Thursday, March 28, 2013

watch how PhET make their simulations effective! the best is the message of free simulations to educate the world.

watch how PhET make their simulations effective! The best is the message of free simulations to educate the world.
Awesome!


Time to think about an Open Source Physics video about the work in Singapore!




The PhET simulations are unique because they are based on research on learning and computer interface design, and tested extensively with students. Hear from our researchers and developers about the process by which the simulations are created. Find our free simulations at http://phet.colorado.edu

Wednesday, March 27, 2013

Ripple Tank Model (Wee, Duffy, Aguirregabiria, & Hwang, 2012)

updated: 08 July 2013

bug fixed! redraw using AnalyticCurve
X= "xsource+(x-xsource)*cs-0.1*A1*Math.cos(omega*t-k*(x-xsource))*sc"
Y ="ysource+(x-xsource)*sc+0.1*A1*Math.cos(omega*t-k*(x-xsource))*cs"
the using new feature with new wave form to allow counting of number of wavelength with RVHS tat leong in ripple tank sim plus some bug fixes. made dt smaller 0.01 for smooth graph
http://weelookang.blogspot.sg/2013/03/ripple-tank-model-wee-duffy.html
Ripple Tank Model (Wee, Duffy, Aguirregabiria, Hwang & Lee, 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
https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_Ripple_Tank_Interferencewee13.jar
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_Ripple_Tank_Interferencewee10.jar
older version  working https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_Ripple_Tank_Interferencewee07try.jar
worksheets by (lead) IJC: https://www.dropbox.com/s/ssfismpu1683l3k/RippleTankIJC.zip
IJC: https://www.dropbox.com/s/dyvzrhuhzecxx7c/RippleTankIJC2013.docx
RVHS: https://www.dropbox.com/s/pnbi0k6ww1zcmv8/RippleTankRVHS.zip
YJC: https://www.dropbox.com/s/khlnwerjoienknh/RippleTankYJC.zip


update: 28 may 2013

new feature with new wave form to allow counting of number of wavelength with RVHS tat leong in ripple tank sim plus some bug fixes. made dt smaller 0.01 for smooth graph
http://weelookang.blogspot.sg/2013/03/ripple-tank-model-wee-duffy.html
Ripple Tank Model (Wee, Duffy, Aguirregabiria, Hwang & Lee, 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
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_Ripple_Tank_Interferencewee08.jar
older version https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_Ripple_Tank_Interferencewee07try.jar
worksheets by (lead) IJC: https://www.dropbox.com/s/ssfismpu1683l3k/RippleTankIJC.zip
IJC: https://www.dropbox.com/s/dyvzrhuhzecxx7c/RippleTankIJC2013.docx
RVHS: https://www.dropbox.com/s/pnbi0k6ww1zcmv8/RippleTankRVHS.zip
YJC: https://www.dropbox.com/s/khlnwerjoienknh/RippleTankYJC.zip




seem to not blog about it.
so this is really good stuff!


http://weelookang.blogspot.sg/2013/03/ripple-tank-model-wee-duffy.html
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
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_Ripple_Tank_Interferencewee07try.jar


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


falling magnet through coil simulation SRJC

falling magnet through coil simulation.

http://weelookang.blogspot.sg/2013/03/falling-magnet-through-coil-simulation.html
falling magnet through coil simulation.https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_FallingMagnet11_4.3.0.jar
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet11_4.3.0.jar
author:  paco, 
lookang,and engrg1

made changes:
can track up to 5 different color-runs now
right panel 600 width bigger as suggested by zhiye on another collision sim

Tuesday, March 26, 2013

Thinking like a scientist through the use of falling magnet app

Thinking like a scientist through the use of falling magnet app
video by Zhiye Chen.
thanks to the students at RVHS for their participation in this research lesson :)




reference:
http://weelookang.blogspot.sg/2013/01/rvhs-research-design-for-scaling-up.html

A rich discussion during EMI simulation lesson

A rich discussion during EMI simulation lesson
video by Zhiye Chen.
thanks to the students at RVHS for their participation in this research lesson :)





reference:
http://weelookang.blogspot.sg/2013/01/rvhs-research-design-for-scaling-up.html

Tuesday, March 19, 2013

writeup on OSP in sg by lookang

Update: 12 August 2013
PDF ready and it is called i in practice.
enjoy!
the full publication with 11 practices can be downloaded here 

My Draft copy:

update: Executive Summary thanks to victor for the first draft!
Open Source Physics

Have you ever had the frustration of wanting to use a tool but could not because it was either too expensive or not fully compatible-customized to the teaching and learning needs of your students?

