Monday, February 28, 2011

Organisation of moves and graphic representation of evidence in Findings

I love Phet research!!

For Topic 6. Writing the results section
Organisation of moves and graphic representation of evidence in Findings
This wiki records observations on how the Findings or Results section of published research papers is organised in different disciplines, what moves are made, how they the moves are typically arranged, and how graphics for communicating findings are presented. Please state the discipline/subject area in which the observations were made 

Discipline / Subject Area
Legitmizing Computer Simulations to support Context for Doing / Physics Education

Title of Article: When learning about the real world is better done virtually: a study of substituting computer simulations for laboratory equipment
Authors: N.D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K Perkins, N. S. Podolefsky, S. Reid, R. LeMaster
Methodology:  3 steps-rich triangulation research method, giving a real sense of the learning situation while maintaining research vigor
experimental group CCK N=99 perform lab with computer sim, 
control group TRAD N=132 perform lab with real equipment, 
null group No Lab N=107

Draft 2 for writing discourse.

Organization of Findings
Draft 2 for writing discourse.

The findings (results) are presented in two sections, A. Circuit Challenge and B. Themes from observations. But only A. Circuit Challenge has graphics thus will be discuss here.

Section move: 
Use A. Circuit Challenge and arrange findings into 3 parts 1 Timing: a performance task on connecting up a circuit suitable, 2 Student writup: an established and accepted means of assessing whether students are able to provide logical and scientific explanations of the circuit and 3 Final exams: a pen and paper assessment held 2 months after the intervention lesson of 1.5 hours to demonstrate the learning in not a short term effect. A timing performance of a real life task, pen and paper cognitive assessment, interviews with participants allows for the study to be interpreted as scholarly.

Organization of Findings (III Results)
A. Circuit Challenge

A detail and honest context setting account of the study is presented in a typical university courses illustrating the complexity and authenticity (as close to real conditions in learning in university courses) setting of the study.

1 Timing
In 1 Timing, the moves are presented in a graphical bar chart arranged from reading logical left to right format, the experimental (CCK), control (TRAD) and null group (No Lab), with y-axis representing the time in minutes taken to complete the constructing of a real circuit.
Findings are communicated by displaying consistent colors of the graphical bars with typical associated error bars illustrate very visual representation of data. In the paragraphs, the W use statistical method to suggest experimental group CCK perform task in shorter time than TRAD while excercising care not to over claim about the scholarly data presented. A subsequent follow-up argument is used by means of a statistical technique and assumption to argue greater statistical significance difference.
W ends paragraph move by drawing on supporting findings of shorter time to construct the sample circuit challenge task in both CCK and TRAD, and compare with No Lab group to illustrate the relatedness of CCK and TRAD as suitable means for context of learning by doing. This is a very sound move given that the physicist education community has high regard for learning with real equipments like TRAD.

2 Student writeup
In 2 Student writeup, the moves are presented in a graphical bar chart arranged from reading logical left to right format, the experimental (CCK), control (TRAD) and null group (No Lab), with y-axis representing the percentage of population sample size. Again, W gives rich account of the context of the student writeup task to demonstrate research procedure in a honest fashion.
Findings used in paragraphs are in averages of the rubric scores differs from the graphical rubrics scores in percentages, gives an alternative statistical favor to the findings perhaps to anticipate R's scholarly lens. W argues of a statistics difference in flavor of CCK in statistical language and representation. W continues to advance his/her claim that the findings suggest CCK students were better able to integrate concepts, a necessary ability for the performance of this writeup task. Though some R may not be particularly convince of the W's claim in this particular task 2 Student writeup, it is clear that most R can appreciate W's scholarly moves made.

3 Final exams
In 3 Final exams, the moves are presented in consistent graphical bar chart arranged from reading logical left to right format, the experimental (CCK), control (TRAD) and null group (No Lab), with y-axis representing the fraction of population sample size.
Findings are selectively done with choice of questions in final examination from inferring that the research task is strongly correlated to q1,q2 and q3. W also anticipate R possible questions by also including the final examinations score labelled as "cntl".
W moves to arrange in statistically representation of the findings to advance W consistent argumentative claim, as consistently thorough all 3 parts. W did anticipate the final exam score as not statistically different between CCK and TRAD but later argue that it is within scholarly expectations not have difference. By doing this, W uphold research integrity while still advancing W paper's claim.

