RVHS research design for scaling up Magnet and Solenoid Model

update:26 feb 2013

lookang, thanks to ai phing for sharing on my blog

after an lesson observation,
improvements include:

version 25Feb 2013 http://weelookang.blogspot.sg/2013/01/rvhs-research-design-for-scaling-up.html
memory enabled in graph plots for comparison and forces are corrected! https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet10memory.jar
authors: Paco, lookang and szeyee

1. bug fix for forces now correctly reflect the timing of the repulsive and attractive forces between coil and magnet.
2. added 5 memory to graph plots when use of initialize button and keying in new starting position 
3. teaching point reflection include  
1. use of the B field visualization when student learn about flux change
2. data-logger sensor circuit should be a closed circuit of infinity resistance instead of open circuit analogue 
3. use of modelling instruction to anchor the pedagogy instead of single case scenario based 

download: 

for EJS 4.3.7 version https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet10memory.jar

for EJS 4.3.0 version which is reported to work in RVHS school laptop. https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet10memory4.3.0.jar

update: 18 feb 2013

worksheet by ai phing. nice!

Add caption

RVHS scaling up Magnet and Solenoid Model 2013
Download computer Model:
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet08ejs4.3.jar used this as school laptop and java version tested to work.
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet08.jar where coilLength = null so it remembers new values
previous versions:
https://www.dropbox.com/sh/aagv2rv9kzo8ai4/jWkZQWG_ZO/CustomizedJavaSimulation/ejs_FallingMagnetWithFieldLines06.jar

Research Questions (to be refined further?)

1. What are the design features (eg. suitable user interface and design layout, abstract concepts programmed into the model, kinds of representations that support learning, assessment for learning features) of the customized java applet (Magnet and Solenoid Model) that aid students in understanding better the concepts of EMI and motivate students to want to explore?

2. What are the inquiry learning principles (eg. level of challenging tasks, level of teacher facilitation (example: strong teacher demo of how to use the simulation, instructional video to be available in e-learning lessons, how to blend real equipment into computer model inquiry,  types of questions to promote thinking, making worksheets (can Google form improve peer-instruction and feedback) and computer model available for flipped classroom) that can improve students’ understanding of abstract Physics concepts? 

Older RQs:

1. Customized java applet (Falling Magnet) would aid students in understanding better the concepts of EMI. 
2. Customized java applet (Falling Magnet) would motivate students to want to explore further.

Week 3 – Discussion, check apparatus for real lab, book data logging rm for virtual lab ( i strongly recommend as understood from other research that a blend of real and virtual can help student bridge the real to the virtual, to see what they inquiry in the computer model to real world). I strongly advise avoiding comparison research of real equipment versus virtual computer models as we need to focus on designing BEST possible learning.)

Week 4 – Look through the java applet, discuss the worksheet, set test questions (test questions need to be able to be simulated on the simulations, please finer customize the simulation) , set affective survey questions

Week 5 – Print test papers, confirm logistics

Week 6 – Conduct pre-test, select classes for real/virtual labs 

my suggestion:

• traditional (perhaps teacher demo with real ? 1 class per teacher),
• experimental (perhaps teacher demo with real plus student directed computer model inquiry? 2 or more class per teacher)

Week 7 – Conduct lab, conduct affective survey

Week 8 – Conduct post-test (same as pre-test, change order)
Week 8 – Conduct research lesson, discuss improvements to worksheet, conduct improved lesson, conduct affective survey
week 8 25 feb Mon 1230 - 1400 h 6H - research lesson data logging room Block D (near Science pond) Level 3

lesson study at data logging room at river valley high

lesson on falling magnet EJS computer model at data logging room at river valley high

 positive and negative area of the emf versus time graph induced in the solenoid is the change in magnetic flux it experienced, and because the magnetic bar is a uniform source of magnetic flux, the positive area is equal in magnitude to the negative area as the magnetic flux as the magnet bar enters the solenoid is equal in magnitude and opposite sign to that when the bar exits the solenoid. 

group work in 4's

like scientist, inquiry on the computer model

teacher facilitation is key to learning

lookang, thanks to ai phing for sharing on my blog

teacher explicit explanation is needed boot strap the learning

like scientist, inquiry on the computer model

lookang facilitating a discussion

week 8 27 feb Wed 0830 - 0930 h - discuss lesson, make improvements
more improvement

improved version that can show up to 10 runs, but color of past runs in always BLUE.
thanks to aiphing for the feedback
Yesterday during meeting, we tried out the improved version, and we realised when we tried out scenario C, the first graph will disappear after we reversed back the polarity. So we can only save up to 2 versions. but sometimes we could do more comparisons. dunno what causes the disappearances of earlier graphs. So the teacher will use run versions A vs B, A vs C, A vs D in rounding up discussions

week 8 29 feb Fri 1400 - 1530 h 6L - improved research lesson

Week 9 – Results analysis