Thursday, January 31, 2013

AJC Lesson Charge Distribution on a Pear-Shaped Conductor

AJC Lesson Charge Distribution on a Pear-Shaped Conductor.

JaCoB by Vojko Valenčič, Savin Zlobec and Wolfgang Christian http://weelookang.blogspot.com/2013/01/ajc-lesson-charge-distribution-on-pear.html
https://dl.dropbox.com/u/44365627/jACOB%20applet%20by%20Vojko%20Valencic.zip
Negative Charge Distribution on a Pear-Shaped Conductor
Thanks to Fu-Kwun Hwang for sharing the program too. http://www.phy.ntnu.edu.tw/CoLoS/JaCob/


using JaCoB-0.5.9 by Vojko Valenčič, Savin Zlobec and Wolfgang Christian
License of JaCoB-0.5.9 is creative commons attribution. please acknowledge Vojko Valenčič, Savin Zlobec and Wolfgang Christian as the creators of the excellent software.

the following animations can be simulated.
the link is here maybe cannot run 
Step to run the program by Vojko Valenčič
  1. download jACOB applet by Vojko Valencic.zip https://dl.dropbox.com/u/44365627/jACOB%20applet%20by%20Vojko%20Valencic.zip
  2. unzip the files on your computer
  3. navigate to the folders and run the file 'index.html'
  4. allow Java to run on your browser, i use Chrome with no problem.
  5. select Right Click on your mouse, a dropdown menu appears, select 'Element', 'Create Polygon' 
  6. Trace a shape of a pear as best as you can. to end the Polygon, right click at the start position.
  7. select particles and drop as many negative charge as you like
  8. note the way the charged particles move and distribute on the surface of the pear shaped conductor.
  9. note the electric field lines draw represent the resultant E field on the charges with a roughly even distribution of charge and corresponding E field strength on each charged particle except at the sharp corner on the left where the E field on the charged particle is higher than the rest.


the answer is similar even for positive charged.
Positive Charge Distribution on a Pear-Shaped Conductor using  jACOB applet by Vojko Valencic.

Enjoy the fun of Physics!
Thanks to Fu-Kwun Hwang for sharing the program too. http://www.phy.ntnu.edu.tw/CoLoS/JaCob/

Wednesday, January 30, 2013

AJC lesson with 2 charges simulation

AJC lesson with 2 charges simulation.

Thanks to the teachers in AJC for the feedback.
Download: https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_twopointcharges13.jar
Authors: Fu-Kwun Hwang, lookang and engrg1
License: Creative Commons Attribution
Pass1234

field lines of 2 equal negative charge

field lines of 2 equal but opposite sign charge


Download: https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_twopointcharges13.jar
Authors: Fu-Kwun Hwang, lookang and engrg1
License: Creative Commons Attribution

Simulation picture gallery of its field lines plot.


1 positive charge field lines







1 negative charge field lines
1 positive and 1 negative charge

1 positive and 1 negative charge unequal for case Q1= +1 C and Q2  = -5 C

1  negative and 1  positive charge unequal for case Q1= -1 C and Q2  = +5 C

1 negative and 1 positive charge







when Q1 = 2C and Q2 = -1C, at point X when m is, the E field due Q1 is E1 as shown

when Q1 = 2C and Q2 = -1C, at point X when m is, the E field due Q2 is E2 as shown


when Q1 = 2C and Q2 = -1C, at point X when m is, the E resultant field due Q1 and Q2 is E which is the vector sum of E1 and E2  as shown


when Q1 = 2C and Q2 = -1C, at point X when m is, the E resultant field due Q1 and Q2 is E which is the vector sum of E1 and E2  as shown. note that the resultant E field direction is tangent to the field lines in the same point where m is. Activate the field vectors can allow the visualization of many resultant E field vectors all equally spaced.

the theory about field lines is Strong E field regions are where field lines are close together, Weak E field regions are where field lines are far apart. This can be illustrated by selecting Q1 = +5C, Q2 = -1C and number of field lines to draw from each charge as 6. Note that regions near Q1 on the same nearer to Q2 is densely drawn. But to do limitations of the simulation, it cannot illustrate this concept clearly



the theory about field lines is Zero E field region is where field lines are very far away. This can be illustrated by selecting Q1 = +5C, Q2 = +5C and number of field lines to draw from each charge as 24. Note that regions in between Q1 and Q2 is void of field lines drawn.