With Open Source licensing of educational computer models and software, such barriers in the creating, using and scaling up of meaningful ICT use in education can be easily overcome. The Physics learning community in Singapore created and customized computer models and lesson resources usually using their own free time likely because they firmly believe in open content to benefit anyone in the world.

Building on the pedagogical approaches of Guided Inquiry and Constructionism, OSP tools such as Easy Java Simulation (ESJ) authoring tool-kits and Tracker (video modelling and analysis) seek to engage students in a manner that encourages a greater sense of ownership and curiosity in the learning of physic concepts. By having personally experience the acts of being like a scientist in investigating, exploring and analyzing physical phenomenon, students stand a better chance to use Physics concepts and ideas in their daily lives.


Open Source Physics 

What
Open Source Physics (Brown, 2012; Christian, 2010; Esquembre, 2012; Hwang, 2010) is about empowering ordinary teachers and students to create and use free tools with the freedom-rights to customize (Wee & Mak, 2009) the computer models and tools to suit their own learning purposes.

Open Source Physics (OSP) focuses is on the design of computer models (Easy Java Simulations, EJS) and use of video analysis and modeling (Tracker). These allow for students to investigate, explore and analyse data either simulated or from real world video.

Technologies
  1. Easy Java Simulation http://www.um.es/fem/EjsWiki/pmwiki.php
  2. Tracker http://www.cabrillo.edu/~dbrown/tracker/ 
runs on Windows, MacOSX and Linux
  1. Java Runtime http://java.com/en/download/

The Open Source Physics approach takes into account heightened barriers to create, use and scale up meaningful computer use in education. In Singapore, teachers and students have created and customized from existing computer models into newly purposed EJS models to suit their context and learning needs. In addition, Tracker which shares the same library analysis tool, allow students to track kinematics motion of objects and create their own models to test out their ideas.

Living in current 21st century has open up tremendous opportunities for learning due to open source licensing of educational computer models/software as that anyone can modify it for the benefit of all humankind. What better way to ‘teach’ 21st century skills then to let students be a participating and concern citizen of the new world opened up by open source?

The two main pedagogical learning approach that has taken roots from use of EJS (Wee, 2012) and Tracker are guided inquiry (investigating modeled phenomena and video analysis respectively) and constructionism (learning by making new EJS models and video modeling respectively).

Figure 1. Taken from: Wee, L. K. (2012, Feb 4-8). AAPT 2012 Conference Presentation:Physics Educators as Designers of Simulations. 2012 AAPT Winter Meeting 

Why

Prime Minister, Lee Hsien Loong calls for “young children to play, and learn through play” and open source physics can be used to create these “learn through play” computer (EJS) and video (tracker) models at low cost. Moreover, use of OSP tools anchor teachers as leaders and designers leading the professionalism of the teaching fraternity.

Lead by Singapore’s own OSP contributor- awards winner, Loo Kang and his budding community of physics teachers, with partners in Academy of Singapore Teachers and Curriculum and Planning Division  has remixed 75 EJS models and lessons packages and several tracker video lessons with the vision of development of a Singapore national digital library to benefit anyone in the world.

How

The suggested pedagogy to the learning with EJS models and tracker is to get students to interactively investigate through guided inquiry in computer labs setting of typically 1 to 1.5 hours. More expert learners can be mentored in project based learning spanning 6 to 10 weeks where students may be tasked to research on a personally motivating problem. An example of guided inquiry could take the form a worksheet with students working in pairs to actively experience the physics themselves and conduct what-if scenario to find out the physics themselves.

Figure 2. Teacher explaining and demonstrating the affordances of the EJS model and the inquiry tasks to do.
Our research suggests students should be ‘taught’ how to use the EJS models and tracker tool first to allow them to move on to the learning tasks more seamlessly.

Figure 3. Students in pairs conducting experiments on EJS model and taking notes of their findings.

Pairs of students are encouraged to support their interpretations of the data with evidences from the EJS models or tracker video. Making sense of the data through peer instructions heightens the act of becoming scientists by trend generalization in groups of students, like in modeling instruction.

