Thursday, October 28, 2010

Reflection for Science Education for Learners of Tomorrow Inspiration Award

It is the same as hotmail sign in, here it is:
https://login.live.com/
wee_loo_kang@live.stas.org.sg 
irenetan99@live.stas.org.sg

Reflection 1: Education tools and research insights need to be sharable across the world in order to benefit humankind. Do it with Creative Commons Attribution-Share Alike.

On such great idea is borne from the Prof Douglas Brown and the Open Source Physics Community.
http://www.cabrillo.edu/~dbrown/tracker/ to download the fantastic technology tool.
Tracker
Free Video Analysis and Modeling Tool for Physics Education

To build on the great tool created by Doug, I produced some of the professional development (PD) materials that i produced to support Teacher PD and Student informal home based learning. I made this video to advance the learning of physics through meaningful use of technology tools and there was no existing PD video on the tracker yet when i made these 2 video, so this is like knowledge creation to for public good.

Tracker Free Video Analysis for Physics Education by Douglas Brown &;You Tube PD by lookang

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/

Tracker Free Video Modeling for Physics Education by Douglas Brown &; You Tube PD by lookang

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/

By licensing my video and worksheets etc under Creative Commons Attribution-Share Alike 3.0 Singapore, i made it clear what people can do will my PD videos. Permission to use my video in your classrooms is already given, even before you asked for it. So don't let those none the wiser people tell you "Did you ask for permission to use this video for your classroom practices?" There are now cleverer ideas like Creative Commons Attribution-Share Alike 3.0 that lower the barriers that teachers faced in their professional quest to liven and enrich the learning environment in their classrooms. In fact, the idea of fair use should be enough to protect the teachers in the classroom using materials for educational purposes. 

Reflection 2: Use global accessible technology for video. Do it with You Tube !
Stop uploading your video into the protected spaces. Students and teachers simply don't have the time and patience to hunt and lo-gin for resources for teaching and learning. If you want something to do use by teachers and students, put it in the public space, benefit any one who wants to learn. We as a species need to move away from the idea of localized group of people organized in nations races or religion, we have to think globally if we are to outlast those dinosaurs who dominated Earth years ago. Education should be freely accessible, it is a basic human right to be have access to education materials, so there more people can do good.


Reflection 3: Share your successful story on the public web as well. Do it with Google Blogger and world famous subject expert forum.
I already shared in http://sgeducation.blogspot.com and like in this Blogger post.
This Technology tool was developed by Professor Doug, tat leong develop prototype lesson idea, piloted it last year with 3 students, and i conduct professional sharing with the other teachers this year and deploy the lesson with me as co-teacher to whole JC1 (year 5) in River Valley High School. 
Learning Physics through Video Analysis and Modeling @ River Valley High (sg) 2010

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/

Start of Transcripts of what students say about the lesson.
student A:
'Tracker' lesson is quite FUN..... ...to transform the real life things into analysis... ...so that you can see the actual physics in it.... quite enlightening. ...before this lesson, I didn't know that there is such a program.......besides doing this project, when there is time, can find other video to analyze
...to investigate and look at it ...it is interesting... and there is a lot things to work on. ( SDL ! )...
student B:
...generally, this program is quite good....it helps me to analyze the motion of the 'bouncing' ball......it is 'otherwise' very hard to analyze on paper...
student C:
..I also learn a lot from the program...it will help us in the research 'assignment'...
student D:
...it is quite difficult to understand...first time using such a program.......but it will help us in the long way....'it is like' nothing  I have seen before..
student E:
...it is interactive....the visual is much better for learning than all the words in the tutorial...this system may be difficult to use at first but once you can use to it, it is quite convenient and very fast....
student F:
..it's fantastic.....it's really fantastic....it proves what we have learn during 'normal' lessons......
student G:
'understand' concepts better through plotting graphs using this software...
..normally I thought those theories and formulas ....don't perfectly work ..in real life.. program shows...it actually works!
student I :
..this 'program' is very new and different..the only obstacle is getting used to it......it will be much easy and very useful...
student J:
...it is very high tech.......it is very visual...can see 'the physics' clearly...
End of Transcripts of what students say about the lesson.

