Friday, January 29, 2016

Most Significant Change Story 2015 (eduLab Learning Designers)

UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education
Photo by UNESCO/P. Chiang-Joo

(a) What happened across the participating schools for your project?

The most significant change that has occurred across the project schools is the more effective and sustainable use of the NRF2013-EDU001-EL017 Becoming Scientists through Video Analysis open source physics @ Singapore[1] (OSP@SG) resources. Every school created, infused into other parts of the curriculum (outside edulab project scope) and contributed to the ICT connection portal as lessons[2] as well as open educational resources (OER), a vital reason of the award for Singapore UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education 2015.[3]

(b) How have you been involved?

I have been charting the trajectory of the project by inspiring the fellow teachers to enact meaningful learning experiences such as video analysis[4] for (d = 0.79±0.23) large effective size learning gains in kinematics of tossing up a ball and for student directed performance tasks, the modelling pedagogical approach to promote becoming like scientists in classrooms[5].

(c) Why is the change significant to you?

On reflecting, the change is significant because the students’ lives of schooling in Singapore have been made more relevant and relatable to real world and we speculate the project has inspired students’ to enjoy learning with meaningful use of technology such as OSP@SG.

(d) What difference has this made or will make?

We suspect students will find other ways to use the skills learnt in the project to further their own further studies beyond the secondary school education, such as video analysing motion of swimming, flying birds etc, to collect data and evidences for scientific evidence based discussions.

(e) What are the lessons learnt?

Change in teaching and learning practice requires a huge amount effort that cannot be seen in the period of the 2014-2015 funding project.

(f) What recommendations can you make?

At a first step, Educational Technology Division (MOE-ETD ) could publish on their website[6] like the Physics Chapter at the Academy of Singapore Teachers of the win of the global Pedagogical Innovation in the Use of ICT in Teaching and Learning award[7], to further strengthen the branding of the ETD program, hopefully adding to the force to modernize teaching practices with meaningful use of ICT and OER across Singapore educational landscape. 
Strategically, align Masterplan Four[8] in ICT education, with open educational resources global initiatives to “provide education stakeholders with opportunities to improve the quality of, and expand access to, textbooks and other forms of learning content, to catalyst the innovative use of content, and to foster knowledge creation.’ tapping on UNESCO[9] Qingdao Declaration, 2015[10] for a equitable and inclusive educational for the benefit of all.


[6]  &

Monday, January 25, 2016

8th IPSG Progressive mathematical model building(mathematical function plots/graphing) process


Progressive mathematical model building(mathematical function plots/graphing) process


Lawrence Wee Loo Kang (MOE Senior Specialist)
Jimmy Goh Giam Hwee (YJC HODSC)

Introduction and Theory

The Open Source Physics @Singapore (OSP@SG) leverages progressive mathematical model building(mathematical function plots/graphing) process to allow students to propose their own initial ideas that can be modeled into a simulation. The closeness of the model versus the simulated data gives students the evidences to oppose their initial naïve models. This iterative modeling building process is repeated until the students can achieve a mathematical equation that is close enough ‘fit’ to the data. This approach helps students to use their mathematical understanding to deepen physics learning, thus fostering interdisciplinary learning.

In our pilot study Oct 2015 at Yishun JC, 15 students self reported out of a scale of 1(useless) to 10(useful) that the ebook has a score of 7.27 suggesting its usefulness for  learning. Usefulness reasons given by students range from 1. learning becomes more interesting and interactive, 2. useful for visualization compared to paper, but they caution that 1. it is time consuming, 2. might be difficult to use initially as they are unfamiliar with simulations, 3. paper lectures notes should be available still.

Concept and Implementation

We will demonstrate how teachers can use this free downloadable interactive e-book, or webpages (Gravity and Oscillators) to conduct lessons for Progressive mathematical model building and  interactive engagement with the new HTML5  simulations we customized for the Singapore-Cambridge General Certificate of Education Advanced Level (A-level).


This research is made possible through the eduLab project NRF2015-EDU001-EL021 “
Modelling-Inquiry Enabled Interactive Textbook” awarded by the National Research Foundation (NRF), Singapore in collaboration with National Institute of Education (NIE), Singapore and the Ministry of Education (MOE), Singapore.

