Wednesday, May 20, 2015

Case study using Tracker for understanding toss up--free fall motion

part2:
Specifically: "Free fall - investigate using tracker-student 2.docx" and "bosstossup.zip"
Page 2
Our study involves the implementation of two 70 min computer laboratory lessons using worksheets "Free fall - investigate using tracker-student 2.docx", where student fill in the answers on the printouts.

Page 2
3.1. Purpose of study The study aims to determine the learning gains from two 75 min computer laboratory lessons (figure 1) that add the Tracker tool and tracker resource "bosstossup.trz", double click the file to launch in Tracker ......

side note, can change the file extension for me or replace it with the attached trz file?

Ref: PED/512427/PAP
PED-100338.R1

Dear Mr Wee

TITLE: Case study using Tracker for understanding toss up--free fall
motion
AUTHORS: Mr Loo Wee et al

I attach your proof to this e-mail as an Adobe Acrobat PDF file. Queries,
if applicable, are indicated in the document by marginal notes and are also
summarized at the end of the PDF file. The minimum software requirement to
view and print this PDF file is Adobe Reader.

This is your last opportunity to make corrections to your article; please
read the proof carefully and be sure to answer any queries. Please let me
know of any corrections by 21 May 2015 (preferably by e-mail or fax) in one
of the following ways:

1. a list of corrections with the exact locations within the text; or

2. a hard copy print-out of the PDF file with the corrections marked.

Please do not use any of the text editing or annotation tools available in
Adobe Acrobat to amend the contents of the file, because it can make
changes hard to find and corrections could be missed. Equally, please do
not send us a new electronic file including the proof corrections as this
also makes changes hard to find.

If you do not receive an acknowledgment from us by the following day (or
longer if sent by post), then please let us know, because we may not have
received your corrections.

If you do not already have Acrobat Reader, it is available FREE at Adobe's
website: http://www.adobe.com/products/acrobat/readstep2.html

If you are unable to read the PDF file then please let me know and I will
send the proofs by fax or conventional post.

If you have not done so already, please be sure to return your offprint
order form if you wish to order offprints. This order form was sent to you
with your acceptance letter. It is especially important to return this form
if you have changed your address.

Please contact me if I can be of any assistance. I look forward to
receiving your corrections soon.

Yours sincerely

Iain Trotter
Publishing Editor
Physics Education

Publishing Team
Kerry Hopkins - Executive Publisher
Iain Trotter - Publishing Editor
Ruth Leopold - Production Editor
Queries
Page 1
AQ1
Please confirm the changes made in the article title.
ok accept

AQ2
Please provide the city name for affiliations [1–3].
no need, Singapore is the size of a city.
1 Ministry of Education, Educational Technology Division, Singapore
2 Ministry of Education, Evergreen Secondary School, Singapore
3 Ministry of Education, Raffles Girls School, Singapore

AQ3
Physics Education encourages the inclusion of a small photograph of the author(s) together with brief biographical details at the end of the article, and we would be grateful if you were able to supply these.

yes, it is already there i believe


AQ4
Your paper has been edited for language and changes have been made throughout. Please read the proof carefully to ensure that your intended meaning has not been changed.

page 2 2. Installation of tracker line 2
Tracker is a video analysis and modelling tool built on the open source
insert as Open Source Physics (OSP) Java framework.

page 2 2. Installation of tracker line 3 5.3 Mb Tracker_486.jar file
insert as  5.6 Mb Tracker_487.jar file

page 2 2. Installation of tracker line 7 4.86
insert as 4.87

page 2 last line Singaporean
insert as Singapore

page 3 3.2.3.2. line 3 difficultly
insert as difficulty

page 3 3.5.1 +10%.
missing full stop 

page 4 line 4 30%.
missing full stop.


page 4 (Wolf 16):
insert as (Wolf, 1986).

page 4 last line
azed
insert as analyzed


page 5 line 9 15  min and 10 min
insert as 'minutes'
spelling in full


page 5 line 19 (GREEN)
lower case (green)

page 5 column 2, just above 4 4. Students’ reflections on the Tracker lesson as is elaborated upon below
insert as 'not elaborated in this paper.'

page 6 4.2 line 7 to address this difficult
insert as 'difficulty'

page 6 4.2 last line 'found'
insert as 'created'


all pages search
global change all words 'pre test' and 'pretest' to be replace as, I was not consistently adding the -
pre-test



AQ5
Please confirm that ‘express pure physics’ is a class type in the Singaporean school system.

yes

AQ6
Please check any redrawn figures carefully, making sure that all graphics and text that should be present in the figures are
accurately represented.
Page 3

ok


AQ7
Please confirm whether the word "equations" can be replaced with "questions".
Page 4

agreed "questions".

AQ8
Please confirm the addition of the plus sign to ‘+4%’.

yes

AQ9
Please confirm the addition of ‘persuasive’ to this edited sentence.
should be 'pervasive' to mean it still widespread

the sentence should be replaced
suggesting that the misconception that an object at the top of its motion continues to have zero acceleration
remains persuasive and that this is a difficult concept to understand correctly
to
suggesting that the misconception that an object at the top of its motion suddenly has zero acceleration
remains persuasive and that this is a difficult concept to understand correctly


AQ10
Please check the edits made to the sentence “...are near the medium gain classification…”..
Page 5

ok

AQ11
Reference Brown (2012a) is cited in text but not provided in the list. Please provide complete publication details to insert in the list, else delete the citation from the text.
Page 6

ok, remove

AQ12
Please check the details for any journal references that do not have a link as they may contain some incorrect information.
Page 7

Cohen, Jacob. (1977). Statistical power analysis for the behavioral sciences (rev. New York: Academic Press, ISBN 0121790606
Juuti, Kalle, & Lavonen, Jari. (2012). Design-based research in science education: One step towards methodology. Nordic Studies in Science Education, 2(2), 54-68.  http://www.naturfagsenteret.no/binfil/download.php?did=6553 or http://www.mv.helsinki.fi/home/kjuuti/Juuti_lavonen_nordina_dbr.pdf
Roth, WF. (1999). Authentic school science: intellectual traditions. In R. McCormick & C. Paechter (Eds.), Learning and knowledge (pp. 6–20). Thousand Oaks, CA: SAGE Publication.  https://books.google.com.sg/books?id=9jwON-NuDtsC&pg=PA6&lpg=PA6&dq=Authentic+school+science:+intellectual+traditions&source=bl&ots=NF9gD-h8gQ&sig=OYt99N_5UQvmtET614CQaKIQSR4&hl=en&sa=X&ei=xUZcVeOuKNGHuATJm4OoBg&ved=0CCcQ6AEwAQ#v=onepage&q=Authentic%20school%20science%3A%20intellectual%20traditions&f=false
Wolf, Fredric M. (1986). Meta-analysis: Quantitative methods for research synthesis (Vol. 59): Sage. ISBN 0803927568

AQ13
Please update the publication details if appropriate in Juuti and Lavonen (2006)
Juuti, Kalle, & Lavonen, Jari. (2012). Design-based research in science education: One step towards methodology. Nordic Studies in Science Education, 2(2), 54-68.  http://www.naturfagsenteret.no/binfil/download.php?did=6553 or http://www.mv.helsinki.fi/home/kjuuti/Juuti_lavonen_nordina_dbr.pdf