Open Source Physics Simulations by lookang

2nd meeting eduLab Java @SRJC

2012-03-05T13:33:00.006+08:00

Dear colleagues,

eduLab projects lead promotion picture

The next eduLab Java Simulation meeting / professional sharing session is scheduled on Monday 5 March 2012, 3pm -5 pm in SRJC conference room

The agenda:

1. Sharing on budget matters by Jie Yang, ~~George Tho~~ (NIE) and Stanley (ETD)

2. Sharing of Research information/expertise by Prof Kenneth Lim with RVHS,

1. goal: other tie-up collaboration on research with the other 4JC’s.
all schools agree to contact lookang and prof ken, according to schools' timetable of course. :)

3. Sharing on Broad Research theme (multiple representation & guided inquiry) by Loo Kang

1. http://weelookang.blogspot.com/2012/01/nrf2011-edu001-el001-java-simulation.html
tat leong suggest tweaks to the RQ.
broadly, inquiry and simulation design instead of just multiple representation

4. Sharing by IJC and AJC (emi by ee-peow) on their insights and lesson design, simulation design, initial research info etc.

1. http://weelookang.blogspot.com/2012/02/ejs-open-source-ripple-tank.html

2. http://weelookang.blogspot.com/2012/02/ejs-open-source-long-magnet-falling.html

ee peow sharing on the long magnet and solenoid model. could not resist capturing teacher sharing about the simulation :)

5. Schedule of lessons

1. RVHS and AJC Collision carts lesson design

1. http://weelookang.blogspot.com/2012/02/ejs-open-source-collision-carts-model.html

2. YJC Gravity Term 3 (innergy GOLD award 2012 http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html ) !!!

1. http://weelookang.blogspot.com/2010/07/ejs-open-source-geostationary-satellite.html

2. http://weelookang.blogspot.com/2011/06/ejs-open-source-kepler-3rd-law-system.html

3. http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-field.html

4. http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-field_10.html
jimmy has lesson for attendance at 8th March Physics Lab 0800-0930 and 1045-1215. awesome invite

3. SRJC Progressive and Stationary wave Term 3

1. http://weelookang.blogspot.com/2010/06/open-source-ejs-superposition-of-2.html

6. Discuss how to pass lesson packages among the 5 schools

1. Can we do all 5 schools in 2012?
we pass pass on whatever that is ready, no need perfected lesson packages

2. Leave the scaling to 2013?
looks like in 2012 should be ok.

7. Next Meeting(s) Schedule
April 27th 2012 @YJC

8. AOB

RVHS highlighted RVHS school network cannot render Google site, will tell ITB folks

Thanks and please add on to the schedule agenda!

eduLab Java Simulation budget matters by jie yang and stanley

notes of meeting 07 March 2012 thanks to Rachelle.
2.2 Java Simulation Design for Teaching and Learning

2.2.1 Loo Kang shared that schools were in the process of adapting other schools’ lesson packages to suit their school’s needs.

2.2.2 The team would firm up the research design together with Dr Kenneth Lim and schools co-PIs.
1. YJC gravity for action to meet prof ken & ETD team please when ready.
2. AJC
a. Collision cart for action to meet prof ken & ETD team please when ready.
b. Falling magnet and solenoid completed lesson intervention but feel free to consult prof ken.
3. SRJC waves met Prof Ken and Loo Kang, Matthew and Sze Yee on 07March 2012 5-6pm on Stationary waves.
4. RVHS Collision cart meet Prof Ken and Matthew on 02March 2012 08-0900 on collision carts.
5. IJC ripple tank completed lesson intervention, but feel free to consult prof ken.
For Action by ALL PI/co-PIs in schools,
Matthew will send another email with the template for research design for our reporting to Director ETD for his inputs. Likely we need a draft research design form each school by 20th March?

2.2.3 Draft workflow:
1. research aspect, lead by each schools co-PIs on their own lesson package, Dr Kenneth Lim (assessment for learning) and Matthew and Sze Yee (MOEHQ alignment).
a. simulations design (suggested by tat leong RQ1 (older term was “multiple representations”) (lead by Loo Kang and Tat Leong),
b. pedagogical practices (inquiry) RQ2 (lead by schools co-PIs and supported by Loo Kang) of each lesson package.
2. Budget matters (lead by WeiMing, supported by schools co-PI and ETD team).

For info and inputs if any 
Hope I got the assignment of workflow correct.

Short article on Innergy Project for ASPIRE magazine (May 2012)

2012-03-05T11:53:00.004+08:00

Short article on Innergy Project for ASPIRE magazine (May 2012)

Got an request from ASPIRE magazine! Thanks Bernice TEO for the invitation!

Congratulations again on winning Gold for your Innergy Project on ‘Gravity-Physics By Inquiry’!

L to R: Yew Meng KWAN, Loo Kang WEE, Charles CHEW (absent: Jimmy Giam Hwee GOH). Picture by Wei Hao HO.

I am an editorial member of ASPIRE (MOE HQ quarterly newsletter) and I am currently preparing for the upcoming issue of our ASPIRE magazine. We would like to showcase your team’s winning project in the May issue of the magazine.

A brief format (100 words) would be:
- What the project is about
- Some insights gained during the course of work / about the team
- A photo (preferably of the team with the project)
For your reference, past issues of ASPIRE newsletter can be viewed here.

We hope to receive the article by 28 March, Wednesday (5pm) in time for the May 2012 issue.

Thank you very much for your help. Please feel free to contact me should you have any queries.

Project:
Gravity-Physics by Inquiry is a bottom up initiative lead by Loo Kang, Yew Meng, Charles Chew and Jimmy Goh to bring realistic, customized and research community validated gravity computer models.

Realistic Models: original models shared by Open Source Physics researchers, data verified from NASA and Wikipedia pages.
Low-cost and Customized: remixed models shared by Loo Kang, customized to Singapore syllabus and address difficult concepts encountered by students, free of charge and probably well used around the world.
Innovative Global Community Product and Process: rapidly created, deployed and improved fluidly supported by Open Source Physics research community through the internet.

Download and “Bring Alive” Gravity-Physics to your students!
1. Lesson Package http://ictconnection.edumall.sg

2. Computer Models http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html

Insights:
Our research suggests these 4 computer models (also known as simulations) are appropriate laboratory environments that can provide the experience and context essential for deepening student’s conceptual understanding of Physics through student centric guided inquiry.
Students especially appreciate the self directed interactivity with computer models, 2D and 3D visualization of the very large scale physics and the different scientific representational views, targeted productive activities designed by the teachers and most importantly, physics is "alive" and fun.

Kepler Solar System Model (Timberlake & Wee, 2011) with actual astronomical data built into the simulation, with realistic 3D visualization, (radius of planets such as Earth, rE and another planet for comparison r, and time t for determination of period of motion, T) data for inquiry learning and to situate understanding

Kepler Solar System Model (Timberlake & Wee, 2011) student conducting inquiry into the Kepler's Solar system. Picture by Goh G.H.

Typical classroom setup where students self direct the inquiry learning collaboratively or otherwise, using the computer models as referents (C Dede, Salzman, Loftin, & Sprague, 1999), can served as powerful learning tools when well facilitated by teacher(s). Picture by Goh G.H.

Geostationary Satellite around Earth Model (Esquembre & Wee, 2010) suitable for inquiry learning through different mode =1 to 7, with Geo Stationary checkbox option, 3D visualization, customized with Singapore as a location position for satellite fixed about a position above the earth with period 24 hours, same rotation sense on the equator plane.

Geostationary Satellite around Earth Model (Esquembre & Wee, 2010) in classroom setting. Picture by Goh G.H.

One Dimensional Gravitational Model (Duffy & Wee, 2010a) suitable for investigative inquiry learning through data collection, customized with syllabus learning objectives such as gravitational strength g, gravitational potential φ when one or both masses M1 and M2 are present with a test mass m. Superimpose are the mathematical representations, vector presentation of g, based on current Newtonian model of gravity.

One Dimensional Gravitational Model (Duffy & Wee, 2010a) use in classroom setting. Picture by Goh G.H.

One Dimensional Gravitational Model (Duffy & Wee, 2010a) with student conducting active inquiry in the computer model supporting by the tutorial questions.Picture by Goh G.H.

One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) suitable for investigative inquiry learning, further customized to allow the experiencing of an Advanced Level examination question June 87 /II/8. Data are based on real values where students can play and experience physics otherwise difficult to related to examination question.

One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) students in active inquiry. Picture by Goh G.H.

One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) students in active inquiry.Picture by Goh G.H.

lift posters Innergy (HQ) Awards 2012 Gravity Physics by Inquiry

2012-03-05T10:47:00.007+08:00

Lift Posters Innergy (HQ) Awards 2012 Gravity Physics by Inquiry

for write up refer to http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html

L to R: Yew Meng KWAN, Loo Kang WEE, Charles CHEW (absent: Giam Hwee GOH). Picture by Wei Hao HO.

Jimmy Giam Hwee GOH from http://www.yishunjc.moe.edu.sg/cos/o.x?c=/wbn/pagetree&func=view&rid=21540

writeup!

ETD & AST

Gravity-Physics by Inquiry

World-first to create these 4 well designed gravity computer models.

Realistic Models: original models shared by Open Source Physics researchers, data verified from NASA, Wikipedia pages on planets.
Low-cost and Customized: remixed models shared by Loo Kang, customized to Singapore syllabus and address difficult concepts encountered by students, all free of charge and probably well used around the world.
Innovative Global Community Product and Process: rapidly created, deployed and improved fluidly supported by Open Source Physics research community through the internet.

Download and “Bring Alive” Gravity-Physics to your students!

1. Lesson Package http://ictconnection.edumall.sg

http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=718

http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=720

http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=721

http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=722

2. Computer Models

http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html

mirror here for ease of downloading for sharing.https://sites.google.com/site/lookang/gravity-yjc
ejs_users_sgeducation_lookang_EarthAndSatelite04.jar
Download
ejs_users_sgeducation_lookang_GField_and_Potential_1D_v2wee.jar
Download
ejs_users_sgeducation_lookang_GFieldandPotential1Dv2EarthMoonwee.jar
Download
ejs_users_sgeducation_lookang_KeplerSystem3rdLaw01.jar
Download

screen shot are at maximum 1280*994, photo by Goh G.H. as original resolution on his camera :)

Kepler Solar System Model (Timberlake & Wee, 2011) student conducting inquiry into the Kepler's Solar system. Picture by Goh G.H.

Geostationary Satellite around Earth Model (Esquembre & Wee, 2010) in classroom setting. Picture by Goh G.H.

One Dimensional Gravitational Model (Duffy & Wee, 2010a) use in classroom setting. Picture by Goh G.H.

One Dimensional Gravitational Model (Duffy & Wee, 2010a) with student conducting active inquiry in the computer model supporting by the tutorial questions.Picture by Goh G.H.

One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) students in active inquiry. Picture by Goh G.H.

One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) students in active inquiry.Picture by Goh G.H.

Dear Sir/Madam,

1. Congratulations once again for winning the Innergy (HQ) Awards 2012. To recognize your efforts in innovation, we will be showcasing this year’s winners and their projects through lift posters. We hope that through this, others in HQ can also be encouraged by your enthusiasm, and be encouraged to innovate as well.

