Friday, June 22, 2012

Easy Java Simulations and Moodle

Easy Java Simulations and Moodle

exciting stuff by the moodle and EJS community
http://moodle.org/mod/forum/discuss.php?d=205244#p895396

the files are here http://tracker.moodle.org/browse/CONTRIB-3733 for ease of sharing and testing out

extracted is the Moodle post by Luis!

Picture of Luis de la Torre
Easy Java Simulations and Moodle
by Luis de la Torre - Thursday, June 21, 2012, 7:38 PM
 
Ok, I have written this same thing in some other old post about virtual labs but I think its time to create a new one in this section, which seems more appropriate.
This way, it will have more visibily and it may catch the attention of someone who might be interested.

We have developed three Moodle plugins for adding Easy Java Simulations (EJS) applets into Moodle as activities and enhancing their use within this LMS.  You can find them here: http://tracker.moodle.org/browse/CONTRIB-3733
Also, here is a small introduction.
You will find three different plugins:
  • vrlab -> This one is a module, so you should place it in your mod folder. It allows you to add EJS applets as new activities into your moodle courses.
  • vrlab_file_browser -> This is a small modification of the "My private files" block from version 2.1. It is able to receive files from the EJS applets added to your courses using the vrlab activity. It also recognizes EJS state files (which are in .xml format) so when you click in one of those files in your vrlab_file_browser block, Moodle will redirect you to the appropiate vrlab activity instance, load the EJS applet, read the xml file and load the simulation state previously saved.
  • vrlab_collab_session -> This is a new block which can be used along with the vrlab activity to create collaborative sessions for the collaborative features of EJS. Thanks to it, users can synchronously collaborate as they can work at the same time with the same EJS applet.
Requirements: EJS (build 120613 or later) and Moodle (it was tested on versions 2.0, 2.1 and 2.2, although during the last months we only used it with version 2.2).
In the next few days I will create some videos explaining how to use the three plugins so you can benefit from all the features described above.

Meanwhile, please feel free to try out our plugins. If you use EJS Im sure you will really love them. And if you do not know what EJS is (http://fem.um.es/Ejs/), and you need to add experimentation capabilities in your Moodle course, you should really check it out.



Update of ejs wiki http://www.google.com/url?sa=X&q=http://www.um.es/fem/EjsWiki/Main/UsingEJSWithMoodle&ct=ga&cad=CAcQAhgAIAEoBDAAOABAt6qU_wRIAVgAYgJlbg&cd=Qy1iDhcjt6g&usg=AFQjCNFSC1UZqI48uH3xqtVjmjiqfHxjGA


Since version 4.37 (build 120613 or later), EJS introduces new features for embedding its applets into a Moodle course. This page will show you how to benefit from these new capabilities.

PAGE UNDER CONSTRUCTION…

Tweak your simulation in EJS
Select the “Add support for Moodle” option.
Deploy the simulation using the “Package current/several simulation/s” option.

Use the required Moodle plugin
Download the plugin here.
Install it as any other Moodle plugin (mod folder).
Use it to add the EJS applet created in the previous section.

Advanced features
Saving files.
Loading state files.
Collaborative sessions (plugin in Moodle and option in EJS).

Inquiry Approach vs. Coverage Approach

 Inquiry Approach vs. Coverage Approach

found this good chapter 4 by Stephanie Harvey and Harvey Daniels
http://www.heinemann.com/shared/onlineresources%5CE01230%5CHarvey_Comp_Ch4websam.pdf

chapter 4 by Stephanie Harvey and Harvey Daniels on Inquiry Approach vs. Coverage Approach
awesome table, will be very useful to cite.
found someone else blogging about this here http://2teacherfeature.blogspot.sg/2011/06/fostering-and-embracing-curiosity.html

