Friday, December 5, 2014

GEOGEBRA angle at centre equal twice angle at circumference

GEOGEBRA angle at center equal twice angle at circumference
customized from https://www.geogebratube.org/material/show/id/37863 by damienchew

http://tube.geogebra.org/student/m359109

students must be able to understand why $ \angle $ at Centre = 2 times $ \angle $  at Circumference.

Steps:


  1. Compare angles at the centre of a circle with angle touching the circumference.
  2. vary the $ \angle $ at Centre O for which it is acute less than 90 °
    example of acute angle at centre O, what is the value of $ \angle $ at Circumference point A?
  3. write down the value of  $ \angle $ at Centre O and $ \angle $ at Circumference point A
  4. vary the $ \angle $ at Centre O for which it is obtuse more than 90° and less than 180°.
    example of obtuse angle at centre O, what is the value of $ \angle $ at Circumference point A?
  5. do step 3
  6. vary the $ \angle $ at Centre O for which it is reflex more than 180°.
  7. example of reflex angle at centre O, what is the value of $ \angle $ at Circumference point A?
  8. do step 3

Thinking:

looking at the evidence of the table of recorded values, suggest a relationship between 
$ \angle $ at Centre O and $ \angle $ at Circumference point A.


Conclusion:

$ \angle $ at Centre = 2 times $ \angle $ at Circumference.


Proof:


Let $ \angle $AOC = 2a

Let $ \angle $BOC = 2b

Then $ \angle $AOB = 360° - 2a – 2b

$ \angle $ OCA = 90° – a (isosceles triangle)

$ \angle $BCO = 90° – b (isosceles triangle)

Therefore, $ \angle $ACB = (90° – a) + (90° – b) =  180° – a – b

Hence, $ \angle $AOB = 2$ \angle $ACB ($ \angle $ at Centre = 2 times $ \angle $ at Circumference) Proven

Hydrogen, Bromine, Hydrogen Bromide equilibrium Model by Andy Luo Kangshun

Hydrogen, Bromine, Hydrogen Bromide equilibrium Model by Andy Luo Kangshun
another artifact of learning by a Chemistry Tampines JC teacher who attended the EJS-OSP Singapore workshop.
http://weelookang.blogspot.com/2014/12/hydrogen-bromine-hydrogen-bromide.html
Hydrogen, Bromine, Hydrogen Bromide equilibrium Model
run: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_EQB17/EQB17_Simulation.xhtml
scr: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_EQB17.zip
author: Andy Luo Kangshun, Paco and Wolfgang


This simulation emulates the gas phase equilibria between hydrogen, bromine and hydrogen bromide molecules.


$H_{2}$ + $Br_{2}$ ⇌ 2HBr (∆H = -103 kJ mol-1) 


Constants:


$ k_{B}  = \frac{R}{ N_{A}}  = 1.38060445x10^{23} $

R = 8.314

$ N_{A} = 6.022x10^{-23} $



Parameters:


Hydrogen are yellow particles. (mass = 2*1.00794 u)

Bromine are red particles. (mass = 2* 79.904 u)

Hydrogen bromide are green particles. (mass = 79.904 + 1.00794 u)

N = 200 molecules

H-H bond: 436 kJ mol-1

Br-Br bond: 193 kJ mol-1

H-Br bond: 366 kJ mol-1

∆H = -103 kJ mol-1

$kf = A \exp{(\frac{-629}{(8.314)(T)})} $

$ kb = A \exp{(\frac{-732}{(8.314)(T)})} $

$ K_{eq} = \frac{kf}{kb} = \exp(\frac{10^{3}}{8.314(T)} $



Fixed relations



 v = Math.sqrt(3*8.314/6.022*10E23*T/mass)


or 


$ v = \sqrt( \frac{(3)(8.314)(T)}{6.022x10^{23}m}  )$

Thursday, December 4, 2014

Lower Secondary Science Chapter

Lower Secondary Science Chapter
.
For Lawrence tan yong Chong.
How did it landed on my desk? :)
Lower Secondary Science Chapter

Physics Chapter Core Team

Physics Chapter Core Team

Physics Chapter Core Team

MUST Watch, This will revolutionize education explained

MUST Watch, This will revolutionize education explained. An excellent video that deserve more views. Thank you Veritasium !



 

My take ways includes

Who Learn?

20 participants of the workshop

Why they learn?

The high levels of mental and hands-on efforts by the participants to create models that can be readily used in their own area of work

What they Learn?

computer modelling

What are teachers for?

Professor Wolfgang and Paco Francisco Esquembre, skillful and inspiring teaching and facilitation by the consultants (see Facebook post by Leong Tze Kwang thanking them). 

Facebook post by Leong Tze Kwang November 30 ·
Prof Wolfgang and Paco didn't just teach us how to make amazing JavaScript applet but also inspire us to become better teachers. Thanks Lookang for organizing the workshop. I finally get down to work. Will start making more JavaScript applet. — with Lye Sze Yee,Thomas Yeu, Dave Lommen, Ezzy Chan, Loo Kang Lawrence Wee,Francisco Esquembre, Andy Luo Kangshun and Ng Boon Leong.

the excellence service from the local organizers loo kang, sze yee and tat leong.

brief summary of EJS Workshop in Singapore

artefacts of performance http://iwant2study.org/lookangejss/00workshop/


Title: Computational Modeling with Open Source Physics (OSP) Easy Java/JavaScript (EJSS) Simulations: Funded by eduLab NRF2011-EDU001-EL001 Java Simulations for Teaching and Learning

Date: November 25-28, 2014
Venue: Academy of Singapore Teachers,eduLab@AST Block J Level 4.
Leaders: Wolfgang Christian, Francisco Esquembre
Local Organizer: Wee Loo Kang Lawrence, Lye Sze Yee, Lee Tat Leong
Sponsor: Singapore Ministry of Education, National Institute of Education & National Research Foundation


1.Background of Visit

The purpose is to allow Singapore Teachers involved in this project to directly benefit from expert knowledge that the creators of Open Source Physics OSP and Easy Java/JavaScript (EJSS) Simulations research projects.

2) Activities

This 3.5 day workshop and consultations aims to provide a hands-on bootstrapping experience to the ComPADRE Open Source Physics (OSP) project and the Easy Java/JavaScript Simulations (EjsS) modelling and authoring tool. This 3.5-day workshop combines morning expositions and practical sessions where participants will work in teams/individually on computers provided by the organizers followed by afternoon one-on-one consultations with some references to NRF2011-EDU001-EL001 customized models and worksheets with the workshop leaders. Participants will study and explore, step by step, important computational and pedagogical examples, such as the gravitational N-body and the simple harmonic oscillator models, to learn how they have been implemented in EjsS, and then modify these examples to add new capabilities.

On Day 2 PM, CPDD Director, Deputy Director and Officers had a rich up close discussions on topics on the Student Leaning Space (Blended-Face to Face&Online Learning, Massive Online Open courses, Open educational Resources)  for Physics resource development, curation etc. 

3) Impact

As of 04 Dec 2014, out of 20 participants, there are 8+2=10 creator/users of models, 7 customisers and 1 starting a NIE-MOE grant and 2 yet to confirm their models.

This outstanding achievement is possible largely due to 
  1. skillful and inspiring teaching and facilitation by the consultants (see Facebook post by Leong Tze Kwang thanking them) 
  2. the high levels of motivation of the participants to create models that can be readily used in their own area of work. 
  3. the excellence service from the local organizers loo kang, sze yee and tat leong. 


