Tuesday, December 27, 2011

tracker sharing to MOEHQ officers & Physics Chapter network of ST and LT

tracker sharing to MOEHQ officers & Physics Chapter network of Senior Teachers and Lead Teachers 28 December 2011 (0900-1100)
after the implementation of SOE, i need these information to apply of mass installation of the software to SOE machine.
need the colleagues email ( so that i can figure out the names ) and SOE asset ID .
thanks!
soe asset ID like 1147402
https://docs.google.com/spreadsheet/ccc?key=0AjIvSg-TzZrZdHFjcWxqQk05WWJycEpGbHZnaGFvdlE&hl=en_US#gid=0
to see who is coming :)
i will submit the list to helpdesk@ncs.sg when i get 20 names or 14 December.
SOE is unable to push the Tracker software until 6 weeks time. thus, i will stop collecting your SOE details.



Aim of sharing:To allow MOEHQ officers & Physics Chapter network of ST and LT to experience physics of video analysis and modeling using Tracker.
Program:
getting ready for the workshop!

trouble-shooting the location of the files in windows 7 is different from windows XP.

ready?

0830 – 0900 preparation, simple refreshment by ETD
Yew Meng opening the workshop!
0900 – 0905 welcome by ETD
lookang sharing the weelookang.blogspot.com with downloadable resources
you can download STAR tracker if suits, 30 day trial

0905 – 1015 hands-on tracker video analysis by Tat Leong (RVHS) ( bouncing ball and projectile)

Tze Kwang and Samuel facilitating
Tze Kwang and Samuel facilitating
Loo Kang, Tze Kwang and Samuel facilitating
Tat Leong leading the workshop
Tat Leong leading the workshop on bouncing ball analysis
Tat Leong leading the workshop, notice i am in the video hahahaha.
1015 – 1030 hands-on tracker video modeling by Loo Kang ( bouncing ball and projectile)
Loo Kang leading the workshop on analysis and modeling projectile motion
Loo Kang leading the workshop on analysis and modeling projectile motion


1030 – 1040 spectroscopy Tat Leong (RVHS)
1040 – 1055 hands-on lesson example by Samuel
Samuel leading the workshop with the lesson example using Tracker
1055 – 1100 closing remarks by AST, CPDD and ETD
 the venue is booked after 1100, may need to leave the room sharp
Likely Facilitators: 
  1. Loo Kang WEE
  2. Tat Leong (RVHS), lee_tat_leong@moe.edu.sg
  3. Samuel TAN,  
  4. Tze Kwang (RGS), tzekwang.leong@rgs.edu.sg
  5. Amos Goh 'amos.goh.yoong.shin@gmail.com'
  6. and anyone like Yew Meng KWAN, Swee Lian TAN, Ghee Han KHOO, Mathews ELSIE, Ling See ANG, Chew Lee TEO who knows tracker! 
Venue: Vista Lab Level 18 ,MOEHQ 1 North Buona Vista Drive, Singapore 138675
Booking for venue https://www.google.com/calendar/hosted/moe.gov.sg/render?tab=3c&gsessionid=nZ0-FOkCWmzQVj2TJspCKQ
Finalized Date and Time: 28 December 2011 (0900-1100)
Computer: Bring your own laptop
Maximum number of participants: 25 
Confirmed List:

Confirmed Participants: CPDD and AST

  1. Huang Kexin (Mdm) (huang_kexin@moe.gov.sg)
  2. Sandra Ong (Mdm) (ong_pei_sze@moe.gov.sg)
  3. Catherine Chan (Mdm) (chan_li_ying@moe.gov.sg)
  4. Benson Ang (benson_ang@moe.gov.sg)
  5.  Alfred Loo (alfred_loo@moe.gov.sg)
  6. Edwin Lim (edwinlim.ri@gmail.com)
  7. Er Siew Shin (Mdm) (er_siew_shin@moe.gov.sg)
  8.  Alvin Chen (alvin_chen@moe.gov.sg)
  9. Ong Chee Wah (ong_chee_wah@moe.edu.sg
  10. lim_see_wai@moe.gov.sg
Format: Workshop
Duration: 2 hours
Pre-Workshop: download and installtracker 4.61  http://www.cabrillo.edu/~dbrown/tracker/
Some Cloud resources https://sites.google.com/site/lookang/tracker-cpdd-and-ast-2011