Adapted Small Group Inquiry Model, Immerse-Investigate-Coalesce-Go Public

STAGE
TEACHER
KIDS
Immerse
Invite Curiosity,
Build Background,
Find Topics, and Wonder
• Invites curiosity, questioning, engagement
• Shares own curiosity
• Models personal inquiry
• Shows how to ask questions
• Demonstrates topic finding
• Gathers and organizes relevant materials and resources
• Immerses kids in topics to build background
• Facilitates small-group formation to ensure heterogeneous groups with compatible interests
• Confers with small groups and individual
•Express their own curiosity
• Explore, experience, and learn about topics using texts, visuals, Internet, artifacts, etc.
• Think about what they know and connect new information to background knowledge
and experience
• Wonder and ask questions
• Read, listen, and view to build background
• Respond with questions, connections, and reactions
• Meet with teams to set schedules, ground rules, and goals
Investigate
Develop Questions,
Search for Information,
and Discover
Answers
•Floods kids with resources and materials on a topic or question
• Models how to read, listen, and view with a
question in mind
• Models how to take notes by interacting with text, coding text, and writing in margins or on Post-its
• Demonstrates how to determine importance
• Helps kids sharpen or change inquiry focus
• Facilitates changes in group membership or topics
• Confers with groups and individuals
• Shows how to infer answers and draw conclusions
• Demonstrates how to read for the gist and
synthesize information
• Connects kids’ questions to the curricular
concepts and focus questions
• Articulate thoughts and questions that stem from their own interests and experience
• Listen, talk, view, and read to gain
information
• Write, talk, and draw to think about
information
• Develop questions; then read, listen, and
view to answer them
• Use text and visual features to gain
information
• Meet with teams to set and monitor
schedules and task completion
Coalesce
Intensify Research,
Synthesize
Information, and
Build Knowledge
Shows how to infer answers and draw
conclusions
• Demonstrates how to read for the gist and
synthesize information
• Engages kids in guided discussions and
debates
• Shares how to evaluate sources
• Teaches interviewing strategies
• Facilitates arrangements for out-of-school
resources
• Confers with groups and individuals
Engage in deeper reading and research
using books, articles, websites, videos,
library visits
• Target key ideas and information
• Keep asking: So what? What about this really matters?
• Practice interviewing
• Conduct “people” research: interviews,
surveys, questionnaires, focus groups
• Check sources and determine reliability
• Synthesize information to build knowledge
• Meet with teams to monitor schedules,
complete specific tasks, and plan for
sharing
Go Public
Share Learning,
Demonstrate
Understanding,
Take Action
•Co-constructs expectations for final projects
• Shares the widest range of possibilities for
sharing/performing
• Welcomes kids’ suggestions for these
demonstrations
• Helps kids find real audiences and
opportunities to share their knowledge
and teach others
• Helps students reflect on content and
process
• Co-creates rubrics to assess and evaluate
projects
• Responds, assesses, and evaluates projects
• Helps kids to share the learning by taking
action
Co-construct expectations for final
projects
• Demonstrate learning and understanding
in a variety of ways: performances, posters,
models, essays, picture books, tableaux,
poetry
• Become teachers as they share their
knowledge with others
• Articulate their learning process and how
learning changes
• Reflect on their knowledge building and their cooperative process
• Pose and investigate new questions for
further research
• Consider changes in their own beliefs or
behavior
• Take action through writing, speaking,
community work, advocacy

now, it is clear what a teacher does to promote inquiry which employs self direct learning and collaborative learning task-process.


Thursday, June 21, 2012

Ejs Open Source Eratosthenes Measures Earth Java Applet

Ejs Open Source Eratosthenes Measures Earth Java Applet

Ejs Open Source Eratosthenes Measures Earth Java Applet by Todd Timberlake, remixed by lookang, version public domain earth from Tom Patterson, www.shadedrelief.com. Thanks Todd and Tom!
http://weelookang.blogspot.sg/2012/06/ejs-open-source-eratosthenes-measures.html
https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_Eratostheneswee.jar
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_Eratostheneswee.jar
author: timberlake and lookang

