Open Source Physics @ Singapore (Easy JavaScript Simulation and Tracker) and TagUI (AI-Singapore): SSTRF Gravity-Physics by Inquiry

Trying to get as many JC as I can.

Scaling Up in Anglo-Chinese JC
yap_kian_wee@acjc.edu.sg
National JC
khoo_bee_chan@moe.edu.sg
River Valley High
lee_tat_leong@moe.edu.sg
Innova JC
ng_soo_kok@moe.edu.sg
Yishun JC
goh_giam_hwee@moe.edu.sg

[action 0] let students use the simulations meeting the teacher's and schools' needs.
i suggest the following

5e instructional approach
use or remix worksheets shared by jimmy YJC. https://www.dropbox.com/s/53vztw6meupn4r5/GravitationYJC.zip
end to end integration of use of simulations in lecture, tutorial questions, tests and exams if possible as materials are shared by soo kok IJC

https://dl.dropboxusercontent.com/u/44365627/eduLabJava2012-2013/Gravity/GravitationIJC2013.zip

use 5 youtube video as instructional tools, especially useful for e-learning. or download all here

Research aim:

2013-2014 Principal investigator: SSTRF ETD Application Form 2012 - 1. Gravity-Physics by Inquiry
In the study of Newtonian theoretical gravity concepts, the collection of scientific data is key to enactment of essential features of inquiry (Eick, Meadows, & Balkcom, 2005). Word problem solving 'pedagogy' (Ng & Lee, 2009) is not only a pedagogical mismatch (L. C. McDermott, 1993), sending students on field trips into outer-space is also untenable from safety and economic standpoints. Thus, researchers have created simulations (Lindsey, 2012; PhET, 2011) to allow multiple visualization (Gilbert, 2010; Wong, Sng, Ng, & Wee, 2011) of these difficult concepts but they are usually meant for their own specific context.
Therefore, our research and development is on customized computer models (Wee & Mak, 2009) using the Easy Java Simulation authoring toolkit (Christian & Esquembre, 2012; Christian, Esquembre, & Barbato, 2011; Esquembre, 2010a; F. K. Hwang & Esquembre, 2003) that are not only tailored to the Singapore syllabus but will be free, based on astronomical data, supported with literature reviewed researched pedagogical features. These new computer models serves to support the enactment of scientific work that are inquiry-centric and evidence-based that are more likely to promote enjoyment and inspire imagination having ‘experienced’ gravity-physics than tradtional pen paper problem solving.
Our MOE useable research question lies in the pedagogical design ideas-principles of computer models (Wee, 2012; Wee, Chew, Goh, Tan, & Lee, 2012).

Lessons conducted at YJC already.

http://weelookang.blogspot.sg/2013/01/yjc-gravity-physics-lessons-2013.html
http://weelookang.blogspot.sg/2013/01/gravity-physics-lesson-2-at-yjc.html

Survey: [for action 1, give link to students after lessons or e-lessons for them to complete]

https://docs.google.com/spreadsheet/viewform?formkey=dHJkNDZ0bWNraFAxcUN4ZnpLcWJabnc6MQ#gid=0
summary:
https://docs.google.com/spreadsheet/gform?key=0AjIvSg-TzZrZdHJkNDZ0bWNraFAxcUN4ZnpLcWJabnc&gridId=0#chart

Interview Suggested Steps: [for action 2, arrange some students to be interviewed]

My Research team can conduct this
10 minutes per student group 2 to 4
Suggested interview Questions are:
Interview Questions:
Warm up Q: Describe briefly how does these computer simulations lessons differ from your previous “gravity” lessons? Briefly describe one part which you enjoy the most and one part which you enjoy the least.

RQ1: You should have played with games or simulations related to education. Compared to those games and simulations, describe what you like about the design of the

1. geostationary simulation
2. solar system simulation
3. Two mass gravity and potential simulation
4. earth-moon escape velocity simulation

RQ2: What features (if any) that you think help you to visualize and understand physics better than lecture notes, books, or other simulations that you have tried?

1. geostationary simulation
2. solar system simulation
3. Two mass gravity and potential simulation
4. earth-moon escape velocity simulation

RQ3: What other areas for improvement would you suggest for these simulations?

1. geostationary simulation

All details:
https://docs.google.com/spreadsheet/ccc?key=0AjIvSg-TzZrZdHJkNDZ0bWNraFAxcUN4ZnpLcWJabnc#gid=0

Requests: YJC1: the number displays could have been bigger
Answer YJC1: right click using mouse to activate options, select 1. GUI options – 2. Font – 3. Increase Font Size

Requests: IJC1:
The audio explanation of the orbits of geostationary satellite and low altitude orbit satellite

Videos to explain further
Answer IJC1: youtube is available: http://youtu.be/ZxiWd21SXn0 and http://youtu.be/LMJ8GF7EpoQ

Requests: IJC2: Step-by-step guide on the java stimulation
Answer IJC2: youtube is available http://youtu.be/JzfFxJirJ54

Requests:
IJC3: increase the speed as we wish and more realistic features.
YJC2: more irregular orbits should be included
Answer YJC2 & IJC3: Another simulation here can allow that: http://weelookang.blogspot.sg/2013/06/newtons-mountain-simulation-enhanced.html

Requests: IJC4: have notes at the side such as reasons why satellites cannot orbit in a certain way.or other side notes so that we get extra information at the same time
Answer IJC4: refer to lectures notes?