A level
  • BallTossOut.mov - on Dec 21, 2011 1:44 PM by weelookang weelookang (version 1) 155k Download
  • BallTossOutwee4.61.trk - on Dec 21, 2011 1:45 PM by weelookang weelookang (version 1)
    38k Download 
  • PWS 5 - Understanding projectile motion through video tracking (Teaching notes)updatedtotracker4.61.docx - on Dec 21, 2011 1:49 PM by weelookang weelookang (version 1) 688k Download
  •  ejs_users_sgeducation_lookang_Projectile02.jar - on Dec 28, 2011 8:28 AM by weelookang weelookang (version 1) 1474k View Download
 O level
  • ballbouncelookang01_x264.mp4 - on Dec 27, 2011 10:40 AM by weelookang weelookang (version 1) 409k Download
  • ballbouncelookang01_x264.trk - on Dec 27, 2011 10:40 AM by weelookang weelookang (version 1) 74k Download
  • bouncing ball worksheet tracker lookangv4answerkeyupdated4.61.docx - on Dec 27, 2011 10:52 AM by weelookang weelookang (version 1) 1088k Download
  •  ejs_users_sgeducation_lookang_UpandDownBouncingBall.jar - on Dec 28, 2011 8:23 AM by weelookang weelookang (version 1) 1694k View Download
Pre-Reading from Professor Doug Brown:
  1. Simulating What You See: Combining computer modeling with video analysis (MPTL16 - HSCI 2011, Fall 2011 at Ljubljana)
  2. Video Modeling with Tracker (pdf) and accompanying jar file(AAPT, Summer 2009 at Ann Arbor)
  3. Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis (AAPT, Summer 2008 at Edmonton)
  4. Modeling Air Resistance (AAPT, Summer 2007 at Greensboro)
  5. Video Spectroscopy Experiments (AAPT, Summer 2005 at Salt Lake)
Pre-workshoppaper:
1.    Wee L.K. Lee T.L. (2011) Video Analysis and Modeling Tool forPhysics Education: A workshop for Redesigning Pedagogy at 4th Redesigning Pedagogy conferenceworkshop on Video Analysis and Modeling for Physics Education, NationalInstitute of Education, Nanyang Technological University, Singapore [PDF is attached, not published yet to be available fromNIE] [PPT] 

 Pre-workshop video by lookang:




MOE-ETD-NRF Context:

MOE-ETD has evaluated some of the completed National ResearchFoundation (NRF) - Interactive & Digital Media (IDM) projects and I have(with inputs from Kin Mun and Samuel) counter-proposed to “massdiffused” or “scale up” a free and widely used research tool called “Tracker”instead of the above project NRF2007-IDM003-MOE-003 forthe following reasons:
  • Cost (about $2500 per school) if “roll-out” at current pricing
  • Lacking in video analysis features, cannot manual track, cannottrack multiple objects, cannot define own variables, cannot read all videoformats etc
  • No pedagogy of video modeling (see Professor Doug Brown’swebsite), a useful pedagogy in physics of kinematics

I have been somewhat ‘empowered’ to spread the use of theTracker, or else the IDM project tool might have to be scale up assuggested-recommended by the International Expert Panel of the NRF-IDM projectsJ.

Anyway, more evidence of school and teachers already usingtracker that I know of:
  1. Yishun JC, all JC1 physics teachers
  2. River Valley High, all year 5 (all JC1) physics teachers see http://www.youtube.com/watch?v=NApmV7Pw58I
  3. HCI, they implemented their own JC1 lesson using Tracker after a workshop by Tat Leong, Charles and me.
  4. NYGH, Sec 2 Science Olympiad programme (physics), introduced to fellow colleagues
  5. RGS, planning 2012 implementation to level wide Sec 3 I think.
  6. NIE Dr Darren Wong is sharing tracker with his classes