An excellent paper!

Draft 1

Organization of Findings III Results
A Circuit Challenge
Set the context for task of the challenge circuit to build a circuit using real equipment in student working groups of two to five students, as shown in FIG 2. Schematic diagram on the main challenge task as the common task for all 3 groups. Show to Teaching Assistant TA then timing is recorded and the circuit is broken at the switch where they will answer a short essay question on the circuit and turn in their answers individually.

The graph is clear y-axis as time taken in minutes to conduct the challenge task (build, broke the circuit and answer questions), the bar charts had 3 groups CCK, TRAD and no Lab, with the associated 95% error bars. At one glance, the data clearly flavors the CCK in completion of task in shortest time.

1 Timing

Use statistics method to illustrate control group CCK perform task in shorter time than TRAD but being careful about the scholarly data presented, but also use a technique and assumption to argue greater significance.
CCK average time = 14.0 minutes
TRAD average time = 17.7 minutes
No Lab average time = 26.7 minutes
Argue that CCK - TRAD < 0 significant p < 0.1 level ( two tailed t-test )
use a technique of including data fastest and slowest group within each section ans assume these times serve an upper bound estimate, find 
CCK - TRAD < 0 significant p < 0.01 level ( two tailed t-test, pooled variance )
hence, CCK - No Lab <0 and TRAD - No lab <0 is even more significant.

2 Student writeup
Set the context for task on writeup after the circuit is broken, what to describe, why bulbs change brightness, can use formula or words, use everyday language to perform a ranking task, which is brightness etc..
A standardized rubrics with scale 0 (no demonstrated knowledge) to 3( correct and complete reasoning) was used
research team reach consensus for inter-rater correlation, for correctness and use of concepts, mathematics, illustrate thoroughness of scholarly study.
Simple fraction was used to report the figure 4

average score CCK = 1.86
average score TRAD = 1.64 argue of significant shift p<0.03 two tail z test.
also qualify what is not reported here (use of mathematics)
Use significant difference between CCK and TRAD to suggest CCK students were better able to integrate concepts, a necessary ability for the performance of this writeup task.

3 Final exams
Use back the same Fig 2 of earlier task.
Set the context for final exam performance task.
Spilit into 3 questions
q1 rank the current through each bulbs
q2 rank voltage drop across bulbs
q3 predict through bulb 1 increased, decrease remain same brightness when switch is open.
cntl remaining 26 question of exam cover other materials of the course

fraction correct on cntl
CCK = 0.621 (N=99; σ= 0.18)
TRAD = 0.612 (N=132; σ= 0.17) statistically identical

mean on q1 q2 and q3
CCK = 0.593 (N=99; σ= 0.27)
TRAD = 0.476 (N=132; σ= 0.27) argue of significant difference on circuit q1,q2 and q3 (p<0.002)
the way the data is present is still consistent with the main rhetorical goal.

An excellent paper!

Friday, February 25, 2011

Innergy (HQ) Awards 2011 Finalist Hybrid Learning Model for Meaningful Blended Learning

Congratulations! Your team has been selected as a Finalist for the Innergy (HQ) Awards 2011. As part of our judging process, finalists are requested to be present for a 5 mins Presentation & a 5 mins Q&A segment. The aim of this segment is to understand the project further, preferably beyond what is presented in the application form.

My Part on using computer simulations to support experiential learning

Physics Task Force

Dr Charles Chew (Master Teacher Physics)
Asst Prof Raymond Tsoi (NIE NSSE AG)
Dr Tan Kah Chye (CEO, Addest Technovation
Mr Wee Loo Kang (ETO, ETD)

AST 01
Hybrid Learning Model for Meaningful Blended Learning
1.35pm - 1.45pm

1) Format of presentation
Presentation of project (strictly no more than 5 mins)
(a) Kindly send us all intended Powerpoint slides by 12pm, Monday, 28 Feb 2011. You may also present other visual aids within the allocated time. Participants are encouraged to focus on the following:
i) uniqueness of project
ii) impact and effectiveness in addressing the problem
iii) evidence of benefits to stakeholders
iv) the process & rigour of research and implementation
v) sustainability & scalability

(b) Q&A segment (5 mins)

The evaluation panel will ask your team questions to clarify doubts. Please send no more than 2 members from your team for this Q&A session.