Prototypes are available via links here:

  1. direct links 
  2. direct link 
  3. and Apple iBook Store Google Play Book and Kindle Book.

This year we have 26 presentations from 15 schools and 8 university/partners like NUS, NTU, SUTD, ETD, Science Centre and Meteorological Service Singapore (please see synopsis of the sessions attached) to share their good teaching practices in physics and other ideas related to application of physics in different areas of life. Prof Andrew Wee will also be delivering a keynote and there will be a new poster presentation format this year at the NJC labs. These presentations will be related to hands-on and demos. Your lab technicians are welcome to join us for the IPSG to get ideas from the poster presentation. We would need to trouble the HODs/SHs to forward this email to your lab technicians.

1. Programme

TimeActivityVenue (refer to the attached programme for the map of NJC)
1.45 – 2.30 pmRegistration of presentersNgee Ann Kongsi Performing Arts Theatre (NAKPAT), LT5
2.30 – 2.45 pmWelcome AddressNgee Ann Kongsi Performing Arts Theatre (NAKPAT), LT5
2:45 - 3:15 pmKeynote speakerNgee Ann Kongsi Performing Arts Theatre (NAKPAT), LT5
3:15 - 4:00  pmTea Break + Poster PresentationHall +  Science Block Level 2
4:00 - 4:45  pmConcurrent session 1CS1.8 Progressive mathematical model building Lawrence Wee Loo Kang and Jimmy Goh Giam HweeScience Block Level 1 and 3
4:45 - 5:30 pmConcurrent session 2Science Block Level 1 and 3

The programme is attached for your reference. The hard copy of the programme sheet will be available on the day itself.

Participants can check for the sessions they are registered for at a counter outside Ngee Ann Kongsi Performing Arts Theatre (NAKPAT), LT5 .

2. Getting to NJC

The stretch of Hillcrest Road between Dunearn Road and the entrance to RGPS will be converted to a one way road from 1.00 pm to 2.30 pm and from 4.30 pm to 5.30 pm. Hence, you can only enter from Dunearn Road, please do not drive in from the Greenwood Estate. Cars leaving NJC can exit to Dunearn Road via Watten Drive during these periods.

a Parking: Limited parking is available in the College, and will be on first come, first served basis. In the event that the college car park is full, cars will have to park along the road outside of the College. You are encouraged to either take public transport or carpool.

b. Public Transport: Downtown Line, Tan Kah Kee Station (DT8) or Sixth Avenue Station (DT7), walk 10 minutes or take any bus for one stop towards NJC direction. You will be allowed entry through the side bus-stop gate if you produce your PS card. Buses available at nearest stops: 66, 67, 74, 151, 154, 156, 157, 170, 171, 174, 852, 961

Address: 37 Hillcrest Road, Singapore 288913

Other platforms


Google +:

Twitter: IPSG Physics @IPSGPHY , #8thIPSG



posted from Bloggeroid

Friday, January 22, 2016

Simple Harmonic Motion Simulations added with Modeling Pedagogy

Simple Harmonic Motion Simulations added with Modeling Pedagogy

Schools looking to better harness technology to aid learning

Schools looking to better harness technology to aid learning 

By Hetty Musfirah Abdul Khamid, Channel NewsAsia
Posted 21 Jan 2016 23:55
Updated 22 Jan 2016 00:01

But at the end of the day, the goal is for technology to aid teachers, not replace them.
“The teacher is the key and that's why we focus a lot of efforts in the professional development of our teachers,” said Dr Lim. “When we run workshops like that, we are helping to build up our teachers' competencies to be able to use the technology meaningfully in the classroom.”
One example is a physics simulation tool, which more teachers are being trained to use. The computer programme can help students better visualise scientific concepts. -  Hetty Musfirah Abdul Khamid, Channel NewsAsia

The simulation mention is available here.

  1. Primary Kinematics in Y direction or Free Fall model
  2. Secondary Kinematics in Y direction or Free Fall model
  3. Kinematics in Y direction or Free Fall model
some screenshot of us conducting the workshop
1.25 minute

1.30 minute

Tuesday, January 19, 2016

Modelling With Physics Simulations KINEMATICS Part 1 or 3

These first workshop series may interest you and your school teachers, it is on modelling with simulations found here.

