Thursday, February 25, 2010

My EJS Workshop held at Ed Tech Seminar 2010 in Hwa Chong Institution Singapore provides an introduction to Easy Java Simulations (EJS).

My EJS Workshop held at Ed Tech Seminar 2010 in Hwa Chong Institution Singapore provides an introduction to Easy Java Simulations (EJS).
synopsis
With the aim "Building a vibrant learning community with technology", I wish to engage all  educators with basic sharing and an slightly advance hands-on  workshop. Basic sharing is targeted at introducing the vast free and legal ready to use resources available through Easy Java Simulations (EJS), part of  Open Source Physics Project. Advanced TPCK - Technological Pedagogical Content Knowledge  educators will also be engaged in remixing existing open source codes and re-customize into suitable interactive learning environments (java applets) to meet the needs of their own students. In a short 1 hour time frame, only the basic functions of EJS will be covered through "Modeling Science Textbook Chapter 2: Introduction to Easy Java Simulations written by Wolfgang Christian and Francisco Esquembre". Workshop participants are encourage to post their Ejs applets on NTNUJAVA Virtual Physics Laboratory Collaborative Community Board to think globally and extend their circle of professional learning community (PLC) of educators. 





SG (HCI) WORKSHOP ON EASY JAVA SIMULATIONS
by Loo Kang WEE

My EJS Workshop held at Ed Tech Seminar 2010 in Hwa Chung Institution Singapore provides an introduction to Easy Java Simulations (EJS).

Duration: one hour
Date: 30 March 2010
If you are arriving before 7.45am, please enter Hwa Chong via Gate 1 which is along Duchess Road. You may drive through Hwa Chong to park at the visitor carpark (Next to our Science Research Centre) where carpark lot will be reserved for you.
If you are arriving after 7.45am, you may wish to enter Hwa Chong from Gate 2 along Bukit Timah Road. There is a visitor carpark next to the research Centre. College LT 2 is located at the building on the right of the carpark (when facing the main road).
Venue: Hwa Chong Institution Singapore


Program:
The programme is as follows:

0745 – 0800 Breakfast
0800 – 0815 Opening Address by Dr Hon Chiew Weng, Principal
0815 – 0900 Keynote Address: Growing a Culture of Participation: Digitizing Boundaries of Learning By Dr Steve John Zuiker, Learning Sciences and Technologies Academic Group, National Institute of Education
0900 – 0940 Tour of Windows 7 and Microsoft Office 2010 by Mr Peter Marini
0940 – 0945 Presentation of Token of Appreciation to Guest of Honour
0945 – 0950 Presentation of Prizes to best Home Based Learning Competition
0950 – 1050 Concurrent Breakout Session A
Workshop 1: Globalizing Quest Atlantis: Gaming inquiry and collaboration in Singapore classrooms by Professor Steve John Zuiker and Ms Doreen Ang, Learning Science Lab, National Institute of Education
Workshop 2: Harnessing Open Source Physics ( Easy Java Simulation Builder ) tools by Mr Wee Loo Kang, MOE Educational Technology Division

Workshop 3: Building the Environment and Ecosystem to Support 21st Century Learning by Mr Sean Teo, Vertical Miles


1430 – 1530 Concurrent Breakout Session B (Repeat) but i will progress from Session A as the workshop cannot be completed in 1 hour. Cancel by HCI


Aim: "Building a vibrant learning community with technology"
For teachers.
Introduction to the basic (download and use) use of Easy Java Simulations (EJS).
For advanced learners.
Introduction to the intermediate use (remix) of Easy Java Simulations (EJS).

Assumption:
When teachers and students are actively involved in the modeling and design of physical systems, they can engage in the knowing, the practice and the modeling of scientific ideas to thereby prepare students for life, instead of just for examinations.