2. Please email me a short write-up of your project (no more than 100 words) and at least 2 high resolution pictures (landscape or portrait with at least 2000 pixels on the short side) showcasing the project’s innovation. The write-up should preferably include a description of your project, and the benefits that it has brought to your stakeholders.

3. We would appreciate if you could email the above mentioned by 8th March (Thu). Thanks!

Racing Ball Demonstration 13/14 video

2012-03-02T22:57:00.001+08:00

Racing Ball Demonstration 13/14 video

picture of Racing Ball Demonstration 13/14 video

Facebook

A demonstration to show that acceleration enables an object to reach the end of a slope sooner.Collaboration with NUS Physics Associate Professor Sow Chorng Haur.
Directed, Scripted and Acted by lookang
Narration by: foong yin
http://library.edumall.sg/cos/o.x?c=/library/reslib&uid=&ptid=84&...
permission granted to upload on social platform by ETD Smiley as part of a research project to understand how to improve delivery of educational resources to schools in Singapore!

1st Physics Subject Chapter Meeting 2012 23 Feb

2012-03-02T13:43:00.000+08:00

1st Physics Subject Chapter Meeting 2012 on 23 Feb.

Finally, i have been included into the Academy of Singapore teachers Physics Subject Chapter. :)
Date: 23 Feb 2012, Thurs
Time: 2.30 pm – 5.00 pm
Venue: Academy of Singapore Teachers, Malan Rd, Blk A, Level 3, SC Rm 7

Core Members
jennifer.yeo@nie.edu.sg
Charles_chew@moe.gov.sg
Kam_Yit_Han@moe.gov.sg
wong_Kah_Wan@moe.gov.sg;
ong_chee_wah@moe.edu.sg;
ning_hwee_tiang@moe.edu.sg;
abu_bakar_farid@ngeeannsec.edu.sg;
chan_yook_mun@moe.edu.sg;
loi_guang_you@moe.edu.sg;
msanisamian@hotmail.com
wee_loo_kang@moe.gov.sg

website:
https://www.facebook.com/pages/Physics-Subject-Chapter-Academy-of-Singapore-Teachers/216106355154715
http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=view&rid=1072655

here are some of the photo that Joy help me to take, Thanks Joy!
Thanks Charles for the feedback and invitation to subject chapter!

lookang sharing the GOLD innergy award 2012 writeup shared on my blog http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html

some of the core team members, sharing at Subject Chapter room 7

lookang sharing the GOLD innergy award 2012 writeup shared on my blog http://weelookang.blogspot.com/2012/01/gravity-physics-by-inquiry-2012-innergy.html

Project Highlights at eduLab@AST

2012-02-28T16:57:00.006+08:00

Overview of Application (for both website and PCs at Malan Road)

Java Simulation Design for Teaching and Learning

1. Name of Application:
Java Simulation Design for Teaching and Learning

2. Level/Subject
(e.g: Primary 3-4 Social Studies, Upper Secondary Multi-disciplinary)
Pre – University Physics

3. Type of Application:
(e.g: Interactive digital textbook, 3D immersive game, e-portfolio, digital trail, etc.)
Computer Models

4. Alignment to Learning & Teaching:
(e.g: Collaborative Learning traits, Self-Directed Learning, 21st Century Dispositions & Skills, etc.)
Assessment for learning

5. Computing Devices To Run Application
Device Type Y if application can be supported by device Remarks (if any)
Windows PC Y Require Java runtime
Run standalone or on browser
Apple Mac Y
~~iPad~~
~~iPhone/iPod Touch~~
~~Android Phone~~
~~Android Tablet~~
Others (Please specify) Linux OS

6. Synopsis of Application (Maximum 100 words)
(Briefly describe how application can be used with accompanying pedagogy to impact learning & teaching)

This project seeks to further students’ inquiry learning through the appropriate use of computer models with multiple representations thereby improving students’ understanding of abstract concepts in Physics.
This project’s key pedagogical method is the guided inquiry approach through customized computer models, worksheets and skilful teacher facilitation, to enable students to conduct scientific investigation-inquiry on the computer models and propose/deduce physics concepts in agreement with the evidence/data collected in the computer models and real world.

7. School(s) Using the Application/Solution
(eduLab@AST thanks the following schools and teachers for sharing their experiences with fellow educators.)
Before providing the following contact details, please ensure that the teachers have agreed to be contacted for
user-experience-related queries from other schools.

School(s) Contact Person Designation Phone Email
River Valley High Xu Weiming PI xu_weiming@moe.edu.sg
River Valley High Lee Tat Leong Co-PI lee_tat_leong@moe.edu.sg
River Valley High Lim Ai Phing Co-PI lim_ai_phing@moe.edu.sg
Yishun JC Goh Giam Hwee Jimmy Co-PI goh_giam_hwee@moe.edu.sg
Serangoon JC Lim Chew Ling Co-PI lim_chew_ling@moe.edu.sg
Serangoon JC Yeo Wee Leng Joshua Co-PI yeo_wee_leng@moe.edu.sg
Innova JC Ong chee Wah Co-PI ong_chee_wah@moe.edu.sg
Innova JC Ng Soo Kok Co-PI ng_soo_kok@moe.edu.sg
Anderson JC Goh Khoon Song Aloysius Co-PI goh_khoon_song@moe.edu.sg
Anderson JC Lim Ee-Peow Co-PI lim_ee-peow@moe.edu.sg
NIE Kenneth Lim Co-PI kenneth.lim@nie.edu.sg
MOEHQ-ETD Wee Loo Kang Lawrence Co-PI 68796543
92475573 wee_loo_kang@moe.gov.sg wee_loo_kang@moe.edu.sg

was told a generic email and phone is desired
School(s) Contact Person Designation School email School phone
River Valley High Xu Weiming PI rvhs@moe.edu.sg 6567 8115
River Valley High Lee Tat Leong Co-PI rvhs@moe.edu.sg 6567 8115
River Valley High Lim Ai Phing Co-PI rvhs@moe.edu.sg 6567 8115
Yishun JC Goh Giam Hwee Jimmy Co-PI yishun_jc@moe.edu.sg 6257 9873
Serangoon JC Lim Chew Ling Co-PI srjc@moe.edu.sg
62850779
Serangoon JC Yeo Wee Leng Joshua Co-PI srjc@moe.edu.sg
62850779
Innova JC Ong chee Wah Co-PI innova_jc@moe.edu.sg
6398 3401
Innova JC Ng Soo Kok Co-PI innova_jc@moe.edu.sg
6398 3401
Anderson JC Goh Khoon Song Aloysius Co-PI anderson_jc@moe.edu.sg
64596822
Anderson JC Lim Ee-Peow Co-PI anderson_jc@moe.edu.sg
64596822
NIE Kenneth Lim Co-PI servicedesk@nie.edu.sg
6790 3033
MOEHQ-ETD Wee Loo Kang Lawrence Co-PI contact@moe.gov.sg.
68722220

8. Trial Account (if any)
Free Access

9. Pricing (accurate as of <<24 feb 2012>>)
Free

10. Contacts of ~~Vendor~~ (Specialist Researcher to Seed Scale & Sustain)
Name of Company: Wee Loo Kang
Name of Person: Wee Loo Kang
Designation: Senior Specialist (Physics)
Phone (Office): 6879 6543
Mobile Phone: 92475573
Email: wee_loo_kang@moe.gov.sg

11. Related Workshop at eduLab@AST
(This section will be completed by eduLab@AST Programmes Committee, ETD)
Title of Workshop
Synopsis
Date
Time
Registration

learning and teaching PPT

improved YouTube video thanks to Rachelle!
video 2A insights on scaling improved YouTube video thanks to Rachelle!

video2B insights on scaling improved YouTube video thanks to Rachelle!

video3 students' testimonials improved YouTube video thanks to Rachelle!

video 2A insights on scaling

video2B insights on scaling

testmonials PPT

video3 students' testimonials

Ejs Open Source Collision Carts Model with AJC and RVHS

2012-02-21T15:38:00.001+08:00

Ejs Open Source Collision Carts Model with AJC and RVHS

Ejs open source java applet 1D collision carts Elastic and Inelastic Collision Java Applet by lookang, based on a original model by written by Francisco Esquembre found in Ejs itself as an example.

picture of Collision Carts Model by lookang based on an original model by Francisco Esquembre found here F:\EasyJavaSimulation\EJS_4.1_081216\EJS_4.1\workspace\source\users\murcia\fem\physics\mechanics\Collision1D.xml

Full screen applet

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=831.0

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: Francisco Esquembre and lookang (this remix version)

refer to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0 for the list of changes made with AJC.

Scaling

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0

AJC is going to implement their lesson

The big picture is here by Mat, sze yee and lookang http://weelookang.blogspot.com/2012/01/nrf2011-edu001-el001-java-simulation.html

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

This is the research design by AJC.

Quantitative Study

Hypothesis:

The use of computer model (collision carts) in the learning of momentum may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy*

Independent variable:

Use of teacher created EJS computer model in learning of momentum, newton's first law with pedagogical features that enhance multiple representations and guided inquiry learning

Dependent variable:

Students’ understanding deepened that probably may be measured through

(short term gains) Interviews, surveys, students’ worksheet
(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 (may not have)

iii. ?? Academic performance in summative exam (may not have)

Qualitative study

General Question: How has the use of computer model (collision carts) helps you in understanding the concepts of momentum, energies newton's first law?

Specific Questions:

How has computer model (collision carts) helped in you in understanding the concept of momentum, energies newton's first law?
What learning features do you feel deepen learning in the computer model (collision carts)?
How can computer model (collision carts) be improved to help you understand the principle of momentum, energies newton's first law?

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC

2012-02-21T15:12:00.003+08:00

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.

Full screen applet

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

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

https://sites.google.com/site/lookang/magnetfallinginsolenoidajc

AJC is going to implement their lesson

The big picture is here by Mat, sze yee and lookang http://weelookang.blogspot.com/2012/01/nrf2011-edu001-el001-java-simulation.html

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.

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."
Google and there is no such applet before.
3 weeks was given to lookang before the school run live with the lesson package.
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.
stop obsessing about how/whether the intervention is SDL/COL by Prof Ken
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:

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:

Students’ understanding deepened that probably may be measured through

(short term gains) Interviews, surveys, students’ worksheet
(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:

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.
What learning features do you feel deepen learning in the computer model (falling long magnet through solenoid?
How can computer model (falling long magnet through solenoid) be improved to help you understand the principle of induced electromagnetic current?

Ejs Open Source Ripple Tank Interference Model with IJC

2012-02-21T14:30:00.004+08:00

Ejs Open Source Ripple Tank Interference Model with IJC

Ejs Open Source Ripple Tank Interference Model java applet a remix from Interference Model: Ripple Tank written by Andrew Duffy http://www.compadre.org/osp/items/detail.cfm?ID=9989

picture of Ejs Open Source Ripple Tank Interference Model with IJC with customized features such as input field of A1 and A2

Full screen applet

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=684.0

Author: Andrew Duffy and lookang (this remix version)

refer to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2067.0 for the list of changes made with IJC.

Scaling

https://sites.google.com/site/lookang/rippletankwithijc

IJC has gone to populate the lesson ideas shared here after i shared with IJC about my lesson here https://sites.google.com/site/lookang/Home with NJC

https://sites.google.com/site/ijcsuperposition/

The big picture is here by Mat, sze yee and lookang http://weelookang.blogspot.com/2012/01/nrf2011-edu001-el001-java-simulation.html

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

This is the research design with IJC and me. http://weelookang.blogspot.com/2012/01/research-design-study-by-ijc-computer.html

Quantitative Study

Hypothesis:

The use of computer model (ripple tank) in the learning of superposition may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy.