Reflection 4: My reflection on the students' feedback
They generally agree that learning can be greatly enhanced through this tracker tool. Even they (digital natives) feel the tool is "high tech" and need some time to get used to the new learning environment. But despite some initial barriers to learning in new ways, the students recognize the benefits (refer to above video and transcripts) is tremendous. we as teachers owe it to future generations of students to learn in meaningful ways that can help them in their lives, not just to "Ace" examination. Hope this lesson example demonstrate how teachers can work together to improve learner centered learning, working towards a quality education for the world (giving of oneself selflessly), not of the world (for glory and recognition as prime motivation).  

world famous subject expert forum is physics forum which has discussion on the tracker like NTNUJAVA Virtual Physics Laboratory
Tracker Free Video Analysis & Modeling Tool by Douglas Brown



Reflection 5: What are the strengths of tracker?
The innovative ICT tool is based on the Video modeling pedagogy (Douglas Brown, 2009) http://www.cabrillo.edu/~dbrown/tracker/AAPT_video_modeling_2009.pdf
1. Compare videos of the real world to simulations of theoretical models.
2. Students define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law.
3. Model simulations synchronize with and draw themselves right on the video.
Singapore need more of this kind of simple & easily scalable technology tools to strengthen & implement the sound and balanced curriculum. You have to think for yourself all the sexy technology like "virtual worlds, games, augmented reality" it is easy and simple to implement, are there simpler and cheaper ways to experience learning? what is the ROI (return of investment)?


Reflection 6: What does it mean for student learning and living today?
students are engaged in self-directed learning.
1. Ownership of Learning, students decide on a personally motivating task to conduct inquiry on, use the video analysis software and identify variables to inquiry on, define their own equations to analysis and input their own equations of motion to model the motion.
2. Management and Monitoring of Own Learning, students explore video based experimental data and make logical arguments and findings. Students formulate questions and generate own inquiries when conducting the holiday assignment guided by face to face as well as online teachers and peer support and discussions.
Students use the online feedback form to improve their learning experience using the video analysis software.
3. Extension of Own Learning, students are taught the pedagogical use of the tool and perform similar inquiry on different video of their choice. Learn beyond the curriculum, students are expose different aspects of physics and other subject matters in the sports and figure out like real scientist when to use which concepts to analyze the video.

students are engaged in collaborative learning (CoL)
1. Effective Group Processes, in groups of three, the students need to negotiate and set common goals to explore a video of their choice.
2. Individual and Group Accountability of Learning, students learn in groups of three, share their initial findings on the discussion forum, supported by peers evaluation and teacher mentor-ship.

Reflection 7: Align what you want to do to benefit humankind with your office work as well.
Work for yourself, figure out what you want to do in life, like having a higher purpose in life, for example to provide free educational resources for the world, then try to align your office work to that higher purpose. This way, you have find passion in whatever you decide to do.
 
The Discussion Forum is here
http://www.rivervalleyhigh.moe.edu.sg/ 
password required sorry folks!
http://rvhs8.asknlearn.com/Forum/forum.aspx?ForumID=0a294048-ece4-96d8-61c9-0a214ad88a20
it hosts some of the students' e-interactions and teachers additional e-support in addition to the face to face in school in order for the project learning. 

This lesson example is also hosted in
http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82
http://edumall.sg password required sorry folks!

Not to worry! for public access, go to world famous physics forum which has discussion on the tracker like NTNUJAVA Virtual Physics Laboratory
Tracker Free Video Analysis & Modeling Tool by Douglas Brown
















Wednesday, October 27, 2010

3rd Physics Instructional Programme Support Group Sharing IPSG Branded Blended Learning (BBL) Co-Presenter

http://physicsipsg.wordpress.com/
Concurrent Session 3 STR_113 Branded blended learning Concurrent Session 3 (1600H – 1700H)
3rd Physics Instructional Programme Support Group Sharing IPSG
Date: 19 Jan 2011
Time: 2pm to 5.00 pm (TBC) Concurrent Session 3 (1600H – 1700H)
Venue: Anglo-Chinese Junior College, Lab 6.4


Title: Branded Blended Learning (BBL): The TSOI Model for Electromagnetic Induction & its applications http://physicsipsg.files.wordpress.com/2009/11/concurrent-31.pdf
Co-Presenter for this as well. with
Charles Chew (Dr) Master Teacher Physics
Asst Prof Raymond Tsoi (NIE NSSE AG)
Dr Tan Kah Chye (CEO, Addest Technovation
Mr Wee Loo Kang (ETO, ETD)




Seminar Presentation (60 min)


Abstract written by Dr Charles Chew!
In today’s digital world, the harnessing of Blended Learning as a learning approach to engage and meet the needs of the Gen Z students is gaining increasing support among educators.