Photo gallery of classroom action: No photos are intended to invade your privacy, please email me to have the photo taken down if you find them inappropriate.

nice classroom with research video and audio recording, a lesson study at AJC.

http://surendranath.tripod.com/Applets/Electricity/FieldLines/EFL.html

teacher demonstrating how to use the simulation to make scientific observation about the E1 and E2 and E resultant

learning to make observation about the resultant E field being a tangent to the field line.

bug to be solved disappearing field lines to a limit in the number of points to plot or need to _Pause(); when done plotting?

student seems interested in the dynamics and motion of a test mass. I had to explain to students about potential 'well' for them to associate to the real mechanical system of a real well like those in Science Center.





more posters and greetings from the PS21 and Culture Unit team!

sounds like more posters A3 for ETD, A2 for lookang.

Thanks to the
  1. Aainaa for the email
  2. Hai Seng for putting up the ETD A3 poster soon :)
  3. PS21 and Culture Unit team from MOE!
it should look like this
"My dream is to provide quality physics education through open source physics so that teachers and students can explore, understand, describe, explain and predict physics phenomena at no additional cost."


To celebrate your win of the Best Ideator Award at the PS21 ExCEL Convention 2012, we have earlier informed you that we would like to feature you in a poster to be displayed in the lifts at MOE HQ. The purpose of these posters is to not only recognise your efforts but also to serve as an inspiration for others on the journey towards innovation and excellence in public service. We would like to thank you for contributing the quotes as well as taking the time off to come down for the photo shoot session.
We would like your division to recognise your efforts in innovation too! Hence we are happy to inform you that in addition to displaying the posters at MOE HQ lifts, we have printed an A3 size of the Best Ideator Award poster for your division to display.
cc. Mr Seah Hai Seng, we would like to seek your assistance as PS21 Coordinator to display the poster at a prominent area at the division level.

Also we would like you to have a copy of the poster for your keepsake. Therefore we have printed an A2 version of it.

Please note that both the A3 and A2 posters are ready and we would be sending it to you and Mr Seah soon.

Thank you very much and once again our heartiest congratulations!

Nomination for Outstanding Innovator Award 2013

I am nominate for Outstanding Innovator Award 2013. Media Design & Technologies for Learning Branch, Educational Technology Division has one now thanks to Cindy and Ms Chan for their kind nomination. :)
This award is for an individual who has been a key influencer of innovation in your branch between 01 Jan 2012 and 31 Dec 2012.

my own collage creation 

MOEHQ lift E


writeup : https://www.dropbox.com/s/tlm0o4v585cultf/OIA%20%28HQ%29%202013%20Appln%20Formwee.doc

Abstract:


(a)
Loo Kang an excellent ideator who constantly seeks to find new ways of improving learning and teaching. He lives the ethos of the teaching profession (MOE, 2010) and deepens his specialized skills and knowledge to create new open source physics computer models to benefit anyone, anywhere in the world, for free. To date, he has contributed or adapted more than 75 (65 in 2012 PS21 ideator write-up) Physics simulations for use in our local curriculum.

His research suggests computer models are appropriate laboratory environments that can provide contextualized experience, (Wee, 2012b) essential for deepening students’ understanding through student-centric interactive learning (Wee, Chew, Goh, Tan, & Lee, 2012). Most importantly, physics comes "alive" allowing for learn through play (Lee, 2012, p. 14).

(b)
His key project “gravity-physics by inquiry” won the gold award at the Innergy award 2012 and was recognised for his innovative idea, a fundamental breakthrough by creating significant value-add previously not possible.
His active inquiry lesson packages with computer models has been scaled up in eduLab project with at least 5 schools (River Valley High, Yishun Junior College, Serangoon Junior College, Anderson Junior College and Innova Junior College) in level-wide implementations of inquiry laboratory and flip classroom e-learning. His research suggests students and teachers not only believed in the usefulness of these computer models but there is measurable educational gains (Hake, 1998) even for first time implementations.
This has led to future collaboration with principal master teacher (Physics) who will extend Loo Kang’s ideas on more than 75 computer models into the ministry of education academy of Singapore teacher’s Handbook for Teaching Secondary Physics (MOE, 2011, pp. 65-124) Part II: Knowledge of Secondary Physics Curriculum with computer models, a key initiative by the AST physics subject chapter and CPDD.