Independent variable:

Use of teacher created EJS computer model in superposition with pedagogical features that enhance multiple representations and guided inquiry learning

Dependent variable:

Students’ understanding deepened that probably may be measured through

(short term gains) Interviews, surveys, students’ worksheet
(longer term transfer of performance gains) such as

i. Class test

ii. Common Test

iii. Academic performance in summative exam

Experimental Group: Tutorial + EJS (practical guided -inquiry approach (Kirschner, Sweller, & Clark, 2006))

It is not a easy task to have control group (Norvig, 2006) we should instead focus in ways to improve learning experience or pedagogy (Ernest H. Joy II & Federico E. Garcia, 2000) rather than spend unproductive efforts for some of the following reasons

· Humans are intelligent and can render the (experimental-control group) research design valid-less by doing things purposely to establish false outcomes in learning

· Warning signs in experimental design and interpretation such as to keep the control group equal is L1R5 equal to experimental group and teach poorly in control group etc.

For discussion please.

Qualitative study

General Question: How has the use of computer model (ripple tank) helps you in understanding the concepts of superposition?

Specific Questions:

How has computer model (ripple tank) helped in you in understanding the concept of path difference, phase difference between the two sources and the graphical representation of the resultant wave?
What learning features do you feel deepen learning in the computer model (ripple tank)?
How can computer model (ripple tank) be improved to help you understand the principle of superposition due to two waves?

Reference:

Ernest H. Joy II, & Federico E. Garcia. (2000). Measuring learning effectiveness: A new look at no-significant-difference findings. Journal of Asynchronous Learning Networks, 4(1), 33-39.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
Norvig, P. (2006). Warning Signs in Experimental Design and Interpretation Retrieved 27 January 2012, from Warning Signs in Experimental Design and Interpretation

lesson starts, teacher gives overview, prepare login and change password.

lesson associate real equipment with a great ripple tank YouTube video http://www.youtube.com/watch?v=-8a61G8Hvi0

IJC teacher Clayton helping students to make sense of ripple tank https://sites.google.com/site/ijcsuperposition/

IJC teacher Clayton helping students to make sense of ripple tank when single source S2 https://sites.google.com/site/ijcsuperposition/

IJC teacher Clayton helping students to make sense of ripple tank https://sites.google.com/site/ijcsuperposition/


IJC students making sense of ripple tank through discussion - collaborative pair work https://sites.google.com/site/ijcsuperposition/

IJC students making sense of ripple tank through discussion ( it is obvious that they are really talking science like real scientists making real observations as oppose to reading the abstracted representation in textbook or lecture notes, AWESOME!) - collaborative pair work https://sites.google.com/site/ijcsuperposition

IJC students making sense of ripple tank through discussion ( it is obvious that they are really talking science like real scientists making real observations as oppose to reading the abstracted representation in textbook or lecture notes, AWESOME! this case, i think the students is making specific references to features of the constructive intereference) - collaborative pair work https://sites.google.com/site/ijcsuperposition

IJC students making sense of ripple tank having activated the longer wavelength and exploring and having FUN, recording and making observations, i argue could be difficult to do in real equipment to set the ripple tank motor to a lower speed or oscillation https://sites.google.com/site/ijcsuperposition

IJC students making sense of ripple tank through the 3D visualization scientific representation of ripple tank, according to the students, they claim it helps them form a suitable mental model of ripple tank https://sites.google.com/site/ijcsuperposition

IJC students making sense of ripple tank on the left screen with the scientific representation of a probe at point P and recording and making observations on the right screen through Google form https://sites.google.com/site/ijcsuperposition

IJC students making sense of ripple tank with the scientific representation of a probe at point P to investigate the meaning of |S1P - S2P|, which i argue is more appropriate way that people learn, through personal first person experience as oppose to reading other people insights and observation typical in books and lecture notes https://sites.google.com/site/ijcsuperposition

lookang creator/remixer of the ripple tank computer model at IJC lesson, many thanks to Andrew Duffy!

writeup for eduLab Physics

2012-02-20T10:52:00.005+08:00

eduLab@AST will be a place where teachers with good ideas for an ICT-enhanced lesson or curriculum can come together to collaborate.

http://iresearch.edumall.sg/cos/o.x?c=/iresearch/pagetree&func=view&rid=161

What is GOOD? Example of eduLab@AST-Physics.

eduLab@AST-Physics lead by Loo Kang, an ETD physics senior specialist who support teachers to develop-prototype computer models (Christian, Esquembre, & Barbato, 2011) and the teachers themselves can test-bed learning activities with their lesson ideas while ensuring pedagogical soundness with a suitable augmentation with real life experiments. The complete lesson packages are shared freely on eduLab@AST-Physics and http://weelookang.blogspot.com/ to enhance scalable across schools to benefit the wider learning community, much like the PhET simulations (PhET, 2011), except that Singapore teachers are designing the computer models too.

Spread?

1. MOE-ETD-ETC Education Technology in curriculum.

A new Education Technology in curriculum (ETC) section in ETD structure of the re-organization lead by DGE Ms Ho Peng, articulates a nexus in ETD to connect CPDD and ETD. Working as one MOE, leaders in ETD, CPDD and AST expressed interest to scale up computer models in Singapore Physics Education in all 167 Secondary Schools and Junior Colleges that offer Physics.

2. NRF-MOE eduLab001 project

National Research Fund (NRF) & MOE funded NRF2011-eduLab001 Java Simulation Design for Teaching and Learning project (Wee, 2010). A project consists of 5 schools, River Valley High, Yishun Junior College, Serangoon Junior College, Innova Junior College & Anderson Junior College to pilot lesson packages developed from January 2012 to December 2013, lead by the same group of innovator-teachers.

3. Across levels and schools.

1. Computer models on vernier caliper (Hwang & Wee, 2012b) and micrometer (Hwang & Wee, 2012a) have been implemented in the Secondary 3 curriculum through teacher leadership of Lead Teacher Ning Hwee Tiang @NJC IP-programme https://sites.google.com/site/lookang/ , after attending a workshop on Physics by Inquiry with Simulations Design for Learning (Wee, Lee, & Goh, 2011).

2. Computer models has also spread to the primary school curriculum @ACS junior https://sites.google.com/site/perfectodemolito/ through the teacher leadership of Mathrew Ong and Sze Yee, eduLab designers who saw the ability of using simulations as learning environments where students are empowered to play, explore and form personal theories about the physics in the computer models as oppose to memorizing facts and watching PowerPoint presentations.

How do teachers work with Loo Kang

Through face to face meeting, Loo Kang got teachers excited about customizing (Wee & Mak, 2009) computer models and through emails, discussions on NTNU Java Virtual Lab (Hwang, 2010) and schedule meeting at teachers’ school, research on the these lessons are enacted with the teachers as leaders of their own intervention.

Exploring the Process of Scaling Up (Dede, n.d).

Depth –

Open Source Physics gives teachers educators an authoring toolkit to create quality and useful computer models (Esquembre, 2010) and video analysis and modeling Tracker (Brown, 2011).
Key to improve educational practice of lectures, too much teacher talk etc, through computer models blended with real equipment or laboratory, supports learning 24/7, anywhere, anytime.

Sustainability–

EJS has been used by professors and school teachers since 2003, the community has grown with NTNU Java virtual lab and Open Source Physics comPadRE.
Open Source EJS and tracker and also open source the computer models is the real game changer, as compared to others so called innovation learning programme, need for game server, lots of money to sustain the practice to other schools etc.

Spread –

A global diffusion framework, licensing curriculum materials and computer models under creative commons attribution or GNU General Public License Version 3.
Though expertise is require to create new computer models, to remix and share lower the burden of technology specialists
run on Java runtime standalone without the need of bandwidth resource, constant monitoring of students' mouse movement etc.
no password, no student accounts to manage, anyone can contribute.

Shift –

· Teachers can be owners of the computer model they help to improve on, Loo Kang has remixed and own 65 computer models spanning O and A level Physics which is continually improve upon, TheMattHatter and engrg1 is journeying to port over to primary school curriculum space.

Evolution –

· Yes, users and teachers continue to feedback to Loo Kang on ways to improve the computer models, and the computer model or lesson has a life on its own always evolving :)

Reference:

Brown, D. (2011). Tracker Free Video Analysis and Modeling Tool for Physics Education Retrieved 20 October, 2010, from http://www.cabrillo.edu/~dbrown/tracker/

Christian, W., Esquembre, F., & Barbato, L. (2011). Open Source Physics. Science, 334(6059), 1077-1078. doi: 10.1126/science.1196984

Dede, C. (n.d). Exploring the Process of Scaling Up. Harvard University. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic86033.files/Process_of_Scaling_Up_-_T561_scaling.pdf

http://www.peecworks.org/PEEC/PEEC_Reports/051F8D99-007EA7AB.14/The%20Process%20of%20Scaling%20Up.pdf

Esquembre, F. (2010). Easy Java Simulations Retrieved 20 October, 2010, from http://www.um.es/fem/Ejs/Ejs_en/index.html

Hwang, F.-K. (2010). NTNU Virtual Physics Laboratory Retrieved 20 October, 2010, from http://www.phy.ntnu.edu.tw/ntnujava/index.php

Hwang, F.-K., & Wee, L. K. (2012a). Ejs open source Micrometer java applet with objects, help & zero error logic Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=683.0

Hwang, F.-K., & Wee, L. K. (2012b). Ejs open source Vernier calipers java applet with objects, help & 0-error logic. Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=684.0

PhET. (2011). The Physics Education Technology (PhET) project at the University of Colorado at Boulder, USA from http://phet.colorado.edu/en/simulations/category/physics

Wee, L. K. (2010, 03 November). eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker. Jurong Junior College, 2010, from http://weelookang.blogspot.com/2010/10/edulab-mass-briefing-at-jurong-junior.html

Wee, L. K., Lee, T. L., & Goh, J. (2011, 10 November). Physics by Inquiry with Simulations Design for Learning Paper presented at the The Academy Symposium, Singapore.

Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore.

Primary School remix for Pendulum

2012-02-15T08:56:00.000+08:00

https://sites.google.com/site/perfectodemolito/simulation

Primary School remix for Pendulum by mr.matt.hatter@gmail.com

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2371.0
Primary School remix for Pendulum by mr.matt.hatter@gmail.com

Full screen applet
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=2371.0
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: Wolfgang Christian and F. Esquembre http://www.compadre.org/osp/items/detail.cfm?ID=7567
Author: lookang (remix version) http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=818.0
Author: lookang and mr.matt.hatter@gmail.com (this primary school version)

the lesson can be viewed here https://sites.google.com/site/perfectodemolito/

Tracker Video Analysis: Bouncing Ball written by Loo Kang WEE

2012-02-10T03:07:00.001+08:00

Super Cool! Another contribution to OSP as a learning package using tracker :)

Tracker Video Analysis: Bouncing Ball
written by Loo Kang WEE
http://www.compadre.org/OSP/items/detail.cfm?ID=11705

This Bouncing Ball exercise uses the Tracker video analysis and modeling tool to explore the kinematics of a falling and bouncing ball. A bouncing ball video and worksheet answer key are included in this item. Numerous annotated screen-shots show how to use Tracker and how to use the Data Tool to curve-fit the ball's trajectory.