The following is a list are some of the sharing on tracker thatwe have conducted:
UpcomingConference:
  1. Lee T.L.Wee L.K (2012, 27-30 March) Learning Physics of Sport through VideoAnalysis and Modeling @3rdInternational Conference on Teaching and Learning with Technology, iCTLT 2012,Singapore

Completed Conference:
  1. Wee L.K. Lee T.L. (2011) Video Analysis andModeling Tool for Physics Education: A workshop for Redesigning Pedagogy at 4th Redesigning Pedagogy conferenceworkshop on Video Analysis and Modeling for Physics Education, NationalInstitute of Education, Nanyang Technological University, Singapore [PDF] to beavailable from NIE [PPT] 
  2. Wee, L. K., Lee T.L. & Charles Chew (2010, 23-24November) Workshop Concurrent 4.9 Workshop -Innovation in Science Education Open Source Physics – Tracker Video Analysisand Modeling Tool, Singapore Science Center, Singapore1st Science Teacher Conference. 

CompletedWorkshops:
  1. Wee L.K. Samuel Tan (2011, 15 September) Video Tracker Course @RafflesGirl's School, Singapore 
  2. Lee T.L., Wee, L. K. (2011, 12 August) NationalICT Sharing Session 2011 Learning Physics of Sport through Video Analysis andModeling, @ Kranji Sec Sch, Singapore [PPT] [PPT]from tat leong
  3. Lee T.L., Wee, L. K. (2011, 21 June) ICT mentor programHomecoming sharing on Video Analysis and Modeling forPhysics Education, Academy of Singapore Teachers,Singapore [PPT] from tat leong
  4. Lee T.L., Wee, L. K. (2011, 19 January) workshop on investigation of thekinematics of a falling ball through Video Analysis and Modeling , 3rdInstructional Program Support Group (IPSG) Physics, Anglo-Chinese JuniorCollege, Singapore [DOC]
  5. Wee, L.K., Samuel Tan (2010, 20 May) ICT mentorsharing secondary science on video analysis using Tracker held atRiver Valley High School, Singapore
  6. Wee, L.K., Samuel Tan (2010, 14 May) ICT mentorsharing secondary science on video analysis using Tracker held atQueensway Secondary School, Singapore

The list below are Lesson(s) in ICT connection using Tracker:Feel free to use the worksheets inside ICT connection, a platform by CPDD-ETDto infuse ICT practices into the curriculum.


  1. Goh, J., Wee, L. K., Leong, T. K., Bakar, R. A., Koh, J. M.,Tan, H. K., & Tan, E. (2011). Learning Physics of Projectile through Video Analysis and Modeling Retrieved 02 June, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=533
    http://weelookang.blogspot.com/2011/03/tracker-scaling-in-yishun-junior.html
  2. Lee, T. L., Wee, L. K., Cheng, S. S. S., & Tan, Y. L.(2010). Learning Physics of Sport Science through Video Analysis and Modeling Retrieved 02 June, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82 & http://weelookang.blogspot.com/2010/03/learning-physics-through-video-analysis.html

see you!

Friday, December 23, 2011

GIREP (International Research Group on Physics Teaching) Representative of Singapore

GIREP (International Research Group on Physics Teaching) Representative of Singapore

Got a letter from Peeters to be a representative of GIREP (International Research Group on Physics Teaching) of Singapore!
Things to do:

  1. inform your local network (researchers, teachers, policy makers, in general all people interested and even dedicated to physics education) on the initiatives that GIREP undertakes
  2. inform the local community by mail ( if he has a mailing list) or by publishing small informative messages in relevant periodic on education
  3. mention GIREP conferences as a possible forum for exchange of research or practices on physics education
Call for being a representative of GIREP in your country.

GIREP (International Research Group on Physics Teaching)





Dear
physics education probably plays an important role in your life. It may be your daily work or even your passion. GIREP, a worldwide organization on research on physics education tries to fulfill many of your wishes by organizing conferences and seminars. However the past has shown that GIREP vision is wider than research: by organizing workshops, seminars and by cooperating with other important partners like ICPE, EPEC and MPTL it is clear that physics education is more than research.