Facebook post by Leong Tze Kwang November 30 ·
Prof Wolfgang and Paco didn't just teach us how to make amazing JavaScript applet but also inspire us to become better teachers. Thanks Lookang for organizing the workshop. I finally get down to work. Will start making more JavaScript applet. — with Lye Sze Yee,Thomas Yeu, Dave Lommen, Ezzy Chan, Loo Kang Lawrence Wee, Francisco Esquembre, Andy Luo Kangshun and Ng Boon Leong.

4) Follow-Up/Learning

We have achieved the aim to provide a hands-on bootstrapping experience for 20 participants (14 teachers, 5 HQ officers and 1 NIE researcher) to the ComPADRE Open Source Physics (OSP) project and the Easy Java/JavaScript Simulations (EjsS) modelling and authoring tool.

The benefits to teachers include 10 creating new models, 7 adopt and adapt EjsS material on ComPADRE for their own teaching and more advance teachers to teach physics using computer-based modeling.

Total funding cost is around S$ 15,000 from NRF, managed by NIE and MOE, for both professor’s 4 full days of workshop, consultation, public lectures at NIE5-LT12 and close up discussions with DCPD, DD Sc and their team of CRDO officers. The professional development for teachers/ HQ officers is high in terms of the artifacts of learning and networking with international world-best researchers. DCPD and DD Sc also glean insights to the student learning space creation and population of resources from day 2 PM rich discussions.

5) Reference:


Monday, December 1, 2014

EJSS Vertical Spring-Mass (N08/III/6) Model

EJSS Vertical Spring-Mass (N08/III/6) Model by Lee Tat Leong and Ng Kar Kit.

http://weelookang.blogspot.com/2014/12/ejss-vertical-spring-mass-n08iii6-model.html
run: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/lookangejss/00workshop/ejss_model_verticalSpringMass_N08P3Q6/verticalSpringMass_N08P3Q6_Simulation.xhtml
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/lookangejss/00workshop/ejss_model_verticalSpringMass_N08P3Q6.zip
author: Lee Tat Leong and Ng Kar Kit.
author EJS: Paco

The model


Spring: spring constant k = 19.62 N/m, natural length of spring Lo = 0.650 m, equilibrium length yo = 0.850 m

Load: mass m = 0.400 kg, displacement from equilibrium position y

Mathematical model: 

$ \frac{\delta y}{\delta t} = v_{y} $

$ \frac{\delta v_{y}}{\delta t} = -\frac{k(y_{0}+y)}{m} + g $

Energies:

kinetic energy (green)  $ KE = \frac{1}{2}mv^{2}_{y} $
elastic potential energy (red) $ EPE =\frac{1}{2} k (yo+y)^{2} $
gravitational potential energy (blue) $ GPE = m g (L_{o}+y_{o} + y + reference level) $
total potential energy (magenta) $ TPE = EPE + GPE $ elastic and gravitational potential energy,
total energy (black) $ TE = KE + EPE + GPE $ sum of all the energies

Controls:

The gravitational potential energy is calculated with respect to the reference level (blue horizontal line). This reference level can be adjusted by (1) dragging the blue box at the right end of the reference level or (2) entering the value of the position in the text box at the lower right hand corner.

fine < > control buttons for learners to manipulate the model with single incremental precision
Reset button to bring simulation back to original (default)setting.

Saturday, November 29, 2014

EJSS collision model by Dave Lommen

EJSS collision model by Dave Lommen, is an artifact of learning by a Physics Hwa Chong Institution  teacher who attended the EJS-OSP Singapore workshop.

Add caption
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_ElasticCollision.zip
run:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_ElasticCollision/ElasticCollision_Simulation.xhtml
author: Dave Lommen
author of EJS: Francisco Esquembre (Paco)
There also already a model made

http://weelookang.blogspot.sg/2013/09/one-dimension-collision-js-model.html

One Dimension Collision JS Model
author: lookang
author EJS: Francisco Esquembre (Paco)

Theory


The motion of a body of mass m and velocity v is described by a vector quantity known as momentum p where


$ p = mv $



When objects collide, whether trains, cars, billiard balls, shopping carts, or your foot and the sidewalk, the results can be complicated. Yet even in the most chaotic of collisions, as long as there are no net external forces acting on the colliding objects, one principle always holds and provides an excellent tool for understanding the collision. That principle is called the conservation of linear momentum which states that


The total momentum of a system remains constant provided that no external resultant force acts on the system.


For two bodies colliding linearly, it is written mathematically as a vector equation


Total initial momentum = total final momentum


 $ m_{1}u_{1}+m_{2}u_{2} = m_{1}v_{1}+m_{2}v_{2} $



If external forces (such as friction) are ignored, the total momentum of two carts prior to a collision (left side of equation) is the same as the total momentum of the carts after the collision (right side of equation).


Collisions can be generally classified into these categories:



perfectly inelastic, e= 0
inelastic, e is a value from 0 to 1
perfectly elastic, e=1



There is also a concept of kinetic energy of a moving body is stated mathematically by the following equation:



$ KE_{1} = \frac{1}{2} m_{1}v^{2}_{1} $

Main Simulation View


The simulation has 2 collision carts on friction-less floor.
Sliders
Explore the sliders allows varying the variables .



mass of cart ONE, mass_1, $m_{1}$  in kg
initial velocity of cart ONE, $u_{1}$ in m/s
mass of cart TWO, mass_2, $m_{2}$  in kg
initial velocity of cart TWO, $u_{2}$  in m/s

EJSS Vernier Caliper JS Model by Jiun Wei Chia, Fu Kwun Hwang, Loo Kang Wee, Wolfgang Christian.

Vernier Caliper JS Model recreated on JavaScript by Jiun Wei Chia. Original author is Fu Kwun Hwang, Loo Kang Wee, Wolfgang Christian.
another artifact of learning during the EJS-OSP workshop in Singapore.

http://weelookang.blogspot.sg/2014/11/vernier-caliper-js-model-by-jiun-wei.html
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_VernierCaliper.zip
model: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_VernierCaliperV3/VernierCaliperV3_Simulation.xhtml
offline: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_VernierCaliperV3.zip
author:  Jiun Wei Chia. Original author is Fu Kwun Hwang, Loo Kang Wee, Wolfgang Christian.


The Vernier Caliper JavaScript Model shows the principle of operation and the physical parts of a Vernier Caliper.

The Vernier calipers model has

  1. 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.
  2. an object (Green) for external jaws to measure internal diameter of a cylinder for example with slider to control dimensions of the cylinder.
  3. checkbox for answer to show the meaning of reading on the main scale and the vernier scale with zero error calculations if any.
  4. drop down menu of the various common vernier scales for sense making and additional testing out by learners their ideas of how vernier works.
  5. fine <> control buttons for learners to manipulate the model with single incremental precision
  6. slider control for fast changes in the vernier measurement
  7. reset button to bring simulaton back to original (default)setting.