Networked Learning Community (NLC) on Science Inquiry in Action

more scaling up at primary school networks
Mike Gallis and Sze Yee's remixed Simulation: https://dl.dropbox.com/u/24511248/JaveEJS/ejs_RollerCoasterV4.jar 


Sharing: Networked Learning Community (NLC) on Science Inquiry in Action
Presenters:  Lye, S. Y., & Wee, L. K.
Date: 1 March 2013
Time: 1500-1700
Venue: Tampines Primary School
Bring your own Laptop
Paper: 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]
Simulation: https://dl.dropbox.com/u/24511248/JaveEJS/ejs_RollerCoasterV4.jar
Original Code: by Mike Gallis
Remixed: Sze Yee
Lesson: Energy Lesson Details can be found at : http://iwant2study.org/easyjava/index.php/lesson-package (Manage to try this lesson with a school)

Agenda: Exploring how simulations can
  1. complement hands-on activities to support students in learning energy-related concepts;
  2. promote self-directed inquiry
  3. use with collaborative learning3

 Other articles include


  1. 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]
  2. 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]
  3. 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]

Tuesday, January 29, 2013

Finalist for the Innergy (HQ) Awards 2013

update 05 February 2013.

actual day photo!
actual day interview at iStudio, thanks to engrg1 for taking the photo

actual day interview at iStudio, thanks to engrg1 for taking the photo





Physics by Inquiry with Open Source Physics Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html

Physics by Inquiry with Open Source Physics Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html

Physics by Inquiry with Open Source Physics Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html

Physics by Inquiry with Open Source Physics Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html

Physics by Inquiry with Open Source Physics Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html



PPT : https://dl.dropbox.com/u/44365627/conference/2013innergyaward/PhysicsbyInquirywee.pptx
Video: https://dl.dropbox.com/u/44365627/conference/2013innergyaward/Ripple%20tank%20with%20sources%20in%20phase_WMV%20V8.wmv
https://dl.dropbox.com/u/44365627/conference/2013innergyaward/Ripple%20tank%20with%20sources%20out%20of%20phase%20by%20180%20degree_WMV%20V8.wmv



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)




Congratulations! Your team has been selected as a Finalist for the Innergy (HQ) Awards 2013.
Number: 8 Time: 1055 - 1105
Division: ETD
Title: Physics by Inquiry with Open Source Physics
Writeup: http://weelookang.blogspot.sg/2012/12/innergy-award-writeup-2013-physics-by.html
Venue: i-Studio Level 15
Team:

As part of our judging process, finalists are requested to be present for a 5 mins Presentation and a 5 mins Q&A segment.
The aim of this segment is to understand the project further, preferably beyond what is presented in the application form.

1) Format of Session
(a) Presentation of project (strictly no longer than 5 mins) preferably without the use of Powerpoint slides if possible.
Kindly send me all intended electronic media by 4 Feb (Mon) 12pm. You may also present other visual aids within the allocated time.

Participants are encouraged to focus on the following areas:
  1.   whether it was a top driven or bottom up project
  2.   uniqueness of project
  3.   its impact
  4.   the process of research and implementation
  5.   scalability
  6.   sustainability

(b) Q&A segment (5 mins)
The evaluation panel will ask your team questions to clarify doubts.
Please send no more than 2 members from your team for this Q&A session.
Please note that finalists will need to adhere strictly to the 10mins allocated. A timekeeper will be present to press the bell at the 5 min interval.


2) Date of session
The interview session will be held on 05 Feb 2013 (Tue) at I-Studio, Level 15. Please check the time of your interview in the attachment below, and arrive at least 10mins before your interview time.


Monday, January 28, 2013

zeroth Java Meeting 12 October 2011

as a response to engrg1 request for 1st meeting notes, which could be not taken :)
thanks to Mat for the notes.


Project Working Group Meeting
On 12 October 2011 at 2.00pm in River Valley High School
Present
Mr Lee Tat Leong
HOD/RVHS
Mr Xu Weiming
Project leader/RVHS
Dr Kenneth Lim
NIE
Mr George Tho
NIE
Mr Nathanael Ng
NIE
Mr Andy Lim
NIE
Mr Wee Loo Kang
ETD
Mr Matthew Ong
ETD

No.