Ejs Open Source Eratosthenes Measures Earth Java Applet by Todd Timberlake, remixed by lookang, version with angle shown both sides and assessment of learning input field and feedback

Ejs Open Source Eratosthenes Measures Earth Java Applet by Todd Timberlake, remixed by lookang, version with google Earth picture

Ejs Open Source Eratosthenes Measures Earth Java Applet by Todd Timberlake, remixed by lookang
Full screen applet 


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=2464.0 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
Author: Todd Timberlake and lookang (this remix version)

Ejs Open Source Eratosthenes Measures Earth Java Applet by Todd Timberlake.
http://facultyweb.berry.edu/ttimberlake/galaxies/#sims
remixed by lookang
trying to make it suited for determination of circumference of earth and radius of earth!

there is an original worksheet that is useful for inquiry learning
http://facultyweb.berry.edu/ttimberlake/galaxies/activities/121Activity3_DistanceParallax.pdf

changes

tilted by 23.5 degree to simulate topic of cancer
color code the checkbox
add distance = arc length drawing
add text as hints
add top Gnomon checkbox
add shadow checkbox
22June 2012
add angle visualization
add Google earth picture
add assessment for learning input fields with feedback for Radius of Earth and Circumference of Earth
25 june 2012
add // which is taken from http://www.shadedrelief.com/natural3/pages/textures.html // who release it to the public domain // Tom Patterson, www.shadedrelief.com. //resize to 2000x1000 by lookang using GIMP and quality reduce to 80% for 200+kb filesize to use materials that are in public domain.

General Description by Todd changes edits by lookang
This simulation shows the shadows cast by two gnomons at different locations on Earth. For one gnomon the sun is directly overhead (as would be the case if the gnomon was on the Tropic of Cancer at the summer solstice). The other gnomon is due north of the first gnomon. The sizes of the gnomons are greatly exaggerated for visibility. This simulation can be used to help illustrate how Eratosthenes was able to measure the radius and circumference of Earth using the shadows cast by two gnomons, one situated due north of the other, on a day when the southerly gnomon cast no shadow at all. The distance between the two gnomons (along Earth's surface) can be adjusted. The length of the shadow is given, and this length can be used to determine the angle between the gnomon lines and from that the radius and circumference of Earth. The Earth can be hidden to give a better view of the relevant geometry which the alternate angles in Mathematics education in used.
Eratosthenes Measures Earth
Display Options Menu
Show Earth: show a disk (updated with graphics by lookang) representing Earth. Deselect this option to get a better view of the geometry.
Show Length of Shadow: display a panel at the bottom of the window that gives the length of the moveable gnomon's shadow.
Show Angle Between Gnomons: display a panel at the bottom of the window that gives the angle between the two gnomon lines. This can be used to help students who are unfamiliar with trigonometry (specifically the inverse tangent function that is needed to compute this angle from the length of the shadow).
Show Sunbeams: show lines representing rays of sunlight that graze the tops of the gnomons.
Show Center of Earth: show a dot at the center of Earth.
Visual Elements
Blue disk: Earth. (updated with graphics by lookang)
Red lines: the two gnomons. If you hide Earth the gnomon lines extend down to Earth's center.
Yellow arrows: light rays from Sun. These lines are effectively parallel to each other (although strictly speaking they are not exactly parallel) because Sun is on the order of 10,000 Earth diameters from Earth.
Magenta line: shadow cast by the moveable gnomon (the fixed gnomon does not cast a shadow since Sun is assumed to be directly overhead for that gnomon).
Green dot: the center of Earth.
Controls, etc.
Distance: the distance (in km) along Earth's surface between the two gnomons.
The length of the moveable gnomon's shadow is given (in units of the gnomon's length).
The angle between the two gnomon lines is given (in degrees).
Input Fields and Feedback (lookang) for learning assessment

added attribution
Source Own work http://weelookang.blogspot.sg/2012/06/ejs-open-source-eratosthenes-measures.html Picture is from Google Earth http://www.google.com/earth/index.html
Author Lookang many thanks to author of original simulation = Todd K. Timberlake author of Easy Java Simulation = Francisco Esquembre
credits to Todd Timberlake!
i didn't make this, just remixing to customize it to suit the Wikipedia entry http://en.wikipedia.org/wiki/Eratosthenes


