Monday, January 23, 2017

TRAISI 41190 workshop 2017 ICT Learning Experiences for Teaching Kinematics

email by leongster


Dear colleagues,

We are running a 4 workshop series for “Creating ICT Learning Experiences for Kinematics/Dynamics/Energy”.

Through the 4 sessions, we hope to give you a deep physics learning experience so that you can bring it back to your students.

Unlike usual ICT lessons, the focus of these workshops will be pedagogy, practices of science and network learning.


Typically students view
  • kinematics, dynamics, work energy and power as 3 separate topic.
  • physics as a tool for assessment rather than real world application.
  • science as some facts passed down from dead physicist
Through the workshop, we will share how to

  • teach kinematics, dynamics, work energy and power, in a more coherent way
  • teach with real-world context and data
  • teach students understand the nature of science without spending extra curriculum time

We will introduce different features of the tracker software and simulations during each lesson, guide you through interactive inquiry activities and group you with people of similar interest so you can continue to grow as part of the ICT Network Learning Community.
The workshop is FREE and presented by Leong Tze Kwang from CPDD, Wee Loo Kang from ETD. We will also be inviting guest from various school who have tried out the tools to share their experience and challenges.

Creating ICT Learning Experiences for Kinematics/Dynamics/Energy Workshop
Time: 2:30 – 5:30 pm
Venue: AST, Edulab, 2 Malan Rd,Singapore 109433
Traisi Course Code
Part
Date
41190
1: Kinematics
23 Jan 17
41188
2: Dynamics
20 Feb 17
41184
3: Energy
27 Mar 17
41212
4: Rise above
18 Apr 17


Come join us If you believe that there’s a better way to learn physics.
Or if you know teachers who are interested, please forward this to them and invite them to sign up for the courses at Traisi.
Ideally, we will prefer that you come for all 4 sessions but you can still follow if you cannot make it for some of the session.
Look forward to seeing you at the workshop



Presenter

1. Mr Wee Loo Kang
2. Mr Lee Ming Yew
3. Leong Tze Kwang
4. Dave Lommen

EDUCATIONAL TECHNOLOGY DIVISION (MOE)

Title:

Creating ICT Learning Experiences for Kinematics

Target

Upper Secondary
JC
Physics

TRAISI CODE

41190

Date and Time

23 Jan
1430 - 1730 hours

Overview

Create learning experiences with Open Source Physics ICT Resources in Kinematics for preparing future ready and responsible digital learners.

Objective

The series of workshops will introduce the following to the audience:
1. Quality learning in the hands of every learner empowered with use of Tracker, a video analysis and modeling tool and Open Source Physics simulations using the digital library of ICT resources customized by MOE.
2. Responsible use of digital resources.

know more about KINEMATICS URL:
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics


know more about URL:
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics


Content Outline


10 min (V & V) Community Building

To create a group of teachers interested in sharing meaningful ICT Learning Experiences for Teaching.
Create a Whatsapp to take a group picture and group name adding us

  1. Lawrence 92475573
  2. Tze Kwang 82005810

Self intro in Whatsapp group with name and school, email.

Apparatus List

metre rule x6
stop watch x6
windows movie maker install
laptop with webcam
measuring tape 

Software to be installed ahead SSOE & Tracker 4.95

thanks to my colleagues at eduLab@AST (mr jack and mr neo lead by victor lim), any Singapore schools in the standard school operating environment (SSOE), can request through the HOD ICT of their school for Tracker to be installed by pushing down centrally through the white-listed software.
https://1.bp.blogspot.com/-F770w5O3Nkg/VGP_h8Xv7oI/AAAAAAAApjE/2yaBBEpWym8/s640/ssoewhitelist..png
updated 13 Nov 2014. do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf
School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

reference:

http://1.bp.blogspot.com/-KthPfBipNLo/U-HJo-uT4OI/AAAAAAAAjx4/eZsLEwVFa80/s1600/trackerssoe.png
do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf
School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment.

50+25 min (LK & MY & TK) (Jit Ning) Summary Introduction to Tracker, a video analysis and modeling tool 

  1. Ask Question, example, how to describe the physics of a falling object? and make prediction
  2. Use Model, example, how is position, speed, acceleration, related to time? y, vy, ay, t
  3. Carrying out investigation 
    • OPTION BEST: Use personal handphone, record and send by email to yourself, login to email and download file into the laptop and use Tracker to open it
  4.  to record motion of a falling object and using Tracker mport the video file and to track collect data.
  5. Analyse data, in Tracker analyse the data such as gradient, average, etc that can help you to answer Practice 1 
  6. Using mathematical thinking, using the same data collection, suggest a kinematics model example ????? y = y0 + uy*t+0.5*ay*t^2 
  7. Constructing explanation, discuss with group mates and word the findings. 
  8. Argue from evidence, if you disagree with the views of the group mates, using the data
  9. Communicate information, present the group findings