Please note that this resource requires Quicktime, or Xuggle.

.zip
download 959kb .zip
Last Modified: February 8, 2012
View the supplemental document attached to this resource
Subjects Levels Resource Types

Encouragement is oxygen to the soul, thank you Open Source Physics

2012-02-09T09:21:00.000+08:00

Encouragement is oxygen to the soul, thank you Open Source Physics!
In a talk i gave http://weelookang.blogspot.com/2012/02/aaptwm12.html
http://www.compadre.org/osp/items/detail.cfm?ID=11711
Catalogued here as well

FC06 Wed 02/08, 8:50AM - 9:00 AM AAPT National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA. I thank the many OSP folks that i had the honor of meeting during MPTL14 (2009), AAPTSM10 and AAPTWM12.

AAPTWM12 thank you OSP folks by lookang

“We should seize every opportunity to give encouragement. Encouragement is oxygen to the soul.”

-- Mr George M. Adams (1837-1920), US Representative from Kentucky.

Reference:

Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA.

AAPTWM12

2012-02-08T01:25:00.009+08:00

AAPTWM12

Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2.
Catalogued here as well
http://www.compadre.org/osp/items/detail.cfm?ID=11711

Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA.

Google Docs

latest version

my session FC06 Wed 02/08, 8:50AM - 9:00 AM AAPT National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA.

Title: Physics Educators as Designers of Simulations using EJS part 2
Presenter: Loo Kang Lawrence Wee
Venue: 200C, Ontario Convention Center
Date: 08 February 2012
Time: 8:50AM - 9:00 AM
Program: http://www.aapt.org/Conferences/wm2012/upload/aapt-program-final2a.pdf
Youtube: http://www.youtube.com/watch?v=1DLm-95zYmc&feature=colike
PPT: http://www.compadre.org/osp/items/detail.cfm?ID=11711
WWW: http://weelookang.blogspot.com/2012/02/aaptwm12.html

Abstract:
To deepen do-it-yourself (DIY) technology in the physics classroom, we seek to highlight the Open Source Physics (OSP) community of educators that engage, enable and empower teachers as learners so that we create DIY technology tools-simulation for inquiry learning. We learn through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Easy Java Simulation (EJS) toolkit, we are able make sense of the physics from the computational models created by practicing physicists. We will share newer (2010-present) simulations that we have remixed from existing library of simulations models into suitable learning environments for inquiry of physics. We hope other teachers would find these simulations useful and remix them that suit their own context and contribute back to benefit all humankind, becoming citizens for the world
Abstract Footnotes: website prior to the meeting
http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0

Extension of
Wee, L. K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation (EJS). Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA.
video and paper can be found here
http://weelookang.blogspot.com/2010/07/physics-educators-as-designers-of.html

FC06 8:50-9 a.m. Physics Educators as Designers of Simulation Using EJS Part 2*
Contributed – Loo Kang Lawrence Wee, Ministry of Education, Singapore
Ministry of Education (MOE) Building, SG 138675 Singapore; weelookang@gmail.com from http://www.aapt.org/Conferences/wm2012/upload/aapt-program-final2a.pdf

PPT via Google doc
JAR via Google sites

Attachments (6)

ejs_aaptemwavewee.jar - on Feb 5, 2012 8:38 PM by lookang lawrence wee (version 1)
1108k Download
ejs_AAPTwave_doublelit2wee03.jar - on Feb 5, 2012 8:39 PM by lookang lawrence wee (version 1)
1079k Download
ejs_AAPTBlackbodyRadiationSpectrum.jar - on Feb 5, 2012 8:39 PM by lookang lawrence wee (version 1)
1232k Download
ejs_AAPTpipewee01.jar - on Feb 5, 2012 8:41 PM by lookang lawrence wee (version 1)
1102k Download
ejs_aaptwave_singleslit2wee03.jar - on Feb 5, 2012 8:42 PM by lookang lawrence wee (version 1)
1067k Download
ejs_AAPT12Ripple_Tank_Interferencewee03.jar - on Feb 5, 2012 8:43 PM by lookang lawrence wee (version 1)
1150k Download

Enjoy!

To cite this presentation,
Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA.

a podcast to prepare myself for the real presentation. apologies for many incorrect use of terms but that is what a preparation is, fill with mistakes :)

actual recording

newer version

new version

old version

What i have learnt and could share to benefit those interested in Physics Education. Thanks SY for inputs!

Content of Course/Conference/Attachment

1. Objective of the conference:

To provide professional development and networking opportunities for the physics education community (i.e. American Association of Physics Teachers)

2. Description of the conference content.

· For details on workshops, plenary/concurrent/poster sessions and the exhibition, please see the conference programme at :

http://www.aapt.org/Conferences/wm2012/upload/aapt-program-final2a.pdf

3. Description of on-the-job training attachments or programme of visits and tours.

Four workshops which I attended:

(a)Saturday Feb 04 2012 8:00AM – 12.00PM

Workshop 09: Teaching and Learning Electromagnetism in Introductory Physics Courses by Jenaro Guisasola. This workshop introduced participants to the students’ difficulties that could be encountered during learning of certain topics in electromagnetism.

(b)Saturday Feb 04 2012 1:00PM – 5.00PM

Workshop 16: NASCAR Physics by Don Franklin. This hands-on workshop introduced participants to NASCAR racing and the physics concepts behind cars and tracks.

(c)Sunday Feb 05 2012 8:00AM – 12.00PM

Workshop 28: Modelling Amusement Park Physics with EJS Simulations and Tracker Video Analysis by Wolfgang Christian, Mario Belloni, Anne Cox and Doug Brown. This hands-on workshop showed participants how to use EJS computer models and the Tracker video modelling to study the physics of amusement parks.

(d)Sunday Feb 05 2012 1:00PM – 5.00PM

Workshop 32: Writing Apps for the iPhone and the iPad by Andrew Duffy. This hands-on workshop showed participants how to use XCode environment to create apps on the Mac and the Interface Builder to lay out various buttons and sliders.

In addition to attending the main conference activities, I also presented my paper “Physics Educators as Designers of Simulation Using Easy Java Simulation part 2” during a concurrent session FC06. The paper is available for download from the Open Source Physics Website: http://www.compadre.org/osp/items/detail.cfm?ID=11711

Benefits of Course/Conference/Attachment

4. Aspects of the course/conference/attachment that were stressed.

Workshops enabled participants to fully experience the affordances of the digital resources that were available for the learning of Physics. Research instruments and books were distributed to participants so that they could further develop and adapt the materials for classroom use after the conference.
Committee meeting discussions focused on how AAPT could plan and execute future directions of the conference.
The panel discussions and concurrent sessions were insightful and research findings of the presenters were clearly grouped under the same broad categories. Panel discussions devoted more time for the audience to ask questions while concurrent sessions were generally short and more focused.
The exhibition by vendors highlighted some of the commercial products available for the learning of physics.

5)* Critical appraisal of the strengths and weaknesses of the conference

· Strengths

AAPT is an international organization for physics educators. It supports physics and physical science teachers in key aspects of teaching and learning in the United States. The conference provided a one-stop access to many pedagogical ideas on a range of Physics topics suitable for use by secondary and junior college teachers in Singapore, as well as opportunities for conference attendees to explore possible collaborations with Physics professors (e.g. I am leading a project involving an Open Source Physics group of researchers).

· Weaknesses

Nil

6)* Detailed description of specific benefits derived from the course/conference/attachment in relation to:

· I learned more about the latest research and ideas on ICT-based pedagogies in Physics education. An example is provided below:

Simulations, Modelling & Computation Physics

The Open Source Physics Project provides curriculum resources that engage students in physics, computation, and computer modelling. Computational physics and computer modelling provide students with new ways to understand, describe, explain, and predict physical phenomena.

OSP Simulations are compiled programs on specific topics. The models can be used for concept building and exploration of exploring physical systems
OSP curriculum packages combine computer simulations with tutorial materials and student worksheets. Packages can be modified to meet the needs of faculty and students.
Easy Java Simulations provide the computational tools for students and faculty to explore physics without the need for learning details of java programming.
OSP tools provide several general applications for physics teaching, student activities, and curriculum distribution.

· I attended sessions conducted by the following Physics educators and academia in the United States, who can be possible collaborators in creating OSP curriculum materials:

1) Christian Wolfgang, Brown Professor of Physics, Davidson College http://www.phy.davidson.edu/FacHome/wc/Welcome.htm

2) Anne J. Cox, Professor of Physics, Eckerd College http://home.eckerd.edu/~coxaj/

3) Mario Belloni, Professor of Physics, Davidson College http://webphysics.davidson.edu/mjb/welcome.htm

4) Doug Brown, Professor of Physics, Cabrillo College http://www.cabrillo.edu/~dbrown/tracker/

5) Andrew Duffy, Professor of Physics, Boston University http://physics.bu.edu/people/show/44

6) Taha Mzoughi, Professor of Physics, Mississippi State University http://www.msstate.edu/dept/Physics/web3OLD2006/profs/mzoughi.html

7) Aaron Titus, High Point University http://acme.highpoint.edu/~atitus/index.html

· I gained insights and useful feedback from fellow physics educators when

I presented my paper “Physics Educators as Designers of Simulation Using Easy Java Simulation part 2”. Some of the participants were excited by the computer models that I shared and asked for the link to these resources for use in their classrooms. Professor Taha also invited me to conduct an invited session at the 2013 Winter Meeting in New Orleans (Jan 5-9) under the AAPT committee sponsorship on Education Technologies (CET) as well as an outreach workshop for the teacher profession sharing programme at the Mississippi State University.

7) How the conference can be improved to be of greater benefit.

Greater benefits could be derived if we get a group of Master Physics teachers and teachers to attend the conference together and work towards becoming a part of the international community of practice to collaborate on projects with the Physics professors (e.g. http://www.compadre.org/osp/ ).

Application of skills acquired

8)* Aspects of the knowledge/skills acquired that can be introduced in Department/Ministry

In addition to doing a presentation on the conference for my section, I will be sharing lesson ideas and Physics resources gleaned from the conference with teachers in the following MOE projects:

· eduLab project in Physics

· ICT Connection, physics lesson examples

· ICT Mentoring, F2F sharing session with secondary ICT Mentors

· Physics Task Force, collaboration with Physics Principal Master Teacher.

· Singapore Science Teachers Conference Workshop.

· Instructional Programme support group (IPSG) sharing

9) State which category of personnel would benefit most from the conference and how.

Senior specialists and Physics teachers (Master, Lead) would benefit most form the conference. The conference provides much food for thought in terms of how lesson examples can be developed with meaningful use of technology to benefit the MOE education system.

10) Any other comments.

Nil

W32 iOS apps in physics

2012-02-07T02:26:00.003+08:00

W32: Writing Apps for the IPhone and the IPad
Date/Time

Sun, Feb 5
1:00 PM to 5:00 PM

Organizer
Andrew Duffy
Cost

Members: $75.00
Non-members: $100.00

Seats

Max: 32
Available: 31

This workshop is a basic introduction to creating apps for the iPhone, the iPod Touch, and the iPad. No prior knowledge is assumed. We will cover the basics of drawing and animating; learn a little Objective-C; become familiar with the XCode environment in which apps are created on the Mac; and get an introduction to Interface Builder, where we lay out various buttons and sliders, etc. Workshop attendees should bring their own Mac computers, with Apple?s latest version of XCode already downloaded and installed. Xcode is available for $4.99 at the Mac App Store.