Basic: Flow of Workshop:
Find resources through search and browse to help instructors use existing EJS materials in their classes.
OSP Collection http://www.compadre.org/ http://www.compadre.org/OSP/document/ServeFile.cfm?ID=9436&DocID=1318 MPTL 14 Workshop: Introduction to the OSP Collection by Bruce Mason.
NTNUJAVA Virtual Physics Laboratory http://www.phy.ntnu.edu.tw/ntnujava/index.php
Andrew Duffy's Ejs Physics Simulations http://physics.bu.edu/~duffy/classroom.html
http://www.google.com " Ejs XXXXXX applet"

YouTube HCI Ed Tech 2010 Introduction to the basic use of Easy Java Simulations. part 0


Philosophy for Ejs.
Situation when "googling" the internet for java applets:
Good internet resource for 1 D collision.
http://www.walter-fendt.de/ph14e/collision.htm

What are some of your pedagogically inputs that you would want to insert into this applet?
- more graphs?
- more scaffolds?
- more hints?
- ability to highlight or hide some variables?
- auto calculate some quantities or variables?

Can you do it?
Probably not right?!

But what if I tell you it can be done!
But it depends on
-open source sharing using Ejs,
- alot of learning community support needed,
- a lot of self directed drive from the educator.
check out my attempts to introduce computer simulation laboratory inquiry learning Ejs open source java applet 1D collision carts Elastic and Inelastic Collision 


Advanced:
Download Ejs from http://www.um.es/fem/EjsWiki/Main/Download .choose the latest (more features) or 4.1 (more stable). created by Francisco Esquembre and is part of the Open Source Physics project.

Handout: Modeling Science Textbook Chapter 2: Introduction to Easy Java Simulations written by Wolfgang Christian and Francisco Esquembre
http://www.compadre.org/OSP/document/ServeFile.cfm?ID=7306&DocID=479&DocFID=2166&Attachment=1

Youtube 1/3


YouTube 2/3


YouTube 3/3


Preparation:
10 CD of the Ejs Program, Java offline installation, My documents etc
15 paper Copies of the Chapter 2: ntroduction to Easy Java Simulations written by Wolfgang Christian and Francisco Esquembre

End of day Assignment:
Register an account at NTNUJAVA Virtual Physics Laboratory http://www.phy.ntnu.edu.tw/ntnujava/index.php?action=register
Post an applet to continue your learning after the workshop. http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Submit meaningful ICT lesson example to ICT connection website. ( a masterplan 3 outcome )


Useful links:
EJS tutorial (How to create simulation with EJS)
Questions related to EJS
Simple Examples for beginner who want to learn EJS

All five chapters for self directed learning after this workshop.
http://www.compadre.org/portal/filingcabinet/share.cfm?FID=17708 An Introduction to Computer Simulation Methods -- EJS Edition byWolfgang

The token from HCI
thanks to
pohml@hci.edu.sg
huanghf@hci.edu.sg
for the invitation.






Wednesday, February 24, 2010

Nz Sbc Co P (School Based Curriculum Communities Of Practice) 2009

Check out this SlideShare Presentation:

Monday, February 22, 2010

Session 2: Self-directed & Collaborative Learning

Check out this SlideShare Presentation:
I like
#

* Self-directed learning (SDL) is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time.

* -- Gibbons, 2002
#

* Articulate personal learning gaps

* Set own learning goals and identify tasks to achieve the goals

* Formulate questions and generate own inquiries

* Explore alternatives and make sound decisions

* Plan and manage workload and time effectively

* Reflect on their learning and use feedback to improve their work

* Apply learning in new contexts

* Collaborative Learning

* More than assembling of tasks according to the roles the individual learners play

* Involves ongoing efforts in negotiating meaning and establishing shared understanding among them
#

* Negotiate and set common goals

* Contribute own ideas clearly and consider other points of view objectively

* Ask questions to clarify and offer constructive feedback

* Take on different roles and tasks within the group to achieve group goals

* Work towards completing individual’s assigned tasks as well as help group members achieve group goals

* Reflect on group and individual learning processes

Saturday, February 13, 2010

Virtual Laboratory Ejs open source java applet 1D collision carts @River Valley High sg 2010

This video is a introduction to the inquiry learning possible through the technology of java applets as learning environments ( virtual laboratory pedagogy).

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/
Ejs open source java applet 1D collision carts Elastic and Inelastic Collision
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0
* Tell me. I may not get it, I'm sure to forget it.
* Show me. I may get it, I'll remember it for a little while.
* Have me do it. I'll understand it, it may stick for a while.