Please note that finalists will need to adhere strictly to the 10mins allocated. A timekeeper will be present to press the bell 1 min before the end of the presentation segment, and again 1 min before the end of the Q&A segment.

2) Date of session

The interview session will be held on Tuesday, 01 March 2011 at I-Studio, Level 15. Please check the time of your interview in the attachment below, and arrive at least 10mins before your interview time.

A Letter from DGE Ho Peng :)

Thursday, February 24, 2011

Develop your first Android Application - 0001 - 11Apr11 by Friso Kluit and Jerry Lim
Develop your first Android Application - 0001 - 11Apr11 by Friso Kluit and Jerry Lim

Programme Details

Develop your first Android Application - 0001 - 11Apr11

Programme Code : WKDAA01

Programme Type : SC

Description :

This is a hands-on workshop to guide participants in designing and building mobile applications using the Android™ open-source platform. Android was initiated by Google and is supported by a large number of companies.

The workshop explains what Android is, the setup of the Android Eclipse-based development tools, the actual development of Android applications and the application deployment process. Parts of the API that will be covered include map applications, list applications, user-interface design, intents, activities and GPS.

Participants will be able to use the knowledge obtained in this training to develop their own application for the Android Marketplace.

Price : 560.00

Course Structure (click on text for details)
Skip Navigation Links.
Develop your first Android Application - 0001 - 11Apr11
Class TimeTable

No record found.
Financial Scheme

Financial Scheme Type Sponsor/Target Amount Payable (S$)
Citizenship Scheme Singapore Citizen 560.00
Citizenship Scheme Singapore PR 560.00
Citizenship Scheme Foreigner 560.00

applied for this!

Saturday, February 19, 2011

Ball throw vertically up video analysis and modelling with tracker with HCI

Tracker is a project of

Ground up translation and scaling of physics lesson using video analysis and modelling
Ball throw vertically up video analysis and modelling with tracker with HCI

Any idea where can download a video on a ball thrown up and allow to travel up and down with air resistance?

Prof Doug has a video inside here it i think.

if really difficult to get for both cases same initial conditions then i should be the Ejs video output as mov?
Ejs Open Source Bouncing Ball with Drag Java Applet set k = 0

First video to analyze and figure out a dynamic particle model for case of no air resistance

Ejs Open Source Bouncing Ball with Drag Java Applet set k = 0.3

Second video to analyze and figure out a dynamic particle model for case with air resistance.

A comparison of the 2 models derived by students themselves allow for greater self direction in learning

when using tracker to analyze the video, change the dt = 0.05 instead of the default

Tuesday, February 15, 2011

Thursday, February 10, 2011

Martin Tan is my secondary school friend :) well done

Martin Tan is my secondary school friend :) well done
i remember him for his soccer skills in Ahmad Ibrahim Secondary School.

good message for kids.  Talent + HardWork = Personal Achievement

embedding is allowed by
this video belong to

Wednesday, February 9, 2011

after changing to weelookang, from

after changing to weelookang, from
realize i hard coded the url on the menu on the left

no problem.

toggle html mode in google editor

paste all into a doc

do a replace for my case was find "sgeducation" replace by "weelookang"

select replace all

accept changes to all for me was 59 changes.

copy and paste back to the google menu!!


all the url is back

Physics Virtual Lab created using Easy Java Simulation
Physical Quantities Time pendulum
• Units
• Measurement
• SI Units
• Errors and uncertainties

• Scalars and vectors


• Non-linear motion
• Dynamics
Newton's laws of motion 2nd Law
Newton's laws of motion 3rd Law
• Mass, Weight and Density
• Types of force
• Equilibrium of forces
• Centre of gravity
• Turning effects of forces
Sphere Rolling with Slipping