Andrew Duffy

Andrew duffy (creator of many ejs and iOS apps) and lookang( remixed many good ejs app by andrew). Thanks!

workshop W32 iOS

W32 workshop iOS one to one attention

route back to Ontario convention center from Cal Poly Pomona

W28 open source physics amusement park

2012-02-07T02:24:00.002+08:00

W28: Modeling Amusement Pk Physics
Date/Time

Sun, Feb 5
8:00 AM to 12:00 PM

Organizer
Wolfgang Christian
Co-Organizer(s)
Mario Belloni, Anne Cox
Cost

Members: $70.00
Non-members: $95.00

Seats

Max: 24
Available: 24

Modeling Amusement Park Physics with EJS Simulations and Tracker Video Analysis - How do physical laws affect amusement park ride design? Rides must be designed with physics and engineering tolerances in mind, but they also need to be exciting but not dangerous to the rider. Amusement park rides are rich in physics content and are an exciting context for learning physics and this workshop will use EJS computer models and Tracker video modeling to study physics them. These simulations can be used for computer demonstrations or as virtual laboratories in high-school and undergraduate courses, or serve as programming examples and tasks for computational physics with higher-level students. Participants of the workshop will receive a CD with these EJS simulations and Tracker video models; and these models are also in the OSP ComPADRE Collection at: http://www.compadre.org/osp/. Partial funding for this workshop was obtained through NSF grant DUE-0442581.

copy of Amusement park book

Mario leading the workshop on Amusement Park Physics

Easy Java Simulation at the heart of the workshop to edit computer models

W28 open source physics amusement park, with Wolfgang leading the workshop

some of the participants of W28 open source physics amusement park

Anne leading a participant from South Korea on use of EJS

Mario leading the workshop on Amusement Park Physics

Douglas creator of Tracker showing some of the new features in Tracker 4.62

W09 electromagnetism learning difficulties

2012-02-07T02:21:00.003+08:00

Saving time by using blogger iPhone to upload photo

Jenaro Guisasola

http://www.aapt.org/Conferences/wm2012/workshops.cfm

W09: Teaching & Learning Electromagnetism in Intro Phys

Date/Time

Sat, Feb 4
8:00 AM to 12:00 PM

Organizer

Jenaro Guisasola

Cost

Members: $95.00
Non-members: $120.00

Seats

Max: 35
Available: 22

Teaching and Learning Electromagnetism in Introductory Physics Courses - In the workshop it will discuss the impact of physics education research on electromagnetism in the educational designing and practice of physics teaching at university level. Two of presentations will present studies about students' difficulties of learning topics of electromagnetism such as electromotive force, electromagnetic induction or Faraday's law. It will present also a study about the problems of teaching Maxwell equations in relation to cognitive theories. Finally, a study on developing students' mathematics' techniques involving the meaning of the physics concepts will be discussed. Organizer: Jenaro Guisasola


Jenaro Guisasola with an overview http://wwwcsi.unian.it/educa/curriculum/cv_jga.html

missing Mieke De Cock picture
http://www.kuleuven.be/wieiswie/en/person/u0021796/@@view
found this paper
http://www.univ-reims.fr/site/evenement/girep-icpe-mptl-2010-reims-international-conference/gallery_files/site/1/90/4401/22908/29321/29506.pdf
Summary:

good way to code, A correct, B alternate concepts, C inaccurate reasoning D incoherent, table taken from http://www.univ-reims.fr/site/evenement/girep-icpe-mptl-2010-reims-international-conference/gallery_files/site/1/90/4401/22908/29321/29506.pdf

common misconception includes:

emf as a force that does work or has energy
confuse emf with voltage difference
belief potential difference produce emf

Here is the wikipedia answer:

electromotive "force" is not a force.
emf is the external work expended per unit of charge to produce an electric potential difference across two open-circuited terminals.^[2]^[3] The electric potential difference produced is created by separating positive and negative charges, thereby generating an electric field.^[4]^[5] The created electrical potential difference drives current flow if a circuit is attached to the source of emf.
A source of emf can be thought of as a kind of charge pump that acts to move positive charge from a point of low potential through its interior to a point of high potential. … By chemical, mechanical or other means, the source of emf performs work dW on that charge to move it to the high potential terminal. The emf ℰ of the source is defined as the work dW done per charge dq: ℰ = dW/dq.

I has breakfast with Taha who shown me his latest EJS simulation that addresses this visualization in 3D, maybe we can wait for his release of the simulation which Taha used for teacher training.

Paul van Kampen's 2nd workshop on integration in Physics http://www.dcu.ie/info/staff_member.php?id_no=2054

Paul van Kampen

Jenaro Guisasola on learning electromagnetism induction emi

Jenaro Guisasola setting up engage (5e) why should we learn electromagnetism induction emi ?

Jenaro Guisasola on macro (Faraday Law) and micro (Lorentz law) representations and explanation of on learning electromagnetism induction emi

on learning electromagnetism induction emi

on learning electromagnetism induction emi http://sites.google.com/site/guisasolapages

W16 NASCAR physics

2012-02-07T02:18:00.002+08:00

W16: Teaching Physics Using NASCAR
Date/Time

Sat, Feb 4
1:00 PM to 5:00 PM

Organizer
Don Franklin
Cost

Members: $75.00
Non-members: $100.00

Seats

Max: 60
Available: 55

Description: Want to take Physics out of the textbook and into real life? This reality workshop will allow you to travel to a NASCAR track, dialog with an engineer, ride around the track in a van and sit in the pits while the cars are making laps around the track. For an additional fee, you can also ride in the passenger seat for four laps or drive the car on the track yourself for ten laps. Help the motor heads in your school see Physics in Action. Have them coming to class asking what part Physics played in how the car?s finish. Now you can teach for the moment! Transportation is included in the cost of this workshop, as well as a copy of textbook: Fast Car Physics. The van(s) will depart from the Ontario Convention Center.

NASCAR track @Ontario California

Pit Pass

most of the participants took the NASCAR ride as passengers

Don Franklin sharing on NASCAR phyiscs

lookang in NASCAR outfit

USD $68.96 for 4 rounds in a NASCAR in passenger seat

most of the participants took the NASCAR ride as passengers

NASCAR track @Ontario California

“Like” us on the MOE Facebook Page and stand to win a Shopping Voucher!

2012-02-03T13:59:00.000+08:00

Received an email from Corporate Communications MOE, finally :)

On a more personal note, we can do the same for lessons submitted for ICT-in-Action. http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib
i suggest a $10 NTUC vouncher for all lesson contributors/co-contributors :)

“Like” us on the MOE Facebook Page

“Like” us on the MOE Facebook Page and stand to win a Shopping Voucher!

Dear Colleagues,
We invite you to “Like” us on the MOE Facebook Page and stand to win a Shopping Voucher!
There are 50 CapitaMall Vouchers (each worth $20) to be won!
All you need to do is:
Go to the MOE Facebook page at http://facebook.com/moesingapore and click on “Like”.
Register here https://moe.wufoo.eu/forms/moe-staff-facebook-contest/ to participate in the lucky draw.
If you had earlier ‘Liked’ us, you only need to do Step 2!
The closing date for this contest is 16 Feb 2012. So hurry! You will double your chances of winning if you “Like” our Facebook Page early.
Thank you and we look forward to your participation!

NRF2011-EDU001-EL001 Java Simulation Design for Teaching and Learning Research

2012-01-31T16:34:00.006+08:00

NRF2011-EDU001-EL001 Java Simulation Design for Teaching and Learning Research
Project Title: Java Simulation Design for Teaching and Learning
Learning Designers: Wee Loo Kang, Matthew Ong, Lye Sze Yee
Project Objective/s*
This project seeks to further students’ inquiry (McDermott, Shaffer, & Rosenquist, 1995) learning through appropriate use of computer models with multiple representations (Gilbert, 2010) (world, scientific and symbolic) thereby improving students’ understanding of abstract concepts in Physics.
This project’s key pedagogical method is the guided (Kirschner, Sweller, & Clark, 2006) inquiry approach through customized computer models (Wee & Mak, 2009), worksheets (pen paper and/or online) and skilful teacher facilitation (Wu, Hsu, & Hwang, 2008). This enables students to conduct scientific investigation-inquiry on the computer models (Christian, Esquembre, & Barbato, 2011) (and the real world) and propose/deduce physics concepts in agreement with the evidence/data collected in the computer models or/and real world.
The secondary pedagogical method is constructionism or learn-by-making of computer models lead by RVHS on a small group of secondary 3 students using existing Easy Java Simulation (Ejs) toolkit within during curriculum space of 1 year project based learning.
Researchable Problem/s
The use of multiple representations (Gilbert, 2010; Wong, Sng, Ng, & Wee, 2011) with a guided inquiry approach (Kirschner, et al., 2006) can improve students’ understanding of abstract Physics concepts

Key Research Question/s
How does the computer model design such as (user interface, multiple representation) ~~use of multiple representations~~ and guided inquiry (worksheet task challenge, information presentation, thinking questions) facilitate ~~improve~~ students’ understanding of Physics concepts?

Type of data
Quantitative Tests score

pre and post for experimental research
post score for case studies research

Qualitative
Interviews and focus group discussions

Method / Instruments

1. post surveys and reflection forms
2. post interviews (focus group discussion FGD) (tat leong 5th march 2012)
3. Students’ class work, worksheet
4. Teacher’s reflections and interviews
5. video recording with interaction with computer model and conservation with students-teacher-student. (tat leong 5th march 2012)
6. lesson study to observe ah-ha moments (tat leong 5th march 2012)

Time frame
Quarterly

reference:
Christian, W., Esquembre, F., & Barbato, L. (2011). Open Source Physics. Science, 334(6059), 1077-1078. doi: 10.1126/science.1196984
Gilbert, J. K. (2010). The role of visual representations in the learning and teaching of science: An introduction. Asia-Pacific Forum on Science Learning and Teaching, 11(1).
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
McDermott, L., Shaffer, P., & Rosenquist, M. (1995). Physics by inquiry: John Wiley & Sons New York.
Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore.
Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.
Wu, H.-K., Hsu, Y.-S., & Hwang, F.-K. (2008). Factors Affecting Teachers’ Adoption of Technology in Classrooms: Does School Size Matter? International Journal of Science and Mathematics Education, 6(1), 63-85. doi: 10.1007/s10763-006-9061-8

Bill Gates' 11 Rules of Life

2012-01-28T20:50:00.003+08:00

i wish i learn this in school. :)

Bill Gates' 11 Rules of Life

BILL GATES' SPEECH TO MT. WHITNEY HIGH SCHOOL in Visalia, California.

Love him or hate him, he sure hits the nail on the head with this!

To anyone with kids of any age, here's some advice. Bill Gates recently gave a speech at a High School about 11 things they did not and will not learn in school. He talks about how feel-good, politically correct teachings created a generation of kids with no concept of reality and how this concept set them up for failure in the real world.

Rule 1: Life is not fair -- get used to it! i say get even.

Rule 2: The world won't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.

Rule 3: You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.

Rule 4: If you think your teacher is tough, wait till you get a boss.