Blended learning in the form of face-to-face (f-to-f) and online learning provides active and personalized learning experiences for today’s Gen Z learners.


One exciting approach to the practice of blended learning to enhance the learning experiences in science education is the TSOI Hybrid Learning Model (Tsoi, 2005). This Hybrid Learning Model (HLM) which is research evidence-based represents learning as a cognitive process in a cycle of four phases under the acronynm TSOI.


By means of an exemplar on Electromagnetic Induction Ejs Open Source Alternating Current Generator Model Java Applet ( AC Generator ) http://sgeducation.blogspot.com/2010/06/ejs-open-source-alternating-current.html  and its applications, the team of four science educators from NIE, The Academy and ADDEST will showcase how the TSOI HLM is a powerful pedagogical framework to anchor the two blended learning components for effective teaching and meaningful learning.


Some pictures from my cam-video on the actual day for my segment on using simulations


 screen shot of me at the beginning with the guided inquiry worksheet to share with 20+ teachers 

  screen shot of me pointing to a real life physical demo (by Dr K.C. Tan) that the simulations shared augmented features

  screen shot of me and a better view of the simulation

  screen shot of me and a better view of the simulation




http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1275.0



more pictures courtesy of Charle's consent
my sharing on simulation during IPSG 2011 on experiential learning with ICT.


Academy of Singapore Teachers - physics blended learning task force 2010-2011
More pictures can be found here at Academy of Singapore Teachers > Professional Networks > Subject Chapters > Science Subject Chapter > Physics
http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=view&rid=1072655




Another Sharing that i did



3rd Physics Instructional Programme Support Group Sharing IPSG
Date: 19 Jan 2011
Time: 2pm to 5.00 pm (TBC) Concurrent Session 2 (1510H – 1540H)
Venue: Anglo-Chinese Junior College A4.11 , level 4 main building
screenshot of my IPSG sharing

Title: Physics Educators as Designers of Simulation using Easy Java Simulation ( Ejs ) http://physicsipsg.files.wordpress.com/2009/11/concurrent-2.pdf

Hands-On / Experiments
Seminar Presentation (30 min)

Google Doc PowerPoint

Motivation:
As part of the third Masterplan for ICT in Education vision “Harnessing ICT, Transforming Learners” and align with Teacher Leadership in Professional Development, this session aims to demonstrate how the Open Source Physics community engage, enable and empower teachers to be learners so that we can be leaders in our teaching practice.

Background:
Easy Java Simulations is a software tool (java code generator) designed for the creation of discrete scientific computer simulations. It can be used by ordinary mortals to create professional simulations. Download it from http://www.compadre.org/OSP/items/detail.cfm?ID=7305 license under GNU General Public License Version 3. GNU GPL

Approach:
I learned 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. These simulations models are license under Creative Commons — Attribution 3.0


Future Direction:
For informal community of practice of physics teachers, go to Edumall - ICT Connection Learning Teams - Science - Physics and learn together, advancing the professionalism of educators in Singapore.


Outline of PowerPoint

Physics Educators as Designers of Simulation using Easy Java Simulation ( Ejs )
Loo Kang WEE
Ministry of Education, Education Technology Division, SG
weelookang@gmail.com
http://sgeducation.blogspot.com

Motivation
As part of the third Masterplan for ICT in Education vision “Harnessing ICT, Transforming Learners” and align with Teacher Leadership in Professional Development, this session aims to demonstrate how the Open Source Physics community engage, enable and empower teachers to be learners so that we can be leaders in our teaching practice
Background: What is Ejs?
Easy Java Simulations is a software tool (java code generator) designed for the creation of discrete computer simulations.
Approach: Self Direct + Collaborate
I learned 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.
How can you use Ejs?
Teachers create virtual laboratory simulations can deepen professional practice through informal learning
Global Teacher learning community
‘learning-by-making’

students can conduct inquiry learning of science ( embedding meaningful ICT experiences, redesign curriculum for school )

