Monday, November 22, 2010

Workshop Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool

http://sgeducation.blogspot.com/2010/07/science-teachers-conference-23-24th.html


https://docs.google.com/leaf?id=0BzIvSg-TzZrZNTUwYjdhYTUtNGVlZS00OTNiLWIzNzQtOTU4YzJjOTU0YTMz&sort=name&layout=list&num=50




Conference: Science Teacher Conference, Singapore
Title: Workshop Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool
Presenters:  (P) Mr Wee Loo Kang , (co-P) Dr Charles Chew and Lee Tat Leong
Date: 2010 Nov 24 (Wed)
Time: 1330 - 1500 Concurrent Sessions 4
Venue: Singapore Science Centre, Planck Room  (40 pax)
worksheet and suggested answer key download: https://docs.google.com/leaf?id=0BzIvSg-TzZrZMjQ3NjJlNGUtOGE3MS00YTYxLWE3NTQtNmI0OWRmOGU5MDVi&sort=name&layout=list&num=50
Rationale:
In 1997, MOE started the first ICT Masterplan as part of our Thinking Schools Learning Nation vision. As part of the third Masterplan for ICT in 2010, this workshop seeks to deepen the meaningful integration of ICT in the teaching and learning of physics.
Background:
The Tracker Video Analysis and Modeling Tool is a video and image analysis tool with dynamical modeling. Students can both analyze the motion of objects in a video and overlay simple dynamical models on the video and see how well the model matches the real-world.
Approach:
This workshop will be a hands-on session to on the video analysis of kinematics of bouncing ball and video modeling a simple projectile.
Technology use:
Workshop participants need to bring your own laptop with these software preinstalled.
Tool:                http://www.cabrillo.edu/~dbrown/tracker/webstart/tracker.jar
Software:   Java 1.5   jre-6u20-windows-i586.exe
QuickTime 7 http://www.apple.com/quicktime/download/
Any Video Converter http://www3.any-video-converter.com/avc-free.exe
License and Copyright:
Tracker is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License.
Future Direction:
For informal community of practice of physics teachers, go to ICT Connection Learning Team and learn together, advancing the professionalism of educators in Singapore. http://ictconnection.edumall.sg/cos/o.x?ptid=709&c=/ictconnection/forum&func=showthread&t=64



You can download Youtube video by using Real Player Downloader http://sg.real.com/




Analysis with Tracker, refresh with youtube video!


Modeling with Tracker! i doubt the workshop of 1.5 hours can do this modeling part, refer to video for tips!

Friday, November 19, 2010

Free-to-use works Public Domain & Creative Common (CC) Licence


i am very glad to see the email on creative commons license.
thanks for being updated on licenses and informing the rest of !@# on ways to collaborate with the world. It takes a lot of courage to change.
i see great benefit to the world when @#$ lead (show the way for education resource sharing and building)  care (benefit and love humankind) inspire (get other organisation to do good for the world's benefit) through Attribution-NonCommercial-ShareAlike 3.0 Singapore

Finally! Intellectual Property Champion speaks out on Free-to-use works Public Domain & Creative Common (CC) Licence. Thanks to Lin Sian & Joyce (email).
So it is possible to work collaborative with the world through Creative Common (CC) Licence because permission to is given on the website stated clearly.



My thoughts
Now go forth and change the world to be a better place.
Creative Common (CC) Licence Rock!





Thursday, November 18, 2010

SE808 Advanced Literature Review Sharing Nov 2010 on Simulations to address students difficulties in learning electromagnetism


SE808 Advanced Literature Review Sharing Nov 2010 on Simulations to address students difficulties in learning electromagnetism.
My Draft PowerPoint.





Designing computer simulations to support student scientific visualization in electromagnetism
Loo Kang WEE
weelookang@gmail.com
http://sgeducation.blogspot.com
1 Research Problem
Establish the existence of students have difficulties in learning (learning difficulties) associated with electromagnetism (E&M) in traditional schools settings .