Eratosthenes' measurement of the Earth's circumference
illustration showing a portion of the globe showing a part of the African continent. The sun is shown and arrows indicate rays of the sun hitting earth. Rays or arrows point to Alexandria (labeled "A") and Syrene (labeled "S"). Blue lines are drawn from A and S towards the equator. There is a line representing the Tropic of Cancer running to S. Two small curved arrows indicating a measurement are drawn from the Greek symbol phi. One ends midway between the blue lines from A and S and the other ends between the ray of light hitting A and an extension of the blue line passing through A into space.
Measurements taken at Alexandria (A) and Syene (S)

Eratosthenes calculated the circumference of the Earth without leaving Egypt. Eratosthenes knew that on the summer solstice at local noon in the Ancient Egyptian city of Swenet (known in Greek as Syene, and in the modern day as Aswan) on the Tropic of Cancer, the sun would appear at the zenith, directly overhead (he had been told that the shadow of someone looking down a deep well would block the reflection of the Sun at noon). He also knew, from measurement, that in his hometown of Alexandria, the angle of elevation of the sun was 1/50th of a circle (7°12') south of the zenith on the solstice noon. Assuming that the Earth was spherical (360°), and that Alexandria was due north of Syene, he concluded that the meridian arc distance from Alexandria to Syene must therefore be 1/50 = 7°12'/360°, and was therefore 1/50 of the total circumference of the Earth. His knowledge of the size of Egypt after many generations of surveying trips for the Pharaonic bookkeepers gave a distance between the cities of 5000 stadia (about 500 geographical miles or 800 km). This distance was corroborated by inquiring about the time that it takes to travel from Syene to Alexandria by camel. He rounded the result to a final value of 700 stadia per degree, which implies a circumference of 252,000 stadia. The exact size of the stadion he used is frequently argued. The common Attic stadion was about 185 m,[9] which would imply a circumference of 46,620 km, i.e. 16.3% too large. However, if we assume that Eratosthenes used the "Egyptian stadion"[10] of about 157.5 m, his measurement turns out to be 39,690 km, an error of less than 2%.[11]

resources i created to make the model more realistic

25 june 2012
add // which is taken from http://www.shadedrelief.com/natural3/pages/textures.html // who release it to the public domain // Tom Patterson, www.shadedrelief.com. //resize to 2000x1000 by lookang using GIMP and quality reduce to 80% for 200+kb filesize to use materials that are in public domain
which is taken from http://www.shadedrelief.com/natural3/pages/textures.html // who release it to the public domain // Tom Patterson, www.shadedrelief.com. //resize to 2000x1000 by lookang using GIMP and quality reduce to 80% for 200+kb filesize to use materials that are in public domain


Google earth http://www.google.com/earth/index.html
Gimp to create earth with transparent background
google earth viewed from perspective to capture the area around Alexandria (A) and Syene (S)

Wednesday, June 20, 2012

Dear Minister, Thanks for presenting the innergy awards

Dear Minister,  Thanks for presenting the innergy awards :)

more importantly, do share and download the 2012 version here
Thanks to minister Heng and innergy award organizational division Mr Chan Tee Miang, scaling up active learning student centric inquiry ICT practices (with computer models) could be easier now. — with Heng Swee Keat.


Dear Minister,  Thanks for presenting the innergy awards 2012 :)



Abstract:
Gravity-Physics by Inquiry is a ground-up initiative led by Wee Loo Kang, Jimmy Goh, Kwan Yew Meng and Charles Chew that brings realistic, customized and research-validated computer models (also known as simulations) to the world. Our research suggests that these four computer models are appropriate laboratory environments that can provide the experience and context, essential for deepening students’ conceptual understanding of Physics through student-centric active learning. Students appreciate learning most when active inquiry is guided and simulations are simple and well designed. Most importantly, physics comes "alive" and is meaningfully fun to inspire curiosity and imagination.