World Conference on Physics Education in July 2012 in Istanbul: www.wcpe2012.org


In this context GIREP took initiative to organize the World Conference on Physics Education in July 2012 in Istanbul: www.wcpe2012.org.

This conference is also endorsed by the LAPEN (Latin American Physics Education Network) the AAPT (American Association of Physics Teachers) and AsPEN (Asian Physics Education Network).
endorsed by the LAPEN (Latin American Physics Education Network) the AAPT (American Association of Physics Teachers) and AsPEN (Asian Physics Education Network)

As vice-president in the renewed board of GIREP, responsible for secondary and primary education, I was asked to update the list of local representatives of GIREP. The board finds it necessary, given this memorable occasion of WCPE, to “spread the message” as much as possible, not only among researchers, but also among teachers.
For that we need your voluntary help.
Number one point of interest for GIREP remains research in education. Of course, as scientists, we want  to build on research to improve education in general. The results of the research are communicated, not only to other researchers but also to teachers to get to know the results of research. Apart from that discussions among all stakeholders can only be fruitful, and all participants should benefit from meeting colleagues active in the broad field of physics education.
Being representative we would ask you to inform your local network (researchers, teachers, policy makers, in general all people interested and even dedicated to physics education) on the initiatives that GIREP undertakes. These are the conferences and seminars in the first place, but, a few times per year, the GIREP newsletter to keep people, especially former participants, updated on what is going on.
A representative can inform the local community by mail ( if he has a mailing list) or by publishing small informative messages in relevant periodics on education. If possible, during presentations and talks, he could also mention GIREP conferences as a possible forum for exchange of research or practices on physics education.
I hereby send the latest newsletter of GIREP in attachment.
Thank you for taking time to read this message.

Thank you again.

Kind regards,
Wim Peeters
Vice-president of GIREP committee.
Pedagogic coach
DPB Antwerpen, DKO vzw, PONTOn vzw
Mob.: +32 486 03 61 28
newsletter Nov 2011:
https://docs.google.com/open?id=0BzIvSg-TzZrZNjVmMWI1YzktODkyYi00NGZlLWE0NjgtMjU1NjgwZGU2NDUz


Gotta try to submit local news to 

What’s going on? – Newsflashes from
countries
This is a new section of the GIREP newsletter informing GIREP members
what’s going on in the GIREP member countries. We would like to invite
you to contribute to this section.
Send your contributions to claudia.haagen@unvie.ac.at.

Sunday, December 18, 2011

Teaching Physics with a Computer By Phil Nast

Teaching Physics with a Computer By Phil Nast

My reflections:
  • Play is key to growing up or learning, some call it messing around.
  • Humans learn science by doing science, and using Ejs computer models, Ejs itself as a modeling tool with Tracker as well, lesson plans are is PDf or DOC, can help to lower costs of running school program with science laboratories.
  • OSP uses a three phase learning cycle: exploration, invention, and application:
    • “Exploration,” students explore questions or a problem situation about a phenomenon or concept and make predictions about the outcome. This phase encourages students to think about the subject matter, become curious about it, raise questions, and use prior knowledge in the construction of a hypothesis about possible simulation outcomes. Students may then test their hypotheses using an experiment or demonstration together with a simulation. 
    • “Invention,” the teacher guides students through the introduction and development of essential knowledge. Students may begin by sharing their observations and ideas from the exploration phase. The teacher then uses simulations to develop the content knowledge and to introduce relevant vocabulary. 
    • “Application” phase, the teacher poses new problems or situations for the students to solve, based on the exploration that they refined in the second phase. The same simulation can be used in more than one Learning Cycle phase or can be modified and extended once teachers are familiar with the OSP computer-modeling tools.
  • Teachers can use and modify existing simulations!!! that;s me! 
  • i have a list of computer models here http://weelookang.blogspot.com/p/physics-applets.html

I like this a lot, help me to make sense.



