electrical appliance in modern house. 



Quantitative Study
Hypothesis:
The use of computer model (falling long magnet through solenoid) in the learning of induced electromagnetic current may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy* (school has gone to implement a pre-lecture guided self-exploration activity home based learning type of inquiry). To assess the effectiveness of learning through a pre-lecture guided self-exploration activity, through the means of an applet and an accompanying worksheet.
Independent variable:
  1. Use of teacher created EJS computer model in learning of induced electromagnetic current with pedagogical features that enhance multiple representations and guided inquiry learning
Dependent variable:
  1. Students’ understanding deepened that probably may be measured through
    1. (short term gains) Interviews, surveys, students’ worksheet
    2. (longer term transfer of performance gains) such as
                                                               i.     Post test 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)
                                                             ii.      Common Test 2, SPA planning, Data analysis
                                                            iii.      Academic performance  in summative exam (may not have)



Qualitative study
General Question: How has the use of computer model (falling long magnet through solenoid)  helps you in understanding the concepts of induced electromagnetic current?
Specific Questions:
  1. How has computer model (falling long magnet through solenoid)  helped in you in understanding the concept of in interpreting Faraday’s Law: incorrectly relating induced current to flux or change of flux rather instead of rate of change of flux and Difficulties in interpreting Lenz’s Law: incorrectly relating direction of induced current.
  2. What learning features do you feel deepen learning in the computer model (falling long magnet through solenoid?
  3. How can computer model (falling long magnet through solenoid)  be improved to help you understand the principle of induced electromagnetic current?