Monday, December 31, 2012

my secret online identity, research journals, presentations and workshops, OSP simulations, awards, media

Thought it is a good idea to post this page on a post so that others can find my work and learn to change the world for the better.
Enjoy!

maintained page is found here http://weelookang.blogspot.sg/p/about-me-online.html


A Singapore physics teacher's blog to reach out globally by using Easy Java Simulation (Ejs) applets and other technology innovations in education and learning. What is shared in this blog is created in my free time and each resource is usually created by other Physics educators & professors. I usually refine and customise them to benefit the world under creative commons attribution. Join the Ejs community and be a citizen of the world!

bloggerBlog http://weelookang.blogspot.com/
Simple Machines Community Forum Forum http://sgeducation.co.nr (died after hacked by some hacker)
Interest NTNUJAVA Virtual Physics Lab http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
MOE icon google site portfolio:
https://sites.google.com/a/moe.edu.sg/physicshandbook/
MOE icon google site sample lesson on gravity physics: https://sites.google.com/a/moe.edu.sg/physicsalevel/gravitational-field/
My other accounts:

Twitter Twitter lookang https://twitter.com/lookang
YouTube YouTube lookang http://www.youtube.com/user/lookang
facebookFacebook Loo Kang Lawrence Wee https://www.facebook.com/lookang
Google plus: https://plus.google.com/108897123136348550823/about
Google Scholar: weelookang@gmail.com http://scholar.google.com.sg/citations?user=Tvy7ptIAAAAJ&hl=en
arXiv: wee_loo_kang@moe.gov.sg http://arxiv.org/a/wee_l_1
Loo Kang WEE Lawrence




Loo Kang Lawrence WEE is a specialist at the Ministry of Education (MOE), Education Technology Division (ETD), Singapore. He obtained his B.Eng (Hons) from National University of Singapore, and his Masters in Instructional Design and Technology from National Institute of Education, Nanyang Technological University.
His current research focuses on designing computer models, also known as simulations and video analysis and modeling for physics education.
He is a member of American Association of Physics Teachers (AAPT) and International Research Group on Physics Teaching GIREP and also publishes in Physics Education journal.
His blog http://weelookang.blogspot.sg serves as a gateway to teachers and students to use and remix his simulations with the aim of benefiting all humankind. His contributed simulations are downloadable, creative commons attribution licensed, from Digital Libraries on the NTNU Virtual Physics Laboratory and Open Source Physics (OSP).
His teaching experience include junior college physics and secondary school science and mathematics.
He was recognized for his research and development of innovative and effective “gravity-physics by inquiry” computer models by winning a Ministry of Education Innergy 2012 Gold Award and Public Service Excel Convention Best Ideator 2012. He is also a recipient of numerous Public Service Excellence in Service Award (EXSA).



but my job scope says this. according to http://pfs.moe.gov.sg:2080/pq/PfStaffProfileViewAction.do?dispatch=view&staffID=16494
Division Educational Technology Division
Branch Technologies and Design for Learning
Section TDL 2
Workstation No 14-54 (as of 2013)
Address/Location Level 14 1 North Buona Vista Drive MOE HQ Building
Singapore  138675

Primary Designation [ETO/TDL]  Educational Technology Officer
Job Function
  1. Research and develop (inquiry with computer models and video tracker) ICT-enabled pedagogies and implementation principles for sustainable and scalable applications to promote enriched learning experiences. 
  2. Promote a culture of active experimentation and reflective practices on innovative use of ICT in education. 
  3. Build school capacity in planning and implementation of ICT-enabled pedagogies.

Telephone Number 68796531 as of year 2013
Fax 68720208/68797194
Email Address WEE_Loo_Kang@moe.gov.sgwee_loo_kang@moe.edu.sg


lookang is an education officer at the Ministry of Education, Singapore. He was a junior college physics lecturer and his research interest is in designing simulations and using other technology innovations for physics learning. His curriculum and simulation models can be access from the NTNU Virtual Physics Laboratory and Open Source Physics under Creative Commons Attribution License.


Journal Papers

  1. Wee L.K., Ning H.T. (201?) Vernier Caliper and Micrometer Computer Model using Easy Java Simulation XX(X), XXX (manuscript pending submission) 
  2. Wee, L. K., & Goh, G. H. (2013). A geostationary Earth orbit satellite model using Easy Java Simulation. Physics Education, 48(1), 72. doi: 10.1088/0031-9120/48/1/72  arXiv:1212.3863 [pdf]
  3. Wee L.K., Charles Chew, Goh G.H.,Lee T.L.,Samuel Tan (2012) Using Tracker as a Pedagogical Tool for Understanding Projectile Motion Physics Education, 47(4): 448. arXiv:1206.6489 [pdf
  4. Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3): 301. http://www.compadre.org/osp/items/detail.cfm?ID=11802 [Draft PDF] arXiv:1204.4964 [pdf
  5. Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178. http://www.compadre.org/OSP/items/detail.cfm?ID=10817 [Draft PDF] arXiv:1207.0217 [pdf]

Conference Presentations with Papers
  1. Wee, L. K., & Lye, S. Y. (2012). Designing Open Source Computer Models for Physics by Inquiry using Easy Java Simulation. Paper presented at the 20th International Conference on Computers in Education (ICCE 2012) Singapore Interactive Event, Singapore. http://arxiv.org/ftp/arxiv/papers/1210/1210.3412.pdf arXiv:1210.3412 [pdf]
  2. Lye, S. Y., & Wee, L. K. (2012). Open Source Energy Simulation for Elementary School. Paper presented at the 20th International Conference on Computers in Education arXiv preprint arXiv:1211.7153, Singapore. http://arxiv.org/abs/1211.7153 arXiv:1211.7153 [pdf]
  3. Wee L.K., Lim A.P., Goh G.S. (2012, 01-06 July, 1300-1430) Computer Models Design for Teaching and Learning using Easy Java Simulation PS 02.09 | Parallel Session 02.09 | Room 09 | 02.07.2012 Monday | 13:00 - 14:30 | 2012 World Conference on Physics Education Bahçeşehir Üniversitesi, İstanbul, Turkey arXiv:1210.3410 [pdf]
  4. Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA. [PDF by OSP] [PPTarXiv:1211.1118 [pdf]
  5. Wee L.K. Lee T.L. (2011) Video Analysis and Modeling Tool for Physics Education: A workshop for Redesigning Pedagogy at 4th Redesigning Pedagogy conference workshop on Video Analysis and Modeling for Physics Education, National Institute of Education, Nanyang Technological University, Singapore [PDF] to be available from NIE [PPT] arXiv:1207.0220 [pdf]
  6. Wee, L. K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA. [PPT] arXiv:1210.5002 [pdf]
  7. Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. [PDF] [DOC] [PPT] arXiv:1207.0219 [pdf]
Unpublished Papers

Wee, L.K. ( 2007, June) Unpublished work Effectiveness of Computer Laboratory Based E-Learning Instructional Program on Addressing Misconceptions in Projectile Motion Masters Of Instructional Design and Technology Critical Inquiry Assignment MMM800 National Institute of Education, Nanyang Technological University (NIE/NTU), Singapore [DOC]

Presentation/Workshop

upcoming events

    2013
    1. Wee L.K,  Lye S.Y. (2013, 08 January 1400-1530 ) eduLab preparation professional development workshop on Tracker, Monfort Secondary, 50 Hougang Avenue 8, Singapore
    2. Wee L.K., Charles Chew, Goh G.H  (2013, 16 January) Adoption Invitation: Gravity physics by inquiry – a 2012 INNERGY gold award scaling up to all pre-university institutions in Singapore @5th Instructional Programme Support Group (IPSG) Sharing, Serangoon Junior College, Singapore [PPT]
    3. Wee L.K, Lee T.L., Lye S.Y. (2013, 21 February 1430-1730 ) Teacher-Led Workshop for AST Designing Computer Models for Physics Inquiry using EasyJavaSimulation workshop, 2 Malan road, Singapore 
    4. Lye S.Y., Wee L.K. (2013, XX April-June 1500-1700 ) Physics Easy Java Simulation for Primary School, TRASI  code XXXXX workshop eduLab@AST, Singapore
    5. Charles Chew, Wee L.K. (2013, June 3) The Blended Approach for 21st Century Teaching 2nd Physics Education Seminar (PES) NUS High School of Mathematics & Science, Singapore

    2012
    1. Lye S.Y. Wee L.K, Matthew Ong, (2012, Day4: 29Nov, 1120-1230, 26-30 November) 73s Open Source Energy Simulation for Elementary School for conference participants , 20th International Conference on Computers in Education (ICCE 2012), National Institute of Education, Nanyang Technological University, LT5, Singapore 
    2. Wee L.K, Lye S.Y. (2012, Day3: 28Nov, 1100-1230, 26-30 November) ie4 Interactive Workshop on enabling teachers’ Pedagogy of  Building Simple Physics Models for conference participants  20th International Conference on Computers in Education (ICCE 2012), National Institute of Education, Nanyang Technological University, TR303, Singapore arXiv:1210.3412 [pdf]
    3. Ong C.W., Ng S.K., Wee L.K. (2012, Day 1: 2.5B, 1615-1700, 20-21 November) Study on the use of Virtual Lab Ripple Tank Interference Model in enhancing students’ understanding of two-source interference, Singapore International Science Teachers Conference (SISTC) 2012, Robotics Lab science centre,  Singapore
    4. Ning H.T., Wee L.K., (2012, Day 1: 1.2B, 1145-1230, 20-21 November) Using Easy Java Simulation in teaching measurement and accuracy, Singapore International Science Teachers Conference (SISTC) 2012, Mendel Room science centre,  Singapore
    5. Wee L.K (2012, 06 November, 1430-1730) INNERGY GOLD AWARD 2012 Sharing Gravity-Physics by Inquiry for ALL teachers TRASI  code 70388 re-run workshop eduLab@AST, Singapore (CANCELLED)
    6. Wee L.K, Lye S.Y. (2012, 5 November 1500-1700) Physics Easy Java Simulation Sharing by Inquiry (FOLLOW UP) for ALL teachers TRASI  code 70391-0002 (part 2/2) workshop eduLab@AST, Singapore
    7. Dennis Toh, Wee L.K., Oei H.L., Yu Y.K. (2012, 01 November, 1530-1630) ICT connection sharing, Nanyang Poly, Teacher Work Attachment Program, School of information and technology, Level 6, Room MacLab 635, Singapore
    8. Wee L.K, Lye S.Y. (2012, 30 October, 1500-1700) Physics Easy Java Simulation Sharing by Inquiry (BASIC) for ALL teachers TRASI code 70391-0001 (part 1/2) workshop eduLab@AST, Singapore
    9. Wee L.K (2012, 23 October, 1430-1730) INNERGY GOLD AWARD 2012 Sharing on Gravity Physics by Inquiry for ALL teachers TRASI code 70388 1st run workshop eduLab@AST, Singapore
    10. Wee L.K (2012, 25-26 September)  TED talk style sharing Easy Java Simulation and Tracker for Physics Education  Digital Education Show Asia , Kuala Lumpur, Malaysia.(CANCELED)
    11. Ong C.W., Ng S.K., Goh G.H., Wee L.K. (2012, 03 September, 1130-1230) Inquiry Learning with Ripple Tank Computer Model (eduLab Project)  NanYang Junior College, EduTech Seminar, Singapore
    12. Lim A.P., Goh G.S., Wee L.K., Lye S.Y. (2012, 03 September, 1430-1530) Inquiry Learning with Collision Carts Computer Model (eduLab Project) NanYang Junior College, EduTech Seminar, Singapore
    13. Wee L.K, Lee T.L. (2012, 17August, 1415-1730) Physics Subject Chapter Brown Bag Series for Senior and Lead Teachers, Using easy java simulation to build simple physics models, River Valley high School, Computer Lab 1, Singapore
    14. Wee L.K., Lim A.P., Goh G.S. (2012, 01-06 July, 1300-1430) Computer Models Design for Teaching and Learning using Easy Java Simulation PS 02.09 | Parallel Session 02.09 | Room 09 | 02.07.2012 Monday | 13:00 - 14:30 | 2012 World Conference on Physics Education Bahçeşehir Üniversitesi, İstanbul, Turkey arXiv:1210.3410 [pdf]
    15. Charles Chew, Wee L.K. (2012, 02 August) Pathways to Effective & Engaging Inquiry in Science with S1 Cluster School Leaders at Mayflower Sec, Singapore 
    16. Lim J.N., Lau S.Y., Wee L.K. (2012, 3-4 Jul) Use of Tracker for use at CPDD Beginning Teachers' (BT) workshop at 2 Umar Pulavar Tamil Lang Centre (UPTLA) Training room 3, 2 Beatty Road S(209954) 
    17. Wee L.K, Charles Chew, Kwan, Y.M. (2012, 03 May)  Gravity - Physics by Inquiry, GOLD Innergy Award, MOEHQ L24 Vista 1, Singapore  
    18. Samuel Tan, Wee L.K (2012, 17 April) ICT mentor program sharing with AST (Physics) @IT room 1 Level 4, Academy of Singapore Teachers, 2 Malan Road, Singapore
    19.  Wee L.K (2012, 16 April) Sharing on Open Source Physics Simulations with Singapore Poly lecturers @T4AT33 Room , Singapore Polytechnic 500 Dover Road Singapore 139651
    20. Wee L.K (2012, 27 March) eduLab@AST Learning Journey For iCTLT Foreign Delegates & Local Media @eduLab room level 4, Academy of Singapore Teachers, 2 Malan Road, Singapore
    21. Lee T.L.Wee L.K (2012, 30 March) Learning Physics of Sport through Video Analysis and Modeling @3rd International Conference on Teaching and Learning with Technology, iCTLT 2012, Singapore
    22. Wee L.K. Lee T.L. Jimmy Goh (2012, 29 March) Physics by Inquiry with Simulations @3rd International Conference on Teaching and Learning with Technology, iCTLT 2012, Singapore
    23. Lee T.L., Wee, L. K. (2012, 14 March) Follow up sharing with School Teachers after ETD lead sharing on Tracker 2012 Learning Physics of Sport through Video Analysis and Modeling, @ River Valley High Sch, Computer Lab 1 Singapore [PPT] from tat leong
    24. Wee L.K (2012, 23 February) 1st Physics Subject Chapter Meeting sharing on Gravity-Physics by Inquiry Innergy Award Gold 2012 winner @Subject Chapter Room 7, Academy of Singapore Teachers, 2 Malan Road, Singapore
    25. Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2.   Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA. [PDF by OSP] [PPTarXiv:1211.1118 [pdf]
    26. Jimmy Goh, Tan H.L, Wee L.K. (2012, 18 January) Promoting independent learning in the topic of Gravitation using Easy-Java Simulations @4th Instructional Programme Support Group (IPSG) Sharing, Anderson Junior College, Singapore [PPT]
    27. Wee L.K, Matthew Ong, (2012, 11 January) S5 Cluster Science Support Group Meeting Open Source Physics Easy Java Simulations tool scale up of Physics Computer Models to Primary School Curriculum @ Conference Room, Anglo-Chinese Junior, 16 Winstedt Road, Singapore