Friday, November 28, 2014

EJSS Distribution of sample means from a normal population model

ejss_model_RandomProbabilityFunction  by +Boon Leong Ng and Francisco Esquembre (Paco) is an artifact of learning by a Math teacher who attended the EJS-OSP Singapore workshop.


http://weelookang.blogspot.sg/2014/11/distribution-of-sample-means-from.html
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_RandomProbabilityFunction/RandomProbabilityFunction_Simulation.xhtml
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_RandomProbabilityFunction.zip
author: boonleong and paco

Introduction


The sampling distribution of a statistic is the distribution of that statistic, considered as a random variable, when derived from a random sample of size n. It may be considered as the distribution of the statistic for all possible samples from the same population of a given size. The sampling distribution depends on the underlying distribution of the population, the statistic being considered, the sampling procedure employed, and the sample size used. There is often considerable interest in whether the sampling distribution can be approximated by an asymptotic distribution, which corresponds to the limiting case as n → ∞.

 population: $ N ( \mu , \sigma^{2} )$

For example, consider a normal population with mean μ and variance σ². Assume we repeatedly take samples of a given size from this population and calculate the arithmetic mean  x̄ for each sample — this statistic is called the sample mean. Each sample has its own average value, and the distribution of these averages is called the "sampling distribution of the sample mean". This distribution is normal

sample: $ N ( \mu , \frac{\sigma^{2} }{n} )$

 (n is the sample size) since the underlying population is normal, although sampling distributions may also often be close to normal even when the population distribution is not (see central limit theorem). An alternative to the sample mean is the sample median. When calculated from the same population, it has a different sampling distribution to that of the mean and is generally not normal (but it may be close for large sample sizes).

Monday, November 24, 2014

Reflection of Physics Chapter 2014

Guidelines

At the tea session last week, the academy proposed that the various subject chapters celebrate the achievement and friendship forged in the core team over the years by creating a montage that captures some of our thoughts (about 40 – 50 words) with the following questions:


How has your participation in this subject chapter impacted/ benefited you?

Product - 

benefited by harnessing the collective wisdom of the teachers in Singapore to create interactive resources for the benefit of all.

Process - 

Chapters are MOE endorsed disciplined (role- HOD etc, interest-Games etc) based Professional Learning Platform and has allowed more networking opportunities to share at various platforms like ExCeL Fest, Cluster Sharing, Beginning Teachers Workshop, Brown Bag etc.

People - 

Key to sustainable growth, being part of a shared identity group such as Physics Chapter

2 groups of contributors that i would like to thank are

Singapore Easy Java Simulations 

Officially in EJS as Shared Library http://iwant2study.org/lookangejss/indexEJSdl.php
Browse the collection to view thumbnail images.Double-click on a video to open it in EJS 5.0 and later
  1. Wee Loo Kang Lawrence, Educational Technology Division, Ministry of Education, Singapore
  2. Lee Tat Leong, River Valley High, Educational Technology Division, Ministry of Education, Singapore
  3. Lye Sze Yee, Educational Technology Division, National Junior College, Singapore
  4. Kwek Eng Yeow, Victoria Junior College, Singapore
  5. Yeu Chee Wee Thomas, Meridian Junior College, Singapore

Singapore Tracker Community such as:

Officially in Tracker as Shared Library http://iwant2study.org/lookangejss/indexTRZdl.php
  1. Wee Loo Kang Lawrence, Educational Technology Division, Ministry of Education, Singapore
  2. Lim Jit Ning, Hwa Chong Institution, Singapore
  3. Lee Tat Leong, River Valley High, Educational Technology Division, Ministry of Education, Singapore
  4. Samuel Ooi, National Junior College, Singapore
  5. Goh Giam Hwee Jimmy, Yishun Junior College, Singapore
  6. Leong Tze Kwang, Raffles Girls Secondary, Singapore
  7. Thio Cher Kuan, Raffles Girls Secondary, Singapore
  8. Siow Seau Yan Sharon, Raffles Girls Secondary, Singapore
  9. Ning Hwee Tiang, National Junior College, Singapore
  10. Tan Kim Kia, Evergreen Secondary School, Singapore
  11. Lim Ai Phing, River Valley High School, Singapore
  12. Neiw Chun Hao Wilson, River Valley High School, Singapore

What has supported your learning in the subject chapter?

the drive to inspire students and teachers to develop a deeper understanding of physics, encourage fellow educators to share their resources and make Physics learning more meaningful.

Saturday, November 22, 2014

EJSS Cube Block Cooling Model

EJSS Cube Block Cooling Model

http://weelookang.blogspot.sg/2014/11/ejss-cube-block-cooling-model.html
increasing surface area of copper cube increases rate of heat loss to surrounding
model:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_cooling/cooling_Simulation.xhtml
zip model: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_cooling.zip
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_cooling.zip
author: lookang, Christian wolfgang
http://weelookang.blogspot.sg/2014/11/ejss-cube-block-cooling-model.html
dull copper lose heat slower than shiny copper
model:https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_cooling/cooling_Simulation.xhtml
zip model: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_cooling.zip
source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_cooling.zip
author: lookang, Christian wolfgang

Newton's Law of Cooling


The Newton's Law of Cooling model computes the temperature of an object of mass M as it is heated or cooled by the surrounding medium.

Assumption:

The model assumes that the temperature T within the object is uniform. 

Validity:

 This lumped system approximation is valid if the rate of thermal energy transfer within the object is faster than the rate of thermal energy transfer at the surface.

Convection-cooling "Newton's law of cooling" Model:

Newton assumed that the rate of thermal energy transfer at the object's surface is proportional to the surface area and to the temperature difference between the object and the surrounding medium.

$ \frac{\delta Q}{\delta t} = h A( T(t) - T_{background} )$

$ Q $ is the thermal energy in joules
$ h $ is the heat transfer coefficient (assumed independent of T here) ($\frac{W}{m^{2} K}$)
$ A $ is the heat transfer surface area ($ m^{2} $)
$ T $ is the temperature of the object's surface and interior (since these are the same in this approximation)
$ T_{background} $ is the temperature of the surrounding background environment; i.e. the temperature suitably far from the surface is the time-dependent thermal gradient between environment and object.

Definition Specific Heat Capacity:

The specific heat capacity of a material on a per mass basis is

$ Q = mc ( T_{final} - T_{initial} ) $
$ Q $ is heat energy
$ m $  is the mass of the body
$ c $ specific heat capacity of a material
$ T_{final} $ is the $T_{background}$
$ T_{initial}$ is the $ T(t) $


combing the 2 equations

$ \frac{mc ( T_{background}- T(t) ) }{\delta t} = h A( T(t) - T_{background} )$

assuming mc is constant'

$ mc \frac{ \delta ( T_{background}- T(t) ) }{\delta t} = h A( T(t) - T_{background} )$

assuming $T_{background}$ is a infinite reservoir

$ \frac{ ( T_{background}) }{\delta t} = 0 $
therefore
$ mc \frac{ ( \delta (- T(t)) ) }{\delta t} = h A( T(t) - T_{background} )$

negative sign can be taken out of the differential equation.