Lesson is also hosted here in ICT Connection http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18

Lesson Idea Synopsis
A co-created virtual lab learning environment was designed with guided discovery worksheets to support the process of sense making of the physics of collisions. Students investigated into the relationship between the variables collaboratively in groups of 2 to 3, and also shared their analysis through short presentations, for other students to critique.
Actual lesson learning environment (java applet) can be downloaded here
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0

Instructional Objectives
Candidates should be able to:
1. apply the principle of conservation of momentum to solve simple problems including elastic
and inelastic interactions between two bodies in one dimension.
2. show an understanding that, whilst the momentum of a system is always conserved in
interactions between bodies, some change in kinetic energy usually takes place.
Actual lesson learning environment (java applet) can be downloaded here

this video was made to share some implementation tips and pedagogy best practices and of course students feedback that affirms the learning strategy through virtual lab pedagogy.



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


This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 Singapore License Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 Singapore License.
use it in your class and share your journey with me!






Self-directed learning (SDL)
Ownership of Learning, students set and identify variables to inquiry on, for example, mass (m1 and m2), initial velocity (u1 and u2), type of collisions (perfectly elastic, partially elastic and perfectly inelastic). Learners have to decide type of variables to inquiry, for example, momentum, kinetic energy, relative speed of approach and separation etc.
Management and Monitoring of own Learning, students explore experimental data and make logical arguments and findings.
students formulate questions and generate own inquiries when conducting the virtual experiment guided by the worksheets.
Students use the feedback form to improve their experience in using the virtual lab.
Extension of Own Learning
Apply learning in new contexts is supported by the application worksheet where they conduct a problem based learning scenario of a crash site between a lorry and a car by examining the evidences of skid marks on the road etc.
Learn beyond the curriculum, students are expose to the concept of coefficient of restitution, e and getting a larger schema of the equations of collision taught in university courses.

Collaborative Learning (CoL)
Effective Group Processes, in pairs the students need to negotiate and set common goals to explore in the lab
Individual and Group Accountability of Learning, students learn in pairs, share their findings in short oral presentations, supported by peers evaluation.

The lesson was carried out with year 5 (JC1),
ICT equipments used included Computers, with Java Runtime installed, Ejs open source java applet 1D collision carts Elastic and Inelastic Collision 1mb file copied into the desktop.
Pedagogy is Learner centred learning with technology.
Strategies Teacher as technology, content, pedagogy and knowledge expert (TPCK), facilitating the inquiry learning process, with teacher to facilitate at suitable times.
Thinking skills, Self directed planning of inquiry approach is required for students to collect data, Science Practical Assessment Skill A. Analysis of data skill is also practiced. Evaluation of data and finally Synthesis skill during the proposing and verifying of their hypothesis of the physics principle .
Lesson is 1 hour 40 mins

How did ICT value-add to the learning process? How did the use of ICT change the learning and teaching process?
ICT added value because
1. safe inquiry, lesser chance of injury during physics practical as there is no physical objects moving or falling off apparatus etc.
2. easy setup with virtual labs, real life setup is difficult to calibrate the motion sensors, lack of sufficient number of practical sets
3. 1 to 1 exploration of science principle
4. time spent on learning increased, less time spent on debugging the real life data logger setup with connecting wires, faulty sensors, inaccurate data collected, less variables can be varied reliably.
5. support any time ( no restricted to that practical lesson ), any place ( home based lessons is possible)

What were the outcomes? (Benefits to pupils or teachers, re-designing of pedagogy, development of staff, etc)
Benefits to students as collected in the feedback forms are
Yes Hands-on learner
Yes Autonomy to try out different situations
Yes Learn better and clearer this way
Yes Instill concepts and understanding through a clear learning process
Yes See physics theory comes to life, make it easier to understand
Yes Expt is interesting
Yes Hands-on is interesting
Yes Good alternative to usual lab
Yes Fun and engaging
Yes More hands-on, better than lecture
Yes Interactivity keeps me awake
Teacher benefit is he is more convinced that he is doing something meaningful to engage his students.