    completed events
    2011
    1. Wee L.K, Lee T.L., Samuel Tan, Leong T.K. Amos Goh, Kwan Y.M. (2011, 28 Decmember) IDM in education scale up of Physics video analysis and modeling tracker sharing to MOEHQ officers & Physics Chapter network of ST and LT, @ Ministry of Education • 1 North Buona Vista Drive, Vista Lab 18, Singapore
    2. Wee L.K. Lee T.L. Jimmy Goh (2011, 10 November) Physics by Inquiry with Simulations Design for Learning @The Academy Symposium, Academy of Singapore Teachers, Singapore [PPT]
    3. Wee L.K. Samuel Tan (2011, 15 September) Video Tracker Course @Raffles Girl's School, Singapore
    4. Wee L.K, Wong K.M., Andrew Tan, . (2011, 12 August) NZ Extended ICT Programme for ICT Mentors Pedagogical use of simulations in science education, @ Monfort Secondary School , Singapore
    5. Lee T.L., Wee, L. K. (2011, 12 August) National ICT Sharing Session 2011 Learning Physics of Sport through Video Analysis and Modeling, @ Kranji Sec Sch, Singapore [PPT] [PPT] from tat leong
    6. Mathew Ong, Wee, L. K., Grace Dong, Lindy Chia, Niam H.P. (2011, 01 August) ETD@CrADLe Conference 2011 Workshop on SDL and CoL 2011 @ Crescent Girls' Sch, Singapore
    7. Wee S.L., Tan, C.M., Chua M.C., Wee L.K. (2011,18 July) School Leader Seminar 2011, Workshop Room 2, NUS, Faculty of Engineering, LT7A, Singapore
    8. Wee,L.K. Lak Y.H. (2011,07 July) Blended Learning Workshop @National Junior College NJC, Bytz Room, Singapore [PPT]
    9. Charles Chew, Wee,L.K. and Kam Y.H.(2011,07 July) Hybrid Learning Model for Meaningful Blended Learning: An Electromagnetic Induction Exemplar for transforming science instruction in Today’s “Classroom”, Blended Learning Workshop @National Junior College NJC, Bytz Room, Singapore
    10. Lee T.L., Wee, L. K. (2011, 21 June) ICT mentor program Homecoming sharing on Video Analysis and Modeling for Physics Education, Academy of Singapore Teachers, Singapore [PPT] from tat leong
    11. Wee, L. K., Samuel Tan, (2011, 21 June) ICT mentor program Homecoming sharing Birds of the feather on Simulations for Science Education, Academy of Singapore Teachers, Singapore
    12. Wee L.K., Lak Y.H, Teh L.H. (2011, 03 June) Blended Learning @ 2011 Science Teachers Seminar West Zone Center of Excellence COE @ River Valley high School RVHS, Singapore
    13. Wee L.K. Lee T.L. (2011, 01 June) Video Analysis and Modeling Tool for Physics Education: A workshop for Redesigning Pedagogy at 4th Redesigning Pedagogy conference workshop on Video Analysis and Modeling for Physics Education, National Institute of Education, Nanyang Technological University, Singapore [PDF] to be available from NIE [PPT] arXiv:1207.0220 [pdf]
    14. Lak Y.H.,Wee,L.K. (2011,16 May) One approach of blended learning for professional development used by ETD @Academy of Singapore Teachers, Singapore [PPT]
    15. Wee, L. K. (2011, 19 January) presentation on using Easy Java Simulation, 3rd Instructional Program Support Group (IPSG) Physics, Anglo-Chinese Junior College, Singapore [PPT]
    16. Charles Chew, Wee, L. K, Tsoi M.F., Tan K.C. (2011, 19 January) presentation on Branded Blended Learning (BBL): The TSOI Model for Electromagnetic Induction & its applications, 3rd Instructional Program Support Group (IPSG) Physics, Anglo-Chinese Junior College, Singapore [PDF]
    17. Lee T.L., Wee, L. K. (2011, 19 January) workshop on investigation of the kinematics of a falling ball through Video Analysis and Modeling , 3rd Instructional Program Support Group (IPSG) Physics, Anglo-Chinese Junior College, Singapore [DOC]

    2010
    1. Wee, L. K., Lee T.L. & Charles Chew (2010, 23-24 November) Workshop Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool, Singapore Science Center, Singapore 1st Science Teacher Conference. [PPT]
    2. Wee, L. K. (2010, 03 November) eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker, Jurong Junior College, Singapore, eduLab mass briefing. [PPT]
    3. Wee,L. K., Tan Y.H. (2010, 08 Sept) The ICT Connection eduTech Seminar , Nanyang Junior College , Sinagpore [PPT]
    4. Lak Y.H, Wee L.K., Teh L.H. (2010, 04 August) Blended Approach for PD for South Zone Cluster @ Zhong Hua Pri School, Singapore
    5. Wee, L. K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA. [PPT] arXiv:1210.5002 [pdf]
    6. Wee, L.K., Samuel Tan (2010, 20 May) ICT mentor sharing secondary science on video analysis using Tracker held at River Valley High School, Singapore
    7. Wee, L.K., Samuel Tan (2010, 14 May) ICT mentor sharing secondary science on video analysis using Tracker held at Queensway Secondary School, Singapore
    8. Wee, L. K. (2010, 30 March) Harnessing Open Source Physics ( Easy Java Simulation Builder ) tools Workshop held at Ed Tech Seminar 2010 in Hwa Chong Institution Singapore.

    2009
    1. Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. [PDF] [DOC] [PPT] arXiv:1207.0219 [pdf]


    Open Source Physics Simulations


    1. Wee, L. K. (2012). Geostationary Earth Orbit Satellite Model. [Computer software] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11775&DocID=2634
    2. Wee, L. K. (2012). Tracker Video Analysis: Bouncing Ball. [worksheet, video and trk file] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11705&DocID=2583
    3. Hwang, F.-K., & WEE, L. K. (2011). Direct Current Electrical Motor Model[Computer software].. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11529&DocID=2476
    4. Hwang, F.K, & WEE, L.K. (2011). Newton's Cradle Applet [Computer software]. Retrieved July 26, 2011, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2195.0
    5. WEE, L.K (2011). Up and Down Bouncing Ball Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/document/ServeFile.cfm?ID=10817&DocID=2186&Attachment=1
    6. WEE, L.K., & Esquembre, F. (2010). Lorentz force on a current carrying wire java applet [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10543&DocID=2053
    7. Hwang, F.K., & WEE, L.K. (2010). Cyclotron in 3D Model (Version 10/12/2010) [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/items/detail.cfm?ID=10527
    8. Hwang, F.K., WEE, L.K. & Christian, W (2009). Vernier Caliper Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9707&DocID=1445
    9. Hwang, F.K., WEE, L.K. & Christian, W (2009). Micrometer Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9422&DocID=1315
    10. Hwang, F.K. & WEE, L.K (2009). Blackbody Radiation Spectrum Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9387&DocID=1292

    Lessons Submission Published in The ICT Connection, A Masterplan in ICT Education mp3 initiative


    1. Ning H.T & Wee L.K. (2012) Virtual Laboratory and Real Equipment Vernier Caliper and Micrometer Retrieved 29 Feb, 2012, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=918 & http://weelookang.blogspot.com/2012/01/vernier-calipers-with-njc-class-307.html
    2. Goh, J., & Wee, L. K. (2011a). Virtual Laboratory Gravitational Field & Potential of 2 Mass Model Retrieved 17 Nov, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=722 and http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-field.html
    3. Goh, J., & Wee, L. K. (2011b). Virtual Laboratory Gravitational Field & Potential of Earth and Moon Retrieved 17 Nov, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=721 and http://weelookang.blogspot.com/2010/08/ejs-open-source-gravitational-field_10.html
    4. Goh, J., & Wee, L. K. (2011c). Virtual Laboratory of Geostationary Satellite around Earth Model Retrieved 17 Nov, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=720 and http://weelookang.blogspot.com/2010/07/ejs-open-source-geostationary-satellite.html
    5. Goh, J., & Wee, L. K. (2011d). Virtual Laboratory of Kepler's Third Law Solar System Model Retrieved 17 Nov, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=718 and http://weelookang.blogspot.com/2011/06/ejs-open-source-kepler-3rd-law-system.html
    6. Sim, K. S., & Wee, L. K. (2011). Virtual Laboratory of Direct Current Electrical Motor Model Retrieved 31 August, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=643 and http://weelookang.blogspot.com/2010/06/ejs-open-source-direct-current.html
    7. 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 and http://weelookang.blogspot.com/2011/03/tracker-scaling-in-yishun-junior.html
    8. Lee, T. L., Wee, L. K., Cheng, S. S. S., & Wong, J. P. (2010). Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts Retrieved 02 June, 2010, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18 and http://weelookang.blogspot.com/2010/06/ejs-open-source-java-applet-1d.html
    9. 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 and http://weelookang.blogspot.com/2010/03/learning-physics-through-video-analysis.html
    10. Tan, B., Khor, D., Tay, D., Wee, L. K., Teo, C. L., & Yap, F. F. (2010). Computer Supported Learning in Circular Motion Concept Mapping and Simulations Retrieved 31 August, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=704 andhttp://weelookang.blogspot.com/2010/07/lesson-on-circular-motion-with-acjc.html
    11. Loh, S. B., Quek, S. L., Wee, L. K., Teo, C. L., & Yap, F. F. (2010). Computer Supported Learning in Gravitational Motion Concept Mapping and Simulations Retrieved 31 August, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=706 and http://weelookang.blogspot.com/2010/08/lesson-on-gravitational-motion-with-pjc.html
    12. Teh, L. H., Liaw, A., Lin, J., Teo, B. L., Neo, C., Tan, D., . . . Teo, C. L. (2010). Video-based anchored instruction to enhance student-centered learning of heat Retrieved 31 August, 2011, from http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=550 and http://weelookang.blogspot.com/2011/05/2011-science-teachers-seminar-west-zone.html