From http://www.edvoices.com/blog/2011/12/15/teaching-physics-with-a-computer/

Remember playing with blocks and discovering how important an adequate base was for a tower or wall and how far you could extend a cantilever before it collapsed? A recent article in the New York Times questions early childhood education that stresses academics and technology over play and recommends time with wood blocks.
To me, this is one of those D’oh! moments that spring at us too frequently. Mammals play when young. That’s how they learn. Watch two kittens and you’ll soon understand that play is serious business. I’ve listened to a number of scientists describe science as play. Read some of the articles describing the excitement at the Large Hadron Collider (LHC) and the image of children playing with a new toy is inescapable. It’s serious play.
Richard Feynman talked about becoming interested in a problem while watching a student toss a plate in a Cornell University cafeteria. He was especially interested in explaining the plate’s wobble made more apparent by the university’s emblem. This playful investigation resulted in research that won Feynman a Nobel Prize. On a much lesser scale, I determined the extent of my mother’s good humor by balancing a block on my bedroom door and then watching her enter the room. It was less than my brother’s.
Science can’t be taught from a textbook. We teach writing by writing, reading by reading, speaking French by speaking French. The difference is that doing science can be much more expensive for school districts than other subjects and that’s where computer modeling and computation can help. A recent article in Science (25 November 2011) describes a project, Open Source Physics (OSP), designed to help students visualize situations and understand abstract concepts by providing computer modeling tools, simulations, lesson plans, and more.
OSP uses a three phase learning cycle: exploration, invention, and application:
In the first phase of a simulation-based cycle, “Exploration,” students explore questions or a problem situation about a phenomenon or concept and make predictions about the outcome. This phase encourages students to think about the subject matter, become curious about it, raise questions, and use prior knowledge in the construction of a hypothesis about possible simulation outcomes. Students may then test their hypotheses using an experiment or demonstration together with a simulation. During the second phase, “Invention,” the teacher guides students through the introduction and development of essential knowledge. Students may begin by sharing their observations and ideas from the exploration phase. The teacher then uses simulations to develop the content knowledge and to introduce relevant vocabulary. In the final “Application” phase, the teacher poses new problems or situations for the students to solve, based on the exploration that they refined in the second phase. The same simulation can be used in more than one Learning Cycle phase or can be modified and extended once teachers are familiar with the OSP computer-modeling tools.
OSP has physics resources for grades 6-12 (and higher education) in astronomy, electricity and magnetism, general physics, modern physics, oscillations and waves, quantum physics, thermo and stat mechanics, classical mechanics, fluid mechanics, optics, relativity, other sciences, and mathematical tools. Teacher can also find information on foundations and practices in physics education. A site search can be narrowed by subject, resource type, and grade level.
To ease the move from interactive simulations to computer-based modeling, OSP provides free modeling, authoring, and analysis tools. OSP also lets teachers work within their comfort level. They can use and modify existing simulations, distribute ready-to-run simulations, distribute partially constructed or flawed models for students to edit, or have students create models from scratch.
Visit the website. You’ll find plenty of examples to assess whether OSP is right for you.

Friday, December 16, 2011

Davidson College Brown professor taking physics off the page

Davidson professor taking physics off the page! by Katie Orlando
http://www.huntersvilleherald.com/news/2011/12/15/davidson-professor-taking-physics-off-the-page/

Great News again!

Just wanted to add that many of the computer models on my blog is certainly made this way, I see many useful models suited for the learning of physics in my own syllabus and context and i adapt / change them, like a online Wikipedia! :)

This reporter Katie Orlando definitely got it right! awesome news reporting.

I think a 2 cars model could be referring to something like this? This are not yet of the OSP website but available on the NTNU Java Virtual Lab.
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=750.0 Ejs Open source Displacement & Velocity time graph for area & dx/dt java applet or from 
http://weelookang.blogspot.com/2010/06/ejs-open-source-java-applet.html

designing their own molecular motion model could be something like this one?

 http://weelookang.blogspot.com/2010/03/ejs-open-source-ideal-gas-model-based.html 
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1455.0  Ejs Open Source Ideal Gas Model based on Kinetic Theory of Gas 
http://weelookang.blogspot.com/2010/03/ejs-open-source-ideal-gas-model-based.html


I definitely agree that as the "number of inquisitive minds collaborating on this widely accessible library, it will continue to improve and demonstrate a wider range of physical phenomenon" expressed in these many computer models. I have be an active and inquisitive mind since 2007 and the potential of OSP is limited by the a need for very strong TPACK teachers, with the technology knowledge to be able to improve the computer models.

