Monday, January 23, 2017

TRAISI 41190 workshop 2017 ICT Learning Experiences for Teaching Kinematics

email by leongster


Dear colleagues,

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

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

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


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

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

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

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


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



Presenter

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

EDUCATIONAL TECHNOLOGY DIVISION (MOE)

Title:

Creating ICT Learning Experiences for Kinematics

Target

Upper Secondary
JC
Physics

TRAISI CODE

41190

Date and Time

23 Jan
1430 - 1730 hours

Overview

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

Objective

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

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


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


Content Outline


10 min (V & V) Community Building

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

  1. Lawrence 92475573
  2. Tze Kwang 82005810

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

Apparatus List

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


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

  1. Ask Question, example, how to describe the physics of a falling object? and make prediction
  2. Use Model, example, how is position, speed, acceleration, related to time? y, vy, ay, t
  3. Carrying out investigation http://www.wikihow.com/Record-from-a-Webcam to record motion of a falling object and using Tracker mport the video file and to track collect data.
  4. Analyse data, in Tracker analyse the data such as gradient, average, etc that can help you to answer Practice 1 
  5. Using mathematical thinking, using the same data collection, suggest a kinematics model example ????? y = y0 + uy*t+0.5*ay*t^2 
  6. Constructing explanation, discuss with group mates and word the findings. 
  7. Argue from evidence, if you disagree with the views of the group mates, using the data
  8. Communicate information, present the group findings

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

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



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

Performance task: 

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

30 min Break 

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




20 min (Dave, Ezzy & Joseph) Community Sharing

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

5 min (Survey) 

15 mins  Remaining time use for community building

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


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


Synopsis

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

Thursday, January 19, 2017

iTune Widget Builder



https://widgets.itunes.apple.com/builder/

Friday, January 13, 2017

TRIASI workshop 2017 Exploring Customisable Math Apps



Presenter

1. Mr Wee Loo Kang
2. Thong
3. Woo Huey Ming
4. Shannalyn
4. Samuel Tan
EDUCATIONAL TECHNOLOGY DIVISION (MOE)

Title:

Exploring Customisable Math Apps

Target

Primary
Math

Date and Time

25 Jan, 22 Mar, 3 May
1430 - 1730 hours
Mr Lawrence Wee Loo Kang 

Objective

Learn how customisable Math Apps can engage students in activities to explore and learn mathematical concepts and skills in a fun way.
Participants will learn how Math Apps can be used in activity-based learning.

Content Outline

By the end of the session, the participants should be able to
1. Use the Math Apps to help students uncover abstract mathematical concepts or results
2. Customize Math Apps to meet students’ learning needs

Reference:
http://iwant2study.org/ospsg/index.php/interactive-resources/mathematics

Synopsis

Looking for interesting ideas to help your students explore and learn mathematical concepts and skills in a fun way? The Math Apps allow students to experiment, explore and construct meanings and understandings between concrete and abstract mathematical ideas. The workshop facilitators will also share their experiences using Math Apps for teaching & learning and how to customize the Math Apps to suit your students’ learning needs.


Workshop Flow

10 mins introduce Math LC,  community  overview (CH and HM), tools (geogebra, maps etc)
30 mins discuss what is in the syllabus that we can work together
10 mins App 1: Numbers Even Odd Multiples Factors
10 mins Discuss 

30 mins break and networking


10 mins App 2: Reading Scales
10 mins Discuss what are some features you want added, LK will add if possible, changes typically done in 7 days or so.

20 mins sharing by participants what are some of the digital apps websites used currently

10 mins SY guest speaker
10 survey




Thursday, January 12, 2017

9th IPSG Information and Communications Technology

2019 Instructional Programme Support Group, Information and Communications Technology Posters

date:18 Jan 2017 (Wed) 
time: 2:30 pm – 5:30 pm 
venue:  Jurong Junior College (JJC)


IPSG 2017 ICT1, Use of EJSS simulations to teach Oscillations by Kwek Eng Yeow (VJC)
related edulab project 
Modelling-Inquiry Enabled Interactive Textbook

ICT1 Use of EJSS simulations to teach Oscillations by Kwek Eng Yeow (VJC)

Pedagogy (Misconceptions, Assessment, etc.)

I have used the EJSS simulations created by MOE ETD-CPDD and myself to illustrate concepts in Simple Harmonic Motion (SHM) during my lecture in August 2016. I use a traditional lecture method of teaching, while using the simulations for the following purposes: • Explain basic terms used in SHM.
• Illustration of forces present in spring-mass system.
• Illustrate relationship between circular motion and SHM.
• Illustrate the Phase relationship between 2 identical systems undergoing SHM.
• Visualization of SHM for basic calculations in a worked example.
• Visualization of particle velocity and displacement in SHM for worked example.
• Visualization to explain the concept of phase angle in SHM.
• Visualization to show the relationship between the acceleration-displacement graph and the actual SHM.
• Using the velocity-time graph and simulation of SHM to explain the variation of KE with time and position.