How computer simulations can be appropriate to address these learning difficulties electromagnetism
2 Definitions
Learning difficulties - have difficulties in learning


Electromagnetism (E&M) - defined as the branch of science (physics) dealing with the observations and laws relating electricity to magnetism (Licker, 2005)


Computer simulation - is defined here as a computer model, or a computational model that is a computer program, that attempts to simulate an abstract model of a particular system
3 Research Done on student’s difficulties in learning E&M
Broader Literature of how people learn
establish the existence of students’ difficulties in learning E&M

3.1 Research Done on student’s difficulties in learning E&M
Key Perspectives in Learning difficulties in E&M
3.1.1 Sense Making & Learning Process
Students lack personal experience (Bonham, Risley, & Christian, 1999; Schank, 2002)

Focus on the rote problem solving (Chabay & Sherwood, 2006)

Passive learning in large classes (Yehudit Dori, Hult, Breslow, & Belcher, 2007)

Fundamental concepts are traditionally covered at high speed with little interactive engagement (Hake, 1998)

Little analogue of field and potential study like in gravity (Chabay & Sherwood, 2006)

Curriculum sequencing and integrated course of Mathematics and Physics (Chabay & Sherwood, 2006; Dunn & Barbanel, 2000; Kohlmyer et al., 2009; Papadimitriou, Gyftodimos, & Grigoriadou, 2010)

3.1.2 Content of E&M
High level of abstraction (R. Duit, et al., 2007; L. C. McDermott & Redish, 1999) E&M has force and charge particles that are invisible (Chabay & Sherwood, 2006) hence cannot be readily related to daily life.

Theoretical idealized field are represented by ideas like field lines, field vectors, flux, (Thong & Gunstone, 2008) are intellectual theoretical constructs, not empirical phenomena (Guisasola, Almudi, & Zubimendi, 2004)

Many intrarelated concepts within E&M are difficult to distinguish and discriminate (Albe, Venturini, & Lascours, 2001; Chabay & Sherwood, 2006; Planinic, 2006; Saglam & Millar, 2006; Singh, 2006; Taasoobshirazi & Carr, 2008)

The interlink concepts to the broader realm of mechanics (Bonham, et al., 1999; Galili, 1995), gives initial difficulties.

Mathematical complexity (Albe, et al., 2001; Chabay & Sherwood, 2006; Dunn & Barbanel, 2000; Y. Lee, 2009; L. C. McDermott & Redish, 1999) and large numbers of disconnected formula (Chabay & Sherwood, 2006) and the conditions for which the use is valid

The concept of field vectors (Chabay & Sherwood, 2006) which is easier to interpret is not used to represent line of force at a point but instead many textbook uses field lines representation instead

1D-2D-3D macro visualization, sub-micro and symbolic (scientific graphs and plots) (Gilbert, 2005; Gilbert & Boulter, 2000; Singh, 2006)
3.1.3 Learner issues
Inadequate prior prerequisite knowledge (Chou, 1998; Guisasola, et al., 2004)

Naive mental models (Greca & Moreira, 1997; Henry, 2000; Plumb, 2004)

Common sense knowledge retrieved that cannot be appropriately interpreted, inconsistent application and inability to extend knowledge to different or new situations (Guisasola, Almudi, Salinas, Zuza, & Ceberio, 2008; Saglam & Millar, 2006)

4 Key Methodology
The state of research in understanding learning difficulties in E&M to help students think and learn, often by designing courses that have active learning (Beichner, Dori, & Belcher, 2006) by doing (DiSessa, 2001) through physical world or and computer simulations as laboratory experiments to ground learning, supported by social discourse and discussions.