The later is on Tracker, another awesome tool by Open Source Physics folks!



article is from http://www.huntersvilleherald.com/news/2011/12/15/davidson-professor-taking-physics-off-the-page/
DAVIDSON – Students across the world don’t have to learn physics from static pictures anymore.
Science Magazine honored Davidson College Brown Professor of Physics Wolfgang Christian and his collaborators with the monthly SPORE (Science Prize for Online Resources in Education) prize in its November issue for Open Source Physics, a digital library of physics models, from two-dimensional motion to quantum approximation techniques.
Francisco Esquembre, associate professor of Mathematics at the University of Murcia, Spain and Christian created about half the simulations in the library, with the rest created by contributors. ComPADRE Digital Library Technical Director Lyle Barbato runs the site’s library programming.
Christian and his colleagues created this digital library to fill a void that flat images and verbal descriptions of physical concepts leave.
“The world is dynamic,” Christian said. “It moves. Sometimes the motion is real, such as when you throw a baseball. Sometimes the motion is more abstract; it’s some mathematical idea that’s evolving in some way. Maybe it’s evolving in time, but it could be evolving in other ways, such as statistically or probabilistically. But by actually seeing that evolution, you can understand better what’s going on in the model than just simply looking at a picture.”
But with Open Source Physics, students aren’t even just looking at models; they’re creating them. Anyone with an interest can update, change, correct or add to the open source model, similar to online encyclopedia Wikipedia.
Students can follow this cradle-to-grave teaching tool from watching two cars driving down a straight road to designing their own molecular motion model.
“Eventually, you hope that some become curious about the inner workings of the model,” Christian said.
As understanding grows, simple tools allow students to manipulate certain aspects of a situation, like speed, location or number of particles. They can change one factor and analyze the output. From there, easy java simulations allow programming novices to create their own models.
Digitally modeling concepts physicists do understand allows them to discover new information and explain formerly mysterious phenomena.
Users with basic programming knowledge can also fix glitches in existing models. A simulation of a boy playing with a yoyo in a glass-walled elevator only has the yoyo going in one direction. The yoyo falls below the floor of the elevator and leaves through the ceiling when it goes up. Any user could edit the source code to fix this incongruence. With an unlimited number of inquisitive minds collaborating on this widely accessible library, it will continue to improve and demonstrate a wider range of physical phenomenon.
Students can upload a video into the tracker video-modeling tool of an accelerating car, a flying bottle rocket, an ocean wave or any other visible motion.
“You record the position of the object and the time. And by clicking repeatedly, you get a whole time series of data that is then actually marked on the video, and then you can analyze the motion of the object,” Christian said. “It’s a beautiful and very inexpensive way to begin to do computer modeling and to begin to do analysis using computers of natural phenomenon.”
Interested? Visit www.OpenSourcePhysics.org.

really so easy? iGov2010 > Standard Operating Environment

Question:
iGov2010 > Standard Operating Environment (SOE), really so easy to work together when it can take up to 6 weeks to install, so so easy to work together or seamless now?
picture By IDA Singapore The Infocomm Development Authority of Singapore (IDA) http://www.flickr.com/photos/idasingapore/3960671371/  

My Claim:
I disagree and so do many of the teachers i talk to.

Justification/ Personal Experience:
I can install software like Tracker , Quicktime player and Java 3D immediately on my own home laptop as well as the legacy machines because previous policies allow for local administrator rights to be distributed (distributed leadership?) where as now SOE needs the software to be package in a CD, sent to level 17 MOE building for testing, it can take up to 6 weeks to install or push down from SOE server.







Literature Search:


the Objectives are: To better harness the power of infocomm technology for Government by creating a standardized environment for all public officers. To allow public officers to find, use and share information quickly and easily, and in a cost-effective and efficient manner.

