Tuesday, February 28, 2012

Project Highlights at eduLab@AST

Updated: 07Feb2015 emails deleted

Overview of Application (for both website and PCs at Malan Road)
also available here http://iresearch.edumall.sg/iresearch/slot/u110/edulab/html/PH_4.html

Java Simulation Design for Teaching and Learning

1. Name of Application:
Java Simulation Design for Teaching and Learning

2. Level/Subject
(e.g: Primary 3-4 Social Studies, Upper Secondary Multi-disciplinary)
Pre – University Physics

3. Type of Application:
(e.g: Interactive digital textbook, 3D immersive game, e-portfolio, digital trail, etc.)
Computer Models

4. Alignment to Learning & Teaching:
(e.g: Collaborative Learning traits, Self-Directed Learning, 21st Century Dispositions & Skills, etc.)
Assessment for learning

5. Computing Devices To Run Application
Device Type Y if application can be supported by device Remarks (if any)
Windows PC Y Require Java runtime
Run standalone or on browser
Apple Mac Y
iPad
iPhone/iPod Touch
Android Phone
Android Tablet
Others (Please specify) Linux OS


6. Synopsis of Application (Maximum 100 words)
(Briefly describe how application can be used with accompanying pedagogy to impact learning & teaching)

This project seeks to further students’ inquiry learning through the appropriate use of computer models with multiple representations thereby improving students’ understanding of abstract concepts in Physics.
This project’s key pedagogical method is the guided inquiry approach through customized computer models, worksheets and skillful teacher facilitation, to enable students to conduct scientific investigation-inquiry on the computer models and propose/deduce physics concepts in agreement with the evidence/data collected in the computer models and real world.


7. School(s) Using the Application/Solution
(eduLab@AST thanks the following schools and teachers for sharing their experiences with fellow educators.)
Before providing the following contact details, please ensure that the teachers have agreed to be contacted for
user-experience-related queries from other schools.



8. Trial Account (if any)
Free Access

9. Pricing (accurate as of <<24 feb 2012>>)
Free

10. Contacts of Vendor (Specialist Researcher to Seed Scale & Sustain)
Name of Company: Wee Loo Kang
Name of Person: Wee Loo Kang
Designation: Senior Specialist (Physics)
Phone (Office): 6879 6543
Mobile Phone: 92475573
Email: wee_loo_kang@moe.gov.sg

11. Related Workshop at eduLab@AST
(This section will be completed by eduLab@AST Programmes Committee, ETD)
Title of Workshop
Synopsis
Date
Time
Registration

learning and teaching PPT


improved YouTube video thanks to Rachelle!
video 2A insights on scaling improved YouTube video thanks to Rachelle!


video2B insights on scaling improved YouTube video thanks to Rachelle!


video3 students' testimonials improved YouTube video thanks to Rachelle!


video 2A insights on scaling


video2B insights on scaling


testmonials PPT


video3 students' testimonials

Tuesday, February 21, 2012

Ejs Open Source Collision Carts Model with AJC and RVHS

Ejs Open Source Collision Carts Model with AJC and RVHS
Ejs open source java applet 1D collision carts Elastic and Inelastic Collision Java Applet by lookang, based on a original model by written by Francisco Esquembre found in Ejs itself as an example.

picture of collision carts model with spring model during collision with elastic collision e = 1 thanks to Sze Yee!

picture of collision carts model with spring model during collision with perfectly inelastic collision e = 0 thanks to Sze Yee!
picture of Collision Carts Model by lookang based on an original model by Francisco Esquembre found here F:\EasyJavaSimulation\EJS_4.1_081216\EJS_4.1\workspace\source\users\murcia\fem\physics\mechanics\Collision1D.xml

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=2408.0
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: Francisco Esquembre and lookang (this remix version)


Scaling

AJC and RVHS is going to lead the implementation with the others schools


of course with inputs from RVHS, SRJC, YJC, IJC and AJC.

This is the research design by AJC.