5 Linking difficulties in learning to computer simulations
5.1 Learning by experiencing to promote sense making
Arguments for simulations include
Allow virtual sense making (Chabay & Sherwood, 2006; Dede, et al., 1999)
Allow active learning by doing of scientific models (W. K. Adams et al., 2008; Christian & Esquembre, 2007; Esquembre, 2004; Finkelstein, Perkins, Adams, Kohl, & Podolefsky, 2005; Keating, Barnett, Barab, & Hay, 2002; Hwang & Esquembre, 2003; Redish, 1994; Zacharia & Anderson, 2003)
Allow for different science view representation symbolic (Gilbert, 2005; Levy & Wilensky, 2009)

5 Linking difficulties in learning to computer simulations
5.2 Shifts in perspective of physical world and physics model and the E&M content
Arguments for simulations include
Allow the phenomena to be fore grounded and absence of other imperfect setup and conditions associated with the physical world
The content of E&M can be model in separate simulations, each customized with the appropriate model to illustrate each concepts.
Macro world with appropriate quantities superimposed.
Sub-micro view can serve to visualize the charged particles roles in the macro view
Guided inquiry based learning and experience activities such as real-time display of data and even analyze the data to verify their hypothesis
Symbolic and mathematical representation could be added to the simulation as pedagogical hints (Wee & Esquembre, 2008)
Formative assessment could also be added like a simple game
Analogue representation and models could be used as pre laboratory activities, such as gravity field simulations (Wee, 2010a) as a prelude to electric field
5 Linking difficulties in learning to computer simulations
5.3 Learner issues
Arguments for simulations ?

Instructional strategies, curriculum materials and teacher teaching have to take centered stage in this regard to help students gain prior knowledge, build a consistent understanding and coherent knowledge structure.

Draw on the teachers to co-design these instructional strategies like social discussions to be embedded into curriculum materials.
6 Other benefits of simulations
Relatively short time to implement in classroom

Lower financial cost than real laboratory program

Safe environment

Ease of setup

Ease of distribution as download and/or web deployed (Joiner, Panoff, Gray, Murphy, & Peck, 2008)

24/7 access

Wide spread availability of computers in school and home (Landau, 2004)

Operating system independent
7 Description of what has been done in the E&M simulation
Physlets -“Physics applets” at Davidson College, USA (Bonham, et al., 1999; Christian, 2001)

The Physics Education Technology (PhET) project at the University of Colorado at Boulder, USA (Merrill, 2007; Pocovi & Finley, 2002)

TEAL Technology Enabled Active Learning visualization video at Massachusetts Institute of Technology, USA (Belcher et al., 2010; Y. Dori & Belcher, 2005)

Easy Java Simulation (Christian & Esquembre, 2007; Esquembre, 2004; Hwang & Esquembre, 2003)
8 Significance of addressing problem E&M
Easy Java Simulation (Christian & Esquembre, 2007; Esquembre, 2004; Hwang & Esquembre, 2003)

Flexible, customizable “teacher created simulation” to match teacher interest and educational point of view (Esquembre, 2002) supported by teacher-physicist-researcher OSP and CoLoS community

Collaborating teacher feedback changes made to simulation can be done by author adding to teacher-researcher ownership to make simulation “work” in classroom

Simulations are open sourced, can be distributed for use, modified and repurposed by anybody (Commons, 2008)

Benefit physics learners and teachers of the world

9 Conceptual Framework for supporting learning through model-exploration (Levy & Wilensky, 2009)
Conceptual framework for supporting learning through model-exploration in the Connected Chemistry curriculum (CC1). Larger circles signify spheres of knowledge; smaller ones are forms of access to understanding the system; arrows signify the activities’ learning goals—understanding of each form of access in itself and bridging among them. The experiential level arrow is gray because this version of the curriculum does not include physical world activities
10 Simulations customized to O and A level Physics SG
A Big thank you to my OSP friends!
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
http://www.compadre.org/OSP/.
http://www.phy.ntnu.edu.tw/ntnujava/index.php
EJS itself has examples as well
All my applets are available for use & download, license under creative commons attribution share-alike.

question after presentation:
what the problem addressed in the simulations?
what is the value of your simulation addressing the problem?
why not game?
what is research gap you are addressing that the rest of the research field did not address
what did they do that they did not address any particular difficult in learning that i am addressing?
how is my simulation different from others which some learning difficult
relate concepts newton electromagnetism vectors, force, how does learning change ac generator
zoom in to those difficulty that can be addressed by one simulation
limitation of some of these current sims, not mathematical complexity, not universe, any gaps
multi system study student talk, make sense
pedagogy gap, simulation, another lens, 3 person, 4 better? difference way of study the same thing
A level
study what they didnt do