    Awards and Nominations
    1. Nomination: MOE excellence service award 2012
    2. Public Service PS21 Excel Awards Best Ideator  2012 MOEHQ only Gold award 
    3. Academy Awards for Professional Development 2012 Associate Award
    4. Innergy Award Winner 2012 (Gravity-Physics by Inquiry) Gold Award
    5. Innergy Award Winner 2012 (Bringing Innovative Ideas to Practice Through Propel-T Projects) Gold Award
    6. Innergy Award Winner School Commendation 2011 (Learning Physics through video analysis RVHS) Commendation
    7. Finalist: Innergy Award 2011 Hybrid Learning Model for Meaningful Blended Learning
    8. Nomination: PS21 Excel Awards Outstanding Activist 2011
    9. Appreciation Award by Academy of Singapore Teachers 2011
    10. Public Service Excellence in Service Award (EXSA) Star 2011
    11. Public Service Excellence in Service Award (EXSA) Gold 2010
    12. Public Service Excellence in Service Award (EXSA) Silver 2009 

    Media:




    31 public officers, agencies awarded at PS21 ExCEL Convention November 2012  http://www.straitstimes.com/breaking-news/singapore/story/awards-public-sector-projects-20121115 By Feng Zengkun



    http://www.ida.gov.sg/insg/post/Translating-ideas-into-practice-at-eduLabAST.aspx iN.SG Newsletter - Translating ideas into practice at eduLab@AST 1Total Translating ideas into practice at eduLab@AST May 1, 7:10PM "Living lab" allows teachers to experiment with technologies before trying them out in schools.

    http://intranet.moe.gov.sg/orgdevdiv/newsletter/Aspire%20May_12.pdf ASPIRE is a quarterly MOE HQ newsletter issue 16 May 2012 Page 2










    SMS by ex-student T Wee, thanks! My Paper May 2012 featured Lawrence Wee analysis as objective and evidence based, using daily affairs to make physics useful to everyday life scenarios serves to make students think for themselves to use evidences to support their claim in the act of being critical and scientific. Photo by Tracy Wee (ex-student) on Facebook http://weelookang.blogspot.sg/2012/05/what-evidence-of-speed-ferrari-was.html


    My Paper May 2012 featured Lawrence Wee analysis as objective and evidence based, using daily affairs to make physics useful to everyday life scenarios serves to make students think for themselves to use evidences to support their claim in the act of being critical and scientific. Photo by Tracy Wee (ex-student) on Facebook http://weelookang.blogspot.sg/2012/05/what-evidence-of-speed-ferrari-was.html
    http://singaporeseen.stomp.com.sg/stomp/sgseen/this_urban_jungle/1109242/ferrari_crash_physics_teacher_calculates.html  Ferrari crash: Physics teacher calculates that sports car was speeding at 140km/h 17 May 2012

    http://motoring.asiaone.com/Motoring/News/Story/A1Story20120517-346558.html Ferrari was traveling at 140kmh: Ex-physics teacher 17 May 2012 by dassa@sph.com.sg
    http://news.asiaone.com/News/Latest%2BNews/Singapore/Story/A1Story20120518-346624.html Call for curbs on illegal street racing my paper Friday, May 18, 2012 by ethanlou@sph.com.sg

    Open Source Physics Interview with Loo Kang by 88.3FM (shu hui) on 27th April 2012

    Loo Kang receiving the gold innergy award from Minister Heng, photo (left) and 43 seconds of the Excel Fest March 2012 Highlights video  http://www.youtube.com/watch?v=RCYTwADn8sE 

    on MOE press release http://www.moe.gov.sg/media/press/files/2012/03/ictlt-2012-annex-a.pdf



    模拟软件让课堂“动”起来 an article by王珏琪 http://www.zaobao.com.sg/sp/sp120330_024.shtml on lianhe zaobao the impact of the Open Source Physics eduLab project lead by Loo Kang (30th March 2012). Scanned newspaper by Tat Leong












    Thursday, December 27, 2012

    Physics Easy Java Simulation for Primary School by engrg1

    Update:
    Date: 30 April 2013
    Time: 1500-1700

    i am fortunate to be a co-instructor for this 2 hour TRASI listed workshop 2013 2Q.
    will post more details are the date is closer as provided by engrg1!
    http://iwant2study.org/easyjava by @engrg1

    Physics Easy Java Simulation for Primary School by engrg1

    In this workshop, the participants will learn about the pedagogical affordances of the simulations and how they can use them in their classroom teaching.

    With the interactivity and multiple representation (i.e., graphical and numerical representation) features, computer simulations offer opportunities in the teaching of science.  Most of the simulations found on the Web are meant for older students and there is little simulations designed for the primary school students. In this workshop, you can find out more about the specially customized simulations by ETD for use in Primary School and how you can use them in an inquiry-based lesson.
    The simulations can be found in

    http://iwant2study.org/easyjava

    By the end of the session, participants should be able to:
    (1) design a guided inquiry based lesson based on one of the simulation
    (2) apply the pedagogical affordances of the simulations to their science teaching
    (3) design an assessment-for-learning lesson based on one of the simulation

    (1) Simulations in Science – Affordances and its use
    (2) Why the need to customize the simulations?
    (3) Customized Simulation in Primary School Science
    (4) Discussion about the simulations (about 2 to 4)
    (5) Hands-On and design lesson using guided inquiry approach

    With the use of computer simulations, the students can learn with technology (i.e., technology-as-partner in learning) . These simulations serve as cognitive tools and helps in cognitive processing (e.g., the representation of data in table or graphic form). With this ability to share cognitive load, the simulations, thus, free up the students’ cognitive resources and aid them to focus on higher order thinking skills (e.g., analyzing the results). Computer simulation offers multiple representation (e.g., word, pictures, diagrams, graphs and table of values) of the same or related concepts which can possibly help to facilitate the students’ in understanding of abstract science concepts.  Another affordance of computer simulation is interactivity. Such interactivity allows the students to manipulate the experimental variables to test their hypothesis and thus providing them with scaffolding to discover science concepts on their own. With these affordance, the students can achieve monitoring and management of their learning (i.e., look for more information in the simulation to understand concept and try different ways to solve problems on his own)

    (1) Student engage in guided inquiry lesson with the help of the simulations

    Using simulations, modeled closely after real Physics phenomena, in their classroom practice. Such simulations have the potential to bring about bring about a deeper conceptual understanding of the Physics Concepts at Primary School level.

    Friday, December 21, 2012

    eduLab project briefs 2013

    having fun in the lift thanks to Des Low for the photo.
    Update 29 January 2013
    Learning Outcome: To be like scientists to actively investigate phenomena modeled in customized computer models, and interactively visualize physics and deepen inquiry through guided mathematical analysis & modeling.
    Audience: Junior College Students
    Pedagogy: Inquiry (Guided)
    Technology: Java and Java 3D
    Toolkit: Easy Java Simulation
    Title: Java Simulation Design for Learning and Teaching

    Thanks to cindy for the draft.

    Java Simulation Design for Teaching and Learning
    By River Valley High, Yishun Junior College, Innova Junior College, Anderson Junior College and Serangoon Junior College,, supported by eduLab learning designers

    Project Investigator
    Mr. Xu Weiming, Physics Teacher, River Valley High

    Project Information
    This project aims to increase student’s appreciation and efficacy in handling multi-variable phenomena and concepts, with a view of improving students’ understanding of challenging concepts in physics, through customized computer models. Applying the guided inquiry approach to learning, these computer models are used to bridge the gap between theory and reality, providing students with visual and relevant representations of physics concepts.

    In 2012, more than 2000 students from 5 schools, with the aid of 39 teachers, benefited from the 6 lesson packages featuring 9 computer models. Both students and teachers gave positive feedback. For instance, teachers shared that the benefits of this way of learning are as follows; 1) become like scientists to actively investigate phenomena and deepen inquiry through mathematical analysis & modeling (Brown & Christian, 2011; Hwang & Esquembre, 2003; L. K. Wee, Chew, Goh, Tan, & Lee, 2012), 2) interactively visualize physics through multiple representations (Wong, Sng, Ng, & Wee, 2011) especially for invisible and very large scale concepts 3) aid and appreciate theory generation and pattern recognition from of ‘real life annoyances’ free (Lenaerts & Wieme, 2004) accurate computer models. On the other hand, of the 506 students surveyed about 60 % agreed and strongly agreed (30% neutral and 10% disagree) that they enjoyed learning this way due to the increased interactive engagement (Hake, 1998) that is afforded from inquiry-based student-centric learning with computer models (Christian, Esquembre, & Barbato, 2011; Lye & Wee, 2012; L. K. Wee, 2012; L. K. Wee & Goh, 2013; L. K. L. Wee et al., 2012).

    For more information regarding the project, please contact the eduLab learning designers, Mr. Wee Loo Kang at wee_loo_kang@moe.gov.sg or Miss Lye Sze Yee at lye_sze_yee@moe.gov.sg.

    Project Artifacts
    1. Java Applets for Physics
    https://sites.google.com/site/lookang/home

    Reference:


    1. Brown, D., & Christian, W. (2011, Sept 15-17). Simulating What You See. Paper presented at the MPTL 16 and HSCI 2011, Ljubljana, Slovenia.
    2. Christian, W., Esquembre, F., & Barbato, L. (2011). Open Source Physics. Science, 334(6059), 1077-1078. doi: 10.1126/science.1196984
    3. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. doi: 10.1119/1.18809
    4. Hwang, F. K., & Esquembre, F. (2003). Easy java simulations: An interactive science learning tool. Interactive Multimedia Electronic Journal of Computer - Enhanced Learning, 5.
    5. Lenaerts, J., & Wieme, W. (2004). Developing ICT based Learningware for Physics. Paper presented at the New Educational Benefits of ICT in Higher Education, Rotterdam: Erasmus Plus BV.
    6. Lye, S. Y., & Wee, L. K. (2012). Open Source Energy Simulation for Elementary School. Paper presented at the 20th International Conference on Computers in Education arXiv preprint arXiv:1211.7153, Singapore. http://arxiv.org/abs/1211.7153
    7. Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3), 301.
    8. Wee, L. K., Chew, C., Goh, G. H., Tan, S., & Lee, T. L. (2012). Using Tracker as a pedagogical tool for understanding projectile motion. Physics Education, 47(4), 448.
    9. Wee, L. K., & Goh, G. H. (2013). A geostationary Earth orbit satellite model using Easy Java Simulation. Physics Education, 48(1), 72. doi: 10.1088/0031-9120/48/1/72
    10. Wee, L. K. L., Lim, A. P., Goh, K. S. A., Lye, S. Y., Lee, T. L., Xu, W., . . . Lim, K. Y. T. (2012). Computer Models Design for Teaching and Learning using Easy Java Simulation Paper presented at the The World Conference on Physics Education Istanbul, Turkey.
    11. Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.

    Thursday, December 20, 2012

    innergy award writeup 2013 Physics by Inquiry with Open Source Physics

    Update:
    Only a finalist, no award :(


    innergy award writeup 2013 Physics by Inquiry with Open Source Physics (OSP).

    Download provided by Dropbox
    For ease of seeding, scaling up and sustaining educational practices for the benefit of all humankind. Each computer model is created by their respective authors and need to be credited on your website for future sharing! Creative commons attribution licensed.