Re-designing of pedagogy is still teach less, learn more (TLLM), make the learners the centre of learning activities.

Development of staff is teachers learn to design learning environments (java applets), design worksheets to implement meaningful ICT lessons.

How did you assess student's learning using ICT? (Examples of work produced, etc)
Students work were captured in the worksheet.
Students interviews indicate the ICT lesson enables them to learn on their own, more engaging than exisitng lecture style of information delivery system.
Students feedback affirmed the physics teachers professional learning community (PLC) effort.



What went well during the ICT lesson? What would you do differently next time?
some selected comments from students:
"More this kind of lesson
More fun activities
It's flawless
Lesson is effective enough
Lesson is well-planned and effective
Lesson was very concise and effective as it is
Less amount of trials should be conducted
Quite effective"
Differently, Students suggested that
"Air-con room keeps us awake and absorb better
A little more challenge worksheet, maybe engage them in the modeling aspects of the physics or improving the worksheet.
Have better graphics
Applet could be more vivid".

What went well?
Teachers going around to help the groups of students make sense of their own inquiry on variables like real scientists.

What would you do differently?
the teachers role is critical to promote the learning and sense making process, the teacher has to go around the groups to facilitate and ask the groups to make their own logical conclusion and hypothesis.


Momentum One Dimension Collision Model

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

p = m v

 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

m1.u1 + m2.u2 = m1.v1 + m2.v2


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 are classified into elastic (or perfectly elastic), inelastic and completely inelastic.



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

KE1 = ½ m1.v12



Main Simulation View
The simulation has 2 collision carts on frictionless floor and wheels.
Sliders

Explore the sliders allows varying the variables .

   * mass of cart ONE, mass_1, m1 in kg
   * initial velocity of cart ONE, u1 in m/s
   * mass of cart TWO, mass_2, m2 in kg
   * initial velocity of cart TWO, u2 in m/s

Radio Buttons
Allows for selecting what kind of collision is simulated.

A Perfectly elastic collision is defined as one in which both conservation of momentum and conservation of kinetic energy are observed
A Perfectly Inelastic collision is defined as one in which conservation of momentum is observed but the colliding carts stick together after collision with kinetic energy loss

Checkboxes
show: velocity, for visualizing the velocity vector
plot momentum vs time graph, for different representation of data for momentum of cart 1, 2 and both.
plot kinetic energy vs time graph, for different representation of data for kinetic energy of cart 1, 2 and both.
paused when collide, for visualizing the change in the velocity u1 and u2 to v1 and v2
fast simulation, for cases where the velocity are low and repeat learners can spend time more usefully collecting and analysing data.
hint: COM, for the equation of conservation of momentum
hint: COKE, or the equation of conservation of kinetic energy

Buttons
Play
Step Back
Step Forward
Initialize
Reset
have their usual meaning.
known bug is the Step Back button implementation, please fix it if you can and email me the improved source XML.


Credits:
The Momentum 1D Collision model was created by created by lookang using the Easy Java Simulations (EJS) version 4.2 authoring and modeling tool. An applet version of this model is available on the NTNU website . Shout our thanks to the Ejs community namely, Francisco Esquembre , Fu-Kwun Hwang and Wolfgang Christian for their professional learning community support. You can examine and modify this compiled EJS model if you run the model (double click on the model's jar file), right-click within a plot, and select "Open EJS Model" from the pop-up menu. You must, of course, have EJS installed on your computer. Information about EJS is available at: http://www.um.es/fem/Ejs/ and in the OSP comPADRE collection http://www.compadre.org/OSP/

Some demonstrations of various types of collsions along a low friction track.