Teachers Work Attachment to the Education Technology Division, MOEHQ: Day 2 Reflection

Teachers Work Attachment to the Education Technology Division, MOEHQ: Day 2 Reflection: "Just into the second day of the attachment, I must say that the journey has been fruitful so far . ETD colleagues have been very generous in..."

http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/kblog&ptid=767&bid=25&func=view&id=742

was sharing

Learning Teams

Learning Teams features an aggregation of edumall2.0 forums. It provides you with a one-stop place for getting a quick glimpse of the on-going discussions in the many forums hosted in edumall2.0. It has 2 aims:

  • To facilitate dialogue on mp3’s strategic intent (When you face challenges rendering mp3 ideals into actual practice, articulate your questions and find the support you need).
  • To enable educators to collaborate and learn together, tapping on the Singapore teaching community's collective wisdom.

In particular, TWA teacher thomas was interested in this because he is HODICT from the primary school. I think it is because the learning teams shows a big picture view of the various subject interest PLT possiblities.

Learning Teams - Science
1. Science
12 Threads / 12 Posts
Last posted by iresearch administrator in Using Technology to Support Prospective... 31-Mar-09
2. Primary Science
1 Thread / 1 Post
Last posted by Loo Kang WEE in Interactions (Magnets) 01-Oct-09
3. Primary Science
10 Threads / 26 Posts
Last posted by Lim Howe Seng Johnstone in P3 Diversity, Science 22-Jul-10
4. Featured Science Videos
2 Threads / 2 Posts
Last posted by Loo Kang WEE in Video on Physics Collaboration with... 13-Nov-09
5. Technology in Science Primary
3 Threads / 11 Posts
Last posted by Colin Ting in Using GutFeel for Science Activity -... 28-Sep-10
6. Secondary Science
0 Thread / 0 Post
Last posted by Loo Kang WEE in Sec 1 chemistry module 11-Aug-09
7. Secondary Science
18 Threads / 54 Posts
Last posted by Loo Kang WEE in Effects of acceleration on speed... 12-Oct-10

in particular i also shared some of the resources made in mp2 days.

Energy of a car
A flash-based interactive activity for • **Recognise and give examples of the various forms of energy. - kinetic energy - potential energy - light energy - electrical energy - sound energy - heat energy

http://library.edumall.sg/cos/o.x?c=/library/reslib&ptid=84&func=prop2&id=21873

 

 Energy conversion in car A flash-based interactive activity for • ****Investigate energy conversion from one form to another and communicate findings

http://library.edumall.sg/cos/o.x?c=/library/reslib&uid=&ptid=84&func=prop2&id=46634

Light and Shadow Indoor

To create a visible shadow you need a light source, an opaque object and a surface on which to see the shadow.

http://library.edumall.sg/cos/o.x?c=/library/reslib&uid=&ptid=84&func=prop2&id=21991

 

Reference:

for all stuff made under my supervision

ALL my Flash Based Interactives Simulations & Animations & Pictures

ALL my 14 Physics Videos Collaboration with NUS Physics Associate Professor Sow Chorng Haur.

 

Enjoy!

Tuesday, November 16, 2010

Free and Creative Commons e-Books on Physics by Benjamin Crowell

Great News! free e-Books on Physics by Benjamin Crowell license under Creative Commons Attribution-ShareALike.
Free means Great for people who cannot afford to buy books
Creative Commons Attribution-ShareALike means Teachers and students can edit and customized the book as long as they attribute Benjamin Crowell as original author and share back as Creative Commons Attribution-ShareALike or any other compatible licenses.

this is the future!



http://www.lightandmatter.com/books.html

The Light and Matter Series

This series of six books is intended for a one-year introductory course of the type typically taken by biology majors. Algebra and trig are used, and there are optional calculus-based sections.