    1. ejs_Ripple_Tank_Interferencewee07try.jar Ripple Tank Model (Wee, Duffy, Aguirregabiria, & Hwang, 2012)
    2. ejs_FallingMagnetWithFieldLines06.jar Solenoid Model (Wee, Esquembre, & Lee, 2012)
    3. ejs_Momentum1D2010web03.jar Ideal Collision Carts Model (Wee & Esquembre, 2008)
    4. ejs_Momentum1DForceModel01.jar  Realistic Collision Carts Model (Wee, Esquembre, & Lye, 2012)
    5. ejs_WaveFunctionPlotterSuperpositionwee01.jar Superposition Wave Model (Wee, Christian, & Hwang, 2009) 
    6. ejs_AAPTVernierCaliper.jar Vernier Caliper Model  (F.-K. Hwang & Wee, 2012b)
    7. ejs_Micrometer02.jar Micrometer Model (F.-K. Hwang & Wee, 2012a)
    8. ejs_ThinLenModel02.jar Thin Lens Model (Wee & Hwang, 2012)
    9. ejs_users_sgeducation_engrg1_Roller4_RollerCoasterV4.jar Singapore Roller Coaster Model (Gallis & Lye, 2012)


    Abstract:
    Physics is difficult in the absence of experimenting with the physical phenomena, where real equipment setup could be time-consuming, complex and expensive for personalized learning. We finer customized 8 well designed computer models that are based on real data, syllabus-customized, free and rapidly-prototyped with Open-Source-Physics researchers-educators to serve as tools for interactive inquiry.
    Our research suggests students’ enactment of investigative learning like scientist is now possible, where physics is meaningfully fun. 
    Scaling up through teacher leadership approach includes MOEHQ nexus to 360 schools, NRF-MOE-eduLab 5 schools, Physics-Senior-Teachers network 47 schools, 15 national-international conferences, scholarly journal and digital libraries publications.


     A.  Unique and truly fundamental breakthrough
    Imagine getting students to conduct inquiry into physical system such as water ripple tank (Figure 1), falling long magnet in a long solenoid (Figure 2), ideal and realistic (Figure 3) collision carts, superposition waves (Figure 4), vernier caliper (Figure 5) and micrometer (Figure 6), converging lens (Figure 7), roller coaster (Figure 8). Typically, it would be financially expensive to equip every student with a personalized learning tool void of real life annoyances (Lenaerts & Wieme, 2004) for more targeted concept generalization and inquiry. In addition, a 2012 Innergy GOLD “Gravity-Physics by Inquiry” winner-awarded, also uses the same innovation process that already established the viability of use of computer models (innovation products) for nearly impossible inquiry into gravity related concepts such as solar system (Timberlake & Wee, 2011),  geostationary satellite (Wee & Esquembre, 2010) and gravity concepts of small masses (Wee, Duffy, & Hwang, 2012a) and Earth-Moon (Wee, Duffy, & Hwang, 2012b) system. These eight models and the four gravity-physics model are part of a library of 75 models rapidly added and customized; clearly demonstrate teacher-researchers finer customizing simulations as innovative tools for student centered physics by inquiry with computer models activities.


    Figure 1.    Ripple Tank Model (Wee, Duffy, Aguirregabiria, & Hwang, 2012) with simplified physics equations modeled, realistic 2D and 3D (shown) visualizations, hints and scientific measurement tools for inquiry activities and data gathering for inquiry learning Dropbox: ejs_Ripple_Tank_Interferencewee07try.jar
    Figure 2.    Solenoid Model (Wee, Esquembre, & Lee, 2012) with accurate physics modeled into the simulation, realistic 3D visualization, micro representation of electrons movement, scientific graphs for data collection for inquiry learning  Dropbox ejs_FallingMagnetWithFieldLines06.jar

    Figure 3a.    Ideal Collision Carts Model (Wee & Esquembre, 2008) (left) with idealized physics modeled into the simulation, with simple side view, table of data and scientific graphs for data collection for inquiry learning and Realistic Collision Carts Model (Wee, Esquembre, & Lye, 2012) (right) with realistic collision physics modeled into the simulation based on teacher feedback and needs.Dropbox: ejs_Momentum1D2010web03.jar

    Figure 3b.    Ideal Collision Carts Model (Wee & Esquembre, 2008) (left) with idealized physics modeled into the simulation, with simple side view, table of data and scientific graphs for data collection for inquiry learning and Realistic Collision Carts Model (Wee, Esquembre, & Lye, 2012) (right) with realistic collision physics modeled into the simulation based on teacher feedback and needs.Dropbox: ejs_Momentum1DForceModel01.jar

    Figure 4.    Superposition Wave Model (Wee, Christian, & Hwang, 2009) with 2 progressive waves modeled by mathematics equations, with simple side view, inquiry learning, customized based on teachers’ teaching needs Dropbox: ejs_WaveFunctionPlotterSuperpositionwee01.jar

    Figure 5.    Vernier Caliper Model  (F.-K. Hwang & Wee, 2012b) with accurate physics modeled into the simulation, with simple 2D visualization, different objects, different zero-errors, different vernier scales, hints and assessment for learning input field, complimenting real equipment Dropbox ejs_AAPTVernierCaliper.jar 

    Figure 6.    Micrometer Model (F.-K. Hwang & Wee, 2012a) with accurate physics modeled into the simulation, with simple 2D visualization, different zero-errors, hints and assessment for learning input field, complimenting real equipment Dropbox: ejs_Micrometer02.jar  

    Figure 7.    Thin Lens Model (Wee & Hwang, 2012) with simplified physics modeled into the simulation, with 2D visualization, different light rays representations, typical real life applications for experiential inquiry learning Dropbox: ejs_ThinLenModel02.jar
    Figure 8.    Singapore Roller Coaster Model (Gallis & Lye, 2012) with the original model being customized for use in Singapore Primary School with consistent color scheme, removing extraneous information (like normal reaction force and acceleration), maximum and minimum height details (necessary for Primary Science) and modification of Energy bars. Dropbox: ejs_users_sgeducation_engrg1_Roller4_RollerCoasterV4.jar
    It would be a great financial burden to equip classroom full of students with each learner using rather expensive real equipments (see B1: estimated at SGD 1707 per student) and not forgetting some real life physics phenomena could be very complicated to setup or/and observe thus requiring a simplified learning environment –tool for more targeted and productive physics by inquiry.
    Thus, we believe that there is justification to put the students in a position to conduct virtual experiments using teacher-researcher created computer models (Psycharis & Aspaite, 2008), or in short, simulations, and augmented with real equipment for associated learning where possible.


    In addition, our computer models are unique solutions to classroom learning because they are:
    1. Realistic Models: they are designed based on real data, widely accepted as accurate and appropriate models by the Open Source Physics (OSP) researcher community (Belloni, Christian, & Mason, 2009; Christian, Esquembre, & Barbato, 2011).
    2. Low-cost and customized according to our syllabus in Primary (serious lacking as reviewed by Smetana (Smetana & Bell, 2011, p. 1343)), Secondary and Pre-University levels to address the difficult concepts in physics-by-inquiry commonly encountered by our students: A series of customized computer models as shown in Figure 1, Figure 2, Figure 3, Figure 4, Figure 5, Figure 6, Figure 7 and Figure 8 are created to be flexible, customizable and tailored to the teachers’ interests, needs and pedagogical approach and flavor (Esquembre, 2002). Through collaborative lesson co-design process with teachers and without additional financial funding from MOEHQ or schools, we used a commonly used among physics professors free authoring tool called Easy Java Simulation (Esquembre, 2004, 2012) to situate our innovation products and process.
    3. Innovative Global Community Product and Process: eight computer models in a decentralized innovation (Ito, 2011) were rapidly created, deployed, improved and  fluidly supported by research community through the internet. There are about 75 computer models covering different topics in Physics created in this innovative process, all free of charge and probably well used around the world to improve physics by inquiry.  
    B.  Awareness of existing practice
    Existing practice(s) include
    B1.    Real life setup could be expensive (Annex B1 estimated at SGD 1707 per student), require a lot of time to setup, trouble-shoot, observe and collect data, prone to wear and tear.
    B2.    Free software (Annex B2) generally is not as well designed and cannot be further customized to Singapore school context.
    B3.    Researcher created free software (Annex B3) such as is able to simulate lots of systems but not the same models as our own customized to Singapore Physics Syllabus.
    Thus, we have justified our claim that it is prohibitive to enable personalized self directed (Tan, Shanti, Tan, & Cheah, 2011) inquiry learning (MOE, 2011), a key initiative from Ministry of Education (MOE) with existing practices listed due to heightened barriers of B1 expensive (estimated at SGD 1707 per student) real equipment excluding data-logging equipments,  B2 and B3, does not allow teachers to customize the models, thus unable to use them specifically for Singapore curriculum learning outcomes.
    A pedagogical caution is to note that we advocate the use of simulations to augment complementarily with real equipment, supporting and deepening where real equipments cannot support inquiry as clearly, as conveniently and as cheaply.   
    We harness the power of the pull (Hagel III, Brown, & Davison, 2010) and create these 8 and a total of 75 (not reported here including the 4 gravity-physics by inquiry GOLD innergy award 2012) computer models learning through the internet with physicists of the world, instead of planning and outsource the creation of computer models to vendors at high cost and later faced scaling up (Chris Dede, 2007) issues, potential copyrights infringement etc.

    C. Rigor of research and deliberation
    The process to conceptualize and develop the innovation started in 2007 when Loo Kang found the open source physics (OSP) community and through his teacher leadership (MOE, 2009b), with the view to bring world class OSP computer models into Singapore and the world’s classrooms.
    Evidence-based research can be found from many journals in the effective use of computers as simulations (Choi & Gennaro, 1987; Christian & Esquembre, 2007; Clariana, 1989; Esquembre, 2004; Fiolhais & Trindade, 1998; F. K. Hwang & Esquembre, 2003; Y. Lee, 2009; Y. Lee, Guo, & Ho, 2008; Rieber, 1996; Spernjak, Puhek, & Sorgo, 2010; Tomshaw, 2006; Trindade, Fiolhais, & Almeida, 2002; Wong, Sng, Ng, & Wee, 2011).
    Recent advances of use of computer model research by the PhET project at the University of Colorado (W. Adams et al., 2008; W. K. Adams, 2010; McKagana et al., 2008; K. Perkins et al., 2006; K. K. Perkins, Loeblein, & Dessau, 2010; PhET, 2011; Weiman & Perkins, 2005; C. E. Wieman, Adams, Loeblein, & Perkins, 2010; Carl E. Wieman, Adams, & Perkins, 2008; Carl E. Wieman, Perkins, & Adams, 2008) supports our research on computer models. (Ohio-State-University, 2010) recently “found that people who used computer simulations to learn about moon phases understood the concepts just as well -- and in some cases better - than those who learned from collecting data from viewing the moon”. This seems to suggest it is likely our research on physics by inquiry with computer models could possibly lead to better conceptual understanding as well.
    We immerse in discussions forums mainly on NTNU Java Virtual Lab (F.-K. Hwang, 2010) and OSP (Christian, 2010) and network learn in these communities (Hord, 2009). This is how we initiated teacher-lead process in network learning with the world’s best computational physicists as in Figure 9 since 2007 and lesson intervention in 2012.


    Figure 9.    Simplified timeline showing research and development at NTNU Java Virtual Lab (F.-K. Hwang, 2010) and OSP (Christian, 2010) from 2007 to 2011 and intervention at various schools, Anderson JC, Innova JC, National JC, Serangoon JC, Yishun JC, River Valley High School, Raffles Girls School, Beacon Primary with sharing on ICT connection edumall and 3 local (3rd EduTech Seminar, Singapore International Science Teacher Conference, 20th International conference computer in education) and 2 overseas conferences (American Association Physics Teacher Winter Meet 2012 and 1st World Conference Physics Education), research journal publication at Institute of Physics - Physics Education
    We also submit our Digital computer models to the Open Source Physics Library (peer-reviewed by Physics Professors) based in USA as well as publishing journal papers in Institute of Physics (IOP) Physics Education journal based in United Kingdom, ensuring research rigor and acceptance by the Physics research community.
    Furthermore, educational research and computer models from the OSP community provided suitable ‘templates’ for our computer models to be derived or remixed from, in some way ‘guaranteed’ scientific validity in our models.
    We are pleased to report that OSP recently received the Science Prize for Online Resources in Education (SPORE) Prize (Christian, et al., 2011) honored by Science Magazine established to encourage innovation and excellence in education, in the use of high-quality on-line resources by students, teachers, and the public of the world. This is a piece of good news for us too as we are active contributor(s) to the OSP digital library since 2009 with 10 out of the 550 computer models/resources shared world-wide through the OSP website for free, benefiting humankind regardless of race, language or religion.

    D. Effectiveness of addressing problem
    Steps innovation on each of the 8 computer models, are highlighted in brief as below.

    D1.    Interference Model: Ripple Tank Model  (Duffy, 2010) by Professor of Physics, Boston University, USA served as the template for our Ripple Tank Model  (Wee, Duffy, Aguirregabiria, et al., 2012) (see Figure 10).


