Request: RVHS1: Multiple different orbits to be displayed at once
Answer: thank you for feedback, will think about it and discuss with teachers.

Request RVHS2: There are not many instructions to allow us to use the tools effectively. Use more legends to help explain which tools carry out what functions.
Answer RVHS2: mouse over and the hints will appear.

Request RVHS3: Zoom in and zoom out functions should be added.
Answer RVHS3: has be implemented as a slider bar on the right in new version, thanks!

Request RVHS4: Very cool colours. Modes can be named.
Answer RVHS4: the mode name appears in the dropbox menu. It is an existing feature, no change required

Request ACJC1: The model appears somewhat cluttered due to the amount of information and patterns on the simulation.
Answer ACJC1:

Request YJC3: Improvement in 3D routines - had problems running the applet on home computer and had to use school ones to run it. could not find the Java3D software thing.
Answer YJC3:

Request YJC4: Need hd and better controls.
Answer YJC4:

2. solar system simulation

Requests: IJC1: Plotting of graph should be in the programme so that we don't have to draw separately in Excel or in paper.

Answer IJC1: i think this a great idea, will be implemented asap
Requests: IJC2: Start with Earth instead of looking at the whole solar system

Answer IJC2: already can be done, select the option "Display - Show Ecliptic Frame" from the drop-down menu.

Display - Show Ecliptic Frame

Requests: IJC3: Add more examples

Answer IJC3: already has add your planet function. i also added Chelyabinsk Meteoroid

Request IJC4: Real scientific numbers associated with the actual masses distances and actual time in years
Answer IJC4:

Request IJC5: Its good to experience dealing with real numbers and calculations related to space and planets.
Answer IJC5:

Requests:
IJC6: (Include) Kepler's 3rd Law
YJC1: Option to allow user-defined custom "planet" of custom mass/radius of orbit to allow users to better see how kepler's third law affects model.
Answer IJC6 and YJC1:

Request IJC7: Videos
Answer IJC7:

Request IJC8: Able to calculate the period for more planets
Answer IJC8:

3. Two mass gravity and potential simulation

Request IJC1: Why the graphs are shaped in that manner (some negative, some positive)
Answer IJC1: there already the equations and the substitution to help students make sense of the shape, no future change required
g = ∑ Gm/r^2
φ = - ∑ G m /r

Request IJC2: Further simplified the thing, a lot of things to adjust so quite confusing
Answer IJC2: Agreed. Will have to re-look how to simplify , teachers please help to suggest ways to simplify.

Request IJC3: learning guide
Videos to explain further
Answer IJC3: Agreed. Youtube available http://youtu.be/gKbfBZThreE

Request IJC4: visualization of g graph and potential graph versus r together
Answer IJC4: daniel SAJC did tell me it could be better visually to show both g and φ graphs of different scales to show the both graph nicely. (teachers: do I need to change/ add this feature ?)

Request YJC1: instead of only 1 test mass, why not have 2 :)
Answer YJC1:

Request IJC5: Clearer visualization of relationship between g vs. r graph and potential vs. r graph
Answer IJC5:

Request IJC6: explanation of the key terms
Answer IJC6:

Request YJC2: ability to "trace" graph - find distance from body at particular point on graph.
Answer YJC2:

4. earth-moon escape velocity simulation

Request YJC1: have 2 test masses
Answer YJC1: i fail to see how that improves learning :)

Request YJC2: More user-friendly. Able to zoom in and out freely.
Answer YJC2: i think it already can.

Request IJC1: not really useful, a little confusing. bigger diagrams of moon and earth needed
Answer IJC1: the real scale of Earth and Moon is correctly represented, no change required for accuracy sake.
see https://en.wikipedia.org/wiki/Moon

Earth and Moon, showing their sizes and distance to scale. The yellow bar represents a pulse of light traveling from Earth to Moon in 1.26 seconds.

Request YJC3: the various satellites should be labelled for easier viewing.
Request IJC2: Clearer visualization of the escape speed from Earth surface to Moon
Answer YJC3 and IJC3:

Request IJC3: More colours
Answer IJC3:

Request IJC4: able to experiment with different values to figure out the escape speed of earth.
Answer IJC4:

Request YJC4: 1. maybe an indication at the theoretical escape velocity point to see the effects of bringing a body to just that point (ie. whether it will remain there, or if earth/moon's gravity will take over and pull it towards the respective celestial body)
2. to complement the above: zoom-in function?

Answer YJC4:

RQ4: Did the FOUR simulations allow you to experience ‘rich’ learning? Briefly describe how you consider learning with these simulations to have enriched your learning.

RQ5: Did the simulations help you to

1. Collect data ((Explores possibilities and generates ideas)
2. Analyse data ((Exercises sound reasoning and decision making)
3. Creative and critical thinking (Manages complexities and ambiguities), like a scientist?

If so, describe the most significant moment during the lessons where you felt like a scientist in using the simulations.

Thank you.

Closing:
Thank you and you can call in the next student :)