Item

Action by
1.

Tat Leong inquired if NIE was able to modify the source codes and add new functions or features onto an existing EJS applet. Loo Kang elaborated that at the moment, when a physics teacher wanted to modify any Java applet, he needed to contact the creator of the app, which was rather cumbersome. If the NIE programming team was able to make those changes, it would make the process of developing apps more convenient and faster.

Nathanael replied that the NIE programming team could help in this aspect but added that it also depended on the complexity of the task and possible time, cost and manpower constraints. He added that the development team would need the physics formulas that would determine the functions and features of such an EJS applet.

Info


2.

Nathanael clarified that the NIE programming team could not commit themselves as a contract programmer but rather as a technical consultant working together with the team to develop the Java applets.

Info


3.

Loo Kang demonstrated how an EJS applet could be used in the classroom and how many applets did not have an extensive range of functions. He asked if NIE could assist by showing how these functions could be added. Nathanael replied that this could be done.

Info


4.

Tat Leong inquired if EJS files could be exported to mobile devices like the iPad. Nathanael replied that this was not possible at the moment although they could consider it for future development.

Info


5.

Matthew asked what the collaboration model would be between NIE’s programming team and RVHS. Tat Leong proposed a closer collaboration between NIE and RVHS and asked for NIE’s recommendation. George opined that it would be fair for the programmer’s time to be compensated for. Nathanael added that at the moment, it would be difficult to provide a fixed figure for how much it would cost to modify the Java applets as the complexity of such programming depended on each individual case. George proposed projecting the budget on a quarterly basis to ensure that the budget remained as accurate as possible. NIE and RVHS concluded that the existing budget proposal would not change and that the stated amount for the development of existing apps would remain. The details for the payment model would be ironed out and finalized at a later date by George.

George, NIE


6.

Matthew asked if the RVHS team could engage an external programmer using the programming funds in the event that the NIE team could not make the changes requested by RVHS. NIE confirmed that RVHS could engage any other programmer if they wished to do so.

Info


7.

Weiming asked how RVHS could go about engaging NIE if they needed to make changes on an EJS applet. George replied that this could be done through a time chit or purchase request. George added that this would be confirmed at a later date after further consultation with his administration team.

George, NIE


8.

Matthew asked for clarification regarding the second phase of the project and how other schools could benefit from the materials developed. Tat Leong replied that the programme and course materials that RVHS developed would be shared with other schools interested in using EJS applets. This would enable teachers and students from other schools to learn how to modify and use EJS to enhance teaching and learning in their respective schools.

Info




As there were no other matters to be discussed, the meeting ended at 4.30pm.


Recorded by: Matthew Ong, ETO/TDL


With inputs from:

Date: 14 October 2011




Friday, January 25, 2013

Gravity Physics Lesson 2 at YJC

survey!

thanks!
https://docs.google.com/spreadsheet/viewform?formkey=dHJkNDZ0bWNraFAxcUN4ZnpLcWJabnc6MQ#gid=0

click on the link above


Questionnaire to evaluate Gravity Physics Computer Model Pedagogical Design Ideas


This questionnaire serves as a means for us to solicit your feedback on the lesson you have completed. The results will be used to improve future courses. Your answers will be kept anonymous and will be shared to benefit future computer model design ideas.

If you have any other feedback to improve the design, you can email weelookang@gmail.com.

Thank you for spending your precious time to complete this questionnaire.

Photo Gallery:

spending time to guide the students about the features and tasks to do attempted is key to guided inquiry approach

spending time to guide the students about the features and tasks to do attempted is key to guided inquiry approach

learners as scientists make observations and collect data

learners as scientists make observations and collect data

learners as scientists make observations and collect data, pointing out the features to take note of, sharing with the group

learners as scientists make observations and collect data, pointing out the features to take note of, sharing with the group

learners as scientists make observations and collect data

teacher as facilitator is key to guided inquiry, without which the learning experience will be hindered

learners as scientists make observations and collect data, pointing out the features to take note of, sharing with the group, making notes on the worksheets

learners as scientists make observations and collect data, pointing out the features to take note of, sharing with the group

Add caption










features that teachers wanted

enhancement needed to make more user friendly