    Figure 10.    Interference Model: Ripple Tank (Duffy, 2010) (left) and our customized model (Wee, Duffy, Aguirregabiria, et al., 2012) (right) notice our model is customized to Singapore syllabus and can simulate in 3D, with design ideas like incoherent option, teacher suggested hints and scaffolds, interference intensity patterns etc.


    Innovation/Contribution includes
    1. Added 3D visualization for improved association to real equipment.
    2. Added incoherence sources option for inquiry learning, we are probably a world first to create this design idea.
    3. Added targeted hints and scaffolds to the generalization rule so that the trend is more obvious to novice learners.
    4. Added instantaneous and average intensity interference patterns for association to light phenomena.
    5. Added legends so that the graphical representations have numbers for mathematical association.
    6. Contributed and accepted by Wikipedia community the texts write-up and animated pictures of our model (see H2), benefiting global audience.
    D2.    Magnet Falling Through Ring Model (Esquembre, 2010) by Professor of Mathematics, University of Murcia, Spain, served as the template for our Long Magnet Falling Through Solenoid Model (see Figure 11).





























    Figure 11.    Magnet Falling Through Ring Model (Esquembre, 2010) (left) and our customized model (Wee, Esquembre, & Lee, 2012) (right), notice the customization created to suit our own learning and teaching objectives.


    Innovation/Contribution includes:
    1. Added codes to enable the magnet and solenoid to be long instead of point source which allows similar exploration like real experiment.
    2. Added menu of variables previous not available on the original model to allow inquiry learning and messing around (Jonassen, Howland, Marra, & Crismond, 2008) learning.
    3. Added codes such that laws of physics are still obeyed while able to allow difficult to experience experiment of short magnet in long solenoid.
    4. Co-designed activity with school teachers to further suit and enhance learning

    D3. Collision in one dimension Model (Esquembre, 2009) by Professor of Mathematics, University of Murcia, Spain served as the template for our Collision Carts Model (Wee, 2012; Wee & Esquembre, 2008; Wee, Esquembre, & Lye, 2012) (see Figure 12).



    Figure 12. Collision in one dimension Model  (Esquembre, 2009) (left) and our customized model (Duffy & Wee, 2010; Wee, 2012; Wee & Esquembre, 2008; Wee, Esquembre, & Lye, 2012)  (right) notice vast amount of customization and design features.


    Innovation/Contribution includes:

    1. Contextualize collision carts with springs or sticky tape for closer association to real equipment.
    2. Added table of data, scientific graphs, mathematical equations, variables for inquiry 
    3. Added assessment for learning game-engine  
    4. Re-programmed with option for realistic spring that laws of physics obeyed for better sense making while playing with the model
    5. Co-designed activity with school to further suit and enhance learning



    D4. Wave Function Plotter Model (Christian, 2008) by Professor of Physics, Davidson College, USA served as the template for our Wave Model (Wee, et al., 2009) (see Figure 13).



    Figure 13. Wave Function Plotter Model (Christian, 2008) (left) and our customized wave model (Wee, et al., 2009) (right) notice student generated functions of 2 waves and their resultant waveform, customized with teacher inputs on closer association to pen paper representations.


    Innovation/Contribution includes:

    1. Added on to create 2 waves and its resultant.
    2. Added step function to closely resemble what the lecture notes pen paper representations.
    3. Co-designed activity with school to enhance learning example like the progressive dot to aid novice learners visualize.


    D5. Vernier caliper Model (F.-K. Hwang, 2007b) by Professor of Physics, Normal Taiwan Normal University, Taiwan served as the template for our Vernier caliper Model (F.-K. Hwang & Wee, 2012b) (see Figure 14).





    Figure 14. Vernier caliper Model (F.-K. Hwang, 2007b) (left) and our customized Vernier caliper Model  (F.-K. Hwang & Wee, 2012b) (right) notice the usefulness of tool is dramatically increased with hints, different objects and usages, zoom in and input field for assessment of learning




    Innovation/Contribution includes:

    1. Added on to hints on top scale and zero errors.
    2. Added different objects and usages (external, internal and depth measurement).
    3. Zoom in for teacher direct instruction using projector and screen
    4. Assessment for learning through input field and targeted feedback


    D6. Micrometer Model (F.-K. Hwang, 2009) by Professor of Physics, Normal Taiwan Normal University, Taiwan served as the template for our Micrometer model  (F.-K. Hwang & Wee, 2012a) (see Figure 15).



    Figure 15. Micrometer Model (F.-K. Hwang, 2009) (left) and our customized Micrometer model  (F.-K. Hwang & Wee, 2012a) (right) notice the usefulness of tool is dramatically increased with hints, random sized object, zoom in and input field for assessment of learning. 

    Innovation/Contribution includes:
    1. Added on to hints on main and micrometer scale and zero errors.
    2. Added random sized object.
    3. Zoom in for teacher direct instruction using projector screen
    4. Assessment for learning through input field and targeted feedback.

    D7. Relation 1/p+1/q=1/f Model (F.-K. Hwang, 2007a) by Professor of Physics, Normal Taiwan Normal University, Taiwan served as the template for our Lens Model (Wee & Hwang, 2012) (see Figure 16).






























    Figure 16. Relation /p+1/q=1/f Model (F.-K. Hwang, 2007a) (left) and our customized Lens Model (Wee & Hwang, 2012) (right) notice vast difference in customization such as real life application, hints, different rays representation.

    Innovation/Contribution includes:

    1. Added real life applications.
    2. Added hints such as real, magnification, inverted type and side.
    3. Added rays diagrams with arrows heads for closer association to pen paper representation.

    D8. Roller coaster Model (Gallis, 2008) by Professor of Physics, Penn State Schuylkill University, USA served as the template for our Singapore Roller Coaster Model (Gallis & Lye, 2012) (see Figure 17).



    Figure 17. Roller coaster Model (Gallis, 2008) (left) and our customized Singapore Roller Coaster Model (Gallis & Lye, 2012) (right) notice simple interface with normal force and acceleration hidden, maximum and minimum height and energy bars modified to Singapore Primary school. 
    Innovation/Contribution includes:
    1. Simplify and hide unnecessary concepts taught in USA such as normal reaction force and acceleration.
    2. i. Added features suited to Singapore primary school such as maximum and minimum height, multiple representations (e.g., graphs and table of values) for better understanding of the energy concept. 
    3. j. Consistent color scheme and style suited to Singapore teachers for concepts to make the relationship (PE and height, KE and speed) more explicit
    4. k. Added new path of a perfectly circular loop for more targeted learning outcomes.
    Thus, we have elaborated on why our solutions (8 computer models) and process to create the solutions standing on the shoulder of OSP giants, is a fundamental breakthrough on existing practices in MOE.


    E. Evidence of benefits to stakeholders 

    E1: Learners’ Qualitative Evidence:
    We include one from each of the 8 simulation lessons excerpts from the qualitative survey results and informal interviews with the students to give some themes and insights into the conditions and processes during the laboratory lessons. Words in brackets [ ] are added to improve the readability of the qualitative interviews.



    BECOMING LIKE SCIENTISTS 
    1. "i think more professionally like a physicist."
    2. "It did make me feel like a mad scientist, fully in control of the variables and testing out everything. Fun!"
    3. "It was fun to be able to watch the carts in action and to see that what we have learnt is really what happens to the real world. It was successful as it left a deeper impression of the concepts on me. It also triggers my curiosity to conduct other experiments using similar concepts to see its results."
    4. "I think this way of learning physics is better as it engage students in thinking about the concept, not just memorizing the concepts without understanding."
    5. "I learn a lot about vernier calipers and micrometer screw gauge today. Mainly, how to read and measure."
    6. "YES!! It was interesting and it was way better than just listening and observing teacher's demonstration."
    7. "Students are able to role play as scientists and learn through play"
    8. I enjoy customizing the simulation as I find it easy to use the simulation. The indication of height (blue line) helps me to see the relationship between GPE[gravitational potential energy] and height."


    ACTIVE LEARNING IMPROVED VISUALIZATION (2D, 3D and cannot see in real life)
    1. "I feel a lot more clear of my concepts after this lesson and do feel more attached to what i`m learning."
    2. "I find this lesson interesting and engaging because I can learn at my own pace and understand concepts better through visuals. The lesson made me inquire about different concepts and made an interesting experience."
    3. "In this lesson, I learn to discuss more and understand and related it more to the real life situation rather just understand by not imagi[in]ng it."
    4. "They are good as we can visualize them clearly with the help of color codes and all rather than in lecture books where all the waves are in black, only using solid and dotted lines to differentiate the progressive waves. Having colors to help us visualize are much better."
    5. "Yes, because instead of just spoon-feeding us the answers like what primary school teachers do, we have to experience the lesson physically. Especially for people who like hands-on stuff, they will be able to try and learn. Learning by trying, in my opinion is the better approach, because you will really get to understand the lesson instead of seeing it on paper."
    6. "This lesson helped me to refresh my memory of using the vernier calipers and micrometer screw gauge. And the exercises given at the after the vernier and micrometer hands on gadget were really useful in making sure we really understood how to use both gadgets."
    7. "The lens simulation is designed for inquiry and active learning helps me a lot to see the rays and different images with the object and different focus lengths."
    8. "I discovery that I find it easy to see the relationship between the minimum height and maximum speed and exploring the display selection like going to the table and graph to see how much speed and KE[kinetic energy], height and GPE[gravitational potential energy], speed and height and energy are they together."

    APPRECIATIVE LEARNERS
    1. "I feel very happy that my class was chosen for this and very thankful as it is a new way of learning unlike our everyday routine.I feel that even more students should be given the chance to take part in this.” 
    2. “Very good simulation that aids analysis of the effects of EMI[electro-magnetic induction]. The ability to change orientation of coil and variables helps in the visualization. :)”
    3. "Thank you Ms Lim for giving me the opportunity to try out this software[.] This is a rather effective lesson because it gives students first hand experience about physics."
    4. "It is successful as it helps me to visualize the wave[’]s motion easily compared to the books where motions do not happen."
    5. “It was fun playing around with the computer model and trying to read, then after that we could try measuring random things with the vernier calipers and micrometer screw gauge. Also, before this, I kept forgetting how to read the scale of these 2 tools, but this lesson has helped me remember better :D”
    6. “I think this lesson was good because it was a very different and enjoyable method of learning. It was also definitely helpful. I also found it more engaging compared to normal lessons, helping me stay focused. The pace of the lesson was also just right.”
    7. “Thanks, hope similar tools can be used in future topics, it would be of great help in understanding physics.”
    8. “It is very fun and it also helps me.”
    E2: Learners’ Quantitative Evidence:
    Quantitative data is collected based on 8 schools, 99 classes, 506 students who undergo the lessons.
    Table 1: Quantitative Data collected based a collection of 8 schools students of combined sample size of (N=506). Full survey data can be view here.


    1 Strongly Disagree
    2
    3
    4
    5
    Strongly Agree %
    1. I enjoyed learning about physics through this lesson
    3%
    8%
    30%
    42%
    16%
    2. To what extent did the lesson meet schools’, teachers’ and pupils’ needs
    3%
    9%
    27%
    33%
    13%
    SDL1. How much did this lesson allow for 1. Ownership of Learning - self-directed learning?
    2%
    8%
    27%
    46%
    16%
    SDL2. How much did this lesson allow for 2. Management and Monitoring of Own Learning - self-directed learning?
    2%
    8%
    27%
    47%
    15%
    SDL3. How much did this lesson allow for 3. Extension of Own Learning - self-directed learning?
    3%
    8%
    27%
    36%
    12%
    CoL1. How much did this lesson allow for 1. Effective Group Processes - collaborative learning?
    3%
    11%
    25%
    32%
    13%
    CoL2:How much did this lesson allow for 2. Accountability of Learning - collaborative learning?
    2%
    8%
    28%
    35%
    11%

    58% (297) students self reported enjoying the lesson and another 46% (233) felt the lesson exceeded their schools, teachers and their own learning needs.   
    On average, at least 57% (291) of the students felt that the lessons allow for self directness and 46% (233) for collaboration to solve problems which we feel are very encouraging data. Another way of getting a sense of the lessons implemented is only about 11% (56 out of 506) on average indicated they disagree and strongly disagree to all questions.