Left Menu of customized simulations
Arranged according to sg syllabus
Google “sg physics teacher”
NTNUJAVA Virtual Physics Laboratory Physics Simulations to help you enjoy the fun of physics! http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Live Demo: Register and Download
IOP Physics journal paper accepted
Extended
Multiple Representation in Physics Interaction: Case of a Revision Lesson in Mechanics by Sng Peng Poo, Ng Eng Hock, Darren Wong (NIE), Anderson Junior College
My Research interest
R&D Open source Physics tools for enriched learning experiences.
EduLab, , simulation project
Translate Open source Physics tools for effective implementation
River Valley High (2009,2010) in ICT connection, 1 journal paper writing http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18
PropelT CSCL with 8 simulations ACJC & PJC

Promote culture & practices on learning and teaching in
Physics Chapter Academy ST, lessons examples


A Big thank you to OSP CoP!
F. Esquembre, F-K Hwang, W. Christian, M. Belloni, A. Cox, W. Junkin, H. Gould, D. Brown, J. Tobochnik, Jose Sanchez, J. M. Aguirregabiria, S. Tuleja, M. Gallis, T. Timberlake, A. Duffy, T. Mzoughi, and many more….
Digital Libraries
EJS itself has examples as well
All my applets are available for use & download, license under creative commons attribution share-alike.



Future Direction
Join the Global Ejs learning community
To deepen your teaching of physics, TPACK
Lead the Global initiative for free access to quality Education.
Contribute ,co-create and share legally.
be a citizen of the world.

What is Tracker?
Tracker is a free Java video analysis and modeling tool from Open Source Physics
Time: 4.00 – 5.00 pm Code: OTH_104
Learning physics of sports science through video analysis and modeling
Lee Tat Leong & Wee Loo Kang (ETD/MOE), River Valley High School


Just got this 17 Feb 2011 
and thanks to Kim Ho for spotting and giving feedback that the picture is in need of  auto-level exposure.


Tuesday, October 26, 2010

Ejs Open Source Motion of Charge Particle in Electric & Magnetic Field in 3D « on: Today at 06:13:59 PM » posted from:Singapore,,Singapore

Ejs Open Source Motion of Charge Particle in Electric & Magnetic Field in 3D
« on: Today at 06:13:59 PM » posted from:Singapore,,Singapore http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1982
Ejs Open Source Charge Particle in Electric & Magnetic Field Java Applet in 3D
http://weelookang.blogspot.sg/2010/10/ejs-open-source-motion-of-charge.html
 https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_Chargein3DEnBfield.jar
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_Chargein3DEnBfield.jar 
author: lookang based on the works of andrew duffy and fu-kwun hwang

Ejs Open Source Charge Particle in Electric & Magnetic Field Java Applet in 3D
Ejs Open Source Motion of Charge Particle in Electric & Magnetic Field in 3D
reference:
this is a remix of Charge Trajectories in 3D Electrostatic Fields Model written by Andrew Duffy http://www.compadre.org/osp/items/detail.cfm?ID=9997
with help from Charged particle motion in static Electric/Magnetic field by Fu-Kwun Hwang http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1431.0
zoom in and out graphics are taken from creative commons license http://findicons.com/icon/86740/zoom_in?width=16#

this is remixed to support content learning of small part of electromagnetism similar to Escape from Centauri 7 http://gli.lsl.nie.edu.sg/projects_centauri.html.
But the link here is about learning to be scientist Smiley
whereas the applet is more suited for inquiry learning with a shorter time frame, perhaps 1.5 hours during practical periods. hmmmmmm.
This model is created with the following 6 equations., derivation and checked by lookang
dx/dt = vx
dy/dt = vy
dz/dt = vz
dvx/dt = q*(Ex+(vy*Bz-vz*By))/m
dvy/dt = q*(Ey+(vz*Bx-vx*Bz))/m
dvz/dt = q*(Ez+(vx*By-vy*Bx))/m

Newton's 2nd Law F = ma,
because cross product is v^B in x direction is (vy*Bz-vz*By), refer to cross product literature
q*Ex + (vy*Bz-vz*By)*q = m*dvx/dt

because cross product is v^B in y direction is -(vx*Bz-vz*Bx), refer to cross product literature
q*Ey + (vz*Bx-vx*Bz)*q = m*dvy/dt

because cross product is v^B in z direction is (vx*By-vy*Bx), refer to cross product literature
q*Ez + (vx*By-vy*Bx)*q = m*dvz/dt




For 5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2011
21. Electromagnetism
Content
• Magnetic effect of a current
• Applications of the magnetic effect of a current
• Force on a current-carrying conductor
• The d.c. motor
Learning Outcomes:
Candidates should be able to:
(c) describe experiments to show the force on a current-carrying conductor, and on a beam of
charged particles, in a magnetic field, including the effect of reversing
(i) the current
(ii) the direction of the field

same for 5116 SCIENCE (PHYSICS, CHEMISTRY) & 5117 SCIENCE (PHYSICS, BIOLOGY)

For This specific learning outcome, the following Activity / Exercise is suggested by lookang.