* 1. Newtonian Physics
* 2. Conservation Laws
* 3. Vibrations and Waves
* 4. Electricity and Magnetism
* 5. Optics
* 6. The Modern Revolution in Physics

Other books: calc-based physics, conceptual physics, calculus, general relativity.
Extras

* instructor's materials
* answer checker

ICT Connection submission abstract 2011 conference

ICT Connection submission abstract 2011 conference by Loo Kang WEE & Yuh Huann TAN


    Abstract:
    A crucial issue facing educators around the world is how to implement meaningful use of information and communication technology (ICT) in schools. The diffusing of good learning and teaching ICT practices in Singapore education system was developed by Ministry of Education (MOE) through the Third Masterplan for ICT (mp3) in Education (MOE, 2009). The journey of encouraging teacher ownership to take leadership in sharing their meaningful use of ICT will be discussed. We will also share the processes and incentives to support teacher lesson example submission with teachers’ reflections on student learning and mp3 goals. Some teachers have already been using this platform to showcase and promote their lesson examples with relevant resources for other teachers to remix and finer customize their lesson ideas. Some informal and less hierarchical teacher professional development can be observed through the Learning Teams Forum in edumall2.0. We believe a combination of information sharing, dialogue and celebrating lesson examples is critical in supporting teachers’ implementation of meaningful use of ICT in classroom. Further policy levels plans to embed some of the more suitable ICT practices will be discussed and we will be welcoming inputs to inform policymakers. For further discussions, go to edumall2.0 ICT connection website forum http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/forum&uid=200&ptid=709

    Reference:
    MOE. (2009). Third Masterplan for ICT in Education Retrieved 20 October, 2010, from http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/pagetree&func=view&rid=665

    Monday, November 15, 2010

    Ejs Open Source Lorentz force on a current carrying wire java applet

    Ejs Open Source Lorentz force on a current carrying wire java applet 
     Image created for Open Source Physics  http://www.compadre.org/osp/items/detail.cfm?ID=10543&S=7

    http://weelookang.blogspot.sg/2010/11/ejs-open-source-lorentz-force-on.html Ejs Open Source Lorentz force on a current carrying wire java applet author:  Francisco Esquembre and lookang
    https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_LorentzForcewee01.jar
    https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_LorentzForcewee01.jar

    Ejs Open Source Lorentz force on a current carrying wire java applet by lookang customized from a simulation from http://www.um.es/fem/EjsWiki/Main/ExamplesLorentzForce by Francisco Esquembre.
    Shout out thanks to the Francisco Esquembre, Fu-Kwun Hwang, Christian Wolfgang my giants of open source physics.
    This program simulates the force exerted by a magnetic field between two magnets on an electrical current trough a wire.
    The wire is kept in equilibrium in the absence of gravity, suspended on a spring and will oscillate when the battery (which is connected to the ends of the wire) is turned on and off, the angle of the wire with respect to the magnetic field is changed, or the poles of the magnets are switched.
    reference: http://www.walter-fendt.de/ph14e/lorentzforce.htm



    kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
    http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1422.0
    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 and Francisco Esquembre

     image from National High Magnetic Field Laboratory http://www.magnet.fsu.edu/education/tutorials/java/handrules/index.html

    You can use this hand trick F-B-I to predict the magnetic force from magnetic field and current direction.
    the above beautiful picture is from image from National High Magnetic Field Laboratory http://www.magnet.fsu.edu/education/tutorials/java/handrules/index.html & Rāhul http://empiricisms.wordpress.com/2009/10/11/why-the-left-hand-rule/ Creative Commons License Creative Commons Rocks!
    Personally, i prefer F = I^B*L cross product to predict :)

    exercise by lookang

    Introduction www.bk.psu.edu/faculty/gamberg/mag_lab.doc
    A current-carrying wire in a magnetic field experiences a force. The magnitude and direction of this force F, depend on four variables:
    the magnitude and direction of the current (I),
    the strength and direction of the magnetic field (B)
    the length of the wire expose to magnetic field is (L)
    the angle between the current I and field B is (ϑ)
    Advanced: The force can be described mathematically by the vector cross-product:
    O level: Fleming’s Left Hand Rule predicts the using the left hand, F (thumb) B (index finger) I (middle finger)
    image from National High Magnetic Field Laboratory http://www.magnet.fsu.edu/education/tutorials/java/handrules/index.html