Dynamics
Linear momentum and its conservation

(g) state the principle of conservation of momentum.
(h) apply the principle of conservation of momentum to solve simple problems including elastic
and inelastic interactions between two bodies in one dimension. (Knowledge of the concept
of coefficient of restitution is not required.)
(i) recognise that, for a perfectly elastic collision between two bodies, the relative speed of
approach is equal to the relative speed of separation.
(j) show an understanding that, whilst the momentum of a system is always conserved in
interactions between bodies, some change in kinetic energy usually takes place.
http://www.seab.gov.sg/SEAB/aLevel/syllabus/2010_GCE_A_Level_Syllabuses/9646_2010.pdf

summary of results
https://spreadsheets.google.com/gform?key=0AjIvSg-TzZrZdGVoQzE5WlVWcU9FREJhaXBLYi1jZ1E&hl=en&pli=1&gridId=0#chart

certificate of appreciation from ICT connection CHEAH Horn Mun

 Perfectly inelastic collision

Perfectly elastic collision

This example m1=1000kg, u1=5m/s, m2=0.1kg, u2=0m/s, the final velocities are approximately given v1=4.999m/s, v2=9.999m/s





contribute to Wikimedia
ThumbnaildescDateNameUserSizeDescription
16:39, 3 July 2011Collisioncartsm1greatergreaterthanm2.gif(file)Lookang123 KB
14:36, 2 July 2011Collision carts inelastic.gif (file)Lookang422 KB
14:36, 2 July 2011Collision carts elastic.gif (file)Lookang293 KB

Monday, February 8, 2010

American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting — Portland, Oregon July 17 - 21

American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting — Portland, Oregon July 17 - 21
Actual Conference Abstract
Dear Loo Kang  WEE,




Thank you for submitting an abstract for the upcoming AAPT Meeting.  Please check the AAPT website three months prior to the meeting for the scheduled date and time of your abstract.  Thank you.

Meeting: SM10
Session Level:  Upper-Level Undergraduate, High School
Session Topic: Technologies, Lecture/Classroom
Session Type: Contributed
Session Name: Simulated Learning? Using Simulations to Teach Physics
Abstract Title: Physics Educators as Designers of Simulation using Easy Java Simulation

Presenting Author: Loo Kang  WEE
Institution/Company: Ministry of Education Singapore
Address: Ministry Of Education (MOE) Building, 1 North Buona Vista Drive (S)138675
City: Singapore
State:
Zip: 519935 Country: Singapore
Phone: +65 9247 5573
Email: weelookang@gmail.com

Additional Authors:
Name:
Institution:

Name:
Institution:

Name:
Institution:

Name:
Institution:

Abstract Body: To deepen the professional practice of physics educators, we seek to highlight the Open Source Physics (OSP) and Easy Java Simulation (Ejs) community of educators that engage, enable and empower teachers as learners so that we can be leaders in our teaching practice. We learnt through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Ejs toolkit, we are able to examine and make sense of the physics from the computational models created by practicing physicists. We will share some of the simulations that we have remixed from existing library of simulations models into suitable learning environments for inquiry of physics.
http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0

Abstract Footnotes: None

Conflicts: i am uncertain if my paper is Contributed or Poster.
Let me know.

let me know when my paper is accepted because my trip to USA from Singapore is subjected to my employer's approval, which usually it is easier for me to seek approval especially if i am presenting a paper.
else, if my paper is no shortlisted, then no worries. :)
have a great sharing!


Got to write to moe to go for conference. Wonder if it is good enough for moe?

I am presenting a paper on “Deepen the professional practice of physics educators”. The paper is on Easy Java Simulation (Ejs), a tool that I am driving the development of ICT resources for teaching and learning, under the pedagogy of learning by doing. I have been promoting and experimenting on the effective and innovative use of ICT to enhance teaching and learning, especially prototype school River Valley High School. Through my collaboration with school(s), I can provide consultancy services on translation and scaling of my virtual laboratory packages and support other schools in their planning, implementation and review of such ICT programs. Thus, my community of physics educators can builds school capacity for ICT integration into the school and possibly national curriculum.

Development plans after conference are:

To apply knowledge acquired in the ETD projects mentioned above.
To share on edumall.sg platform to drive physics educators PLC.
To create suitable virtual laboratory for Blue Sky Project.

May 10 2010
Just got an email from Natasha at Programs@aapt.org
Your Contributed paper "Physics Educators as Designers of Simulation Using Easy Java Simulation" has been scheduled for July 20, 2010 from 2:30 PM - 2:40 PM.


More write-up to seek funding.

