Thursday, August 27, 2015

Open Classroom by Dave

11. Superposition

Venue: Hwa Chong Institution, Classroom A305



Classroom: A305
Date: 27 August 2015
Time: 3-4 pm
Organizer: ETD, CSI learning community by Meng Leng, Ivy Yuri and Lawrence
Open Classrom Presenter: Dave Lommen

Possible Participants:
  1. Leong T K
  2. Sng P P
  3. Ng KK
  4. Wee Loo Kang Lawrence 
  5. Chan XH Kim
  6. Tay PY
  7. Wan LK
  8. Ong WJ
Please contact me i you are interested to attend the open-classroom lesson by Dave.

Feedback after lesson

https://docs.google.com/forms/d/1nGHUjAEsD18c7JZftsdl8ibtEwEezUNfdCoOEG6pVdg/viewform?usp=send_form

Learning Outcomes

(a) explain and use the principle of superposition in simple applications
(b) show an understanding of experiments which demonstrate stationary waves using microwaves, stretched strings and air columns
(c) explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes
(d) explain the meaning of the term diffraction
(e) show an understanding of experiments which demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap
(f) show an understanding of the terms interference and coherence
(g) show an understanding of experiments which demonstrate two-source interference using water, light and microwaves
(h) show an understanding of the conditions required if two-source interference fringes are to be observed
(i) recall and solve problems using the equation λ = ax/D for double-slit interference using light
(j) recall and solve problems by using the formula dsinθ = nλ and describe the use of a diffraction grating to determine the wavelength of light. (The structure and use of the spectrometer is not required.)

email sent


Dear friends, teacher-leaders and members of the Collaborative Science Inquiry (CSI) Learning Community,

Greetings!

We would like to thank you for your participation and involvement in the various ICT based professional learning activities that the learning community has organised for the science fraternity. It is heart-warming to know that our membership has been growing steadily over the year. The learning community will continue to provide professional development activities to meet the needs of science teachers.

Please find some of the upcoming activities we have organised for you in 2015 Semester 2:

CSI Open Classroom (NEW!)

We are launching our open classroom event later part of this term for Secondary and JC teachers and we hope that you could take some time off to join us in this endeavor.


Title: OPEN CLASSROOM FOR SECONDARY SCIENCE TEACHERS IN SECONDARY SCHOOLS (Physics lesson but all are welcome; limited registration only!)

Date: 27 Aug 2015 (Thurs, Term 3 Week 9)
Time: 2.55 -4.30 pm
Venue: Hwa Chong Institution (College) (Please indicate your interest here)

We would also like to use this opportunity to invite teachers to share their classroom for lesson observations so that our fraternity of science teachers could benefit. J (Please indicate your interest to host here).

CSI Community Networking Session

Participants will get to engage in the a dialogue session on current critical concerns in science education with a panel of Learning Community (LC) Champions. Participants could use this opportunity for cross- school networking and collaboration.


Title: SPECIAL NETWORKING SESSION FOR SCIENCE TEACHERS IN SECONDARY SCHOOLS

Date: 18 Nov 2015 (Wed, Term 4 Week 10)
Time: 2.30 -5.30 pm
Venue: edulab@AST (Please indicate your interest here)


CSI Workshops

Title: COLLABORATIVE SCIENCE INQUIRY: 1: 1 COMPUTING (TRAISI CODE: 41134)
Date: 19th Aug 2015
Time: 2.30 pm to 5.30 pm
Title: USING TRACKER AS A MODEL-BUILDING PEDAGOGICAL TOOL (TRAISI CODE: 41153)
Date: 30th Sep 2015
Time: 2.30 pm to 5.30 pm
Title: COLLABORATIVE SCIENCE INQUIRY: ASSESSMENT FOR LEARNING (TRAISI CODE: 41135)
Date: 7th October 2015
Time: 2.30 pm to 5.30 pm

CSI Resources and Partnership

Please find updates on our ICT resources on our OPAL page.
We offer suggestions to the schools’ existing lessons to better tap on the affordances of free Web 2.0 tools so that the students can be engaged collaborative inquirers. We can work with a group of teachers or even at teachers at the cluster level. We are keen to visit you at your school for further discussion. Do email us for more information.
We hope that through these activities, the teachers could contribute actively to the community to drive networked learning and ultimately improve students’ understanding of scientific inquiry and application of science concepts.
Finally, we would like to seek your help to share our activities with your science colleagues and encourage them to partake in the activities, and to join our fraternity at our OPAL page (by clicking on the join button on the website).

Thank you!
Regards,
CSI team (Meng Leng, Ivy, Loo Kang & Yiru)


Flow of lesson 



~0’-5’: students settle down; teacher prepares laptop etc.

7 E Instructional Model
~5’-20’: ConcepTests using Kahoot! (see http://kahoot.it and http://getkahoot.com): students will do conceptual multiple-choice questions, answering using their mobile devices. If the percentage of correct answers is very low, then we may have encountered a misconception. I will then take the time to try and clear up the misconception.


Elicit and Engage
~20’-40’: selected students will take turns to do homework questions on the whiteboard. They will explain their answers and workings to the rest. Students “in the audience” may be called upon to clarify the workings. In the meantime, the teacher will go around and check whether the students did their homework. The homework of about five students will be collected and marked by the teacher. Depending on the questions at hand, I may use applets to clarify.


Explore and Explain
~40’-55’: students will get a challenging problem to work on in groups of three or four. They will write their workings on mini-whiteboards. This will help to make their thinking visible. The groups will be decided on by the teacher before the lesson. Each group will have students of varying ability (based on recent test scores).

Elaborate and Extend
Would you like to try this on an online collaborative platform (Padlet or Linoit)? This is easy for consolidation and you can flash the workings on the projector.

We could help you to setup  if you are fine.

~55’-60’: I will highlight the main points of the problem the students did on the whiteboards, giving a strategy to solve similar questions. I may use an applet for this.
Evaluate