Finally, students may be invited to present their analysis and defend their interpretation of the findings to the class.


Resources
  1. Brown, D. (2012). Tracker Free Video Analysis and Modeling Tool for Physics Education, from http://www.cabrillo.edu/~dbrown/tracker/
  2. Christian, W. (2010). Open Source Physics (OSP) Retrieved 25 August, 2010, from http://www.compadre.org/osp/
  3. Esquembre, F. (2012). Easy Java Simulations Retrieved 13 September, 2012, from http://www.um.es/fem/EjsWiki/pmwiki.php
  4. 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
  5. Wee, L. K. (2012, Feb 4-8). AAPT 2012 Conference Presentation:Physics Educators as Designers of Simulations. 2012 AAPT Winter Meeting, from http://arxiv.org/ftp/arxiv/papers/1211/1211.1118.pdf
  6. 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. 

Participation 
Join our Open Source Physics Learning Community. Teachers will have access to lesson resources, community support, and expert advice.

For more information contact Wee_Loo_Kang@moe.gov.sg or Lye_Sze_Yee@moe.gov.sg.

Lesson Exemplar

Activity 1: Science investigation in daily life (Learning Physics of Sport Science through Video Analysis& Modeling (Tracker))

Assessment indicators

Evidence of learning is shown when students are able to….

  1. Conduct a video analysis and modeling of the physics of a sport science of their choice
  2. Select a suitable scientific question and setup to investigate on
  3. Create a scientific oriented analysis and model to substantiate a scientific report


LESSON ACTIVITY

  1. At the start of this activity, teacher may discuss the steps in a scientific investigation by
    1. Getting students to share previous scientific investigations carried out in primary science lessons.
  2. Teacher must introduce students to pedagogy of video analysis and modeling. Students need to experience the sample analysis and modeling on one simple and one more complex video analysis and modeling. This is important because experiencing and being a science literate citizen to practice these skills and processes as part of the science investigation.
    1. Pose questions: This is the skill of asking suitable questions to initiate an investigation, in this case, a sport science that student find personally motivating.
    2. Plan investigation: This is the process of devising ways to find the solution to the problem. This involves deciding on the measurements needed (displacement, velocity, acceleration, energies etc) and the types of equipment (video taken by the students, or otherwise) used to make these measurements.
    3. Conduct an investigation: This is the process of carrying out the procedure to collect these measurements and observations. The measurements and observations are presented in a suitable way to report the findings to others.
    4. Analyse and evaluate results: This is the skill of drawing conclusion from the investigation, and assessing whether the solution works, what is the physics being investigated etc.
    5. Communicate results: This is the skill of presenting the conclusion to others.
  3. Students are to read through other groups problem individually first and provide feedback to improve other groups analysis.
  4. Teacher can check with students-groups if they have faced the same problem and mentor them towards a scientific report.
  5. Students-groups to present the scientific reports following a peer evaluation, contributing to a year-end formal assessment grade.

Teacher to mentor, grade and feedback on the area of improvements for student to self evaluate what can be improved and for follow-up action by the students-groups

Pedagogical and Assessment Considerations

Context

This activity aims to bring students through the process of a scientific investigation using sport science, a real life example of long jump, billiard balls motion, butterfly swimming stroke, basketball throw, rotating fan etc.

Essential Takeaway

  1. Teacher may share that Science is not just a collection of facts or ideas about things around them. It is a way of thinking and finding out about the physical and natural world. This project based lesson uses tools that real physicist use for physics education.
  2. Students need to find their own questions because the problems of today require the students to find solutions to them tomorrow, instead of repeating solutions that we already know about.
  3. It is important that we are open-minded about the conclusions of the scientific investigation. We should also not be deterred if the outcomes of the investigation may not be what we have expected, but we should further reflect, evaluate and repeat the experiment again if necessary.


Supporting inquiry

Collecting and recording evidence are part of carrying out an investigation. Close mentoring is required to guide students-groups.

Differentiating Instruction

For higher ability students, teacher may guide the modeling construction to validate their analysis and discuss the assumptions made in the investigation and suggestions for refinements to make the investigation better.

Reference: (Prepared by http://weelookang.blogspot.sg/)

  1. http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82



Becoming Scientists through Video Analysis and Computational Modeling

update after meeting 17 may 2013.