Great news!
My Abstract:  " Physics Educators as Designers of Simulation using Easy Java Simulation " is accepted! :)
If my trip can be MOE supported is would be affirm my passion to learn. (Estimated cost is ~ 4500 SGD)

For your consideration.

American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting — Portland, Oregon July 17 - 21 USA.


Abstract Body for conference: To deepen the professional practice of physics educators, I seek to highlight the Open Source Physics (OSP) and Easy Java Simulation (Ejs) community of educators that engage, enable and empower teachers as learners so that we can be leaders in our teaching practice. We learnt through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Ejs toolkit, I was able to examine and make sense of the physics from the computational models created by practicing physicists. I will share some of the simulations that I have remixed from existing library of simulations models into suitable learning environments for inquiry of physics.
http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0


Abstract Body for MOE: I am presenting a paper on “Physics Educators as Designers of Simulation using Easy Java Simulation”. The paper is on Easy Java Simulation (Ejs), a tool that I am driving the development of simulations for teaching and inquiry learning. I have been instrumental in promoting innovative use of ICT, as demonstrated with co-designed meaningful ICT lessons with River Valley High School.
Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts  





Learning Physics of Sport Science through Video Analysis and Modeling  






Through my collaboration with school(s), I can provide consultancy services on translation and scaling of my simulation packages and support other schools in their planning, implementation and review of such ICT programs. Thus, community of physics educators can builds school capacity for ICT integration into the school-based and national curriculum.

Benefits:
To apply knowledge acquired in the ETD projects (Propel-T CSCL, Project Professional Learning Community, ICT Connection -Lesson Example Creation and Support).
To share on ICT Connection edumall.sg platform to support teacher curriculum leadership in physics education with Technology.
To nurture the network with the international professors in the fore-front of use of technology for physics learning

found the program
http://www.aapt.org/Conferences/sm2010/loader.cfm?csModule=security/getfile&pageid=25158

WEE Loo Kang Physics Educators as Designers of Simulation Using Easy Java Simulation
Simulated Learning/ Using Simulations to Teach Physics
Contributed FI05        Salon Ballroom II       7/20/2010         2:30 PM       2:40 PM
http://sgeducation.blogspot.com/2010/02/american-association-of-physics.html

more write up

It is proposed to send WEE Loo Kang to attend this conference as he is presenting a paper on "Physics Educators as Designers of Simulation Using Easy Java Simulation" on July 20, 2010. He have been strengthening teachers’ capacity to infuse innovative use of ICT into the school’s curriculum, and scaling co-designed exemplars of meaningful ICT lessons with River Valley High School. He can then better mentor teachers’ curriculum leadership in physics education with technology. This exposure will put Singapore education system in good light and allow networking with world famous professors in the fore-front of use of technology for physics education.

version2
It is proposed to send WEE Loo Kang to attend this conference as he is presenting a paper on "Physics Educators as Designers of Simulation Using Easy Java Simulation" on July 20, 2010. He have been strengthening teachers’ capacity to infuse innovative use of ICT into the school’s curriculum, and scaling co-designed exemplars of meaningful ICT lessons with River Valley High School. He will be in a better position to mentor teachers’ curriculum leadership in physics education with technology. This exposure also promotes networking with professors using technology meaningfully for physics education and puts Singapore in a good light. 

version3
It is proposed to send WEE Loo Kang to attend this conference as he will be presenting a paper "Physics Educators as Designers of Simulation Using Easy Java Simulation" on July 20, 2010. By attending this conference, Loo Kang will be able to keep abreast of the latest research and ideas on ICT-based pedagogies in Physics education. This will stand him in good stead in his project to mentor River Valley High’s teachers in infusing and scaling innovative use of ICT within the school’s science curriculum. This exposure will also enable Loo Kang to network with renowned Physics educators and academia in the United States and glean useful insights on the meaningful use of ICT for physics education.

 EVALUATION REPORT

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

2.    Description of the conference content.
•    For details on workshops, plenary/concurrent/poster sessions and the exhibition, please see the conference programme at :
http://www.aapt.org/Conferences/sm2010/loader.cfm?csModule=security/getfile&pageid=25474

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

•    Two workshops which I attended:

(a)Saturday Jul 17 2010 9:00AM – 5.00PM
Workshop 05: Research-Based Curricula and Computer Supported Tools by David Sokoloff. This hands-on workshop introduced participants to active learning with the use of  computer tools.