Rule 5: Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping -- they called it opportunity.

Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.

Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you are. So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room. i say respect your parents!

Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.

Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time. i am a designer of physics computer models.

Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.

Rule 11: Be nice to nerds. Chances are you'll end up working for one. i am always nice.

reference:
http://urbanlegends.about.com/library/bl_bill_gates_speech.htm
https://fbcdn-sphotos-a.akamaihd.net/hphotos-ak-ash4/s320x320/390039_2655866550415_1068373447_2835639_1973018463_n.jpg

Research design study by IJC computer model ripple tank eduLab

2012-01-27T12:02:00.002+08:00

Proposal for action research on the study of using computer model (ripple tank) in understanding superposition

EJS computer model ripple tank by lookang, derived work from andrew duffy

Quantitative Study

Hypothesis:

The use of computer model (ripple tank) in the learning of superposition may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy.

Independent variable:

Use of teacher created EJS computer model in superposition with pedagogical features that enhance multiple representations and guided inquiry learning

Dependent variable:

Students’ understanding deepened that probably may be measured through

(short term gains) Interviews, surveys, students’ worksheet
(longer term transfer of performance gains) such as

i. Class test

ii. Common Test

iii. Academic performance in summative exam

Experimental Group: Tutorial + EJS (practical guided -inquiry approach (Kirschner, Sweller, & Clark, 2006))

· Humans are intelligent and can render the (experimental-control group) research design valid-less by doing things purposely to establish false outcomes in learning

· Warning signs in experimental design and interpretation such as to keep the control group equal is L1R5 equal to experimental group and teach poorly in control group etc.

For discussion please.

Qualitative study

General Question: How has the use of computer model (ripple tank) helps you in understanding the concepts of superposition?

Specific Questions:

How has computer model (ripple tank) helped in you in understanding the concept of path difference, phase difference between the two sources and the graphical representation of the resultant wave?
What learning features do you feel deepen learning in the computer model (ripple tank)?
How can computer model (ripple tank) be improved to help you understand the principle of superposition due to two waves?

Reference:

Ernest H. Joy II, & Federico E. Garcia. (2000). Measuring learning effectiveness: A new look at no-significant-difference findings. Journal of Asynchronous Learning Networks, 4(1), 33-39.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
Norvig, P. (2006). Warning Signs in Experimental Design and Interpretation Retrieved 27 January 2012, from Warning Signs in Experimental Design and Interpretation

Micrometer with NJC 307

2012-01-26T22:34:00.005+08:00

mirror here https://sites.google.com/site/lookang/002-micrometer?pli=1

A lesson ( 90 minutes ) designed by lookang and ning (NJC), blended the strengths o

actual picture of micrometer taken by lookang

real equipment, (learning about the real world)
computer model (learning transform by technology)
Google form (learning feedback immediately during lesson)

actual lesson with Ning @NJC

enjoy!

Engage - Big Idea(s).

accurate measurement allow the understanding of physical rules,
example Newton used accurate data collected by earlier scientists, where
Newton's contribution was achieved "standing upon the shoulders of
Giants". MOE. (2011)
more accurate measurement can be made clever ways to sub-divide and magnify the smallest division.

Explore: Below is a computer model of the micrometer, freely explore it :) Be sure to refer to the real instrument going around the class to associated real equipment and computer model.

Full screen kindly hosted in NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=683.0
Author of computer model: lookang and Fu-Kwun

Description of Micrometer

picture from http://www.phy.ntnu.edu.tw/ntnujava/index.php?action=dlattach;topic=683.0

Micrometers use the principle of a screw to amplify small distances that are too small to measure directly into large rotations of the screw that are big enough to read from a scale.
The accuracy of a micrometer derives from the accuracy of the thread form that is at its heart. The basic operating principles of a micrometer are as follows:

computer model by lookang and fu-kwun

The amount of rotation of an accurately made screw can be directly and precisely correlated to a certain amount of axial movement (and vice-versa), through the constant known as the screw's lead. A screw's lead is the distance it moves forward axially with one complete turn (360°). (In most threads [that is, in all single-start threads], lead and pitch refer to essentially the same concept.)

With an appropriate lead and major diameter of the screw, a given amount of axial movement will be amplified in the resulting circumferential movement.

The micrometer has most functional physical parts of a real micrometer.

Frame (Orange)

The C-shaped body that holds the anvil and barrel in constant relation to each other. It is thick because it needs to minimize expansion, and contraction, which would distort the measurement. The frame is heavy and consequently has a high thermal mass, to prevent substantial heating up by the holding hand/fingers. has a text 0.01 mm for smallest division of instrument has a text 2 rounds = 100 = 1.00 mm to allow association to actual micrometer

Anvil (Gray)

The shiny part that the spindle moves toward, and that the sample rests against.

Sleeve / barrel / stock (Yellow)

The stationary round part with the linear scale on it. Sometimes vernier markings.

Lock nut / lock-ring / thimble lock (Blue)

The knurled part (or lever) that one can tighten to hold the spindle stationary, such as when momentarily holding a measurement.

Screw

(not seen) The heart of the micrometer It is inside the barrel.

Spindle (Dark Green)

The shiny cylindrical part that the thimble causes to move toward the anvil.

Thimble (Green)

The part that one's thumb turns. Graduated markings.

Ratchet (Teal)

(not shown ) Device on end of handle that limits applied pressure by slipping at a calibrated torque.

This applet has an object (Black)

with slider on left top to control the y-motion of the object into the anvil and spindle (jaws), the graphics also allows drag action.

with slider on left bottom to control the x-size of the object into the anvil and spindle (jaws).

On the left bottom slider is the zero error control to allow of exploring with if the micrometer has either +0.15 mm (max) or -0.15mm (min) zero error. The are check boxes:

hint: guide lines and arrows to indicate the region of interest plus the accompanying rationale for the answer.

answer: shows the measurement d = ??? mm

lock: allows simulating of the lock function in real micrometer which disable changes to the position of the spindle then by the measurement is unchangeable.

On the bottom there is a green slider to control the position of the spindle, drag on any part of the view also drags the spindle.

There is 2 buttons left and right fine control to allow for single incremental change of the measurement, to allow learners to sense the rotation simulation of the spindle with the many lines to simulate the coarse pattern to increase friction between fingers and on the thimble and ratchet.

The reset button restores learning environment to default setting.

Guided Explore - Teacher Time:
Demonstration of how to use a real micrometer, via a visualizer ( 5 minutes ). YouTube will be available after lesson

Guided Explore - Teacher Time:

Demonstration of how to use a computer model of micrometer via computer lab ( 10 minutes). YouTube will be available after lesson

Initial zero

picture of 0.00 mm, notice the reference pointer on the main scale (yellow) and the micrometer scale (green) is 0.00 mm when the jaws is just closed

notice the reference pointer on the main scale (yellow) and the micrometer scale (green) is 0.00 mm when the jaws is just closed.

note common error(s)

students may look at the number as shown but the way to understand this is to look at the actual gap in-between the jaws is
zero when the top main scale 0 mm meets to the vernier scale 0.0 mm.
also take note that 2 rounds cover the distance or length of 1.00 mm

Example of a measurement 2.40 mm

Steps to follow to use the computer model

reset the computer model
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!

notice the importance of precision from the game, for example
the measurement is 2.40 mm, to say an object is 2.4 mm is not the same as 2.40 mm because of the degree of certainty (how sure we are
about the length, in this case). but neither can we say 2.4000 mm as it
is not possible to tell to that degree of precision!

Explain:

on the left is a possible pen paper question about micrometer scale
reading, the right is a computer model screen capture of the same
length.

Q1: What is the reading of the micrometer shown in mm?

https://docs.google.com/spreadsheet/pub?hl=en_US&hl=en_US&key=0AjIvSg-TzZrZdFhUcVZyalBkbU83RzZNTVFOZkNKclE&output=html

Summary of responses Q1

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdFhUcVZyalBkbU83RzZNTVFOZkNKclE&hl=en_US&gridId=0#chart

Play with the Micrometer (Real being passed around) as well as the Computer Model until you get the good idea of how the micrometer works!

do not process until you have understood this micrometer without zero error.

Initial zero

with a positive zero error, for example 0.03 mm

When the jaws are just closed actual distance is d = 0.00 mm, notice the reference pointer on the main scale (yellow) and the
vernier scale (green) is 0.03 mm when the jaws is just closed. This is called zero error.

note common mistake(s)

notice the reading is 0.03 mm instead of the actual distance of 0.00 mm, this is called zero error.

Example of a measurement 3.87 mm

Steps to follow to use the computer model

to open the micrometer jaws, move the green slider or the step <> buttons for single step fine control
drag the black object to be measure down into the jaws by sliding the slider on the left side of the computer model
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!
notice is this case, the zero error was = 0.03 mm, the apparent
reading is 3.00 + 0.90 = 3.90 mm. But because of the zero error = 0.03 mm, the
correct reading should be

5.00 + 0.90 - (0.03) = 3.87 mm

Q2: What is the micrometer zero error reading shown in the diagram?

on the left is a possible pen paper question about micrometer scale
reading, the right is a computer model screen capture of the same zero error meaning.

Summary of responses Q2

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdG03ZEMyTWc1UHJoeE5UdllTVEVFaEE&hl=en_US#chart

Initial zero with a negative zero error, for example - 0.01 mm

When the jaws are just closed, notice the reference pointer on the main scale (yellow) and the
vernier scale (green) is -0.01 mm when the jaws is just closed.

note common mistake(s)

notice the reading is -0.01 mm instead of the actual distance of 0.00 mm, this is called zero error.

Example of a measurement 3.87 mm

Steps to follow to use the computer model

select the external measurement radio button to activate an object to measure
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!
notice is this case, the zero error was = - 0.01 mm, the apparent
reading is 3.00 + 0.86 mm. But because of the zero error = - 0.10 mm, the
correct reading should be

3.00 + 0.86 - (-0.10) = 3.87 mm

Q3: what is the correct reading on the micrometer given it has a zero error of - 0.03 mm?

on the left is a possible pen paper question about micrometer scale
reading, the right is a computer model screen capture of the same zero error meaning.

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdGJoQ05TT2Z5eHdrLU1keU41M2RwSWc&hl=en_US

Summary of responses Q3

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdGJoQ05TT2Z5eHdrLU1keU41M2RwSWc&hl=en_US#chart

Elaborate:

Now extends your conceptual understanding and practice
the new skills and understanding to

click reset and test your understanding on one measurement with zero error = 0.00 mm
click reset and test your understanding on one measurement with zero error = + 0.15 mm
click reset and test your understanding on one measurement with zero error = - 0.09 mm

any reflections or questions that help you to develop deeper and broader understanding of micrometer concepts?

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdGJxRFBPT19sdXAxX3h0RnRVelFTeVE&hl=en_US

Summary reflections

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdGJxRFBPT19sdXAxX3h0RnRVelFTeVE&hl=en_US#chart

Through these new experiences, develop
deeper and broader understanding of micrometer concepts, and refine
your skills and understanding. Remember to look and play with the real
equipment ans check that it is applicable to the real life.

Evaluate:

Describe how this is a better design than the vernier caliper that allow the measurement of a measurement to 0.01 mm precision?