    E3: Learners’ Performance Evidence:
    Some of the performances of the learning tasks are shown below as indications of the benefits to the students. Figure 18 gives the readers a mental picture of what the learning with computer models can look like, where a teacher facilitates groups of students, conducting inquiry physics through computer models.
    Figure 19, Figure 20, Figure 21 and Figure 22 are artifacts of performance of learning on selected computer models to give the readers an idea of the kind of thinking and reflection after interacting with the models. Typically in other classes, students rely heavily on their own imagination and mathematical skills to make sense of the physics. 

    Figure 18. Typical classroom setup using the Ripple Tank Model by Clayton Ang IJC, where students self direct the inquiry learning collaboratively or otherwise, using the computer models as referents (C Dede, Salzman, Loftin, & Sprague, 1999), can served as powerful learning tools when well facilitated by teacher(s).

    Figure 19. Sample of a student’s work where the table above is based on data collection with interacting with the Ripple Tank model mentored by YJC Goh Giam Hwee, making sense of the meaning of distances between sources S1, S2 to point of investigation P, what is the type of interference and generalization. Note that these personal experiences allow for being scientists for subsequent calculations in tutorial question to deepened the act of the scientific literate citizen.

    Figure 20. Sample of a student’s work on Falling Magnet and Solenoid Model from RVHS mentored by Lee Tat Leong where the activity on the worksheet guides the intended learning outcome, to bring to the cognitive attention of the learners certain characteristics of the motion to reflect and make meaning of. The ability to conduct scientific measurement helps students to visualize and reflect on personal experience rather than memorization. 


    Figure 21. Sample of a student’s e-learning assignment-work from IJC mentored by Ong Chee Wah where the activity on the worksheet guides the intended learning outcome, to allow students to take on the role of scientist to investigate through the computer model and make sense of data and play with the model to appreciate the meaning of these abstract concepts. 

    Figure 22. Sample of a primary school student’s work mentored by Lye Sze Yee where the activity on the worksheet guides the intended learning outcome, to allow students to take on the role of scientist to investigate through the computer model and infer the relationship between the position, Kinetic Energy and Gravitational Potential Energy.


    E4: Teacher-Researchers’ Performance Evidence:
    A Total of 45 Teachers has benefited from networked learning with Wee Loo Kang and Lye Sze Yee and are more confident in 1) designing inquiry worksheets 2) embedding computer models into tutorial questions for inquiry physics 3) lead sharing in 1st World Conference Physics Education Turkey, 3rd eduTech Seminar 2012, Singapore International Science Teacher Conference 2012, 20th International Conference Computer in Education 2012, World Association Lesson Study (see list of conferences in G4) 4) Awards such as AJC Most Outstanding Educator Goh Khoon Song, Best Suggestion RVHS October 2012 Lim Ai Phing and Public Service Best Ideator ETD Wee Loo Kang, MOE Innergy GOLD award ETD Wee Loo Kang.
    As for education research data, the summary table below gives a sense of the kind of positive results from teacher led professional learning community research.


    Table 2: Summary of educational research data from IJC, AJC and NJC.



    School
    Teachers
    Method
    Students
    Data
    Measurement
    Remarks
    IJC ripple tank lesson
    4
    Experimental

    Ncontrol= 53
    Nexpt = 59
    (JC1)
    24 marks pre-post test
    +0.19
    Effect size
    Postive small effect size
    AJC
    Collision cart lesson
    3
    Experimental
    Ncontrol= 67
    Nexpt = 62
    (JC1)
    12 marks pre-post test
    +0.21
    Effect size
    Positive medium effect size
    NJC vernier and micrometer lesson
    1
    Case study

    Nexpt = 70
    (sec 3)
    7 MCQ (a) to (e)
    Average of 88% correct on first attempt
    Zero error questions above 77% correct



    E5: School Benefit Evidence:
    The 8 Schools has benefited from their own teachers undertaking meaningful implementation of learning with laptops (Dwyer, 1994), and these 8 computer models can serve as means to support the enactment of self directed (Tan, et al., 2011) and collaborative learning (Chai & Tan, 2010) and inform future school led initiatives.

    Summary of E1 to E5:
    From E1 to E3, we believe the benefits to students are to allow them take on the role of scientists (Jan, Chee, & Tan, 2010), to conduct their own guided inquiry learning for efficient use of curriculum time and promoting self direction as life long learners (MOE, 2009a). Our solutions substantially address the challenge of allowing students to make sense of and physics by inquiry of water ripple tank (Figure 1), falling long magnet in a long solenoid (Figure 2), ideal and realistic (Figure 3) collision carts, superposition waves (Figure 4), vernier caliper (Figure 5) and micrometer (Figure 6), converging lens (Figure 7), roller coaster (Figure 8). 
    E4 and E5 illustrate how Teacher(s) and School(s) also benefit from exploring using free open source physics computer models to bring physics learning alive through technology

    G. Evidence of planned sustainability

    Figure 23. Conceptual framework for scaling up through Teacher Leadership Approach, In MOE, through G1: MOE-CPDD-ETD edTech in curriculum ,G2: NRF-MOE eduLab001 project, G3: MOE-AST physics teachers network, G4 OPAL-ICT connection edumall, G5: conference papers local and overseas G6: scholarly Physics Education journal and G7: Open Source Physics Global research and, and remix work(s) adopted by H8: Wikipedia.

    G1: MOE-ETD-ETC Education Technology in curriculum:
    Planned Audience: ALL 360 primary, secondary schools and junior colleges in Singapore
    A new Education Technology in curriculum (ETC) section in ETD structure of the re-organization lead by DGE Ms Ho Peng, articulates a nexus in ETD to connect CPDD and ETD. As ETD restructure to impact curriculum directly, we have plans to infuse these 8 and others OSP computers models and curriculum materials into the syllabus (PSLE, O and A levels) and teaching and learning guides. Working as one MOE, leaders in ETD, CPDD and AST expressed interest to scale up computer models in Singapore Physics Education in all Primary and Secondary Schools and Junior Colleges that offer Physics. Riding on the Handbook for Teaching Secondary Physics Version 2011 (MOE, 2011), a crowd-sourcing icon Google site https://sites.google.com/a/moe.edu.sg/physicshandbook/ serve as a ground up strategy to turn the handbook into a living document where our simulations serve to support inquiry learning in schools. 

    G2: NRF-MOE eduLab001 project: 
    Scalability: 1 Integrated Programme School and 4 Junior Colleges
    National Research Fund (NRF) & MOE funded NRF2011-eduLab001 Java Simulation Design for Teaching and Learning project (Wee, 2010) where 5 schools, River Valley High, Yishun Junior College, Serangoon Junior College, Innova Junior College & Anderson Junior College pilot lesson packages developed from January 2012 to December 2013, lead by the same group of innovator-teachers.
    On our own initiatives, Wee Loo Kang and Lye Sze Yee also helped National Junior College, Raffles Girls School,and Beacon Primary School to implement computer model related inquiry lessons. We are happy to report a total of 8 schools, 45 teachers, 99 classes and 2552 students have benefited from our 8 computer model lessons.

    Table 3: Simplified data of number of schools, teachers, classes and students that participated in the use of for physics by inquiry with computer models.


    Schools
    Teachers
    Classes
    Student
    NRF-MOE eduLab001 project
    5
    39
    86
    2042
    Teacher lead projects
    3
    6
    13
    510
    total
    8
    45
    99
    2552

    G3: AST network of 47 Schools and 62 Senior, Lead and Master teachers
    Emails follow-up were sent through the Academy Master, Lead and Senior Teacher Networks = 62 and number of different schools = 47 with our Physics by Inquiry simulations, as a demonstration of the ease of information transference. 
    Thus, the computer models and its curriculum materials are given to teachers, making them  Aware, step 1 of the pathman-PRECEED model of knowledge translation (Davis et al., 2003). 
    We speculate a good number of the teachers would agree that the material shared is useful, may be adopt and adapt to suit their own context. 

    G4: NTNU Java Digital Library and edumall ICT connection
    Table 4: Downloadable materials through eduMall in OPAL and Public internet access 
    Model
    Citation
    OPAL
    view
    NTNU view
    Ripple tank
    Ong, C. W., Ng, S. K., Teo, K. M. J., Ang, T. S., Lim, C. S., Wee, L. K., . . . Lim, K. (2012). Virtual Laboratory Ripple Tank Model (eduLab project lead InnovaJC)  Retrieved 17 Nov, 2012, from http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=1082  & http://weelookang.blogspot.sg/2012/02/ejs-open-source-ripple-tank.html
    29
    9 059
    Falling long magnet in a long solenoid
    Lim, E.-P., Ng, L. N., Chia, Z. S. E., Sng, P. P., Chia, K. B. E., Neo, C. S., . . . Lim, K. (2012). Virtual Laboratory Falling-Magnet-through-Solenoid Model (eduLab project lead AJC) Retrieved 17 Nov, 2012, from http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=1101  & http://weelookang.blogspot.sg/2012/02/ejs-open-source-long-magnet-falling.html
    32
    1 422
    Collision carts
    Lim, A. P., Yap, S. H. E., Tan, Y. Y., Wee, L. K., Lye, S. Y., Ong, M., & Lim, K. (2012). Virtual Laboratory Collision Carts Model (eduLab project lead RVHS)  Retrieved 02 December 2012, from http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=1102
    10
    38 444
    Superposition waves
    Yeo, W. L., Lim, C. L., Loo, W. P., Yang, W. A., Lee, Z. C., Oh, C. T., . . . Lim, K. (2012). Virtual Laboratory Progressive Stationary Waves Model (eduLab project lead SRJC) Retrieved 02 December 2012, from http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=1299
    22
    4 810
    Vernier caliper
    147
    85 147
    Micrometer
    Converging lens
    Leong, T. K., Teo, A., Thio, C. K., Lim, Y. X., & Wee, L. K. (2012). Virtual Laboratory Thin Converging Lenses Model Retrieved 29 December, 2012, from http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=1297
    31
    20 139
    Singapore roller coaster
    Gallis, M., & Lye, S. Y. (2012). Singapore Roller Coaster Model Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2566.msg9583#msg9583
    -
    3 108

    Total
    271
    162 129


    There is a total of 271 views by eduMall-OPAL registered users, of the curriculum materials shared in eduMall ICT connection and globally, a total of 162 129 views of our 8 computer models has been recorded. 