  • According to http://www.moe.gov.sg/media/press/2010/06/moe-awards-tender-for-soe.php this is going to be implementation over "8 years affecting 40,000 teachers and administrative staff and 500,000 students". It goes on to also say "supports the third Masterplan for ICT in Education (mp3) in providing schools with an ICT infrastructure that will continually enhance teaching and learning". The comforting part is "However, as the needs of schools are different from the office-type environment of the ministries and statutory boards, SOE for Schools programme is undertaken independently as the second phase of the overall SOE initiative".


My Personal View:
My personal sense is i have to wait and see how is it more agile, more innovate and more resilient to the needs of teachers (public officers).

My analysis:
More Agile?



More Innovate?

  • i did notice it is possible to to mass install for all physics teachers software like Tracker http://www.cabrillo.edu/~dbrown/tracker/ let's say, so that could be more innovative.
  • But have to submit all their NRIC or SOE ID tag on their laptop...hmmmmm. 


More Resilient?

  • everything cannot install by local users of course lesser chance of computer down time by computer virus, anyway my computer (work or home) has never gone down before due to virus. :)

My Conclusion:
Anyway, from what i hear from schools teachers is teaching and learning is more hindered now (see comments below) , like what Minister Heng said, "the policy is as good as the implementation", this is a classic example of the SOE policy intent versus actual implementation as experience by the teachers trying to facilitate lessons using computers as learning tools.
"the policy is only as good as the implementation" Heng Swee Keat in http://www3.moe.edu.sg/corporate/contactprint/pdf/contact_oct11.pdf 
I do read widely okay?

And now, for my workshop to network learn with teachers from Academy of Singapore Teachers (AST) and Curriculum and Planning Division (CPDD) read about it here.
http://weelookang.blogspot.com/2011/11/tracker-sharing-to-moehq-officers.html, i have to tell them to bring their own laptop, so that they can conduct their own Video analysis and modeling hands-on activities. Actually, using your own laptop has always been the best way to empower teachers to use computers as learning tools to facilitate self directed and collaborative learning, key initiatives for Masterplan 3.
http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/pagetree&func=view&rid=665 Masterplan 3

http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/pagetree&func=view&rid=665 Masterplan 3



My request to learn about SOE:
If you are reading this, you probably have some issues or you disagree with the point(s) made.
drop a comment and share how SOE is working hard for you, i want to learn from you and make SOE work for me :)

To enact learning with Open Source Physics computer tools and models just got harder, thanks to SOE (Ministries and MOEHQ) or SSOE (schools). Stretch goals of Masterplan 3 just gotten harder?
Stretch goals of Masterplan 3 just gotten harder http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/pagetree&func=view&rid=731


Friday, December 9, 2011

One-dimensional collision carts computer model and design ideas for productive experiential learning Loo Kang Wee Provisionally scheduled for February 2012

My scholarly research paper has been accepted! 
I hope my other papers will be accepted too:)

One-dimensional collision carts computer model and design ideas for productive experiential learning
Loo Kang Wee
Provisionally scheduled for February 2012
under http://iopscience.iop.org/0031-9120/page/Forthcoming%20articles

From IOP http://iopscience.iop.org/0031-9120/
look out for the Forthcoming articles
An advance list of articles that have been accepted for publication. 
From IOP http://iopscience.iop.org/0031-9120/ look out for the Forthcoming articles An advance list of articles that have been accepted for publication.

Author benefits

The benefits of publishing in Physics Education include:
  • Not-for-profit publisher
  • No page charges
  • Excellent author service
  • Editor will discuss with you your ideas for item inclusion in Physics Education
  • Editorial Board plays an active role in the peer-review process
  • Dedicated team to manage the publication process and answer your questions
  • Rapid publication times
  • International circulation
  • High visibility on-line via our electronic journals interface
  • All abstracts and tables of contents available free on-line
  • Full colour at no extra charge in both on-line and paper versions
  • 11-year electronic archive free to institutions
  • 20-year abstract archive free to institutions

From http://authors.iop.org/atom/articles.nsf/AuthorHomepage?OpenForm&UI=265818
IOP Physics Education article accepted !
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it seems the article has been first submitted