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdGw3bkptMDlHclNUVkpNc1NFdmJwZmc&hl=en_US

write down is the paragraph google form the a generalization or formula that can be used for all such measurement involving the terms

1. main scale reading

2. vernier or micrometer scale reading

3. zero error

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdHhxQU9mTFQ2aml6LWpYaHlCbEhpaHc&hl=en_US

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdHhxQU9mTFQ2aml6LWpYaHlCbEhpaHc&hl=en_US&gridId=0#chart

Reference:

Hwang, F.-K., & Wee, L. K. (2012). Ejs open source Micrometer java applet with objects, help & zero error logic Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=683.0

Hwang, F.-K., & Wee, L. K. (2009). Micrometer Model. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9422&DocID=1315

MOE. (2011). Handbook for Teaching
Secondary Physics C. Y. Lau, D. J. S. Wong, C. M. K. Chew & J. K. S.
Ong (Eds.), Retrieved from http://subjects.edumall.sg/subjects/slot/u1025854/Handbook%20for%20Teaching%20Secondary%20Physics.pdf

Bybee, R. W., Taylor, J. A., Gardner, A., Westbrook, A., & Landes,
N. (2006). The BSCS 5E instructional model: origins and effectiveness.
Retrieved from http://science.education.nih.gov/houseofreps.nsf/b82d55fa138783c2852572c9004f5566/$FILE/Appendix%20D.pdf

Vernier calipers with NJC class 307

2012-01-25T15:14:00.007+08:00

mirror here https://sites.google.com/site/lookang/Home

A lesson ( 90 minutes ) designed by lookang and ning (NJC), blended the strengths o

picture taken by lookang on a real vernier caliper

real equipment, (learning about the real world)
computer model (learning transform by technology)
Google form (learning feedback immediately during lesson)

enjoy!

actual lesson with Ning

Engage - Big Idea(s).

accurate measurement allow the understanding of physical rules, example Newton used accurate data collected by earlier scientists, where Newton's contribution was achieved "standing upon the shoulders of Giants". MOE. (2011)
more accurate measurement can be made be clever ways to sub-divide and magnify the smallest division.

Explore: Below is a computer model of the vernier caliper, freely explore it :) Be sure to refer to the real instrument going around the class to associated real equipment and computer model.

Full screen
kindly hosted in NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=684.0
Author of computer model: lookang and Fu-Kwun

Description: of a Vernier calipers

Vernier calipers can measure internal dimensions (using the uppermost jaws in the picture at right), external dimensions using the pictured lower jaws, and depending on the manufacturer, depth measurements by the use of a probe that is attached to the movable head and slides along the center of the body. This probe is slender and can get into deep grooves that may prove difficult for other measuring tools.

The vernier scales can be in metric measurements on the upper and lower part of the scale.

Vernier calipers commonly used in industry provide a precision to a hundredth of a millimeter (10 micrometers).

A more precise instrument used for the same purpose is the micrometer

real photo from
http://www.phy.uct.ac.za/courses/c1lab/vfig03a.jpg

Picture of the applet.Parts of a computer model of vernier caliper:

computer model by lookang and fu-kwun

Outside jaws: used to measure external diameter or width of an object (Blue)

Inside jaws: used to measure internal diameter of an object

Depth probe: used to measure depths of an object or a hole ( not shown in this model)

Main scale: gives measurements in mm.

Vernier gives measurements up to one decimal places in mm

Retainer: used to block movable part to allow the easy transferring a measurement ( not shown in this model)

The Vernier calipers model has

an object (Blue) for the internal jaws to measure width of an object with slider to control width of the object and simple drag action to control position of object.

an object (Green) for external jaws to measure internal diameter of a cylinder for example with slider to control dimensions of the cylinder.

a slider for zero error slider

check-box for hint to scaffold the learners attention and point of focus

check-box for answer to show the meaning of reading on the main scale and the vernier scale with zero error calculations if any.

drop down menu of the various common vernier scales for sense making and additional testing out by learners their ideas of how vernier works.

fine <> control buttons for learners to manipulate the model with single incremental precision

slider control for fast changes in the vernier measurement

reset button to bring simulation back to original (default) setting.

Guided Explore - Teacher Time:
Demonstration of how to use a real vernier caliper, via a visualizer ( 5 minutes ), alternatively the YouTube video could be used.

Guided Explore - Teacher Time:

Demonstration of how to use a computer model of vernier caliper via computer lab ( 10 minutes). Alternatively this YouTube shows what the computer model can do as a useful tool.

What is initial zero?

picture of computer model with measurement of 0.00 mm

Notice the reference pointer on the main scale (dark grey) and the vernier scale (yellow) is 0.00 mm when the jaws is just closed.

note common error(s)

students may look at the wrong position of the top 0 mm against the left most edge of the vernier scale ( - something), the way to understand this is to look at the actual gap in-between the jaws is zero when the top main scale 0 mm meets to the vernier scale 0.0 mm.

Example of a measurement 12.05 mm

Steps to follow to use the computer model

select the external measurement radio button to activate an object to measure
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!

notice the importance of precision from the game, for example the measurement is 12 mm, to say an object is 12 mm is not the same as 12.0 mm or 12.00 mm because of the degree of certainty (how sure we are about the length, in this case). but neither can we say 12.000 mm as it is not possible to tell to that degree of precision!

Explain:

possible pen paper question, what is the measurement in this picture?

computer model screen capture of the same length

embed Q1 here
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end of embed Q1 here
summary here
https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdDh6dkhBYVgzd3JaMFIzWXRBbmpoMkE&hl=en_US&gridId=0#chart

Question 2:

pen paper example of question 2, what is the measurement as shown?

start of Q2 embed here
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end of Q2 embed here
Summary of responses Q2

https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdENpbnFzbWM5S2dBbnZ6QzhmRUxBU1E&hl=en_US&gridId=0#chart

Initial students' prior knowledge

Q2.5 Zero error problem: what is the meaning of zero error?
Q2.5 embed start
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Q2.5 embed end

Summary of responses to what is the meaning of zero error?

Initial zero

with a positive zero error, for example 0.20 mm

Initial zero with a positive zero error, for example 0.20 mm

When the jaws are just closed, notice the reference pointer on the main scale (dark grey) and the
vernier scale (yellow) is 0.20 mm when the jaws is just closed.

Example of a measurement 5.05 mm

Steps to follow to use the computer model

Example of a measurement 5.05 mm with zero error of 0.20 mm

select the external measurement radio button to activate an object to measure
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!
notice is this case, the zero error was = 0.20 mm, the apparent reading is 5.00 + 0.25 mm. But because of the zero error = 0.20 mm, the correct reading should be

5.00 + 0.25 - (0.20) = 5.05 mm

Q3: This vernier caliper has a Zero error = + 0.2 mm What is the correct reading of the vernier calipers shown below in mm?

pen paper measurement with zero error = +0.2 mm, drawing is made in cm

computer model measurement with zero error = +0.2 mm, drawing is made in mm

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Summary of responses Q3
https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdHQ3Mzd1SE92SGZQb19fcDF4U1pneUE&hl=en_US&gridId=0#chart

Initial zero with a negative zero error, for example - 0.10 mm

Initial zero with a negative zero error, for example - 0.10 mm

When the jaws are just closed, notice the reference pointer on the main scale (dark grey) and the
vernier scale (yellow) is -0.10 mm when the jaws is just closed.

Example of a measurement 6.30 mm

Steps to follow to use the computer model

Example of a measurement 5.30 mm, with zero error of - 0.10 mm

select the external measurement radio button to activate an object to measure
select the check-boxes

hint to show tips where to look at
answer gives the correct answer.

Type in your value! allows students to test their understanding like a game!
notice is this case, the zero error was = - 0.10 mm, the apparent
reading is 6.00 + 0.20 mm. But because of the zero error = - 0.10 mm, the
correct reading should be

6.00 + 0.20 - (-0.10) = 6.30 mm

Q4: This vernier caliper has a Zero error = - 0.2 mm What is the correct reading of the vernier calipers shown below in mm?

pen paper example of reading with zero error = - 0.20 mm in cm

computer model of reading with zero error = - 0.20 mm in mm

&amp;amp;amp;lt;p&amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;Loading...&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;lt;/p&amp;amp;amp;gt;

Summary of responses Q4
https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdFZpbk96Zmc5aHBHbnFVZFNsSTA5RVE&hl=en_US&gridId=0#chart

Elaborate:

Now extends your conceptual understanding and practice
the new skills and understanding to

click reset and select an internal measurement for 1 internal measurement
click reset and select an internal measurement for 1 internal measurement with 1 positive zero error
click reset and select an internal measurement for 1 internal measurement with 1 negative zero error
click reset and select a depth measurement for 1 depth measurement
click reset and select a depth measurement for 1 depth measurement with 1 positive zero error
click reset and select a depth measurement for 1 depth measurement with 1 negative zero error

Evaluate:

How would you design a "better" tool to allow the measurement of a measurement to 0.01 mm precision?
&amp;amp;amp;lt;p&amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;Loading...&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;lt;/p&amp;amp;amp;gt;

https://docs.google.com/spreadsheet/ccc?key=0AjIvSg-TzZrZdGRuNXk3Yjk4SkNOb3BsWndkRHlYUkE&hl=en_US#gid=0

How useful is the idea of zero error applicable to other tools of measurement, for example a weighing scale that is showing 0.3 kg when no one is standing on it?
&amp;amp;amp;lt;p&amp;amp;amp;gt;Loading...&amp;amp;amp;lt;/p&amp;amp;amp;gt;

https://docs.google.com/spreadsheet/ccc?key=0AjIvSg-TzZrZdEY3VEdFWFpVYVRrdmpUenB3elBhc1E&hl=en_US#gid=0

Reference:

Bybee, R. W., Taylor, J. A., Gardner, A., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: origins and effectiveness. Retrieved from http://science.education.nih.gov/houseofreps.nsf/b82d55fa138783c2852572c9004f5566/$FILE/Appendix%20D.pdf
Hwang, F.-K., & Wee, L. K. (2012). Ejs open source Vernier calipers java applet with objects, help & 0-error logic. Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=684.0
Hwang, F.-K., & Wee, L. K. (2009). Vernier Caliper Model. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9707&DocID=1445
MOE. (2011). Handbook for Teaching Secondary Physics C. Y. Lau, D. J. S. Wong, C. M. K. Chew & J. K. S. Ong (Eds.), Retrieved from http://subjects.edumall.sg/subjects/slot/u1025854/Handbook%20for%20Teaching%20Secondary%20Physics.pdf

Computer Models Design for Teaching and Learning using Easy Java Simulation

2012-01-20T00:07:00.000+08:00

Abstract for World Conference Physics Education

2012 World Conference on Physics Education

Date:	July 1-6, 2012
Venue:	Bahçeşehir Üniversitesi, İstanbul / Turkey Çırağan Caddesi, Osmanpaşa Mektebi Sokak, No: 4 - 6 34353 Beşiktaş, ISTANBUL, TURKEY

Computer Models Design for Teaching and Learning using Easy Java Simulation

Loo Kang Lawrence Wee¹, Tat Leong Lee¹, Weiming Xu¹, Ai Phing Lim¹, Chew Ling Lim¹, Giam Hwee Jimmy Goh¹, Chee Wah Ong¹, Soo Kok Ng¹, Khoon Song Aloysius Goh¹, Kenneth Lim²
¹Ministry of Education Singapore (MOE)
²National Institute of Education (NIE)

We are teachers who have benefited from the Open Source Physics (Brown, 2011; Christian, 2010; Esquembre, 2010) community's work and we would like to share some of the computer models and lesson packages that we have designed and implemented in five schools in the grade 11 to 12 classes.
In a ground up teacher leadership (MOE, 2010) approach, we came together to learn, advancing the professionalism of physics educators and improve students' learning experiences through suitable blended of real equipment and computer models. We will share computer models that we have remixed from existing library into suitable learning environments for inquiry of physics customized (Wee & Mak, 2009) for the Advanced Level Physics.
We hope other teachers would find these computer models useful and remix them to suit their own context and design better learning activities, to benefit all humankind, becoming citizens for the world.
This is an eduLab (Wee, 2010) project funded by the National Research Fund (NRF) Singapore and Ministry of Education (MOE) Singapore.