Booklet
scanned the booklet cover page, copyright MOE excel fest 2012 artist

 in pg 18. in alphabetically order, Wee is always at the back for both Golds. not in order of ownership :)


Monday, June 18, 2012

Symposium on Multimedia Teaching and Learning of Physics

My favorite symposium for world conference physics education !
http://www.compadre.org/osp/features/newsdetail.cfm?id=423
Symposium on the effect of connected computational technology
ICPE Event
Jul 01, 2012 - Jul 06, 2012 in Istanbul Turkey

A plenary symposium on the effect of connected computational technology on learning physics organized by Francisco Esquembre and Wolfgang Christian.  Speakers include: Wolfgang Christian, Dormido Sebastian, Fu?Kwun Hwang and Ewa Kedzierska.  A Tracker video analysis workshop will be given by Anne Cox in a separate session.

Symposium on Multimedia Teaching and Learning of Physics
that does this [1]. Our tools, curricular material, and ready-to-run examples are available at from the Open Source Physics Collection of the National Science ...
www.wcpe2012.org/WCPE_MPTL_Symposium.pdf

Thursday, June 14, 2012

Gravity-Physics by Inquiry ASPIRE NEWSLETTER MAY 2012

Gravity-Physics by Inquiry ASPIRE NEWSLETTER MAY 2012

actual newsletter from http://intranet.moe.gov.sg/orgdevdiv/newsletter/Aspire May_12.pdf
Gravity-Physics by Inquiry is a ground-up initiative led by Wee Loo Kang, Jimmy Goh, Kwan Yew Meng and Charles Chew that brings realistic, customized and research-validated computer models (also known as simulations) to the world. Our research suggests that these four computer models are appropriate laboratory environments that can provide the experience and context, essential for deepening students’ conceptual understanding of Physics through student-centric active learning. Students appreciate learning most when active inquiry is guided and simulations are simple and well designed. Most importantly, physics comes "alive" and is meaningfully fun to inspire curiosity and imagination.

Tuesday, June 12, 2012

Tracker scaling up from ICT connection perspective.

Tracker scaling up from the ICT connection perspective.

18 September 2012 version:





open source physics tracker scaling up in Singapore!
 















earlier versions















Monday, June 4, 2012

eduTech 2012

Java Simulation For Teaching and Learning
date: 03 Sept 2012
venue: NYJC
time: 1 hour each session
runs: 2 runs
URL: http://iresearch.edumall.sg/cos/o.x?c=/iresearch/pagetree&func=view&rid=247

edutech Online Registration 2012
Registration period:    From  29 Jun 2012  to  24 Aug 2012


eduTech 2012 by ETD


eduTech 2012 Time Table Programme, it is a Flash file forcing to re-type it or screen capture.

Details


Program:
eduLab (1)
Presentation Title:

U28 Inquiry Learning with Ripple Tank Computer Model (eduLab Project)
Synopsis:
Using computer models as active interactive engagement tools and lessons packages co-designed by schools, ETD and NIE, participants will gain insights into how schools employed the guided inquiry approach to help students engage in the deduction of Physics concepts through observation of phenomena in virtual models and the real world.
In this session, teachers from IJC and YJC will share their experiences and research findings from the use of the Ripple Tank Model. Participants will also be introduced to other computer models (e.g., Waves, Falling Magnet & Solenoid Model, Collision Carts and Kepler System Models) that are free, research-validated and customized for the Singapore JC syllabus.