A) when velocity of charged particle is parallel to magnetic field ( Newton's 1st law of motion )
1 the simulation can be used to explore force on beam of charged particles q in a magnetic field B.
2 set the vxo = 0.6 m/s, Bx = 1 T, By = 0 T, Bz = 0 T, click on the run button to start the simulation.
3 record the path (trail left behind the particles motion) of the charged particle q.
4 record the quantities x,y,z for displacement, vx,vy,vz for instantaneous velocity and the magnetic force F_Bx, F_By,F_Bz.
5 you should move the perspective in the world view to get a better view of the motion and try to understand the motion is 3D and then 2D if it is possible to simplify.
5 set the vxo = 0.8 m/s, Bx = 1 T, By = 0 T, Bz = 0 T, click on the run button to start the simulation.
6 repeat steps 3 to 5
7 set the vxo = 1.0 m/s, Bx = 1 T, By = 0 T, Bz = 0 T, click on the run button to start the simulation.
8 repeat steps 3 to 5
9 continue to explore more vxo if necessary, and draw observable patterns or trends in path of the charged particle, record down what did you see.
hint: path is straight line, circular motion, parabolic etc?
10 now, change Bx = -1 T instead and repeat steps 2 to 9 with Bx = -1 T to explore what happens when the direction field is reverse.
11 write down what is the generalized rule when a charged particle traveling in a x direction meets a non-zero Bx field.
12 you should explore the other sliders to verify your step 11 if need.

B) when velocity of charged particle is perpendicular to magnetic field ( circular motion due to force is perpendicular to velocity )
1 the simulation can be used to explore force on beam of charged particles q in a magnetic field B.
2 set the vxo = 0.6 m/s, Bx = 0T, By = 2 T, Bz = 0 T, click on the run button to start the simulation.
3 record the path (trail left behind the particles motion) of the charged particle q.
4 record the quantities x,y,z for displacement, vx,vy,vz for instantaneous velocity and the magnetic force F_Bx, F_By,F_Bz.
5 you should move the perspective in the world view to get a better view of the motion and try to understand the motion is 3D and then 2D if it is possible to simplify.
5 set the vxo = 0.8 m/s, Bx = 0 T, By = 2 T, Bz = 0 T, click on the run button to start the simulation.
6 repeat steps 3 to 5
7 set the vxo = 1.0 m/s, Bx = 0 T, By = 2 T, Bz = 0 T, click on the run button to start the simulation.
8 repeat steps 3 to 5
9 continue to explore more vxo if necessary, and draw observable patterns or trends in path of the charged particle, record down what did you see.
hint: path is straight line, circular motion, parabolic etc?
10 now, change By = -2 T instead and repeat steps 2 to 9 with By = -2 T to explore what happens when the direction field is reverse.
11 write down what is the generalized rule when a charged particle traveling in a x direction meets a non-zero By field.
12 you should explore the other sliders to verify your step 11 if need.

C) when velocity of charged particle is perpendicular to magnetic field ( circular motion due to force is perpendicular to velocity )
1 the simulation can be used to explore force on beam of charged particles q in a magnetic field B.
2 set the vxo = 0.6 m/s, Bx = 0T, By = 0 T, Bz = 2 T, click on the run button to start the simulation.
3 record the path (trail left behind the particles motion) of the charged particle q.
4 record the quantities x,y,z for displacement, vx,vy,vz for instantaneous velocity and the magnetic force F_Bx, F_By,F_Bz.
5 you should move the perspective in the world view to get a better view of the motion and try to understand the motion is 3D and then 2D if it is possible to simplify.
5 set the vxo = 0.8 m/s, Bx = 0 T, By = 0 T, Bz = 2 T, click on the run button to start the simulation.
6 repeat steps 3 to 5
7 set the vxo = 1.0 m/s, Bx = 0 T, By = 0 T, Bz = 2 T, click on the run button to start the simulation.
8 repeat steps 3 to 5
9 continue to explore more vxo if necessary, and draw observable patterns or trends in path of the charged particle, record down what did you see.
hint: path is straight line, circular motion, parabolic etc?
10 now, change Bz = -2 T instead and repeat steps 2 to 9 with Bz = -2 T to explore what happens when the direction field is reverse.
11 write down what is the generalized rule when a charged particle traveling in a x direction meets a non-zero Bz field.
12 you should explore the other sliders to verify your step 11 if need.