(b)Sunday Jul 18 2010 8:00AM – 5.00PM
Workshop 20: Computer Modeling & The Physics Classroom Web Resources by Wolfgang Christian and the Open Source Physics Group. This hands-on workshop showed participants how to combine curricular materials in The Physics Classroom with simulations in the Open Source Physics Collection to improve students’ understanding of physics concepts.

•    In addition to attending the main conference activities, I also presented my paper “Physics Educators as Designers of Simulation Using Easy Java Simulation” during a concurrent session.


Benefits of Course/Conference/Attachment

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

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


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

•    Strengths
AAPT is an international organization for physics educators. It supports physics and physical science teachers in teaching and learning in the United States. The conference provided a one-stop access to many physics pedagogical ideas on a range of topics suitable for use by secondary and junior college teachers in Singapore, as well as opportunities for conference attendees to explore possible collaborations with Physics professors. 

•    Weaknesses
As the conference focused on the nuts and bolts of teaching and learning physics in the classroom, conference attendees might not be able to directly draw policy-level conclusions or recommendations about the Physics national curriculum. The absence of free wifi in the conference venue prevented  users from using online social networks such as Twitter and Facebook to discuss and share insights and personal thoughts instantaneously.

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

•    I have learned more about the latest research and ideas on ICT-based pedagogy in Physics education. An example is provided below:
o    Simulations, Modeling & Computation Physics
The Open Source Physics Project provides curriculum resources that engage students in physics, computation, and computer modeling. Computational physics and computer modeling provide students with new ways to understand, describe, explain, and predict physical phenomena.
  • OSP Simulations are compiled programs on specific topics. The models can be used for concept building, exploring physical systems
  • OSP curriculum packages combine computer simulations with tutorial materials and student worksheets. Packages can be modified to meet the needs of faculty and students.
  • Easy Java Simulations provides the computational tools for students and faculty to explore physics without the need for learning details of java programming. OSP tools are OSP provides several general applications for physics teaching, student activities, and curriculum distribution.

•    I attended sessions conducted by the following Physics educators and academia in the United States, who can be possible collaborators in creating OSP curriculum materials:
1)    Christian Wolfgang, Brown Professor of Physics, Davidson College http://www.phy.davidson.edu/FacHome/wc/Welcome.htm
2)    Anne J. Cox, Professor of Physics, Eckerd College http://home.eckerd.edu/~coxaj/
3)    Mario Belloni, Professor of Physics, Davidson College http://webphysics.davidson.edu/mjb/welcome.htm
4)    Doug Brown, Professor of Physics, Cabrillo College http://www.cabrillo.edu/~dbrown/tracker/
5)    Michael Gallis, Professor of Physics, Penn State Schuylkill http://slweb2.sl.psu.edu/facultypages/Directory/Gallis.html
6)    Todd Timberlake, Professor of Physics, Berry College http://facultyweb.berry.edu/ttimberlake/
7)    Taha Mzoughi, Professor of Physics, Mississippi State University http://www.msstate.edu/dept/Physics/web3OLD2006/profs/mzoughi.html
8)    Aaron Titus, High Point University http://acme.highpoint.edu/~atitus/index.html
9)    Vasudeva Rao Aravind, Pennslyvania State University http://www.mri.psu.edu/faculty/gopalan/aravind.asp

•    I gained insights and useful feedback from fellow physics educators when
I presented my paper “Physics Educators as Designers of Simulation Using Easy Java Simulation”


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

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

Application of skills acquired

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

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

•    PropelT CSCL, Physics collaboration with PJC and ACJC
•    ICT Connection, physics lesson examples Tracker and Ejs
•    ICT Mentoring, sharing F2F session with secondary ICT Mentors
•    Physics Task Force, collaborate with Physics Master Teacher.
•    Singapore Science Teachers Conference Workshop.
•    Instructional Programme support group (IPSG) sharing

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

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

The views expressed here are solely the author and does not necessarily represent the organization.