  1. The project team needs to explicate the following more clearly in the final proposal. 
    1. Pedagogical model to handle complications that may arise out of complex problems 
      1. use inquiry approach as main pedagogy
      2. reductionism: use a simplified model to model complex problems
        3D to 2D
        rigid body to simple point mass etc.


    2. PD model to prepare teachers to apply the proposed pedagogical model in their classrooms 
      1. mentor-peer learning among members
      2. make youtube video to share insights learnt

    3. Approach to community building 
      1. part of Physics Chapter Learning community to support the larger fraternity
  2. There are currently 4 schools involved in this project. EC recommends having at least one more school participating in this project. 
    1. teacher readily is key to working happily
      1. one school would be 
        1. evergreen sec kim kia




Update: area of improvements

  1. The project team needs to explicate the following more clearly in the final proposal. 
    1. Pedagogical model to handle complications that may arise out of complex problems 
      1. use inquiry approach as main pedagogy
      2. use the five-stage model of online learning" by Gilly Salmon to support Face to Face in schools.
        "five-stage model of online learning" by Gilly Salmon to support project based tracker research proposals by students 
      http://www.itlc.life.ku.dk/it_paedagogik/elaerings_paedagogik/gilly.aspx

    2. PD model to prepare teachers to apply the proposed pedagogical model in their classrooms 
      1. Face to Face ETD-schools ICT mentor-menteeship and part of Physics Chapter Learning community to support 
      2. inter schools Professional development Meeting to share lessons 
      3. OPAL-ict connection lesson repository
      4. sharing at local (ICCE or Redesign Pedagogy) and overseas(AAPT or MPTL) conferences
    3. Approach to community building 
      1. part of Physics Chapter Learning community to support the larger fraternity
  2. There are currently 4 schools involved in this project. EC recommends having at least one more school participating in this project. 
      1. teacher readily is key to working happily
        1. one school would be 
          1. commonwealth sec jensen
          2. east view sec harold
          3.  Woodgroove sec jerry teacher
          4. Yusof ishak sec yi lin hodsc





Becoming Scientists through Video Analysis and Computational Modeling final submission 2013
https://www.dropbox.com/s/q597bbuoyyebej7/PresentationVideoAnalysis.pptx















meeting: Becoming Scientists through Video Analysis and Computational Modeling
AST 2 malan road
230 pm
14march2013.
my hp 92475573 if u are coming :)
find somewhere to discuss, maybe eduLAB@AST.


RGS (LTK): Kinematics and dynamics. Start from Lookang bouncing ball and let them create a video project to anaylze.
RGS math department maybe coming on board too because they are using logger pro and already doing some mathematical modelling to relate real life scenario to math (kinematic portion overlap with us). They have been going to USS and oversea theme park to do recording and analyzing the rides.

RVHS (TL): for Y3, we use logger pro with our self-make video. For the talent class, we use iPad coachmyvideo app and graphical analysis with self-make video and some videos downloaded from http://jabryan.iweb.bsu.edu/VideoAnalysis/index.htm.
For Y5, we intend to use logger pro for kinematics projectile motion (still undecided)

GreenRidgeSec(WB): Use tracker on light phenomenon such as TIR and refraction (TBC)
NJC (N): Y3 - kinematics, likely to try Dynamic, this year need to check time available. Senior high - kinematics n dynamics, shm. Will find out plan for this year.


LTK:
b) How you think the funds can be used in a meaningful way based on last discussion
Buy good high speed cameras to study motion in higher precision
Buy portable LED green screen so that precise auto tracking can be easily done to study more complex motions
Invite the creator of Video tracker to Singapore to hold talks/conference
TL:
The main advantages of logger pro over tracker:
- less intimidating user interface. This allows even the least IT savvy teacher to guide students in the use of the software in class with confidence
- cost is around $400 which allows whole sch and even students' home computer deployment.
- allow data sharing. Teacher can prepare the video tracking data prior to lesson, give a bit of demo, get students to access this data via browser and spend time analysing and construct meaning from the shared data. This also allow mobile devices such as android phones, iPads, tablets to access the data and perform basic analysis.
idea1:
spectroscopy: http://leetl.wordpress.com/2012/04/19/using-tracker-to-study-solar-spectrum-with-absorption-lines-for-the-topic-of-quantum-physics/
Attached are some "multiple exposure" photos. They are converted from demo videos. The affordance of tracker is for students to understand the motion of bodies via graphs but usually students don't think
idea2:
Suggested approach for Kinematics which works for me over a period of 4 weeks:

Introduce speed and distance with time through experiment
Introduce motion map with correct proportion for distance for successive time interval and the relative magnitude of speed. Motion map will allow students to have a physical intuition of motion of objects. Multiple exposure photos can be exploited to discuss more difficult topics such as free fall
Use of tracker or equivalent technology to obtain the correct graph and allow deeper appreciation of quantities such as g and free fall.

Suggestions for the deepening of the use of video analysis:
Develop operational understanding of force and F = ma. This can be follow or with multiple exposure. Video will be used to enhance appreciation for other scenarios
Use of tracker for energy, oscillation
idea3:
Some really interesting resources in addition to tracker:

http://livephoto.rit.edu
http://serc.carleton.edu/sp/library/direct_measurement_video/index.html

Disadvantages:
- less functions like tracking multiple bodies, auto tracking, defining new functions, etc



meeting:
AST 2 malan road
230 pm
14march2013.
my hp 92475573 if u are coming :)
find somewhere to discuss, maybe eduLAB@AST.


reference:
http://weelookang.blogspot.sg/2013/02/becoming-scientists-through-video.html
http://weelookang.blogspot.sg/2012/11/edulab-programme-more-open-source.html

Tuesday, March 12, 2013

MOE Outstanding Innovator Award 2013

version 2:
thanks bro for your inputs. fonts and layout are changed. — with Wilkie Tan.
MOE Outstanding Innovator Award 2013: ETD, WEE Loo Kang, Senior Specialist



picture is around 1024 x 768 pixels(landscape format) of the innovations developed.
MOE Outstanding Innovator Award 2013: 
ETD, WEE Loo Kang, Senior Specialist

PPT source https://dl.dropbox.com/u/44365627/conference/2013innergyaward/PhysicsbyInquirywee.pptx

Congratulations! You have been selected as a recipient of the Outstanding Innovator Award 2013!

MOE Outstanding Innovator Award 2013: ETD, WEE Loo Kang, Senior Specialist


(A) Details of Awards Ceremony
Your trophy will be presented to you during MOE ExCEL Fest 2013 on 5 April 2013, the details of the event are as follows, kindly arrive by 8am for briefing and rehearsal:

Date:
5 April, 2013 (Fri)
Time :
9.30am – 10.30am (Awards Ceremony)
Venue:
ITE College Central, Level 4, Auditorium

Admin Instructions
1. Car park arrangements

We are reserving a number of carpark lots, on a first-come, first-serve basis in ITE College Central. As parking lots are limited, each Award Winner will be given 1 car park label. Guests are encouraged to carpool. Alternative parking lots are also available at the HDB Blocks opposite ITE College Central. We would be sending the label and parking instructions closer to the event date.

2. Public Transport

- Nearest MRT Stations :
a) Ang Mo Kio (NS16) – Change to SBS Transit 88
b) Yio Chu Kang (NS15) – Change to SBS Transit 72, 72A
- Bus Services along Ang Mo Kio Avenue 5 :
a) SBS Transit: 72, 72A, 88, 159 or along Ang Mo Kio Avenue 10 – SBS Transit: 45, 88

To showcase the Outstanding Innovator Award at the Awards Ceremony, we would like to put up a slideshow of the awardees. This powerpoint slideshow will be presented on plasma screens during the award ceremony when you collect the award from the Guest-of-Honour.


(B) Confirmation of details for award administration
a small token prize

(C) Submission of Photograph
We would also appreciate it if you could provide us with a photograph of yourself:
picture is around 1024 x 768 pixels(landscape format) of the innovations developed.
MOE Outstanding Innovator Award 2013: 
ETD, WEE Loo Kang, Senior Specialist

PPT source https://dl.dropbox.com/u/44365627/conference/2013innergyaward/PhysicsbyInquirywee.pptx


1. in jpeg format.
2. recommended resolution of the picture is around 1024(L) x 768(W) pixels(landscape format), and at least 200dpi.
3. preferably showing you with an innovation that you have developed or a setting that you find inspiration in.
4. for easy identification, please name the picture attachment with your full name (e.g. “Ho Wei Hao.jpg”).