IPSG 2017 ICT2, Modelling-Inquiry Enabled Interactive Textbook – Gravity and SHM by Lim Ai Phing (RVHS)
related edulab project 
Modelling-Inquiry Enabled Interactive Textbook

ICT2 Modelling-Inquiry Enabled Interactive Textbook – Gravity and SHM by Lim Ai Phing (RVHS)

We are a team of physics teachers, from various pre university institutions, Curriculum Planning and Development Division (CPDD) and Educational Technological Division (ETD), working to empower students to learn difficult physics concepts in topics such as Gravitational Fields and Simple Harmonic Motion (SHM) via inquiry learning, specifically through the use of mathematical modelling. Past observations suggest that current lecture notes are non-interactive (no input for mathematical algorithm outputs), and thus learning difficulty may stem from lack of integrating mathematics with physics as well as the availability of computer simulations which allow input of mathematical models. Thus, our team is formed under an eduLab project (http://edulab.moe.edu.sg/edulab-programmes/existingprojects/nrf2015-edu001-el021) which seeks to create an interactive textbook-chapters with (re-created +30 related oscillator and gravitation models) to conduct inquiry experiments and (newer) mathematical modeling practice on simulated data, enabling mathematical-modeling learning for A level Physics students. We will be focusing on Gravity and SHM ebooks for this paper.
Co-presenters:
Mr. Wee Loo Kang Lawrence, Educational Technological Division
Mr. Goh Giam Hwee, Yishun Junior College
Ms. Esther Tay Wei Jing, Yishun Junior College Ms. Wong Yih Chong, Yishun Junior College Ms. Tan Hao Kai, Yishun Junior College
Mr. Leong Tze Kwang, Curriculum Planning and Development Division
Mr. Ong Chee Wah, Innova Junior College
Mr. Xu Wei Ming, River Valley High
Mr. Kwek Eng Yeow , Victoria Junior College
IPSG 2017 ICT4,  Using Video Analysis to help deepen Student Understanding by Chee Wei Wei (JJC)
related edulab project
Becoming Scientists through Video Analysis

ICT4 Using Video Analysis to help deepen Student Understanding by Chee Wei Wei (JJC)


Pedagogy (Misconceptions, Assessment, etc.);
ICT-based Lessons Abstract Examples on how the tracker software can be used to understand kinematics, dynamics, work energy and power, in a coherent way. Topics includes SHM, circular motion. More information in the poster.



Email


On behalf of the Physics IPSG (“Instructional Programme Support Group”) committee, we’d like to invite you attend the 9th IPSG sharing session for the A-level Physics educators. This platform provides an opportunity for us to gather as a community to share our experiences and good practices with regards to physics education. The event will be held on 18 Jan 2017 (Wed) from 2:30 pm – 5:30 pm at Jurong Junior College (JJC): http://jurongjc.moe.edu.sg/wp-content/uploads/contact-us/



info

If you are interested in attending, please sign up for the IPSG through the link: http://tinyurl.com/ipsg17rsvp  [Please do so by 6 Jan latest as we will be arranging catering.]

https://physicsipsg.wordpress.com/upcoming-ipsg-highlights/posters-9th-ipsg-in-2017/


The theme for 2017 is “Practices of Science in the Physics Curriculum”. We hope to use this lens to focus on the variety of ways that schools have implemented the revised H2 Physics curriculum.



More details on the IPSG, including the detailed schedule, abstracts of the poster presentations and seminar presentations can be found on our official IPSG blog: https://physicsipsg.wordpress.com/
Please prepare your poster for the gallery walk, and send us a high-resolution PDF copy of the A1-size poster by 6 Jan. We will batch all posters for printing

We look forward to seeing you! (Please feel free to forward this to any colleagues you think might be interested!)

Wednesday, January 11, 2017

Nature of Science Tracker Water Rocket Model

i have added a model which i feel has alot of power for learning, even though it is flawed.
http://iwant2study.org/lookangejss/02_newtonianmechanics_3dynamics/trz/waterrocketluketan.trz
http://iwant2study.org/ospsg/index.php/453-water-rocket-dynamics-model
http://weelookang.blogspot.sg/2017/01/nature-of-science-tracker-water-rocket.html

Model

fy = -9.81+if (t<0.5,T,0)

where T is 23.4 N.
what the model suggests is the thrust is 23.4 acting for 0.5 seconds at beginning of video.

assumption

mass is constant
thrust is constant at 23.4N

my observation

the flight path is roughly close the real motion.

conclusion

of course the model is flawed, but that is the nature of science, better model gets made by building on other people's idea.

challenge

can you build a better model ?