• Pressure
• Energy, Work and Power
• Work
• Potential energy and kinetic energy
• Power
Motion in a Circle

Gravitational Field
• Force between point masses
• Field of a point mass

• Transfer of Thermal Energy
• Temperature
• Thermal Properties of Matter
• Internal energy
• Temperature scales
• Specific heat capacity
• Specific latent heat
• First law of thermodynamics
• The ideal gas equation
• Kinetic energy of a molecule

• General Wave Properties
• Transverse and longitudinal waves
• Polarisation
• Determination of frequency and wavelength
• Electromagnetic Spectrum
• Sound
• Stationary waves
• Diffraction
• Interference
• Diffraction grating

• Static Electricity
Electric Fields
• Concept of an electric field
• Force between point charges
• Uniform electric fields
• Electric potential
• Current of Electricity
• D.C. Circuits
• Practical Electricity
• Electric current
• Potential difference
• Resistance and resistivity
• Sources of electromotive force

D.C. Circuits
• Practical circuits
• Series and parallel arrangements
• Potential divider
• Balanced potentials
• Electromagnetism
• Force between current-carrying conductors
• Magnetic flux
• Laws of electromagnetic induction
Alternating Currents
• Characteristics of alternating currents
Power loss in AC current P = i^2*R

• The transformer
• Rectification with a diode

Quantum Physics
• Energy of a photon
• The photoelectric effect
• Wave-particle duality
• Energy levels in atoms
• X-ray spectra
• The uncertainty principle
• SchrÖdinger model
• Barrier tunnelling
Lasers and Semiconductors
• Basic principles of lasers
• Energy bands, conductors and insulators
• Semiconductors
• Depletion region of a p-n junction

Nuclear Physics
• The nucleus
• Isotopes
• Mass defect and nuclear binding energy
• Nuclear processes
• Radioactive decay
• Radioactive decay Data Analysis Qn Parent-Daughter-Grand-Daughter Model

• Biological effect of radiation
• Inertial frames of reference
• Galilean transformation equations
• Postulates of special relativity
• Lorentz transformation equations
• Consequences of special relativity

Quantum Theory of Light
• Planck’s hypothesis
• Compton effect
• Energy levels in atoms
• Laser
Matter Waves
• Wave-particle duality
• Wave function
• X-ray and electron diffraction

Quantum Mechanics
• Schrödinger equation and solutions
• Quantisation of energy
• Barrier tunnelling
• Scanning tunnelling microscope
Solid State Physics
• Bonding in solids
• Free electron theory of metals
• Band theory of solids
• Semi-conductor devices
• Hall effect

• Refractive index
• Transmittance and reflectance
• Polarisation
• Optical fibres


Maths Simulation

Tuesday, February 8, 2011

change publishing url to

change publishing url to

from to

wonder what is the impact of this change?

hope it gets more traffic :)

change back to after 10 minutes.

after discussing with wife, i decide to abandon sgeducation for

Mobile blogging activated

First picture to test mobile blogging !
to see more go to

To setup your own Mobile Blogging device.

Easy Java Simulation Tutorial for anyone interested to learn

screenshot of the YouTube on How to run EJS for the first time by lookang

For people who want to learn Ejs there are video tutorials.
download latest ejs from
chapter 2 worksheet by wolfgang and paco

B. webcast from by lookang
 Installing and running EJS


Source files for video editing and translating to other languages are here. (broken link!) some guy hack 3ix my server and i can't get it to work again.

  • How to run simulations in EJS (video

  1. How to run EJS for the first time
  2. Loading a simulation from your hard disk
  3. Loading a simulation from the comPADRE Digital Library  

D.  Deploying simulations
  • How to deploy a simulation in the form of a self-executable JAR file
  • Running the JAR file and opening the simulation in it with EJS
  • Running the JAR file and creating an HTML file for it
  • How to deploy a set of simulations as applets in HTML files

E. Tools included in EJS

Using the OSP Data Tool package into EJS to compute the area of part of a plot, by Francisco Esquembre.