Strand:
Uncover
Code:
U28
Presenters:
School/Organisation:
Mr Ong Chee Wah /Innova Junior College   
Mr Ng Soo Kok /Innova Junior College   
Mr Jimmy Goh/Yishun Junior College   
Mr Wee Loo Kang /Educational Technology Division   


Concurrent Session
Session 1
(1030 – 1130)
Session 2
(1130 – 1230)
Session 3
(1330 – 1430)
Session 4
(1430 – 1530)
No
Yes
No
No



Program:
eduLab (5)
Presentation Title:
U35 Inquiry Learning with Collision Carts Computer Model (eduLab Project)
Synopsis:
Using computer models as active interactive engagement tools and lessons packages co-designed by schools, ETD and NIE, participants will gain insights into how schools have employed the guided inquiry approach to help students engage in the deduction of Physics concepts through observation of phenomena in virtual models and the real world.
In this session, teachers from RVHS and AJC will share their experiences and research findings from the use of the Collision Carts Model. Participants will also be introduced to other computer models (e.g., Waves, Falling Magnet & Solenoid Model, Ripple Tank and Kepler System Models) that are free, research-validated and customized for the Singapore JC syllabus.

Strand:
Uncover
Code:
U35
Presenters:
School/Organisation:
Ms Lim Ai Phing/River Valley High School   
Mr Goh Khoon Song Aloysius /Anderson Junior College   
Mr Wee Loo Kang /Educational Technology Division   
Ms Lye Sze Yee/Educational Technology Division   


Concurrent Session
Session 1
(1030 – 1130)
Session 2
(1130 – 1230)
Session 3
(1330 – 1430)
Session 4
(1430 – 1530)
No
No
No
Yes




Concurrent Session 2 (2012-09-03 11:30 - 12:30)
Concurrent Session 4 (2012-09-03 14:30 - 15:25)








Concurrent Session 2 (2012-09-03 11:30 - 12:30)

Inquiry Learning with Ripple Tank Computer Model (eduLab Project)

The guided inquiry approach for this eduLab project allows students to conduct scientific investigation-inquiry on the computer models and deduce physics concepts based on phenomena observed through the computer models and in the real world. The partner schools for this project use computer models as active interactive engagement tools, with lessons packages co-designed by schools, ETD and NIE. We will share 9 computer models (e.g., Waves, Falling Magnet & Solenoid Model , Ripple Tank, Collision Cart and Kepler System Models) that are free, research-validated and customized to the Singapore JC syllabus. Secondary school teachers can visit our collaborators from Open Source Physics http://www.compadre.org/osp/ and NTNU Java virtual Laboratory http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0 for more computer models that suit their learning and teaching needs.



After vetting:

The guided inquiry approach for this eduLab project allows students to conduct scientific investigation-inquiry on the computer models and deduce physics concepts based on phenomena observed through the computer models and in the real world.
The partner schools for this eduLab project use computer models as active interactive engagement tools, with lessons packages co-designed by schools, ETD and NIE. We will share 9 computer models (e.g., Ripple Tank, Collision Cart,Falling Magnet & Solenoid Model and Kepler System Models) that are free,research-validated and customized to the Singapore syllabus.
Secondary school teachers can visit our collaborators from Open SourcePhysics http://www.compadre.org/osp/ and NTNU Java virtual Laboratoryhttp://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0 for more computer models that suit their learning and teaching needs.


Abstract:

In line with student-centric education, the guided (1)inquiry approach for this project allows students to conduct scientific investigation-inquiry on the (2) computer models and propose/deduce physics concepts in agreement with the evidence/data collected in the computer models and real world.
Depending on the school teachers’ research and learning and teaching needs, these computer model are used as active interactive engagement tools, with lessons packages co-designed by schools, ETD and NIE. We will share these 9 (e.g.,Ripple Tank, Collision Cart, Falling Magnet & Solenoid Model and Kepler System Models) computer models that are free, research validated and customized to Singapore syllabus and their lesson packages and research findings.