Quantitative Study
Hypothesis:
The use of computer model (collision carts) in the learning of momentum may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy*
Independent variable:
  1. Use of teacher created EJS computer model in learning of momentum, newton's first law with pedagogical features that enhance multiple representations and guided inquiry learning
Dependent variable:
  1. Students’ understanding deepened that probably may be measured through
    1. (short term gains) Interviews, surveys, students’ worksheet
    2. (longer term transfer of performance gains) such as
                                                               i.     ?? Post test 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)
                                                             ii.      ??Common Test (may not have)
                                                            iii.      ?? Academic performance  in summative exam (may not have)



Qualitative study
General Question: How has the use of computer model (collision carts)  helps you in understanding the concepts of momentum, energies newton's first law?
Specific Questions:
  1. How has computer model (collision carts)  helped in you in understanding the concept of momentum, energies newton's first law?
  2. What learning features do you feel deepen learning in the computer model (collision carts)?
  3. How can computer model (collision carts)  be improved to help you understand the principle of momentum, energies newton's first law?



Survey

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC

Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC
Ejs Open Source Long Magnet Falling Through Solenoid Model Java Applet by lookang, based on a original model by http://www.compadre.org/osp/items/detail.cfm?ID=10327 Magnet Falling Through Ring Model written by Maria Jose Cano, Ernesto Martin & Francisco Esquembre.
picture of Ejs Open Source Long Magnet Falling Through Solenoid Model with AJC by lookang, based on a version by original model by http://www.compadre.org/osp/items/detail.cfm?ID=10327 Magnet Falling Through Ring Model written by Maria Jose Cano, Ernesto Martin &Francisco Esquembre.


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=2391.0
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: Maria Jose Cano, Ernesto Martin, Francisco Esquembre and lookang (this remix version)

refer to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2391.0 for the list of changes made with AJC.

Scaling

AJC is going to implement their lesson 


of course with inputs from RVHS, SRJC, YJC, IJC and AJC.

This is the research design by AJC.
To implement the EJS lesson before EMI lecture instead of tutorial week based on research hypothesis that "higher learning gain if students undergo some form of problem first follow by lecture. So we are thinking letting students struggle on their own first using the EJS package, follow by the lecture so called "human support".
A YouTube video tutorial to explain how to learn with the computer model was suggested by me.
AJC thinks the idea is good.

Another implementation consideration was not much disruption to the normal conventional running of tutorial.


EJS according to the following general plan.

Experimental Group: 8 Classes of about 25 students (each from one teacher)
Control Group: remaining classes
Treatment: Use of self-directed* outside curriculum time (home based learning) using EJS and instructional home-worksheet before the actual lecture exposure. student Worksheet here
Measurement: Post treatment 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)

Challenges.
  1. Physics professor says http://www.compadre.org/osp/bulletinboard/TDetails.cfm?ViewType=2&TID=2180&CID=51418&#PID51423 quoted" "But the physicists that worked with me told me this was a far from trivial issue."
  2. Google and there is no such applet before.
  3. 3 weeks was given to lookang before the school run live with the lesson package.
  4. Research affords of Assessment for Learning, need to figure out why the learning was better by Prof Ken, as oppose to there is an improvement delta.
  5. stop obsessing about how/whether the intervention is SDL/COL by Prof Ken
  6. infusing 5E -Engagement Electromagnetic induction can turn motion into alternating-current electric power. This alternating- current can be harnessed to power electrical appliance in modern house. 