$ mc \frac{ (\delta T(t) ) }{\delta t} =  -h A( T(t) - T_{background} )$

$ \frac{ ( T(t) ) }{\delta t} =  -\frac{h A}{mc }( T(t) - T_{background} )$

let $ \kappa  = \frac{h A}{mc } $

$ \frac{ ( T(t) ) }{\delta t} = -\kappa ( T(t) - T_{background} )$

If heating is added on,

$ heating = \frac{\delta Q}{\delta t} = mc ( \frac{\delta T}{\delta t}) $

the final ODE equation looks like

$ \frac{ ( T(t) ) }{\delta t} = -\kappa ( T(t) - T_{background} ) + \frac{heating}{mc}$

Definition Equation Used:

$ V = \frac{m}{\rho} $

$ V $ is volume of object
$ \rho $ is density of object


$ A = 6 (\frac{m}{\rho})^{\frac{2}{3}} $

$ A $ surface area of object

assumption of increased surface are

$ A_{increased surface area due to fins} = (2)(6) (\frac{m}{\rho})^{\frac{2}{3}} $

Materials added:

copper shiny $ c_{Cu} $ = 385  $ \frac{J}{kg K}$
$ \rho_{Cu} $ = 8933  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Cu}$ = 400 $ \frac{W}{(K m^{2})} $

copper dull $ c_{Cu} $ = 385  $ \frac{J}{kg K}$
$ \rho_{Cu} $ = 8933  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Cu}$ = 200 $ \frac{W}{(K m^{2})} $

aluminium shiny $ c_{Al} $ = 903  $ \frac{J}{kg K}$
$ \rho_{Al} $ = 2702  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Al}$ = 400 $ \frac{W}{(K m^{2})} $

aluminium dull $ c_{Al} $ =  903  $ \frac{J}{kg K}$
$ \rho_{Al} $ = 2702  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Al}$ = 200 $ \frac{W}{(K m^{2})} $

iron shiny $ c_{Al} $ = 447  $ \frac{J}{kg K}$
$ \rho_{Al} $ = 7870  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Al}$ = 400 $ \frac{W}{(K m^{2})} $

iron dull $ c_{Al} $ =  447  $ \frac{J}{kg K}$
$ \rho_{Al} $ = 7870  $ \frac{kg}{m^{3}}$
heat transfer coefficient  $h_{Al}$ = 200 $ \frac{W}{(K m^{2})} $


Users can select the mass of the object and the material and the model computes the surface area assuming a cubic shape. The model plots the object's temperature as a function of time as the user heats and cools the object. A data-tool button on the temperature graph allows users fit the data to analytic functions.


Note: A typical (rough) heat transfer coefficient h for still air and iron is 6 W/(K m^2) and 400 W/(K m^2) . The Newton's Law of Cooling model assumes h=400 for all shiny and h=200 for dull materials. The actual value of h depends on many parameters including the material, the fluid velocity, the fluid viscosity and the condition of the object's surface.

References:


  1. "Measuring the Specific Heat of Metals by Cooling," William Dittrich, The Physics Teacher, (in press).

Credits:

  1. The Newton's Law of Cooling model was created by Wolfgang Christian using the Easy Java Simulations (EJS) version 4.2 authoring and modeling tool.
  2. EJSS Cube Block Cooling Model was created by Wolfgang Christian and recreated by lookang using the Easy Java Simulations (EJS) version 5.1 authoring and modeling tool


Thursday, November 20, 2014

What is NRF2011-EDU001-EL001 ?

NRF2011-EDU001-EL001 = Java Simulation for Teaching and Learning
there are 2 writeup about it.

general

http://www.nie.edu.sg/edulab-funding-programme

eduLab is an MOE-NIE initiative designed to surface and spread ground-up IDM-enriched pedagogical innovations. A key programme under the third Masterplan for ICT in Education (mp3), eduLab partners teachers in developing theoretically-informed IDM-enriched pedagogical innovations while ensuring that these innovations can potentially be adopted by different schools across the system.

specific

http://edulab.moe.edu.sg/edulab-programmes/existing-projects

3. Java Simulation Design for Teaching and Learning

By River Valley High, Yishun Junior College, Innova Junior College, Anderson Junior College and Serangoon Junior College, supported by eduLab learning designers

Principal Investigator

Ms. Lim Ai Phing, Senior Physics Teacher, River Valley High (2013-current)
Mr. Xu Weiming, Physics Teacher, River Valley High (2012)

Project Information

This project aims to increase student’s appreciation and efficacy in handling multi-variable phenomena and concepts, with a view of improving students’ understanding of challenging concepts in physics, through customized computer models. Applying the guided inquiry approach to learning, these computer models are used to bridge the gap between theory and reality, providing students with visual and relevant representations of physics concepts.

In 2012, more than 2000 students from 5 schools, with the aid of 39 teachers, benefited from the 6 lesson packages featuring 9 computer models. Both students and teachers gave positive feedback. For instance, teachers shared that they were able to more effectively transmit difficult physics concepts to their students as the computer models could be customized to fit their specific purposes. On the other hand, students enjoyed the increased engagement and interaction that stemmed from such a learning approach.

For more information regarding the project, please contact the eduLab learning designers, Mr. Wee Loo Kang Lawrence at wee_loo_kang@moe.gov.sg or Miss Lye Sze Yee at lye_sze_yee@moe.gov.sg.

Project Artifact

  1. 6th IPSG instructional program support group A level physics scaling page (2014)
  2. ExCEL Fest scaling page (2013)
  3. Working site https://sites.google.com/site/lookang/ (2012)

Journal Papers

  1. Wee, L. K., & Goh, G. H. (2013). A geostationary Earth orbit satellite model using Easy Java Simulation. Physics Education, 48(1), 72. doi: 10.1088/0031-9120/48/1/72 arXiv:1212.3863 [pdf] [1212.3863iopgeostationary.pdf]
  2. Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3): 301. arXiv:1204.4964 [pdf] [1204.4964iopejscollision.pdf]

    MOE publication

    1. Wee L.K. (2013) Open Source Physics, i in Practice 1(1), p. 58-63, Ministry of Education.[PDF] [iinpracticeOpen Source Physics_PG58-63_lr.pdf]

      Conference Papers and Presentations

      1. Wee L.K., Lim A.P., Goh G.S., Lye S.Y., Lee T.L., Xu W.M., Goh G.H., Ong C.W., Ng S.K., Lim E.P., Lim C.L., Yeo W.L., Ong Matthew, Lim Kenneth (2012, 01-06 July, 1300-1430) Computer Models Design for Teaching and Learning using Easy Java Simulation PS 02.09 | Parallel Session 02.09 | Room 09 | 02.07.2012 Monday | 13:00 - 14:30 | 2012 World Conference on Physics Education Bahçeşehir Üniversitesi, Istanbul, Turkey arXiv:1210.3410 [pdf][7-WCPE2012(413-438).pdf]

        Awards

        1. Innergy Award 2014 HQ (Interactive Learning Resources) commendation
        2. Innergy Award 2012 HQ (Gravity-Physics by Inquiry) Gold Award
        3. Best Suggestion 2013 Nov of the Month (Ripple Tank Model) River Valley High School



        Tuesday, November 18, 2014

        NRF2011-EDU001-EL001 invites 2 professors to Singapore

        NRF2011-EDU001-EL001 invites 2 professors to Singapore

        Itinerary

        Venue: Edulab@AST 2 Malan Road Block J level 4.
        Date: 25 Nov 0900-1300 Workshop beginner, 1430-1700 small group consultations
        26 Nov 0900-1300 Workshop intermediate.
        27Nov 0900-1300 Workshop advance, 1430-1700 small group consultations
        28 Nov 0900-1300 Workshop expert and group presentation, 1430-1700 Public Lecture @NIE5-01-LT12
        Cost: Free
        Intended Participants: Physics Educators, Mathematical Modeling, Chemistry Molecular Modeling

        Pre Workshop Flipped Day 0

        Software EJS:


        1. download and unzip and click on the EjsConsole.jar file to Launch: EJS_5.01beta_141005.zip or  http://fem.um.es/EjsWiki/uploads/Download/EJS_5.01beta_141028.zip http://fem.um.es/EjsWiki/uploads/Download/EJS_5.1_141127.zip
        2. [optional] download java JRE http://www.oracle.com/technetwork/java/javase/downloads/index-jsp-138363.html
        3. video tutorials: http://weelookang.blogspot.sg/2011/02/easy-java-simulation-tutorial.html
        4. Activity: chapter 2 worksheet by wolfgang and paco http://www.opensourcephysics.org/items/detail.cfm?ID=7306



        Software Tracker:

        1. download and install and click on Tracker from the Windows Start Menu to Launch https://www.cabrillo.edu/~dbrown/tracker/. We recommend Tracker 4.87 installer FULL installation, do not select upgrade option, Windows  Mac OS X 
        2. video tutorials playlist watch 12 analysis and 13 modeling: https://www.youtube.com/watch?v=cuYJsnhWXOw&list=PLYIwRBA8ZhdM3jqtpxj3SSxE4z5dWzrnx&index=12
        3. worksheet for students http://www.opensourcephysics.org/items/detail.cfm?ID=11705


        25 Nov (Tue) Day 1 

        – provide 30 pax beginners’ workshop (model simple physical systems such as spring mass with damping using EjSS) in eduLab@AST
        09h00 - 09h30: Introduction to the workshop
        09h30 - 11h00 Exploration of the OSP-EJS-ComPADRE Platform
        • How do OSP, EjsS, and ComPADRE work together?
        • Search, find, and run existing programs
        • ComPADRE filing cabinets and community tools
        • EjsS workspace fundamentals
        • Tracker Video Analysis Tool
        • How to package and distribute simulations

        10h30 - 10h45: Break and Networking
        11h15 - 13h00: Exploration of EjsS
        • Load, inspect, and run a JavaScript simulation from within EjsS
        • Step-by-step EJS tutorial
        • Modify a simulation (assistance will be given to help with the modifications)
        • Explore ComPADRE and create a personal filing cabinet
        Lunch: 12:30-14:00
        followed by consultation (evaluate and recommend improvements to teachers worksheets , research design and instruments)
        Day 1 Afternoon
        14h30 - 17h30: Independent work and consultations on curriculum design referencing some of the teachers of eduLab NRF2011-EDU001-EL001 Java Simulations for Teaching and Learning (http://weelookang.blogspot.sg/2013/10/6th-ipsg-level-physics.html)
        15h30 - 16h00: Break and Networking


        26 Nov (Wed) Day 2 

        – provide 30 pax intermediate workshop (model simple physical systems such as free fall with collision detection using EjSS) in eduLab@AST
        09h00 - 11h00: Creating models with EJS I (good if we can situate this on some sample models available on something the teachers agree to work on? Less theory, more on stuff they want to remix?)
        • Structure of a model in EJS
        • Variables and their types.
        • Initialization, fixed relations, and custom functions
        • Introduction to the ODE editor and the Prelim code page
        • Binding model variables to view elements and controls
        10h30 - 11h00 break and Networking

        11h30 - 13h00 Enhancing the View
        • Elements and Properties
        • 2D Field Elements
        • 3D Elements
        • Tables and arrays
        • Cascading Style Sheets
        Lunch: 12:30-14:00
        Day 2 Afternoon
        dialogue MOEHQ with CPDD-ETD-AST leaders-specialists.
        14h30 - 16h30: Up Close Discussions on topics such as Blended-Face to Face&Online Learning, Massive Online Open courses, Open educational Resources, teacher Learning communities, Learning analytics, Technology scans etc.
        1. Brown Professor Wolfgang Christian, Founder of Open Source Physics (OSP) Projecthttp://www.compadre.org/osp/ and Elected Secretary for the National American Association of Physics Teachers (AAPT).
        2. Professor Francisco Esquembre (Paco), Founder of Easy Java Simulation and President of Multimedia in Physics Teaching and Learning (MPTL) research group. http://www.um.es/fem/EjsWiki/pmwiki.php
        3. Sng Chern Wei, Director of Curriculum Planning and Development Division (CPDD) 
        4. Sin Kim Ho, Deputy Director, CPDD, Sciences Branch 
        5. Kwan Yew Meng, Assistant Director, Educational Technology Division (ETD), Edulab 
        6. Goh Sao Ee, Academy of Singapore Teacher, (AST)
        7. Kwek Leong Chuan, PI Centre for Quantum Technologies, NUS
        8. Lye Sze Yee (ETD)
        9. Lee Tat Leong  (ETD)
        10. Darren Tan (CPDD)
        11. Lawrence Wee Loo Kang  (ETD)
        15h30 - 16h00: Break and Networking


        27 Nov (Thurs) Day 3:

        – provide 30 pax (from the eariler workshops) advance (model advance physical systems such as gravitational binary planets), workshop in eduLab@AST followed by consultation (evaluate and recommend improvements to teachers worksheets, research design and instruments) to project teachers or dialogue MOEHQ with CPDD-ETD-AST senior-lead-master teacher network

        09h00 - 11h00 Lecture: Creating models with EJS II (good if we can situate this on some sample models available on something the teachers agree to work on? Less theory approach and, more on stuff they want to remix?)
        • Arrays and Element Sets
        • N-dimensional ODEs
        • The ODE editor revisited (advanced parameters, error control, events, DDEs)
        • Model Elements
        • External Libraries
        10h30 - 11h00 break and Networking 

        Lunch: 12:30-14:00
        Day 3 Afternoon
        14h30 - 17h30: Independent work, consultations, and breakout sessions based on interest as well as referencing some of the teachers of eduLab NRF2011-EDU001-EL001 Java Simulations for Teaching and Learning (http://weelookang.blogspot.sg/2013/10/6th-ipsg-level-physics.html)

        15h30 - 16h00: Break and Networking

        28 Nov (Fri) Day 4:

        – provide 30 pax (from advance and beginners) expert (model family array of physical systems such as multiple masses using array in resonance systems) workshop eduLab@AST, PM Open Public Lecture @NIE in LT12 seating capacity of 300

        09h00 - 11h00 Lecture: Curriculum Development and Distribution
        • Multi-model files and ePubs
        • Translating a simulation
        • A personal EJS Digital Library using PHP
        • Contributing to the OSP Collection
        10h30 - 11h00 Break and Networking

        11h00 - 12h30 Presentations by teachers and group discussion
        Lunch: 12:30-14:00
        Day 4 Afternoon

        14h30 - 17h30: Public Lecture @NIE LT12

        15h30 - 15h45: Break and Networking





        https://docs.google.com/a/moe.edu.sg/spreadsheets/d/1rvAF3NfdA-PrERE7BCOnF_R1p8flzamRZEfgGs_tVgs/edit#gid=342973196

        I would like to publicise and arrange for dialogue-talk(2 hours) or Easy Java Simulation-Open Source Physics workshop (4 hours) with 2 professors that are our collaborators, invited to Singapore during our visit to MPTL18 conference Madrid Spain, co-funded by edulab project NRF2011-EDU001-EL001 Java simulations for teaching and learning and AST professional development fund.