Step by Step tutorial with screenshots may not be covered completely, will spend more time for teacher to share how to overcome challenges

  1. Ask Question, example, how to describe the physics of a falling object? and make prediction
    • will heavier object fall faster than lighter objects?
    • will object thrown forward falls slower?
    • does object toss up and fall down experience same acceleration?
  2. Use Model, example, how is position, speed, acceleration, related to time? y, vy, ay, t
    • how is the gradient of the position versus time graph changing with time?
    • what is the equation that describe the 
      • position time graph?
      • velocity time graph ? 
      • acceleration time graph?
  3. Carrying out investigation 
    1. OPTION BEST: Use personal handphone, record and send by email to yourself, login to email and download file into the laptop and use Tracker to open it
    2. POOR RESOLUTION: http://www.wikihow.com/Record-from-a-Webcam to record motion of a falling object and using Tracker import the video file and to track collect data.
    3. use existing video available on Tracker itself , Collections | Shared Library | Singapore Tracker Digital Library | 00workshop | 2017Leongster
    4. Install tracker http://physlets.org/tracker/
    5. launch Tracker from the Windows | Start | Tracker | Tracker ,assuming you have already installed it 
    6. The start screen of Tracker looks like this, if prompted to restart Tracker, do so to get the video engine working 
    7. Select File | Import | and choose the video file you made, best if you can copy the video to the Tracker video before importing it. For my personal computer the folder is C:\Users\weelo\Documents\Tracker , but for eduLab computer is could be the D:\Tracker.  
    8. you will perform the same steps on your own video, while i will show the steps on a Digital Library resource of the same phenomena, Ball Drop and double click to download the file with analysis and raw video
    9. the tracker *.trz loads successfully to show the video with the saved analysis 
    10.  Select all the mass and Models and make them visible = false to hide all the existing tracks, to simulate as if you are doing a brand new video 
    11. Step 1 is define clip start and end frame, you have to look at your own video to decide the part which has physics you want to study. Use either the icon on top for clip setting or the 2 black triangles drag to desired time and release the mouse.
    12. Step 2 is calibrate the pixels on the video that tells Tracker the length of the video, for example if i used a one metre ruler, i would key in 1.000 for m 
    13. Step 3 define the world cartesian coordinate system, position the centre (0,0) by dragging the centre cross, do not rotate the axes because we want students to do a simple X and Y axes with no rotation 
    14. Step 4 Create a new Point Mass 
    15. Tracker automatically names the new mass as Mass A or something similar
    16. Hold down the shift key on your keyboard, a new cursor appears, click on the position of the mass you want to track, the end should look like this by default on x axis 
    17. since this motion is on the y direction, select the label x and turn it into y and you should get a scientific representation of position y versus time, t.
    18. remember to save your work regularly, this concludes the data track section.
    19. cool fun stuff you may want to try is to move the video clip to different time to observe the data points. remember to discuss and ask questions.



  4. Analyse data, in Tracker analyse the data such as gradient, average, etc that can help you to answer Practice 1 http://iwant2study.org/ospsg/index.php/145 download falling ball worksheet tracker 4.84.docx
    1. Gradient Analysis.
    2. in any right panel, do a right click on your mouse to invoke options. 
    3. Select the Analyze option, and a pop up window is launched showing exactly the same panel say, it was y vs t 
    4. for gradient, select Measure 
    5. move your mouse cursor to data point of interest, the bottom right corner shows the value for the slope, which is another name for gradient, which is slope = - 2.87 E0 where E means exponential = - 2.87 m/s 
    6. so the tool can be used but it rely on the user-student to decide what is meaningful to analyse as gradient of y vs t graph does have a physical meaning, such as instantaneous velocity which needs a skillful teacher to guide the students to discover.
    7. Average
    8. average is also selectable on the same pop up analyze window 
    9. the average is the same as mean , and here the table shows mean of y = -5.461E-1 = 0.5461 m
    10. typically average of y position isn't very useful as it is just an average of position y during the time duration of analysis, but now go back to the Tracker video and select ay instead of y 
    11. again, right click and choose analyze 
    12. the pop up window for analysis now shows both y and ay, unselect y, to just look at the ay data versus t 
    13. the result of this deselection 
    14. reveals the meaningfulness of such a data analyzed
  5. Using mathematical thinking, using the same data collection, suggest a kinematics model example ????? y = y0 + uy*t+0.5*ay*t^2 
  6. Constructing explanation, discuss with group mates and word the findings. 
  7. Argue from evidence, if you disagree with the views of the group mates, using the data
  8. Communicate information, present the group findings 
    • email the *.trz file to weelookang@gmail.com

Performance task: 

predicting (model deployment) of drop an object from level 4 to hit the ground use the actual length of building to predict the time of drop.