(D) Winners of Outstanding Innovator Award 2013
Please refer to the table below for the list of winners in 2013, in no order of merit.
No
Division
Winner
1.
ETD
Wee Loo Kang
Senior Specialist

2.
FDD
Lau Ching Soong
AD/Revenue, Systems & Operations

3.
HSCD
Jonathan Goh
Manager, Recruitment Marketing



(E) Please email to us the following:

Kindly reply to this email address (ho_wei_hao@moe.gov.sg) with the required details and digital photograph(s) by 5pm on 15 Mar (Fri) 2013.

Thank you in advance!

reference:
http://weelookang.blogspot.sg/2013/03/moe-outstanding-innovator-award-2013.html
http://weelookang.blogspot.sg/2013/01/nomination-for-outstanding-innovator.html

Wednesday, March 6, 2013

I am a scientist thanks to gravity physics easy java simulations.


thanks to zhiye for making this! awesome :)

I am a scientist thanks to gravity physics easy java simulations.

An MOEHQ INNERGY Award Gold 2012 lesson on the researching on the design of the 4 gravity physics computer models with Yishun JC students
Big thank you goes to
all the students under Jimmy Goh who participated in this research
Jimmy Goh for conducting the lesson masterfully, design the worksheets.
sze yee for co-partnering and interviewing the students
zhiye for making these 2 awesome video giving more evidence of learning not possible in traditional pen paper representations.
myself, creators of the 4 simulations, which i also must thanks all the OpenSourcePhysics community, Timberlake, Andrew, Paco, Fu-Kwun and Wolfgang.

reference:
http://weelookang.blogspot.sg/2013/01/yjc-gravity-physics-lessons-2013.html
http://weelookang.blogspot.sg/2013/01/gravity-physics-lesson-2-at-yjc.html

My learning is enhanced thanks to gravity physics easy java simulations


thanks to zhiye for making this! awesome :)

My learning is enhanced thanks to gravity physics easy java simulations.

An MOEHQ INNERGY Award Gold 2012 lesson on the researching on the design of the 4 gravity physics computer models with Yishun JC students
Big thank you goes to
all the students under Jimmy Goh who participated in this research
Jimmy Goh for conducting the lesson masterfully, design the worksheets.
sze yee for co-partnering and interviewing the students
zhiye for making these 2 awesome video giving more evidence of learning not possible in traditional pen paper representations.
myself, creators of the 4 simulations, which i also must thanks all the OpenSourcePhysics community, Timberlake, Andrew, Paco, Fu-Kwun and Wolfgang.

reference:
http://weelookang.blogspot.sg/2013/01/yjc-gravity-physics-lessons-2013.html
http://weelookang.blogspot.sg/2013/01/gravity-physics-lesson-2-at-yjc.html

Tuesday, March 5, 2013

Workshop by Prof Hwang @RVHS

update: photo gallery
Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013. photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by lookang

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon

Easy Java Simulation Workshop by Prof Hwang @RVHS Singapore 22 March 2013 photo by weeboon



please email me or fill in this form  if you are interested to join in this workshop by professor fu-kwun hwang.

Intended Particpants:
  • Opening for 20 teachers who knows a little bit about EJS already!.
  • 10-12 members of java simulation project from eduLab programme Java Simulations computer models by River Valley High, Yishun JC, Anderson JC, Innova JC, Serangoon JC and Educational Technology Division MOEHQ.

Title: Hands-on Workshop to design and create Physics Simulation Using Easy Java Simulation
Instructor: Professor Fu-Kwun Hwang from the Department of Physics at National Taiwan Normal University.
Abstract of Workshop:
How to design physics simulation for conceptual learning will be addressed. We will show currently
available physics simulations at NTNUJAVA web site. With Easy Java Simulation, a modeling tool
which can be embedded in web page, users can view the physics model behind the simulation, modify
existing models, or create a blank new model. We will discuss with current available examples and try
to help each user to create new simulation during the workshop.
Details of the event are below :

Date : Friday, 22 March 2013
Time : 9.00 – 12.00pm (refreshment start at 8.30pm)
Venue : Computer Lab 1 River Valley High School, Singapore
Address: 6 Boon Lay Ave, S649961