Quantitative Study
Hypothesis:
The use of computer model (falling long magnet through solenoid) in the learning of induced electromagnetic current may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy* (school has gone to implement a pre-lecture guided self-exploration activity home based learning type of inquiry). To assess the effectiveness of learning through a pre-lecture guided self-exploration activity, through the means of an applet and an accompanying worksheet.
Independent variable:
  1. Use of teacher created EJS computer model in learning of induced electromagnetic current with pedagogical features that enhance multiple representations and guided inquiry learning
Dependent variable:
  1. Students’ understanding deepened that probably may be measured through
    1. (short term gains) Interviews, surveys, students’ worksheet
    2. (longer term transfer of performance gains) such as
                                                               i.     Post test 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)
                                                             ii.      Common Test 2, SPA planning, Data analysis
                                                            iii.      Academic performance  in summative exam (may not have)



Qualitative study
General Question: How has the use of computer model (falling long magnet through solenoid)  helps you in understanding the concepts of induced electromagnetic current?
Specific Questions:
  1. How has computer model (falling long magnet through solenoid)  helped in you in understanding the concept of in interpreting Faraday’s Law: incorrectly relating induced current to flux or change of flux rather instead of rate of change of flux and Difficulties in interpreting Lenz’s Law: incorrectly relating direction of induced current.
  2. What learning features do you feel deepen learning in the computer model (falling long magnet through solenoid?
  3. How can computer model (falling long magnet through solenoid)  be improved to help you understand the principle of induced electromagnetic current?

Ejs Open Source Ripple Tank Interference Model with IJC

Ejs Open Source Ripple Tank Interference Model with IJC
Ejs Open Source Ripple Tank Interference Model java applet a remix from Interference Model: Ripple Tank written by Andrew Duffy http://www.compadre.org/osp/items/detail.cfm?ID=9989

picture of Ejs Open Source Ripple Tank Interference Model with IJC with customized features such as input field of A1 and A2
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=684.0
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: Andrew Duffy and lookang (this remix version)

refer to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2067.0 for the list of changes made with IJC.

Scaling

IJC has gone to populate the lesson ideas shared here after i shared with IJC about my lesson here https://sites.google.com/site/lookang/Home with NJC

of course with inputs from RVHS, SRJC, YJC, IJC and AJC.

Quantitative Study
Hypothesis:
The use of computer model (ripple tank) in the learning of superposition may improve students’ understanding through (1) multiple representational visualizations and (2) guided inquiry pedagogy.
Independent variable:
  1. Use of teacher created EJS computer model in superposition with pedagogical features that enhance multiple representations and guided inquiry learning
Dependent variable:
  1. Students’ understanding deepened that probably may be measured through
    1. (short term gains) Interviews, surveys, students’ worksheet
    2. (longer term transfer of performance gains) such as
                                                               i.      Class test
                                                             ii.      Common Test
                                                            iii.      Academic performance  in summative exam

Experimental Group: Tutorial + EJS (practical guided -inquiry approach (Kirschner, Sweller, & Clark, 2006))
It is not a easy task to have control group (Norvig, 2006)  we should instead focus in ways to improve learning experience or pedagogy  (Ernest H. Joy II & Federico E. Garcia, 2000) rather than spend unproductive efforts for some of the following reasons
·         Humans are intelligent and can render the (experimental-control group) research design valid-less by doing things purposely to establish false outcomes in learning
·         Warning signs in experimental design and interpretation such as to keep the control group equal is L1R5 equal to experimental group and teach poorly in control group etc.
For discussion please.

Qualitative study
General Question: How has the use of computer model (ripple tank)  helps you in understanding the concepts of superposition?
Specific Questions:
  1. How has computer model (ripple tank)  helped in you in understanding the concept of path difference, phase difference between the two sources and the graphical representation of the resultant wave?
  2. What learning features do you feel deepen learning in the computer model (ripple tank)?
  3. How can computer model (ripple tank)  be improved to help you understand the principle of superposition due to two waves?