    Advanced: F = I ^ B. L where ^ is the cross product
    O level and A level: F = I . B. L.sin ϑ where ϑ is the angle between I and B

    where
    Force F is in newtons N
    current I is in amperes A
    length L in meters m
    magnetic field B in teslas T

    The direction of the force F is perpendicular to both the current I and the magnetic field B, and is predicted by the Advanced: right-hand cross-product rule.
    O level and A level: Fleming’s Left Hand Rule

    Engage:
    a real live demo is the best.!!
    a youtube video http://www.youtube.com/watch?v=_X8jKqZVwoI&feature=player_embedded



    Engage 1: Would you believe that a wire can jump up even though it is not alive?
    Engage 2: have you thought about how a direct current can cause a rotating motion which can be used to drive some simple toys (e.g Tamiya cars) ?
    http://www.tamiya.com/english/products/42183trf502x/top.jpg


    Explore
    1. Explore the simulation, this simulation is designed with a wire supported by a spring in a system of magnetic fields in y direction.
    2 The play button runs the simulation, click it again to pause and the reset button brings the simulation back to its original state.
    3 by default values B, I, L, play the simulation. Notice that the wire is in its motionless in its previous state of motion. What is the physics principle simulatted here.
    hint: newton's 1st law
    4 reset the simulation.
    5 using the default values(L = 1 m, ϑ = 90 deg), adjust the value of By =1 and Ix =1 play the simulation. what did you observe? explain the motion in terms of the influences of magnetic field (assume gravitational effect can be neglected, in this computer model gravity is not model)
    6 explore the slider z. what do this slider control?
    7 explore the slider vz. what does this slider control?
    8 by leaving the cursor on the slider, tips will appear to give a description of the slider. you can try it the following sliders such as the drag coefficient b.
    9 there are some value of time of simulation t and the checkbox graph for height vs time.
    10 vary the simulation and get a sense of what it does.

    11 reset the simulation
    Mechanics
    12 using the default values (By =0, Ix=0) set z = -0.6, vz=0, b=0). Observe the motion of the wire in the absence of magnetic field. Predict what you will see. Describe the motion of the wire. Explain why this it is so?
    hint: select the checkbox to view the scientific graph of height vs t.
    13 using the default values (By =0, Ix=0) set z = -0.6, vz=0, b=1). Observe the motion of the wire in the absence of magnetic field. Predict what you will see. Describe the motion of the wire. Explain why this it is so?
    hint: select the checkbox to view the scientific graph of height vs t.
    14 using the default values (By =0, Ix=0) set z = -0.6, vz=1, b=0). Observe the motion of the wire in the absence of magnetic field. Predict what you will see. Describe the motion of the wire. Explain why this it is so?
    hint: select the checkbox to view the scientific graph of height vs t.
    15 using the default values (By =0, Ix=0) set z = -0.6, vz=1, b=1). Observe the motion of the wire in the absence of magnetic field. Predict what you will see. Describe the motion of the wire. Explain why this it is so?
    hint: select the checkbox to view the scientific graph of height vs t.
    16 conduct more scientific inquiry into the simulation if need before the next part of the question.
    Elaborate
    17 explain the effects of b, the model used is drag force = b.v.

    18 reset the simulation
    Magnetic Force
    Evaluate:
    19 A scientist hypothesis "O level and A level: F = I . B. L. where ϑ =90 deg" play the simulation for different initial condition and design an experiment with tables of values to record systematically, determine whether the hypothesis is accurate.

    20 what is the impact of the ϑ != 90 deg ?
    21 Suggest a better hypothesis
    22 This computer model does not build in gravity, suggest with reason(s) why you agree or disagree with this statement. 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: and in the OSP comPADRE collection


    Have Fun!