        Date: 25 to 28 November 2014
        Venue: Edulab@AST 2 Malan Road Block J level 4.
        Time: 0900-1300 or 1300-1700
        1. Brown Professor Wolfgang Christian, Founder of Open Source Physics (OSP) Project http://www.compadre.org/osp/ and Elected Secretary for the National American Association of Physics Teachers (AAPT).
        2. Professor Francisco Esquembre (Paco), Founder of Easy Java Simulation and President of Multimedia in Physics Teaching and Learning (MPTL) research group. http://www.um.es/fem/EjsWiki/pmwiki.php

        Their CV are below:

        Wolfgang Christian


        Brown Professor of Physics
        Davidson College, Box 6926
        Davidson, NC 28035

        Education

        • Ph.D.: 1976, North Carolina State University at Raleigh, Dissertation: The Determination of Particle Size Distributions By Small Angle Forward Scattering. Mentor: Dr. Edward Manring 
        • B.S. with Honors: 1970, North Carolina State University at Raleigh (Major: Physics; Minor: Mathematics) 

        Davidson College Appointment History


        • Physics Dept. Chair 2010 to Present 
        • Brown Professor of Physics 2002 to Present 
        • Professor 1993 to 2002 
        • Davidson Physics Computation Center Director 1991 to Present 
        • Associate Professor 1986 to 1993 
        • Assistant Professor 1983 to 1986 

        Service/Honors/Awards

        • Elected Secretary for the national American Association of Physics Teachers, 2012. Term of service 2013-15. 
        • Elected NC Section American Association of Physics Teachers, Vice-President, President-Elect, President, and Past-President 2009-2015. 
        • American Association for the Advancement of Science SPORE Award, 2011. 
        • Pegram Award for Excellence in the Teaching of Physics in the Southeast by the Southeastern Section of the American Physical Society, 2009. 
        • Computation and Computer-Based Instruction Gordon Research Conference vice-chair and chair, 2004-08 
        • UCES Undergraduate Computational Engineering and Science Award, 2007. 
        • Fellow, American Physical Society, 2006. Citation: “For his years of dedication and significant contributions to the use of computers in undergraduate physics education, especially for his creation, design and effective use of interactive curricular materials.” 
        • APS Forum on Education Vice-Chair, Chair-Elect. Chair, and Past-Chair. 2001-2004 
        • APS Ad-Hoc committee to establish the APS Excellence in Physics Education Award, 2003-07. Raised $120,000 to endow this award. 
        • American Association of Physics Teachers Award for Distinguished Service, 2003. 

        Books

        • Open Source Physics: A User’s Guide with Examples, Wolfgang Christian, Addison-Wesley, (2007) 
        • An Introduction to Computer Simulation Methods : Applications to Physical System 3rd edition, Harvey Gould, Jan Tobochnik, and Wolfgang Christian, Addison-Wesley, (2007) 
        • Physlet Quantum Physics, Mario Belloni, Wolfgang Christian, and Anne Cox, Prentice Hall (2006) 
        • Physlet Physics Wolfgang Christian and Mario Belloni, Prentice Hall, (2004) 
        • Physlets. Wolfgang Christian and Mario Belloni, Prentice Hall, (2001) 
        • Just In Time Teaching. G. Novak. , E. T. Patterson, A. Gavrin, and W. Christian, Prentice Hall (1999) 
        • Waves and Optics: Vol. 9 of the Computational Physics Upper Level Software, CUPS, series. W. Christian, A. Antonelli, S. Fischer, B. James, R. Giles. John Wiley (1995). 

        Foreign Language Editions and Adaptations

        • פיזיקה גרסה עברית דר' דוד פונדק, דר' סעיד מחאג'נה, מר שאדי עסקלה המכללה האקדמית להנדסה אורט בראודה Multi-Representational Electromagnetics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, Wolfgang Christian, Mario Belloni, Arie Maharshak, and David Pundak. (2008) 
        • פיזיקה גרסה עברית דר' דוד פונדק, דר' סעיד מחאג'נה, מר שאדי עסקלה המכללה האקדמית להנדסה אורט בראודה Multi-Representational Mechanics: Physlet® Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, Wolfgang Christian, Mario Belloni, and David Pundak. (2006). 
        • Physik mit Physlets, Frank Scheickert, Peter Krahmer, Alfred Nussbaumer, Wolfgang Christian, and Mario Belloni (2006). 
        • Fizika s Fizleti: Interaktivne predstavitve in raziskave za uvod v fiziko, Wolfgang Christian, Mario Belloni, and Saša Divjak (2006). 
        • Fislets: Enseñanza de la Física con Material Interactivo, por Francisco Esquembre, Ernesto Martín, Wolfgang Christian y Mario Belloni. Prentice-Hall, España, ISBN:84-205-3781-0, (2004). 

        Recent Publications (Computer Related)

        1. M. Belloni. and W, Christian, “Tumbling: from Rally Cars to Toast,” The Physics Teacher, 50 (7) pp. 427 (2012). 
        2. Carlos A. Jara, Francisco Esquembre, Wolfgang Christian, Francisco A. Candelas, Fernando Torres, Sebastián Dormido, “A new 3D visualization Java framework based on physics principles,” Computer Physics Communications, 183, pp. 231-244 (2012). 
        3. Christian, W., F. Esquembre, and L. Barbado, “Open Source Physics,” Science 25, Vol. 334 no. 6059 p1077-1078 (2011). 
        4. Belloni, M., W. Christian, and F. Esquembre, “Aligning EJS Simulations from the ComPADRE OSP Collection with the United States High School Physics Teaching Standards,” Proceedings of the 8th International Conference on Hands-on Science, Ljubljana, Slovenia. ISBN 9778-989-95095-7-3 (2011). 
        5. W. Christian and J. Tobochnik, “Editorial: Augmenting AJP articles with computer simulations,” Am. J. Phys. 78 (9), pp. 885-886 (2010). 
        6. W. Christian, “Guest Editorial: Augmenting TPT papers with computer simulations,” The Physics Teacher, 48 (6), 362 (2010). 
        7. W. Christian and J. Tobochnik, “Editorial: Augmenting AJP articles with computer simulations,” Am. J. Phys. 78 (9), pp. 885-886 (2010). 
        8. W. Christian, F. Esquembre, and B. Mason, “Easy Java Simulations and the ComPADRE OSP Collection,” Il Nuovo Cimento C 33, pp. 33-42 (2010) 
        9. F. Esquembre, W. Christian, and B. Mason, “Workshop on Easy Java Simulations,” Il Nuovo Cimento C 33, 77-88 (2010) “Editorial: Computation and Computer-based Instruction.” Wolfgang Christian and Bradley Ambrose. Am. J. Phys. 76, pp. 293-294 (2008). 
        10. Mario Belloni and Wolfgang Christian., “Time Development in Quantum Mechanics Using a Reduced Hilbert Space Approach,” Am. J. Phys. 76, pp. 385-392 (2008). 
        11. Francisco Esquembre and Wolfgang Christian, ‘Ordinary Differential Equations”, in Dynamic System Modeling Paul Fishwick ed., Chapman & Hall/CRC Press (2007), ISBN 1-58488-565-3 
        12. Wolfgang Christian and Francisco Esquembre, “Modeling Physics with Easy Java Simulations,” The Physics Teacher 45, pp. 475-480 (2007).
        50 additional. List available.

        Workshops

        Leader or co-leader of over 60 local, national, and international faculty development workshops over the past 10 years affecting over 1,000 physicists and teachers at all levels. List available.