Reference:
  1. Ernest H. Joy II, & Federico E. Garcia. (2000). Measuring learning effectiveness: A new look at no-significant-difference findings. Journal of Asynchronous Learning Networks, 4(1), 33-39.
  2. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
  3. Norvig, P. (2006). Warning Signs in Experimental Design and Interpretation Retrieved 27 January 2012, from Warning Signs in Experimental Design and Interpretation



lesson starts, teacher gives overview, prepare login and change password.
lesson associate real equipment with a great ripple tank YouTube video http://www.youtube.com/watch?v=-8a61G8Hvi0


lesson associate real equipment with a great ripple tank YouTube video http://www.youtube.com/watch?v=-8a61G8Hvi0
IJC teacher Clayton helping students to make sense of ripple tank https://sites.google.com/site/ijcsuperposition/
IJC teacher Clayton helping students to make sense of ripple tank when single source S2  https://sites.google.com/site/ijcsuperposition/
IJC teacher Clayton helping students to make sense of ripple tank https://sites.google.com/site/ijcsuperposition/
IJC teacher Clayton helping students to make sense of ripple tank https://sites.google.com/site/ijcsuperposition/
IJC students making sense of ripple tank through discussion - collaborative pair work https://sites.google.com/site/ijcsuperposition/
IJC students making sense of ripple tank through discussion ( it is obvious that they are really talking science like real scientists making real observations as oppose to reading the abstracted representation in textbook or lecture notes, AWESOME!) - collaborative pair work https://sites.google.com/site/ijcsuperposition
IJC students making sense of ripple tank through discussion ( it is obvious that they are really talking science like real scientists making real observations as oppose to reading the abstracted representation in textbook or lecture notes, AWESOME! this case, i think the students is making specific references to features of the constructive intereference) - collaborative pair work https://sites.google.com/site/ijcsuperposition



IJC students making sense of ripple tank having activated the longer wavelength and exploring and having FUN, recording and making observations, i argue could be difficult to do in real equipment to set the ripple tank motor to a lower speed or oscillation  https://sites.google.com/site/ijcsuperposition
    IJC students making sense of ripple tank through the 3D visualization scientific representation of ripple tank, according to the students, they claim it helps them form a suitable mental model of ripple tank  https://sites.google.com/site/ijcsuperposition
    IJC students making sense of ripple tank on the left screen with the scientific representation of a probe at point P and recording and making observations on the right screen through Google form  https://sites.google.com/site/ijcsuperposition
    IJC students making sense of ripple tank with the scientific representation of a probe at point P to investigate the meaning of |S1P - S2P|, which i argue is more appropriate way that people learn, through personal first person experience as oppose to reading other people insights and observation typical in books and lecture notes   https://sites.google.com/site/ijcsuperposition
    lookang creator/remixer of the ripple tank computer model at IJC lesson, many thanks to Andrew Duffy!
    Analysis of https://sites.google.com/site/ijcsuperposition/exploration-1-learning-about-the-features/activity-1

    Activity 1

    Exploring the wave produced by source S1 and S2 individually.
    1. Click on the radio button on the left of “S1 only” .
    2. Select the  play button to start the simulation.
    3. Reset the simulation by clicking on   reset button.
    4. Next click on the radio button on the left of “S2 only” and repeat step 2 and 3.



    My Answer 1 : the motion of the waves when there is only one source is a perfect progressive circular wave emitting out of the source, with the crest (represent as white) and trough (black) with distance between crest and trough with a straight line drawn from source out as half a wavelength.
    My Sense 1 : given that many answers are not well constructed, perhaps the teacher could have analyse after this lesson to postmortem the less targeted answers, 
    1112D 2/28/2012 22:40:29 Good answer from Ngo Wei Ling student 1 : The waves travel in an uniform circular motion,where the wave crest is the bright portion while the wave trough is the dim portion. 



    Activity 2

    Exploring the interference pattern formed by two sources 
    1. Click on the radio button on the left of “S1 and S2” .
    2. Select the  play button to start the simulation.
    3. Reset the simulation by clicking on  reset button.