30 min Break 

35 min (Dave) Extension Activity 2 only, Free Fall Simulation Learning Experience 

  1. http://iwant2study.org/ospsg/index.php/37-freefall01
  2. http://iwant2study.org/ospsg/index.php/38-kinematics (optional)



20 min (Dave) Community Sharing

invite Ezzy and Joseph to come share the challenges of using ICT and how them overcome them

5 min (Survey) tinyurl.com/edulab2017

15 mins  Remaining time use for community building

to discuss how to collaborate on a kinematics lesson of their choice.


8. Introduction to Open Source Physics simulations for learning experiences.


Synopsis

This series of four 'ICT Resources for Teaching' workshops aim to promote responsible and quality learning in the hands of every learner empowered with use of 1. Tracker, a video analysis and modeling tool and 2. Open Source Physics simulations, all part of the open educational resources customized by MOE. At the end of the workshops, teachers will know how to assess, afford and adapt these wide variety of online resources available, licensed Creative Commons — Attribution-ShareAlike (CC-BY-SA) lesson materials for implementation in their own classes for the topics Kinematics, Dynamics, and Energy.

Survey results


I have learnt something new.The learning objectives were achieved.The Instructional resources provided are useful.The presentation was clear.The session met my learning needs.I would recommend the session to others.The questions raised during the session were addressed adequately.The facilitation of the session was effective for my learning.SQ Rating
CREATING ICT LEARNING EXPERIENCES PART 1INSTRUCTIONS
SA65.4%57.7%61.5%38.5%50.0%46.2%50.0%42.3%
3.42

A26.9%34.6%30.8%50.0%42.3%46.2%42.3%50.0%
D3.8%7.7%7.7%11.5%7.7%3.8%7.7%7.7%
SD3.8%0.0%0.0%0.0%0.0%3.8%0.0%0.0%


What do you like best about the session?

  1. The resources 
  2. the resources introduced during the session
  3. Interesting 
  4. Free apps
  5. Good timing and sharing
  6. Tracker
  7. All
  8. Sharing by educators on using the trackers 
  9. Hands on practice and practitioner sharing
  10. Sharing of a lot of online resource introduced
  11. Useful resource 
  12. The sharing of resources and how teachers implement it in class
  13. Using tracker to obtain real-time data
  14. Have hands-on time
  15. Making physics more visualised
  16. Ideas, resources shared are useful, practical and allow for flexibility in customization 
  17. applets
  18. Sharing of ideas on concepts that can be presented via tracker
  19. Hands-on activity 
  20. We get to follow with our own laptop, vrersatile apps
  21. A lot of useful tips 
  22. Generous sharing of resources and showing different ways to use the software
  23. meaningful session, hands on approach
  24. The physics tracker and the ezzy Chan coding
  25. Free apps and new ICT usage with Tracker.
  26. Many simulations and applets

What are the areas of improvement for the session?

  1. More time for learning
  2. need to have enough laptops
  3. None
  4. Wi fi to be available 
  5. Ask teacher to download tracker before Workshop 
  6. Too much instructions 
  7. None
  8. Nil
  9. Will be good to go slower
  10. None
  11. Better internet access
  12. Too many people 
  13. Nil
  14. Need more teaches to help out in the hands-on part of the tracker.
  15. The pace was too first in the beginning 
  16. Nil
  17. more sharing 
  18. Nil
  19. Instructor could probably get us to install tracker before we come for the session. 
  20. Have simplified instructions printed in case we can't follow the instructor's demo
  21. Perhaps for the first workshop we should be reminded to ask our TA to install Tracker before the workshop.
  22. A bit fast at certain parts
  23. troubleshooting at the start, and we did not download the tracker software...
  24. Nothing it's great 
  25. Nil
  26. Slower to catch up

What is/are the name(s) of the featured tool(s) you would be trying?

  1. Socrative , Phy app
  2. kinematics simulation
  3. Apps
  4. NIL
  5. Tracker
  6. Tracker
  7. Tracker
  8. Tracker 
  9. Tracker
  10. Open source physics... ejss
  11. Tracker
  12. Tracker
  13. Tracker
  14. Tracker
  15. Open source physics 
  16. Tracker
  17. socrative and ezzy chan Apps
  18. Tracker
  19. Tracker
  20. Open source physics
  21. Tracker
  22. Tracker
  23. tracker, and the applets
  24. Physics tracker
  25. NIL
  26. tracker