Customized:
 Inquiry Learning with Ripple Tank Computer Model (eduLab Project)

The guided inquiry approach for this eduLab project allows students to conduct scientific investigation-inquiry on the computer models and deduce physics concepts based on phenomena observed through the computer models and in the real world. The partner schools for this project use computer models as active interactive engagement tools, with lessons packages co-designed by schools, ETD and NIE. In this session, teachers from IJC and YJC are going to share their experience and research findings using the Ripple Tank Model. Other computer models (e.g., Waves, Falling Magnet & Solenoid Model , Collision Carts and Kepler System Models) that are free, research-validated and customized to the Singapore JC syllabus  will also be shared.  Secondary school teachers can visit our collaborators from Open Source Physics http://www.compadre.org/osp/ and NTNU Java virtual Laboratory http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0 for more computer models that suit their learning and teaching needs.



Concurrent Session 4 (2012-09-03 14:30 - 15:25)



Customized
Final submission..

Inquiry Learning with Collision Carts Computer Model (eduLab Project)

 The guided inquiry approach for this eduLab project allows students to conduct scientific investigation-inquiry on the computer models and deduce physics concepts based on phenomena observed through the computer models and in the real world. The partner schools for this project use computer models as active interactive engagement tools, with lessons packages co-designed by schools, ETD and NIE.
 In this session, teachers from AJC and RVHS  share their experiences and research finding using the Collision Cart Model. Participants will also be exposed to other computer models (e.g., Waves, Falling Magnet & Solenoid Model , Collision Cart and Kepler System Models) that are free, research-validated and customized to the Singapore JC syllabus.





Session A:
Ripple Tank Model Lesson Package

Concurrent Session 2 (2012-09-03 11:30 - 12:30)
Presenter 1:
(Name, School/Organisation)
Ong Chee Wah / Innova JC
Presenter 2:
(Name, School/Organisation)
Ng Soo Kok / Innova JC
Presenter 3:
(Name, School/Organisation)
Jimmy Goh / Yishun JC
Presenter 4:
(Name, School/Organisation)
Wee Loo Kang, ETD/MOE


Session B:
Collision Carts Model Lesson Package

Concurrent Session 4 (2012-09-03 14:30 - 15:25)
Presenter 1:
(Name, School/Organisation)
Lim Ai Phing / River Valley High School
Presenter 2:
(Name, School/Organisation)
Goh Khoon Song Aloysius  / Anderson JC
Presenter 3:
(Name, School/Organisation)
Wee Loo Kang, ETD/MOE
Presenter 4:
(Name, School/Organisation)
EvLye Sze Yee, ETD/MOE


Level:
Primary / Secondary / JC & CI
Target Audience:
School Leaders / Middle Management / ICT Mentors / Teachers
Subject:
Physics
Strand:
Prepare / Leverage / Uncover / Grow
Presentation Style:
Lecture + Hands-on / Forum / Model Lesson / BYOL
Contact
Wee Loo Kang

Thanks to Sze Yee for taking the lead.

 Strand:

Prepare
The change in mindset of the practitioners and the readiness of the students to embrace technology is essential in infusing ICT into lessons. For change to happen, teachers’ professional development and students’ training in the use of the ICT tools are needed. In addition, cyber-wellness is paramount in safeguarding the teachers’ and pupils’ well-being in cyberspace, and to prepare them to become discerning and responsible ICT users.
Leverage
The showcase of how practitioners use ICT to support, enhance and improve teaching and learning so as to cascade effective use of ICT in and across schools. There is the alignment of the use of ICT tools with pedagogies and curriculum as the affordances of IT tools is to ease teaching and learning and not technology as an end in itself.
Uncover
Practitioners, with various researchers, delve into pertinent research questions for ideation and development of new ICT tools to facilitate teaching and learning. The researches will provide milestone check on various project implementations, surface the challenges of these implementations and uncover the effectiveness of using ICT in lessons. Researchers will value-add teachers’ capacity and ground pedagogical practices.
Grow
School leaders are the change agents and enablers of mp3 Vision and Goals. With the support of the school leaders and Middle Management and with school-wide planning, there will be scalability of ICT projects in breadth and in depth. The successful innovations, pedagogical models and learning points must eventually be spread to the wider education community.