        FRANCISCO ESQUEMBRE

        Departamento de Matemáticas. Facultad de Matemáticas. Universidad de Murcia.
        Campus de Espinardo, 30071 MURCIA, SPAIN
        Born: October 1963, Alicante, Spain.

        Education

        • Licenciado en Matemáticas. Universidad de Murcia. June 1985 
        • Doctor (Ph. D.) en Matemáticas. Universidad de Murcia. June 1991. 

        Career/Employment

        • Jul 99 – Present. Profesor Titular de Universidad (Associate Professor). Area of Mathematical Analysis. Department of Mathematics. Universidad de Murcia. 
        • Mar 97 – Jul 99. General Director for Universities and Research. Government of the Region of Murcia. Spain. 
        • Jun 95 – March 99. Assessor for the Regional Minister of Education and Culture. Government of the Region of Murcia. Spain. 
        • Dec 94 – Jun 95. Profesor Titular de Universidad. Area of Mathematical Analysis. Department of Mathematics. Universidad de Murcia. 
        • Jan 90 – Dec 94. Teacher Assistant. Area of Mathematical Analysis. Department of Mathematics. Universidad de Murcia. 
        • Jan 86 – Jan 90. Researcher, teaching assistant. Department of Mathematics. Universidad de Murcia 

        Specialization

        (i) main field.

        • Computers in Science Education: Simulations and modeling. 
        • Numerical Analysis: Ordinary differential equations 

        (ii) other fields.

        • Mathematical Analysis: Dynamical Systems and Chaos. 

        (iii) current research interests

        • Pedagogical use of computer simulations and modeling of scientific phenomena. 
        • Virtual and remote laboratories for Physics and Engineering education. 
        • Numerical algorithms for the simulation of continuous and hybrid systems. 

        Honours, Awards, Fellowships, Membership of Professional Societies

        • Dean of the Faculty of Mathematics since 2009 
        • Science SPORE Prize. Science magazine. November 2011. 
        • Author of the Easy Java Simulations authoring and modeling tool (http://www.um.es/fem/Ejs). 
        • President of the Board for the Multimedia in Physics Teaching and Learning group, sponsored by the European Physical Society. 
        • President of the CoLoS e. V. association (www.colos.org) since 2008. Member of the CoLoS group since 1989. 
        • Head of Transfer Research Office of the University of Murcia (2002-2006) 
        • General Director for Universities and Research of the Regional Government of Murcia (Spain) (1997-1999) 
        • Patrono of the SENECA Foundation – Regional Research Coordination Center. (1997 – 1999). 

        Participation in funded projects: (Mostly in computer-assisted science education, since 1988)

        • National projects: 6 
        • EU projects: 10 
        • Regional projects: 5 
        • Other (International): 4 

        Publications:

        Books: 2

        • Fislets: Enseñanza de la Física con material interactivo F. Esquembre, E. Martín, W. Christian, and M. Belloni Pearson Education Spain (Prentice-Hall) 2004 
        • Creación de Simulaciones Interactivas en Java. Aplicación a la Enseñanza de la Física. F. Esquembre Pearson Education Spain (Prentice-Hall) 2005 

        Book chapters: 3

        • Ordinary Differential Equations. W. Christian and F. Esquembre In “Handbook of Dynamic System Modeling”. Paul Fishwick (ed.). CRC Press (2007) 
        • Easy Java Simulations. F. Esquembre In “Open Source Physics: A user’s guide with examples.” W. Christian. Addison-Wesley 2007 
        • Three-dimensional modelling. W. Christian and F. Esquembre In “Open Source Physics: A user’s guide with examples. W. Christian. Addison-Wesley 2007 
        Number of papers in refereed journals: 21+
        Number of papers in proceeding: 16+
        Number of invited plenary lectures: 12+
        Many other communications to scientific meetings.


        Selected papers:

        1. A new 3D visualization Java framework based on physics principles. Carlos A. Jara, Francisco Esquembre, Wolfgang Christian, Francisco A. Candelas, Fernando Torres, and Sebastián Dormido. Computer Physics Communications, Volume 183, Issue 2, February 2012, Pages 231-24 
        2. Open Source Physics. W. Christian, F. Esquembre, L. Barbato. Science. Vol 334, No 6059, Pages 1077-1078 . November 25th, 2011 issue. 
        3. Ejs+EjsRL: an interactive tool for industrial robots simulation, computer vision and remote operation. Carlos A. Jara, Francisco A. Candelas, Pablo Gil, Fernando Torres, Sebastián Dormido, Francisco Esquembre. Robotics and Autonomous Systems, Vol 59, Issue 6, pp 389-401 (June 2011) 
        4. Developing a remote laboratory for engineering education. E. Fabregas, G. Farias, S. Dormido-Canto, S. Dormido, F. Esquembre. Computers and Education Volumen 57, Número 2, pp 1686-1697 (2011) 
        5. Teaching Physics (and Some Computations) using Intentionally Incorrect Simulations. Cox, A; Junkin, W; Christian, W; Belloni, M; Esquembre, F. THE PHYSICS TEACHER, Vol 49, Issue 5, pp 273-276 (2011) 
        6. Teaching embedding control systems. Farias, G; Arzen, K. E.; Cervin, A.; Dormido, S; Esquembre, F. International Journal of Engineering Education, ISSN 0949-149X, Vol. 26, No. 4, pp. 938-949 (2010) 
        7. Java Simulations of Embedded Control Systems. Farias, G; Cervin, A.; Arzen, K. E.; Dormido, S; Esquembre, F. Sensors, ISSN 1424-8220, vol 10 , No 9, pp 8585-8603 (2010). 
        8. Developing Networked Control Labs: A Matlab and Easy Java Simulations Approach. Farias, G; De Keyser, R; Dormido, S; Esquembre, F. IEEE Transactions on Industrial Electronics, ISSN 0278-0046 Vol. 57, No 10, pp 3266 - 3275 , (2010) 
        9. Real-time collaboration of virtual laboratories through the Internet. Jara C., Candelas F.A., Torres F., Dormido S., Esquembre F., Reinoso O. Computers & Education, vol 52, issue 1, pp 126-140 (Enero 2009) 
        10. Development of a Web-Based Control Laboratory for Automation Technicians: The Three-Tank System. R. Dormido, H. Vargas, N. Duro, J. Sánchez, S. Dormido-Canto, G. Farias, F. Esquembre, S. Dormido. IEEE Transactions on Education vol 51 (1) 35-44 (2008). 
        11. An Integrated Virtual and Remote Control Lab: The Three-Tank System as a Case Study. N. Duro, R. Dormido, H. Vargas, S. Dormido-Canto, J. Sanchez, G. Farias, F. Esquembre, S. Dormido. Computers in Science and Engineering, VOL 19 (4) 50-59 (2008). 
        12. Modeling Physics with Easy Java Simulations. W. Christian and F. Esquembre. The Physics Teacher, vol 45, 8, 475-480 (2007). 
        13. Easy Java Simulations: a software tool to create scientific simulations in Java. F. Esquembre, Computer Physics Communications, vol 156, 199-204, 2004. 
        14. Computers in Physics Education. F. Esquembre. Computer Physics Communications, vol . 147, 13-18, 2002. 