Rise Above Question:
in B and C, how is the path of the charged particle different?
what can be concluded about the effect of reversing the effect of Bx.
what can be concluded about the effect of reversing the effect of By.
what can be concluded about the effect of reversing the effect of Bz.

Challenging question:
in A, B, and C the charged particle is assumed to be +1 C, what is the effect of changing q = - 1 C ?
hint: F = v^B.q where ^ is cross product.
in A, B, and C the charged particle is assumed to be +1 kg, what is the effect of changing m = + 2 kg ?
hint: Newton's 2nd Law: Fnet = m.a
set the vxo = 0 m/s, observe the resultant nmotion of q. Why did the q not move?
suggest a method to set q into motion despite when t =0 s, vxo = 0 m/s.
hint: need to explore another kind of field, called electric field!
Enjoy!

9646 H2 PHYSICS (2011) Physics Higher 1 2011 8866 only (e)
15. Electromagnetism
Content
• Force on a current-carrying conductor
• Force on a moving charge
• Magnetic fields due to currents
• Force between current-carrying conductors
Learning Outcomes
Candidates should be able to:
(e) predict the direction of the force on a charge moving in a magnetic field.
(f) recall and solve problems using F = v.B.q.sinθ.
(g) describe and analyze deflections of beams of charged particles by uniform electric and uniform magnetic fields.
(h) explain how electric and magnetic fields can be used in velocity selection for charged particles.

assume vyo = 0 m/s, vzo = 0 m/s
E
explore when vxo = 0 m/s
1 the simulation can be used to explore F_B force on beam of charged particles q in a magnetic field B.
2 set the vxo = 0 m/s, Bx = 1 T, By = 0 T, Bz = 0 T, click on the run button to start the simulation.
3 record the path (trail left behind the particles motion) of the charged particle q.
hint: it is stationary? record it
4 try other values of Bx, then follow by By, then follow by Bz.
hint: it is stationary? record it
what can be concluded about the relationship of v to F_B ?


E1 explore when vxo = 1 m/s
1 set the vxo = 1 m/s, Bx = 1 T, By = 0 T, Bz = 0 T , (optional) click on the run button to start the simulation.
2 record the direction of F_B (view the applet, as well as the column F_Bx, F_By and F_Bz to make sense)
3 try other values of Bx, then follow by By, then follow by Bz.
4 record your data systematically in a table

E2 explore when vxo = -1 m/s
1 set the vxo = -1 m/s, Bx = 1 T, By = 0 T, Bz = 0 T , (optional) click on the run button to start the simulation.
2 record the direction of F_B (view the applet, as well as the column F_Bx, F_By and F_Bz to make sense)
3 try other values of Bx, then follow by By, then follow by Bz.
4 record your data systematically in a table

E3 to scaffold the learning, verify this hypothesis that claims
F_B = v^B*q for advanced learners
or
using left hand rule, F_B (thumb) B (index finger) and i (middle finger) in 90 degree angle to each other, can be used to predict the direction of the F_B. for normal learners.
hint: direction of +i is the same as +q, because i = d(N.q)/dt
discuss with your classmates to verify this relationship.

E4 Extend this hypothesis to vxo = 0 m/s, vyo = 1 m/s, vzo = 0 m/s
vary the values of Bx = 1 T, By = 0 T, Bz = 0 T
Bx = 0 T, By = 1 T, Bz = 0 T
Bx = 0 T, By = 0 T, Bz = 1 T
can F_B = v^B*q or left hand rule, F_B (thumb) B (index finger) and i (middle finger) still predict the direction of the force?
record down the data your observed

E5 Extend this hypothesis to vxo = 0 m/s, vyo = 0 m/s, vzo = 1 m/s
vary the values of Bx = 1 T, By = 0 T, Bz = 0 T
Bx = 0 T, By = 1 T, Bz = 0 T
Bx = 0 T, By = 0 T, Bz = 1 T
can F_B = v^B*q or left hand rule, F_B (thumb) B (index finger) and i (middle finger) still predict the direction of the force?
record down the data your observed