    G5: International and Local Conference Sharing 

    Upcoming
    1. Wee L.K., Charles Chew, Goh G.H (2013, 16 January) Adoption Invitation: Gravity physics by inquiry – a 2012 INNERGY gold award scaling up to all pre-university institutions in Singapore @5th Instructional Programme Support Group (IPSG) Sharing, Serangoon Junior College, Singapore [PPT] 
    2. Wee L.K, Lee T.L., Lye S.Y. (2013, 21 February 1430-1730 ) Teacher-Led Workshop for AST Designing Computer Models for Physics Inquiry using EasyJavaSimulation workshop, 2 Malan road, Singapore 
    Completed
    1. Lye S.Y. Wee L.K, (2012, Day4: 29Nov, 1120-1230, 26-30 November) 73s Open Source Energy Simulation for Elementary School for conference participants , 20th International Conference on Computers in Education (ICCE 2012), National Institute of Education, Nanyang Technological University, LT5, Singapore 
    2. Wee L.K, Lye S.Y. (2012, Day3: 28Nov, 1100-1230, 26-30 November) ie4 Interactive Workshop on enabling teachers’ Pedagogy of Building Simple Physics Models for conference participants 20th International Conference on Computers in Education (ICCE 2012), National Institute of Education, Nanyang Technological University, TR303, Singapore arXiv:1210.3412 [pdf
    3. Ning H.T., Wee L.K., (2012, Day 1: 1.2B, 1145-1230, 20-21 November) Using Easy Java Simulation in teaching measurement and accuracy, Singapore International Science Teachers Conference (SISTC) 2012, Mendel Room science centre, Singapore 
    4. Wee L.K, Lye S.Y. (2012, 5 November 1500-1700) Physics Easy Java Simulation Sharing by Inquiry (FOLLOW UP) for ALL teachers TRASI code 70391-0002 (part 2/2) workshop eduLab@AST, Singapore 
    5. Ong C.W., Ng S.K., Wee L.K. (2012, Day 1: 2.5B, 1615-1700, 20-21 November) Study on the use of Virtual Lab Ripple Tank Interference Model in enhancing students’ understanding of two-source interference, Singapore International Science Teachers Conference (SISTC) 2012, Robotics Lab science centre, Singapore 
    6. Wee L.K, Lye S.Y. (2012, 30 October, 1500-1700) Physics Easy Java Simulation Sharing by Inquiry (BASIC) for ALL teachers TRASI code 70391-0001 (part 1/2) workshop eduLab@AST, Singapore 
    7. Wee L.K (2012, 23 October, 1430-1730) INNERGY GOLD AWARD 2012 Sharing on Gravity Physics by Inquiry for ALL teachers TRASI code 70388 1st run workshop eduLab@AST, Singapore 
    8. Ong C.W., Ng S.K., Goh G.H., Wee L.K. (2012, 03 September, 1130-1230) Inquiry Learning with Ripple Tank Computer Model (eduLab Project) NanYang Junior College, EduTech Seminar, Singapore 
    9. Lim A.P., Goh G.S., Wee L.K., Lye S.Y. (2012, 03 September, 1430-1530) Inquiry Learning with Collision Carts Computer Model (eduLab Project) NanYang Junior College, EduTech Seminar, Singapore 
    10. Wee L.K, Lee T.L. (2012, 17August, 1415-1730) Physics Subject Chapter Brown Bag Series for Senior and Lead Teachers, Using easy java simulation to build simple physics models, River Valley high School, Computer Lab 1, Singapore 
    11. Wee L.K., Lim A.P., Goh G.S. (2012, 01-06 July, 1300-1430) Computer Models Design for Teaching and Learning using Easy Java Simulation PS 02.09 | Parallel Session 02.09 | Room 09 | 02.07.2012 Monday | 13:00 - 14:30 | 2012 World Conference on Physics Education Bahçeşehir Üniversitesi, İstanbul, Turkey arXiv:1210.3410 [pdf
    12. Wee L.K, Charles Chew, Kwan, Y.M. (2012, 03 May) Gravity - Physics by Inquiry, GOLD Innergy Award, MOEHQ L24 Vista 1, Singapore 
    13. Wee L.K., Lee T.L. Goh G.H. (2012, 27-30 March) Physics by Inquiry with Simulations @3rd International Conference on Teaching and Learning with Technology, iCTLT 2012, Singapore 
    14. Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA. [PDF by OSP] [PPT] arXiv:1211.1118 [pdf]. 
    15. Goh G.H., Tan H.K., Wee L.K. (2012, 18 January) Promoting independent learning in the topic of Gravitation using Easy-Java Simulations @4th Instructional Programme Support Group (IPSG) Sharing, Anderson Junior College, Singapore 
    In addition, the scaling up plan is to impact curriculum syllabus and teaching guides so that ALL primary, secondary schools and junior colleges offering Physics will benefit from our computer models curriculum. 
    Thus, this and other parts of the write-up, are evidences of planned sustainability beyond these 8 computer models as we have already created about in total 75 computer models, probably already used in classrooms in Singapore and beyond. Teachers can easily sustained the use of these computer models and start their own contribution to the global OSP digital library as membership is by contribution, and not limited to nationality.
    Accurate as of time of write-up, teachers from the 5 schools in eduLab project and the 55 schools in networks (face to face and emails) are very excited about our computer models and are in discussions to use and research on computer models.

    G6: Research Journal Publication
    We are in the process of submitting our manuscripts to Institute of Physics like our previous journal papers.

    1. Wee L.K., Ning H.T. (201?) Vernier Caliper and Micrometer Computer Model using Easy Java Simulation XX(X), XXX (manuscript pending submission) 
    2. Wee L.K., Goh G.H. (2013) Geostationary Earth Orbit Satellite Model using Easy Java Simulation XX(X), XXX (accepted) [coming Draft PDF] 
    3. Wee L.K., Charles Chew, Goh G.H.,Lee T.L.,Samuel Tan (2012) Using Tracker as a Pedagogical Tool for Understanding Projectile Motion Physics Education, 47(4): 448. arXiv:1206.6489 [pdf
    4. Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3): 301. http://www.compadre.org/osp/items/detail.cfm?ID=11802 [Draft PDF] arXiv:1204.4964 [pdf
    5. Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178. http://www.compadre.org/OSP/items/detail.cfm?ID=10817 [Draft PDF] arXiv:1207.0217 [pdf
    Thus, the innovation writings will be peer-reviewed by Physics Professor(s) and live on in scholarly academic communities where we also hope to also make our computer models and curriculum materials downloadable from OSP website, to benefit humankind. 
    Our solution is therefore well grounded in evidence-based research and we have the rigor and deliberation in the implementation process.

    G7: Open Source Physics community and Digital Library Collection
    We are in the process of submitting our Digital computer models to the Open Source Physics Library (peer-reviewed by Physics Professors) like previous models as listed below: 

    1. Hwang, F.K., & WEE, L. K. (2011). Direct Current Electrical Motor Model. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11529&DocID=2476
    2. Hwang, F.K, & WEE, L.K. (2011). Newton's Cradle Applet [Computer software]. Retrieved July 26, 2011, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2195.0
    3. WEE, L.K (2011). Up and Down Bouncing Ball Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/document/ServeFile.cfm?ID=10817&DocID=2186&Attachment=1
    4. WEE, L.K., & Esquembre, F. (2010). Lorentz force on a current carrying wire java applet [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10543&DocID=2053
    5. Hwang, F.K., & WEE, L.K. (2010). Cyclotron in 3D Model (Version 10/12/2010) [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/items/detail.cfm?ID=10527
    6. Hwang, F.K., WEE, L.K. & Christian, W (2009). Vernier Caliper Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9707&DocID=1445
    7. Hwang, F.K., WEE, L.K. & Christian, W (2009). Micrometer Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9422&DocID=1315
    8. Hwang, F.K. & WEE, L.K (2009). Blackbody Radiation Spectrum Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9387&DocID=1292

    Thus, the innovation has already taken root in the Global OSP community and continue to innovate beyond these 8 computer computer models and potentially all Physics models, see  OSP website of 550 computer models/resources shared so far. We have in total about 75 computer models/resources that can be downloaded for free from NTNU Java Virtual Laboratory (F.-K. Hwang, 2010)
    Vasudeva Rao Aravind, Professor of Physics from Pennsylvania State University, USA recently shared some of the computer models we help create in similar process as the 8 computer models, see Figure 24. He has a great news to share in his Facebook message to Loo Kang which the Mexico teachers who attended Professor Vasu’s workshop were “very very excited” by our computer models. These benefits are evidence of stakeholders and the world beyond its initial intent.

    Figure 24. Vasudeva Rao Aravind, Professor of Physics from Pennsylvania State University, USA recently shared some of the computer models we help create in similar process as the 8 physics by inquiry models in a workshop in Mexico based on a invited by the American Association of Physics Teachers, Mexico Chapter. 


    H: Scalability beyond intended recipients

    H1: Primary and Lower Secondary Science and Mathematics syllabus
    These solutions can be scaled up to Secondary schools and Primary schools curriculum as I have organized in my blog http://weelookang.blogspot.com/p/physics-applets.html and similar innovation can be scaled to Mathematics using free tools like Geogebra or Easy Java Simulation.

    H2: International Adoption of our work(s) by Wikipedia community, serving millions of viewers in the world including Singapore public and parents.

    In addition, Wikipedia has accepted animated graphics and supporting texts of our models as valuable and accurate graphics and that should be also taken into account, in terms of the scale up possibilities in helping to inform millions of viewers visiting Wikipedia.

    The Wikipedia pages should be viewed through the actual website to witness the effects of the animation with accompanying texts as the word document is unable to render the animation gif files below.

    Ripple tank with a spherical source producing circular waveshttp://en.wikipedia.org/wiki/Ripple_tank

    Ripple tank with source 1 and source 2 interference in white and black visualizationhttp://en.wikipedia.org/wiki/Ripple_tank 

    Another perfectly inelastic collision http://en.wikipedia.org/wiki/Inelastic_collision
    Vernier scale use 0.02 scale measurement is 19.44 mm http://en.wikipedia.org/wiki/Vernier_scale 


    the answer is =main scale + dial scale - (zero error) =4.00 + 0.05 - ( -0.09) = 4.14 mmhttp://en.wikipedia.org/wiki/Micrometer 
    animation of a micrometer used to measure an object(black) of length = 4.14 mmhttp://en.wikipedia.org/wiki/Micrometer 

    For the complete list of the contribution to Wikipedia please go to
    http://commons.wikimedia.org/w/index.php?limit=500&user=Lookang&title=Special%3AListFiles%2FLookang




    Conclusion:
    We argue for computer models as suitable physics learning environments for the following three reasons: 1) to become like scientists to actively investigate phenomena and deepen inquiry through mathematical analysis & modeling (D. Brown & Christian, 2011; F. K. Hwang & Esquembre, 2003), 2) to interactively visualize physics through multiple representations (Wong, et al., 2011) especially for invisible and very large scale concepts 3) to aid and appreciate theory generation and pattern recognition from of ‘real life annoyances’ (Lenaerts & Wieme, 2004) accurate computer models.
    We demonstrate 1) eight computer models for a spectrum of topics spanning Junior College topics, ripple tank,  falling magnet, collision carts, waves, secondary topics vernier and micrometer and converging lens  and lastly primary topic roller coaster energy conversions, as innovative learning tools. We also showed 2) how we can create customized computer models by standing on the shoulders of the OSP giants, with viable research-validated, global community innovative process using free tool(s) to enrich learning experiences and achieve student-directed inquiry physics with simulations.
    We report the computer models and curriculum materials that we believe are at the long tail (J. S. Brown & Adler, 2008, p. 26) of innovation and we aim to be agent of change (Ho, 2010) for improving educational services provided by school educators, changing the way we make Physics come “alive” in schools and at home.
    We have given evidences that we have 8 research grounded lesson packages with computer models, are not just unsubstantiated ideas but a USA government funded innovation supported by NSF DUE-0442581 based on the OSP community’s research work and part of an eduLab program NRF2011-EDU001-EL001 Java Simulation Design for Teaching and Learning (MOE, 2012) awarded by the National Research Foundation in collaboration with National Institute of Education, Singapore and the Ministry of Education (MOE), Singapore.


    What does MOE gain financially?
    By celebrating this infant innovation in Singapore, MOE stands to benefit by rationalization of the traditional millions of dollars allocated to educational Research and Development program such as those in reported in mass media like Virtual Worlds@MOE and Next Generation Text Book NGIT. The estimated savings-cost to equip each of the 2552 students in our interventions with similar real equipment as our models is estimated at SGD 852 860 (see Annex A).
    These 8 computer models were practically created-remixed using nearly zero additional dollars so that tens of millions of dollars could be better spent when such computer models or software development process are embraced to 360 schools.

    What does Singapore gain?
    Thus, we have positioned our innovation, both product and process that support professional learning of teachers (MOE, 2009b) with teachers as curriculum leaders and designers of simulations. While standing of the shoulders of giants, the global (Open Source Physics) OSP community, we too, bring computer models into classrooms all around the world benefiting all humankind regardless of race, language or religion, with Singapore as an innovation leader-partner for the world.