        Description: 

        Computational Modeling with Open Source Physics

        Easy Java/JavaScript Simulations

        and

        eduLab NRF2011-EDU001-EL001 Java Simulations for Teaching and Learning

        Teacher Workshop
        Academy of Singapore Teachers
        eduLab@AST Block J Level 4
        2 Malan Rd., Singapore 109433
        November 25-28, 2014

        Leaders: Wolfgang Christian, Francisco Esquembre
        Local Organizer: Wee Loo Kang Lawrence, Lye Sze Yee, Lee Tat Leong
        Sponsor: Singapore Ministry of Education

        This workshop aims to provide a hands-on bootstrapping experience to the ComPADRE Open Source Physics (OSP) project and the Easy Java/JavaScript Simulations (EjsS) modelling and authoring tool. This four-day workshop combines morning expositions and practical sessions where participants will work in teams/individually on computers provided by the organizers followed by afternoon one-on-one consultations with some references to NRF2011-EDU001-EL001 customized models and worksheets with the workshop leaders. Participants will study and explore, step by step, important computational and pedagogical examples, such as the gravitational N-body and the simple harmonic oscillator models, to learn how they have been implemented in EjsS, and then modify these examples to add new capabilities.

        The goal of the Open Source Physics (OSP) project is to make a large number of simulations together with source code and supporting curricular material available for education using the Creative Commons open-source model. EjsS is a code generator that has integrated the OSP code library to add and build interactive user interfaces, draw 2D and 3D objects, numerically solve ordinary differential equations using different algorithms, and represent data using tables and graphs.

        Although there are many computational tools that allow scientists and engineers to create programs, the implementation of a computational modelling-based pedagogy often requires significant effort and computer science knowledge for teachers and students. The Easy Java/JavaScript Simulations modelling and authoring tool minimizes this effort while teaching good computational techniques. EjsS is a free open-source code generator developed to create dynamic simulations using the underlying Java library. EjsS was originally created for interactive learning under the supervision of educators but is well suited for use by researchers to prototype applications and by authors to develop and distribute Java-based and more recently Javascript-based curricular materials. While some programming knowledge is assumed, EjsS users are encouraged to focus on modelling rather than on programming.

        This workshop will benefit teachers who as wish to adopt and adapt EjsS material on ComPADRE for their own teaching and more advance teachers to teach physics using computer-based modeling. During the workshop we will discuss the general pedagogical and technical issues in the design of interactive computer-based tutorials as well as how the NRF2011-EDU001-EL001 customized models has been adapted to our Singapore schools context (Models and complete with worksheets http://weelookang.blogspot.sg/2013/10/6th-ipsg-level-physics.html). All workshop materials will be made available through the Open Source Physics Collection on the ComPADRE National Science Digital Library http://www.compadre.org/OSP/.





        Friday, November 14, 2014

        Excellence in Public Service Awards 2014

        Thank You @NLB. Your leadership in making this publication public for the benefit of all is greatly appreciated. May other Ministry follow your lead. 

        Excellence in Public Service Awards 2014


        Excellence in Public Service Awards 2014 is an event to recognize public service officers for outstanding service and public organisations’ achievements in organisational excellence and in implementing best practices. This publication is an commemorative book of the event highlighting all the recipients of the awards.


        Excellence in Public Service Awards 2014

        http://eresources.nlb.gov.sg/printheritage/detail/d66b9c99-c068-4176-8c76-47903d1d0b37.aspx


        Tuesday, November 11, 2014

        Most Significant Change Story Tracker edulab017

        Most Significant Change Story Tracker edulab017 by Lawrence wee

        eduLab Project: Becoming scientists through video analysis
        As an eduLab learning designer, you have been working very closely with your project schools to co-design and co-implement their pedagogical practices in the following ways:

        a) Design activities, participation structures and social surround for meaningful use of ICT for learning and teaching to achieve learning outcomes that are appropriate to the classroom context

        b) Identify the essential teacher and student data to be collected during lesson observations, in addition to student data required for within-group and across-group comparisons of the learning outcome achieved

        c) Analyse and understand how variations in teacher enactment and student learning can be used to iteratively improve the design of the pedagogical practices in different classroom contexts

        d) Guide the teachers to reflect on lesson design and implementation based on the analysis of teacher enactment and student data

        To understand how well your pedagogical practice is working, you have observed first-hand the happenings in the classroom and you have also been talking to teachers and students to find out their perceptions. As you interact with the teachers and students, you begin to realise that no two classroom contexts are identical. The classroom context is greatly influenced by the student, the teacher and the school culture. Hence, you find yourself having to reflectively interpret and fine tune the pedagogical innovation with teachers to make it more suitable to their particular classroom context.

        Looking back from the start of this year, what are the changes that you observed that are emerging from the different classroom contexts across your project schools? What do you think has been the most significant change that occurred? Why is this change significant?


        (1) Please describe the change in one or more of the following areas:

        Area(s) of Change (Please select one or more):
        ___ Student Learning
        _X_ Teacher Capabilities
        ___ Partnership with Teachers

        Co-design and implementation of ICT-enriched pedagogical innovation

        Research on ICT-enriched pedagogical innovation
        __ Pedagogical Innovation (e.g. classroom practices, effectiveness, scaling and sustainability efforts)
        ___Others:_____________


        (2) Please write your story to address the following aspects:
        The story should be about 300 – 500 words long.
        It should be written as a narrative and not a report. It must address the following sub-questions:

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

        Across the participating schools, coupling video analysis as a (6 to 10 week project-based learning) physics performance task is not new to the many teachers. Most teachers would have been satisfied by students behaving like scientists to a varying spectrum of achievement of the 8 practices of 1) ask questions, 2) use model, 3) plan the experiment and 4) analyse the measured data 5) imagine predict calculate with mathematical and computational thinking, 6) explain, 7) argue, and 8) communicate. These varying degrees are a good thing and required to meet different schools (national assessment, time table time allocation, teacher’s ability and student learner profiles) needs.

        (b) How have you been involved?

        I have been involved as co-design (Learning Process) the lesson, guest lecturer and consultation to mentor small groups of students.

        In the Research Process, I have observed lessons, interviewed teachers and students and assessing the artifacts of performances.

        In the professional learning process, I have arrange 2 international (GIREP-MPTL19 and AAPTWM2015) and 5 local conference presentations (overseas chinese physicists and astronomers conference OCPA8, W6 ICT seminar, 7th IPSG Physics A level, Toyota delegates @eduLabAST LJ, edulab 2015 sharing).

        In the administration process, co-submit with PI the budgets, various forms for purchases, fund variation , numerous emails and phone calls seeking clarity in the requirement of the project funding and communicating to the team etc.

        (c) Why is the change significant to you?

        The most significant change is the deep understanding of Practice 2&5 coupled in Tracker as: Dynamics Particle Modelling Process.

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

        The difference will be part of the change in curriculum for A level Physics H1 and H2 released in 2016.

        (e) What are the lessons learnt?

        The lessons learnt are 3P framework for scaling up educational practices contextualise in educational setting.
        1. Product – Tracker is Freely redistributable, Pedagogical strong, Robust software, globally used in Physics education. 
        2. Process – edulab017 has allow the network learning of this K12 8 scientists practice supported by tracker software. 
        3. People – Leadership from the teachers is key to enriching learning. 

        (f) What recommendations can you make?

        1. Focus on Scaling Up and Network Learning
        a. Setting up the Tracker Singapore Digital Library (Done) or equivalent in other edulab projects to allow ease of teacher PD and Student learning space development about lesson design or modelling as a pedagogical practice to support curriculum outcomes.