    My Answer 2 : the 2 in phase sources interference pattern is identical to the video of ripple tank.
    when S1 circular wave and S2 circular wave meet at a particular point say P, the waves superimpose
    together to form a resultant pattern that is such that if the waves both reach point P in phase,
    the resultant is constructive (eg, 1+1 =2, 0+0=0, -1+(-1)=-2 )and
    if in phase difference of 180 degree, it is destructive (eg.(1+(-1) =0, 0+0=0, -1+1=0). )
    My Sense 2 : given that many answers are not well constructed, perhaps the teacher could have
    analyse after this lesson to postmortem the less targeted answers,
    1112F 2/27/2012 14:35:15 Good answer from student 2 : When both crests or trough meet,
    there is a constructive interference which results in the bright (1+1) or dark[(-1)+(-1)] spots.
    However, if the crest and trough meet at the same time, there will be destructive interference
    which will cancel each other out 1+(-1), resulting in a grey line.

    https://sites.google.com/site/ijcsuperposition/exploration-1-learning-about-the-features/activity-3 


    Activity 3

    Exploring the displacement bars of the sources

    1.    Click on the red box (first box from the left) to show the displacement bar of source S1
      . 
    Note that the x and y position of source S1 will be displayed on the right of the checked box.
     
    2.    Next, click on the green box (just beside the red box) to show the displacement bar of source S2.
    3.    Observe the additional new displacement bar on the left side of the simulation. 
    The bar indicates the displacement of the individual waves produced by the individual source S1 and S2. 
    At the bottom of the bar is the value that shows the amplitude of the wave produced by the individual source. 
    You may key in a new value to change the amplitude of the wave.  
    (Note: Do not shift the position of the source or change the slider position that appears besides the checked box. 
    You can fully explore all the features in this simulation after you have completed this section.)
    4.    Select the   play button to start the simulation, paying attention to the two displacement bars.

    5.    Reset the simulation by clicking on  reset button.


    My Answer 3 : 
    When S1 is at displacement = 1, S2 is also 1. 
    When S1 is at displacement = 0, S2 is also 0.    
    When S1 is at displacement = -1, S2 is also -1.  
    the relationship between the 2 sources S1 and S2 are they are moving in phase, or phase difference = 0
    My Sense 3 : most answers are correct.
    1112D 2/27/2012 14:33:17 Good answer from Eos Noelle Louise Oaper student 3 : From the simulation, 
    it can be deduced that the 2 waves are in phase because the magnitude of the bar is equal at any one point of time..




    My Answer 4 : 
    When S1 is at displacement = 1, S2 is at -1. 
    When S1 is at displacement = 0, S2 is at 0.    
    When S1 is at displacement = -1, S2 is also 1.  
    the relationship between the 2 sources S1 and S2 are they are moving in anti-phase, or phase difference = 180 degree or PI radian
    My Sense 4 : most answers are correct.
    1112F 2/27/2012 14:42:00 14:35: Good answer from Foo Zhan Hao student 4 : It is observed that the two displacement bars 
    are still of the same magnitude but are of negative values of each other. 
    This tells me that the two waves produced by the two sources S1 and S2 are in antiphase..



    https://sites.google.com/site/ijcsuperposition/exploration-1-learning-about-the-features/activity-4 


    Activity 4

    Exploring the concept of path difference 
    1.    Click on the blue box and a point P will appear on the screen.

    2.    You will also see additional information about the distance S1P and S2P. Take note S1P and S2P have been measured in terms of the number of wavelength.
    3.    Drag the slider for Py to vary the vertical position of point P.
    4.    Take note of the change that appears to S1P, S2P and |S1P – S2P|.
    (Note: alternatively, you may mouse over point P and the cursor will change from a + symbol to a finger symbol J. Click on the point P whenJ appears and you can move point P about by moving the mouse.)

    My Answer 5 : 
    path difference or PD is the difference in distance traveled by the two waves from their respective sources to a given point on the pattern
    My Sense 4 : most answers are correct.
    1112F 2/27/2012 14:54:53 Good answer from Wen Jun student 5 : |S1P-S2P| is the difference in distance travelled by both waves propagated from the two sources to point P. Thus, it is the path difference to point P by both waves. Path difference is whole number when waves interfere constructively at the alternating bright and dark shadow regions and is (1/2 + n)λ when they interfere destructively at the grey lines...