Awesome! can't wait for it to be published!
it is awesome! IOP author submission has a history to track articles

26/09/2011Reports for Editor-in-Chief's recommendationReport received
04/07/2011Revised manuscript to refereeReport received
29/06/2011Author revision requiredRevised manuscript received
28/06/2011Reports for Editor-in-Chief's recommendationReport received
23/05/2011Original manuscript to refereeReport received
18/05/2011Reports for Editor-in-Chief's recommendationReport received
19/04/2011Original manuscript to refereeReport received




Ref: PED/391110/PAP

Dear Mr Wee

TITLE: One-dimensional collision carts computer model and design ideas
for productive experiential learning
AUTHORS: Mr Loo Kang Wee

Your proof is now available for checking.

Queries, if applicable, are indicated in the document by marginal notes and
are also summarized at the end of the PDF file.

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in order of pages

page 2, figure 1, should be u2 = - 1.0 instead of u2 = 1.0
page 2, line 13, should be Figure 1 instead of 1

Query A
page 2, in Physics Model, line 7, should be Figure 2 instead of 0

page 3, in Consistent simulation world view with pen and paper representation, line 13 should be classroom discussion of problems as, deleting the extra 'discuss'.

Query 1
page 7,  references
[8] Physical Review Special Topics - Physics Education Research
W. K. Adams, A. Paulson, and C. E. Wieman, presented at the Physics Education Research Conference, Edmonton, Canada, 2008 (unpublished).

Query 2
[2] place  = New York, Publisher = Springer
citation could look like this
C. Dede, M. Salzman, R. Loftin and D. Sprague, in Modeling and simulation in science and mathematics education, edited by W. Feurzeig and N. Roberts (Springer, New York, 1999), Vol. 1.

[10] place  = Murcia Spain, Publisher = Open Source Physics
citation could look like this
Esquembre, F. (2009). Collision in one dimension [application/java]. Universidad de Murcia, Spain: Open Source Physics. Retrieved from http://www.um.es/fem/EjsWiki/Main/ExamplesCollision1D

[11] place  = Boston University, USA, Publisher = Open Source Physics
Duffy, A. (2010). One Dimensional Collision Model [application/java]. Boston University, USA: Open Source Physics. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10000&DocID=1637

[17] place  = Taiwan , Publisher = National Taiwan Normal University
citation could look like this
Hwang, F.-K. (2010). 1D collision : Conservation of Momentum [application/java JDK]. Taiwan: National Taiwan Normal University. Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=5.0

[18] place  = Stadtbergen, Germany , Publisher = Fendt, Walter
citation could look like this
Fendt, W. (2003). Elastic and Inelastic Collision [application/java]. Stadtbergen, Germany: Fendt, Walter. Retrieved from http://www.walter-fendt.de/ph14e/collision.htm

[22] place  = Indiana, USA , Publisher = Ball State University
citation could look like this
Bryan, J. A. (2011). Video Analysis: Real World Investigations for Physics and Mathematics. Elastic Collisions I moving cart collides with stationary cart of equal mass, from http://jabryan.iweb.bsu.edu/videoanalysis/index.htm

Query 3

[7] journal title = Physical Review Special Topics - Physics Education Research

citation could look like this
N. D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K. Perkins, N. S. Podolefsky, S. Reid and R. LeMaster, Physical Review Special Topics - Physics Education Research 1 (1), 010103 (2005).

Query 4 

[14] Page number = 110 - 120, note that the Journal = MERLOT Journal of Online Learning and Teaching
citation could look like this
Finkelstein, N., Adams, W., Keller, C., Perkins, K., & Wieman, C. (2006). High-tech tools for teaching physics: The physics education technology project. MERLOT Journal of Online Learning and Teaching, 2(3), 110 - 120. 


Query 5  
city of publisher = University of Nottingham, UK
[26]
citation could look like this
Ainsworth, S. (2008). The Educational Value of Multiple-representations when Learning Complex Scientific Concepts. In J. K. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (Vol. 3, pp. 191-208). University of Nottingham, UK: Springer Netherlands.