E6 q is negative
with reference to activity E1, explore when vxo = 1 m/s
1 set the vxo = 1 m/s, Bx = 1 T, By = 0 T, Bz = 0 T , (optional) click on the run button to start the simulation.
1.5 change q to -1 C
2 record the direction of F_B (view the applet, as well as the column F_Bx, F_By and F_Bz to make sense)
3 try other values of Bx, then follow by By, then follow by Bz.
4 record your data systematically in a table
what can be concluded about the effect of q on the direction of F_B ?
how does the left hand rule stand up to this new data?
discuss how to rationalize this especially with respect to i = d(N.q)/dt
discuss with your classmates to make sense of this new data on the relationship: left hand rule, F_B (thumb) B (index finger) and i (middle finger).

Monday, October 25, 2010

eduLab mass briefing at Jurong Junior College 3 Nov 2010, 2.30 – 5.30pm

Volunteered to share some other possible ideas for e_____b projects especially the lesson packages.










e_____b sharing on Open Source Tools by Loo Kang WEE. I volunteered to share some other possible ideas for e_____b projects especially the lesson packages.






This first idea is the tracker http://www.cabrillo.edu/~dbrown/tracker







Learning Physics of Sport Science through Video Analysis and Modeling Lesson Example can be found here http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82






PD video made to support teacher and student learning of the tool



Evidences, teachers reflection and student interviews of the lesson example





Second idea is called Easy Java Simulation http://www.um.es/fem/EjsWiki/Main/Download







Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts
 Lesson Example can be found here
http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18
Applet can be downloaded here http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0





Video to demo the affordance of the simulation







Evidences, teachers reflection and student interviews of the lesson example

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




http://www.compadre.org/osp/items/detail.cfm?ID=9997
Download ejs_bu_duffy_Charge_Trajectories_in_3D_Electrostatic_Fields.jar - 945kb Java Archive File

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1982.0



Friday, October 1, 2010

Ejs Open Source Gravity Field Model Near Earth Java Applet

Ejs Open Source Gravity Field Model Near Earth Java Applet
http://weelookang.blogspot.sg/2010/10/ejs-open-source-gravity-field-model.html
Ejs Open Source Gravity Field Model Near Earth Java Applet

https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_gravityfield.jar
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/exportarchived/ejs_users_sgeducation_lookang_gravityfield1.jar
author: lookang based on the works of fu-kwun hwang

Ejs Open Source Gravity Field Model Near Earth Java Applet
reference:
trying to make a better version of this http://webphysics.davidson.edu/physlet_resources/bu_semester1/c17_field.html http://webphysics.davidson.edu/physlet_resources/bu_semester1/index.html in Ejs
thanks to Fu-Kwun Hwang for his guidance and support. http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1966.msg7283#msg7283


Java Simulation above is kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1969.0
alternatively, go direct to http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :) This work is licensed under a Creative Commons Attribution 3.0 Singapore License
Author: lookang with guidance from Fu-Kwun

The Gravitational Field
A field is something that has a magnitude and a direction at every point in space. Gravity is a good example - we know there is an acceleration due to gravity of about 9.81 m/s2 down at every point in the room. Another way of saying this is that the magnitude of the Earth's gravitational field is 9.8 m/s2 down at all points in this room.

Gravitational field: g = F/m , relating to the Cartesian coordinate system, therefore, acceleration in +y direction ay = -9.81 m/s2

where F is the force of gravity.

We can draw a field-line pattern to reflect that, near the Earth's surface, the field is uniform. The strength of a field is reflected by the density of field lines - a uniform field has equally-spaced field lines. But since the visualization is arbitrary, the slider n is designed to allow for visualization different number of field lines to draw, the key is they are equally spaced but by how much is arbitrarily set.
the play and reset button now allows for the applet to run to show what happens as time evolve which can be mathematical model as y = uy.t + 1/2.(-9.81).t2

Gravity field represented in 8x8 grid near earth with a falling object

Gravity field lines representation is arbitrary as illustrated here represented in 30x30 grid to 0x0 grid and almost being parallel and pointing straight down to the center of the Earth



Wikipedia and wikimedia contributions

ThumbnaildescDateNameUserSizeDescription
01:49, 4 August 2011Gravity field near earth.gif (file)Lookang543 KB
01:49, 4 August 2011Gravity field is arbitrary.gif (file)Lookang200 KB