The following 2 of the three simulations are programmed with modeling with simulation pedagogical move.


Date/ Time
Upper Secondary + JC
41190/ 41188/ 41184
Part 1: 20 Jan 2016, 1430 - 1730,
Part 2: 17 Feb 2016, 1430 - 1730,
Part 3: 09 Mar 2016, 1430 - 1730

for more free workshop by ETD, refer to

Click here for more details of our other Semester 1 workshops.

If you are interested in receiving email updates about our programmes, sign up as a Friend of eduLab today and enjoy exclusive events for Friends!


Goals for workshop

  • Have teachers experience use of simulations 
  • Give flexible time for practice and “playing” with software 
  • Time for feedback, reflection, and some planning how to apply by the teachers 

rough agenda of workshop

  1. Intro – Gavin with team 
  2. 1 sample lesson of ~50 minutes – Dave with team 
  3. [tea break?] 
  4. Feedback from teachers on lesson/materials/etc. 
  5. Demo additional features of tools – Loo Kang with team 
  6. “Play” time for teachers to try things out 
  7. Reflection time 
    1. how to use in their own lessons 
    2. ideas for next workshops 

worksheet revisions

discussion points

  1. The worksheet does not give adequate info on what the simulations are or what students should do with them. 
  2. We like some of the T/F questions present, but want to reduce number of them and make it more interactive with classmates. 
  3. Some of the motivating questions and introductory material could be adapted from existing Tracker resources. 
  4. Try to provide some info on how the present example could be extended for JC teachers to use 2D motion. 


  1. Loo Kang will do initial revision of what’s already drafted 
  2. Then Dave and Gavin look again 


  1. Dave will see if he can get some volunteers to do a demo lesson at school (maybe 15 Jan, afternoon) 
  2. Gavin will sit in if possible… if no volunteers, Gavin can pretend to be student

After Workshop Action

simulation are deemed suitable for JC, secondary and primary level simulations are required.
Secondary Kinematics or Moving Car 1D Model

Primary Kinematics or Moving Car 1D Model

Kinematics or Moving Car 1D Model

OSP@SG is on icon email

OSP@SG is on icon email, thank you !

Monday, January 18, 2016

EJSS Free Fall simulation added more scenarios

new scenarios added
From Dave and Gavin,

1. A sky diver jumps out of a hovering helicopter. A 2 seconds afterwards another sky diver jumps out and they both fall along the same vertical line. Ignore air resistance so that both sky divers fall with the same acceleration.
a. Does the difference in their speeds stay the same throughout the fall?
suggested answer: after t =2 s, the difference is always the same difference as shown by the constant difference.

b. Does the vertical distance between them stay the same throughout the fall?

suggested answer: after t =2 s, the difference in position increases as shown by the increasing difference of YELLOW minus BLUE line.

Question 2

2. A tennis ball thrown from the top of a building is given an initial velocity of 20 m/s straight upward. The building is 50 m high, and the ball just misses the edge of the roof on its way down. Using t = 0 as the time the ball leaves the thrower’s hand, determine
a. the time at which the ball reaches its maximum height
suggested answer: t = 2.0 s 

b. the maximum height

suggested answer: H maximum = 70.4 m 

c. the time at which the ball returns to the height from which it was thrown

suggested answer: t = 4.0 or 4.1 s 

d. the velocity of the ball at this instant

suggested answer: v = -20.2 m/s

e. the velocity and position of the ball at t = 5 s
suggested answer: y = 27.4 m and v = -29.1 m/s  

Saturday, January 16, 2016

Chinese newspaper on Singapore and UNESCO thanks to Tuck Soon


@tucksoon thanks bro.

posted from Bloggeroid

Thanks to teachers in Singapore who sent me these good news.

Photos by Charles. Thank you my friend.

The actual resources mentioned are here
Ripple tank
Parachute tracker

Credits to all my teachers friends and their students who test out OSP@SG open educational resources for the benefit of all.

posted from Bloggeroid

Video tutorial how to Search in osp@sg

Search for resources in osp@sg by lookang lawrence wee

Made this in 15 minutes while in Paris.
I always get teachers asking this question.
posted from Bloggeroid

Photo gallery UNESCO HQ 13 January 2016 Paris

posted from Bloggeroid