    Awards and Recognition:

    1. Outstanding Teacher Award AJC for Goh Khoon Song 
    2. Best Suggestion Award RVHS October 2012 for Lim Ai Phing 
    3. Nomination: MOE excellence service award 2012 for Wee Loo Kang 
    4. Public Service PS21 Excel Awards Best Ideator 2012 for Wee Loo Kang 
    5. Academy Awards for Professional Development 2012 Associate Award for Wee Loo Kang 
    6. Innergy Award Winner 2012 (Gravity-Physics by Inquiry) Gold Award for Wee Loo Kang

    Reference:



    1. Adams, W., Reid, S., LeMaster, R., McKagan, S., Perkins, K., Dubson, M., & Wieman, C. (2008). A Study of Educational Simulations Part II--Interface Design. Journal of Interactive Learning Research, 19(4), 551-577.
    2. Adams, W. K. (2010). Student engagement and learning with PhET interactive simulations. NUOVO CIMENTO- SOCIETA ITALIANA DI FISICA SEZIONE C, 33(3), 21-32.
    3. Belloni, M., Christian, W., & Mason, B. (2009). Open Source and Open Access Resources for Quantum Physics Education. [Abstract]. Journal of Chemical Education, 86(1), 125-126.
    4. Brown, D., & Christian, W. (2011, Sept 15-17). Simulating What You See. Paper presented at the MPTL 16 and HSCI 2011, Ljubljana, Slovenia.
    5. Brown, J. S., & Adler, R. P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-20,22,24,26,28,30,32.
    6. Chai, C., & Tan, S. (2010). Collaborative Learning and ICTICT for self-directed and collaborative learning (pp. 52–69).
    7. Choi, B.-S., & Gennaro, E. (1987). The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept. [Article]. Journal of Research in Science Teaching, 24, 539-552.
    8. Christian, W. (2008). Wave Function Plotter Model, from http://www.compadre.org/osp/items/detail.cfm?ID=7570
    9. Christian, W. (2010). Open Source Physics (OSP) Retrieved 25 August, 2010, from http://www.compadre.org/osp/
    10. Christian, W., & Esquembre, F. (2007). Modeling Physics with Easy Java Simulations. Physics Teacher, 45(8), 475-480.
    11. Christian, W., Esquembre, F., & Barbato, L. (2011). Open Source Physics. Science, 334(6059), 1077-1078. doi: 10.1126/science.1196984
    12. Clariana, R. B. (1989). Computer Simulations of Laboratory Experiences. Journal of Computers in Mathematics and Science Teaching, 8(2), 14-19.
    13. Davis, D., Davis, M. E., Jadad, A., Perrier, L., Rath, D., Ryan, D., . . . Zwarenstein, M. (2003). The case for knowledge translation: shortening the journey from evidence to effect. BMJ, 327(7405), 33-35. doi: 10.1136/bmj.327.7405.33
    14. Dede, C. (2007). Exploring the Process of Scaling Up. Harvard University. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic86033.files/Process_of_Scaling_Up_-_T561_scaling.pdf
    15. http://www.peecworks.org/PEEC/PEEC_Reports/051F8D99-007EA7AB.14/The%20Process%20of%20Scaling%20Up.pdf
    16. Dede, C., Salzman, M., Loftin, R., & Sprague, D. (1999). Multisensory Immersion as a Modeling Environment for Learning Complex Scientific Concepts. In W. Feurzeig & N. Roberts (Eds.), Modeling and simulation in science and mathematics education (Vol. 1). New York: Springer.
    17. Duffy, A. (2010). Interference Model: Ripple Tank, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2408.0
    18. Duffy, A., & Wee, L. K. (2010). Ejs Open Source Gravitational Field & Potential of 2 Mass Java Applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1921.0
    19. Dwyer, D. (1994). Apple Classrooms of Tomorrow: What We've Learned. Educational Leadership, 51(7), 4-10.
    20. Esquembre, F. (2002). Computers in physics education. Computer Physics Communications, 147(1-2), 13-18.
    21. Esquembre, F. (2004). Easy Java Simulations: A software tool to create scientific simulations in Java. Computer Physics Communications, 156(2), 199-204.
    22. Esquembre, F. (2009). Collision in one dimension, from http://www.um.es/fem/EjsWiki/Main/ExamplesCollision1D
    23. Esquembre, F. (2010). Magnet Falling Through Ring Model 1.0. from http://www.compadre.org/portal/items/detail.cfm?ID=10327
    24. Esquembre, F. (2012). Easy Java Simulations Retrieved 13 September, 2012, from http://www.um.es/fem/EjsWiki/pmwiki.php
    25. Fiolhais, C., & Trindade, J. (1998). Use of Computers in Physics education. Proceedings of the" Euroconference'98–New Technologies for Higher Education.
    26. Gallis, M. (2008). Roller Coaster Model. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8228&DocID=873
    27. Gallis, M., & Lye, S. Y. (2012). Singapore Roller Coaster Model Retrieved from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2566.msg9583#msg9583
    28. Hagel III, J., Brown, J. S., & Davison, L. (2010). The power of pull: How small moves, smartly made, can set big things in motion: Basic Books (AZ).
    29. Ho, P. (2010). Agents Of Change. Challenge Retrieved 20 December, 2011, from http://www.challenge.gov.sg/magazines/archive/2010_01/snapshots.html
    30. Hord, S. M. (2009). Professional Learning Communities: Educators Work Together toward a Shared Purpose. Journal of Staff Development, 30(1), 40-43.
    31. Hwang, F.-K. (2007a). Relation 1/p+1/q=1/f, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=704
    32. Hwang, F.-K. (2007b). Vernier Caliper and Micrometer with zero error options, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=567.0
    33. Hwang, F.-K. (2009). Micrometer with zero error options, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1292.0
    34. Hwang, F.-K. (2010). NTNU Virtual Physics Laboratory Retrieved 13 September, 2012, from http://www.phy.ntnu.edu.tw/ntnujava/index.php & http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=23.0
    35. Hwang, F.-K., & Wee, L. K. (2012a). Ejs open source Micrometer java applet with objects, help & zero error logic from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=683.0
    36. Hwang, F.-K., & Wee, L. K. (2012b). Ejs open source Vernier calipers java applet with objects, help & 0-error logic, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=684.0
    37. Hwang, F. K., & Esquembre, F. (2003). Easy java simulations: An interactive science learning tool. Interactive Multimedia Electronic Journal of Computer - Enhanced Learning, 5.
    38. Ito, J. (2011). Creating the Future at the MIT Media Lab. Journalism and Media Studies Centre Hong Kong: Hong Kong University.
    39. Jan, M., Chee, Y. S., & Tan, E. M. (2010). Changing Science Classroom Discourse toward Doing Science: The Design of a Game-based Learning Curriculum. Paper presented at the Proceedings of the 18th International Conference on Computers in Education, Putrajaya, Malaysia.
    40. Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology: Pearson/Merrill Prentice Hall.
    41. Lee, Y. (2009). Using computer simulations to facilitate conceptual understanding of electromagnetic induction. Ph.D., State University of New York at Buffalo, United States -- New York. Retrieved from http://proquest.umi.com/pqdweb?did=1757065961&Fmt=7&clientId=20333&RQT=309&VName=PQD
    42. Lee, Y., Guo, Y., & Ho, H. (2008). Explore Effective Use of Computer Simulations for Physics Education. The Journal of Computers in Mathematics and Science Teaching, 27(4), 443.
    43. Lenaerts, J., & Wieme, W. (2004). Developing ICT based Learningware for Physics. Paper presented at the New Educational Benefits of ICT in Higher Education, Rotterdam: Erasmus Plus BV.
    44. McKagana, S. B., Perkins, K. K., Dubson, M., Malley, C., Reid, S., Lemaster, R., & Wieman, C. E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. [Article]. American Journal of Physics, 76(4/5), 406-417. doi: 10.1119/1.2885199
    45. MOE. (2009a). Speech by Mr S Iswaran, Senior Minister of State, Ministry of Trade and Industry and Ministry of Education, at the International Conference on Teaching and Learning with Technology (iCTLT) on Thursday, 4 March 2010, at 9.00am at Suntec Singapore International Convention and Exhibition Centre Retrieved 20 October, 2010, from http://www.moe.gov.sg/media/speeches/2010/03/04/speech-by-mr-s-iswaran-at-ictlt-2010.php
    46. MOE. (2009b). Teachers — The Heart of Quality Education Retrieved 20 October, 2010, from http://www.moe.gov.sg/media/press/2009/09/teachers-the-heart-of-quality.php
    47. MOE. (2011). Handbook for Teaching Secondary Physics C. Y. Lau, D. J. S. Wong, C. M. K. Chew & J. K. S. Ong (Eds.), Retrieved from http://subjects.edumall.sg/subjects/slot/u1025854/Handbook%20for%20Teaching%20Secondary%20Physics.pdf
    48. MOE. (2012). Press Releases: eduLab at the Academy of Singapore Teachers (eduLab@AST) to Bring Ideas into Practice Retrieved 25 May, 2012, from http://www.moe.gov.sg/media/press/2012/03/edulab-at-the-academy-of-singa.php
    49. Ohio-State-University. (2010). Computer simulations can be as effective as direct observation at teaching students Retrieved December 30, 2011, from http://www.sciencedaily.com/releases/2010/02/100211151653.htm#.TvI1FNd2314.twitter
    50. Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive Simulations for Teaching and Learning Physics. The Physics Teacher, 44(1), 18-23. doi: 10.1119/1.2150754
    51. Perkins, K. K., Loeblein, P. J., & Dessau, K. L. (2010). Sims For Science. [Article]. Science Teacher, 77(7), 46-51.
    52. PhET. (2011). The Physics Education Technology (PhET) project at the University of Colorado at Boulder, USA from http://phet.colorado.edu/en/simulations/category/physics
    53. Psycharis, P. S., & Aspaite, G. (2008). Computerized Models in Physics Teaching: Computational Physics and ICT. International Journal of Learning, 15(9).
    54. Rieber, L. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43-58. doi: 10.1007/bf02300540
    55. Smetana, L. K., & Bell, R. L. (2011). Computer Simulations to Support Science Instruction and Learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370. doi: 10.1080/09500693.2011.605182
    56. Spernjak, A., Puhek, M., & Sorgo, A. (2010). Lower Secondary School Students' Attitudes Toward Computer-Supported Laboratory Exercises. International Journal of Emerging Technologies in Learning, 23-26.
    57. Tan, S. C., Shanti, D., Tan, L., & Cheah, H. M. (2011). Self-directed learning with ICT: Theory, Practice and Assessment. MOE (Ed.) Retrieved from http://ictconnection.edumall.sg/ictconnection/slot/u200/mp3/monographs/self-directed%20learning%20with%20ict.pdf
    58. Timberlake, T., & Wee, L. K. (2011). Ejs Open Source Kepler 3rd Law System Model Java Applet 1.0. from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2225.0
    59. Tomshaw, S. G. (2006). An investigation of the use of microcomputer-based laboratory simulations in promoting conceptual understanding in secondary physics instruction. Ph.D. 3227372, Drexel University, United States -- Pennsylvania. Retrieved from http://proquest.umi.com/pqdweb?did=1232426311&Fmt=7&clientId=20333&RQT=309&VName=PQD
    60. Trindade, J., Fiolhais, C., & Almeida, L. (2002). Science learning in virtual environments: a descriptive study. [Article]. British Journal of Educational Technology, 33(4), 471-488.
    61. Wee, L. K. (2010, 03 November). eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker. Jurong Junior College, 2010, from http://weelookang.blogspot.com/2010/10/edulab-mass-briefing-at-jurong-junior.html
    62. Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3), 301.
    63. Wee, L. K., Christian, W., & Hwang, F.-K. (2009). Ejs Open Source Superposition of 2 Waves generated by equations, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=906.0
    64. Wee, L. K., Duffy, A., Aguirregabiria, J., & Hwang, F.-K. (2012). Ejs Open Source Ripple Tank Interference Model java applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2408.0
    65. Wee, L. K., Duffy, A., & Hwang, F.-K. (2012a). Ejs Open Source Gravitational Field & Potential of 2 Mass Java Applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1921.0
    66. Wee, L. K., Duffy, A., & Hwang, F.-K. (2012b). Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1924.0
    67. Wee, L. K., & Esquembre, F. (2008). Ejs open source java applet 1D collision carts Elastic and Inelastic Collision, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0
    68. Wee, L. K., & Esquembre, F. (2010). Ejs Open Source Geostationary Satellite around Earth Java Applet requires Java 3D and Runtime. from https://sites.google.com/site/lookang/edulabgravityearthandsatelliteyjc/ejs_EarthAndSatelite.jar?attredirects=0&d=1 & http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1877.0 (requires Registration to download)
    69. Wee, L. K., Esquembre, F., & Lee, T. L. (2012). Ejs Open Source Long Magnet Falling Through solenoid Model Java Applet by LTL, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2399.0
    70. Wee, L. K., Esquembre, F., & Lye, S. Y. (2012). Ejs open source java applet 1D collision carts with realistic collision from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2408.0
    71. Wee, L. K., & Hwang, F.-K. (2012). Ejs open source converging & diverging Lens object image high school java applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1155.0
    72. Weiman, C., & Perkins, K. (2005). Transforming Physics Education. Physics Today, 58(11), 36-40.
    73. Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching Physics Using PhET Simulations. Physics Teacher, 48(4), 225-227.
    74. Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations That Enhance Learning. [Article]. Science, 322(5902), 682-683.
    75. Wieman, C. E., Perkins, K. K., & Adams, W. K. (2008). Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't, and why. American Journal of Physics, 76(4), 393-399. doi: 10.1119/1.2815365
    76. Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.