Reference:

Brown, D. (2011). Tracker Free Video Analysis and Modeling Tool for Physics Education Retrieved 20 October, 2010, from http://www.cabrillo.edu/~dbrown/tracker/
Christian, W. (2010). Open Source Physics (OSP) Retrieved 25 August, 2010, from http://www.compadre.org/osp/
Esquembre, F. (2010). Easy Java Simulations Retrieved 20 October, 2010, from http://www.um.es/fem/Ejs/Ejs_en/index.html
MOE. (2010). An Introduction to PLCs Retrieved 01 December, 2010, from http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=view&rid=1069395
Wee, L. K. (2010, 03 November). eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker. Jurong Junior College, 2010, from http://weelookang.blogspot.com/2010/10/edulab-mass-briefing-at-jurong-junior.html
Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore.

Keywords: Blended Learning, Simulations, Computer Models, Open Source Physics, Teacher Education, Tracker, Easy Java Simulations

Details

Status

submitted

Presentation Preference

Oral Presentation

Abstract Category/Topic

1. ICT and Multi-Media in Physics Education

Language

English

Saved:

19.01.2012 17:03:32

Submit:

Confidential to Author and Editor

Presenter

Loo Kang Lawrence Wee (weelookang@gmail.com)

http://www.wcpe2012.org/registration.html
Register before 30 APRIL, 2012 is 195,00 € for teachers
Delegate fee 345,00 €

http://www.wcpe2012.org/review_criteria.html

Review Criteria for Abstracts

The scientific committee will evaluate all submitted abstracts and provide feedback to the authors according to the rules below. The decisions for accepting/rejecting a proposal will be based on evaluation results. All reviews will be conducted blindly (without knowing the author name(s)).

The reviewers are encouraged to give as much feedback as possible in order for the author(s) to improve their proposals and presentations. The reviewers will accommodate a polite and non-discriminative language and will clearly and briefly indicate which parts/aspects of each proposals need improvements and in what ways.

FOR ORAL, POSTER, AND SYMPOSIUM PRESENTATIONS

An empirical paper is the one that employs quantitative, qualitative, or mixed methods to scientifically investigate a problem related to physics education in order to obtain data and findings and eventually offer solution(s) for the problem under investigation.

If you are submitting an empirical paper abstract:

Title fully represents the study.
Abstract briefly explains the theoretical/conceptual framework.
Abstract clearly explains the rationale and the need for the study (i.e. describes the status of current literature and the contribution(s) of this paper).
Abstract explains the aim and the research problem/question.
Abstract explains the methods and the participants.
Abstract presents findings and results.
Abstract gives a conclusion.
Abstract gives discussion and implications.
Reviewer’s overall impression about the proposal

If you are submitting a theoretical/position paper abstract:

Title fully represents the paper.
Abstract briefly explains the theoretical/conceptual framework.
Abstract clearly explains the rationale and the need for the paper (i.e. describes the status of current literature and the contribution(s) of this paper).
Abstract explains the aim and the main question.
Abstract presents notable ideas.
Abstract gives a conclusion.
Abstract gives discussion and implications.
Reviewer’s overall impression about the proposal

If you are submitting an abstract to present an international/national/regional/school wide project, or practical classroom ideas, instructional design ideas, etc.

Title is brief and informative.
Abstract briefly explains the purposes.
Abstract clearly explains the rationale and the need for the paper (i.e. describes the status of current literature and the contribution(s) of this paper).
Abstract explains the achievements obtained by the project or idea being presented.
Abstract gives a conclusion.
Abstract gives discussion and implications.
Reviewer’s overall impression about the proposal

FOR WORKSHOP PRESENTATIONS

If you are submitting a workshop proposal abstract:

Title charming and interesting.
Abstract briefly explains the literature.
Abstract clearly explains the rationale and the need for the workshop and possibly who might benefit from it.
Abstract explains the technique/method of presentation and ways of participant involvement.
Abstract explains the materials to be distributed.
Abstract presents notable ideas.
Reviewer’s overall impression about the proposal

SAMR Model by Ruben R. Puentedura in relation to Open Source Physics

2012-01-19T16:24:00.006+08:00

SAMR Model by Ruben R. Puentedura Substitute, Augment, Modify and Redefine

This is an interesting idea by Ruben R. Puentedura, A Model for Technology and Tranformation.
In relation to OSP,

Refine

OSP tools like Easy Java Simulation and Tracker redefines modeling of real world physics phenomena, perhaps not easily achievable by pen and paper, or other productive tools PowerPoint, Word, Excel (though i have seen fantastic macros embedded in Excel for DC motors) etc.
making a video http://www.apple.com/ilife/imovie/

Modify

Tracker allows users to analyze video and also think of a computer model to overlay over the real life video for comparison.

Getting students to correct inappropriate physics models is awesome :), but Singapore teachers are not ready, the system has not articulate any need for such powerful learning strategy.
Concept mapping http://www.aquaminds.com/nsProduct.jsp

Augment

When teacher design computer model for students to use, i guess it can be argue as augment only, guess i have to think about ways to design modeling and thinking into the lesson activities.
watching video of a demonstration instead of doing it yourself, watching word problem solving session (example Khan academy)?
MsPaint or other graphic tools can allow some form of picture analysis
Concept map with words only like http://www.visuwords.com/

Substitute

When we design a computer model to function as a MCQ quiz master, then i guess it is a substitute as test paper.
some apps that store formula for physics equation for ease of recall? i think i have seen before in Apple App Store called RI Physics?
Writing in a paper on computer ? http://www.aquaminds.com/nsProduct.jsp

is my understanding appropriate?

reference:
http://www.hippasus.com/rrpweblog/archives/2011/10/28/SAMR_TPCK_In_Action.pdf
http://hippasus.com/rrpweblog/

Part of my Workload 2012 eduLab

2012-01-19T11:50:00.002+08:00

Part of my Workload 2012 from eduLab

http://ladyviral.blogspot.com/2010/05/stop-by.html

Job Purpose

Spearhead active experimentation and reflective practice on innovative use of ICT in learning and teaching
Support scaling of successful innovations across schools

Job Description
Duties & Responsibilities

Working with schools on assigned project(s)

Offer pedagogical expertise (real equipment and computer models) to schools in the design, development and implementation of eduLab projects

Co-develop with schools at least one lesson package (comprising lesson plans and teaching materials) doing 5, collision cart, gravity, ripple tank superposition, tracker, ??
Conduct at least one PD activity with schools to build capacity in an aspect pertinent to the project professor hwang f.k. will lead workshop in march 2012

Work with industry to fine-tune prototype

Defined scope and role working with schools and industry to develop at least one application no industry, everything is open source physics community, with anyone who is interested to lead, including me and tat leong on computer models design.

Ensure alignment of project to national goals

No specified target 21st century skills?? SDL n CoL ??

Serve as key point of contact to partner schools and assist in issue-resolution where needed

No specified target

Research

Scan education / research / technology trends and share them in and beyond ETD.

Update team of learning designers quarterly on an assigned domain (pedagogical / research / technology related) Easy Java Simulation, Tracker?

Research on and develop ICT-enabled pedagogies and implementation principles for sustainable and scalable applications to promote enriched learning experiences.

Embark on one study pertaining to the intervention conducted by schools, done 2 collision cart computer model and tracker
Present at least one paper at a local / overseas conference / seminar going AAPTWM12 and WCPE1

eduLab@AST related work

Provide thought leadership in the exploration of and experimentation with cutting-edge pedagogies and technologies

Lead in at least one ideation session, ok i even gave a mass briefing eduLab using OSP in 2010

Broker partnerships with researchers, industry and schools to achieve educationally sound and scalable solutions

No specified target, OSP is sound and scalable without industry

Develop strategies to support scaling of innovations

• Identify project specific scaling mechanisms* and share with the team (of learning designers) on a 6-monthly basis *Lead Learning Designers to collate and report to EMM. give it free to benefit humankind

Lead Role (for Lead Learning Designers)

Provide leadership and function as sounding board for learning designers

No specified target u mean talk lonely right, and get the glory?

Mediate collaboration and communications between PMO and project teams

No specified target

Recommend themes for ideation and scanning

No specified target

Identify connections across project teams

No specified target only free (Facebook, Youtube, EJS, Tracker ) will scale, do you not get it yet?

Open Source Physics Simulations by lookang

2nd meeting eduLab Java @SRJC

Short article on Innergy Project for ASPIRE magazine (May 2012)

lift posters Innergy (HQ) Awards 2012 Gravity Physics by Inquiry

Racing Ball Demonstration 13/14 video

1st Physics Subject Chapter Meeting 2012 23 Feb

Project Highlights at eduLab@AST

Ejs Open Source Collision Carts Model with AJC and RVHS

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC

Ejs Open Source Ripple Tank Interference Model with IJC

writeup for eduLab Physics

Primary School remix for Pendulum

Tracker Video Analysis: Bouncing Ball written by Loo Kang WEE

Encouragement is oxygen to the soul, thank you Open Source Physics

AAPTWM12

Attachments (6)

Benefits of Course/Conference/Attachment

Application of skills acquired

W32 iOS apps in physics

W28 open source physics amusement park

W09 electromagnetism learning difficulties

W09: Teaching & Learning Electromagnetism in Intro Phys

Date/Time

Organizer

Cost

Seats

W16 NASCAR physics

“Like” us on the MOE Facebook Page and stand to win a Shopping Voucher!

NRF2011-EDU001-EL001 Java Simulation Design for Teaching and Learning Research

Bill Gates' 11 Rules of Life

Research design study by IJC computer model ripple tank eduLab

Micrometer with NJC 307

Q1: What is the reading of the micrometer shown in mm?

on the left is a possible pen paper question about micrometer scale reading, the right is a computer model screen capture of the same zero error meaning.

on the left is a possible pen paper question about micrometer scale reading, the right is a computer model screen capture of the same zero error meaning.

any reflections or questions that help you to develop deeper and broader understanding of micrometer concepts?

write down is the paragraph google form the a generalization or formula that can be used for all such measurement involving the terms

1. main scale reading

2. vernier or micrometer scale reading

3. zero error

Vernier calipers with NJC class 307

Computer Models Design for Teaching and Learning using Easy Java Simulation

SAMR Model by Ruben R. Puentedura in relation to Open Source Physics

Part of my Workload 2012 eduLab

on the left is a possible pen paper question about micrometer scale
reading, the right is a computer model screen capture of the same zero error meaning.

on the left is a possible pen paper question about micrometer scale
reading, the right is a computer model screen capture of the same zero error meaning.