## Friday, August 28, 2015

### Line Graph by PHET

awesome!
in preparing http://iwant2study.org/ospsg/index.php/simulations/physics/01-measurements/35-graphing-lines-by-phet

 line graph of y = 8/6*x +5) https://phet.colorado.edu/en/simulation/graphing-lines

### Secondary Chemistry Simulations by PHET

awesome stuff! thanks to Yiru for sharing for the building on http://iwant2study.org/ospsg/index.php/simulations/chemistry

 STABLE oxygen atom https://phet.colorado.edu/en/simulation/build-an-atom

 an unstable oxygen isotope that rarely exists in nature https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass

 balancing an equation with balance tool https://phet.colorado.edu/en/simulation/balancing-chemical-equations

 concentration, making a very concentrated drink :) https://phet.colorado.edu/en/simulation/concentration

 making water with 2 H2 and 1 O2 reactions to produce 2 (H2O) with zero leftovers https://phet.colorado.edu/en/simulation/reactants-products-and-leftovers

 so water is not an acid? https://phet.colorado.edu/en/simulation/acid-base-solutions

### Kinetic Model of Gases by PhET

another awesome 2 simulations by PhET

 Click to Run

 Click to Run

 showing the solid state of the particle model of mattercreated by PHETmirror file: Link1, Link2

 showing the liquid state of the particle model of mattercreated by PHET mirror file: Link1, Link2

 showing the gaseous state of the particle model of mattercreated by PHET mirror file: Link1, Link2

 showing the triple point of water of the particle model of mattercreated by PHET mirror file: Link1, Link2

## 11. Superposition

Venue: Hwa Chong Institution, Classroom A305

Classroom: A305
Date: 27 August 2015
Time: 3-4 pm
Organizer: ETD, CSI learning community by Meng Leng, Ivy Yuri and Lawrence
Open Classrom Presenter: Dave Lommen

Possible Participants:
1. Leong T K
2. Sng P P
3. Ng KK
4. Wee Loo Kang Lawrence
5. Chan XH Kim
6. Tay PY
7. Wan LK
8. Ong WJ
Please contact me i you are interested to attend the open-classroom lesson by Dave.

## Learning Outcomes

(a) explain and use the principle of superposition in simple applications
(b) show an understanding of experiments which demonstrate stationary waves using microwaves, stretched strings and air columns
(c) explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes
(d) explain the meaning of the term diffraction
(e) show an understanding of experiments which demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap
(f) show an understanding of the terms interference and coherence
(g) show an understanding of experiments which demonstrate two-source interference using water, light and microwaves
(h) show an understanding of the conditions required if two-source interference fringes are to be observed
(i) recall and solve problems using the equation λ = ax/D for double-slit interference using light
(j) recall and solve problems by using the formula dsinθ = nλ and describe the use of a diffraction grating to determine the wavelength of light. (The structure and use of the spectrometer is not required.)

## email sent

Dear friends, teacher-leaders and members of the Collaborative Science Inquiry (CSI) Learning Community,

Greetings!

We would like to thank you for your participation and involvement in the various ICT based professional learning activities that the learning community has organised for the science fraternity. It is heart-warming to know that our membership has been growing steadily over the year. The learning community will continue to provide professional development activities to meet the needs of science teachers.

Please find some of the upcoming activities we have organised for you in 2015 Semester 2:

### CSI Open Classroom (NEW!)

We are launching our open classroom event later part of this term for Secondary and JC teachers and we hope that you could take some time off to join us in this endeavor.

### Title: OPEN CLASSROOM FOR SECONDARY SCIENCE TEACHERS IN SECONDARY SCHOOLS (Physics lesson but all are welcome; limited registration only!)

Date: 27 Aug 2015 (Thurs, Term 3 Week 9)
Time: 2.55 -4.30 pm
Venue: Hwa Chong Institution (College) (Please indicate your interest here)

We would also like to use this opportunity to invite teachers to share their classroom for lesson observations so that our fraternity of science teachers could benefit. J (Please indicate your interest to host here).

### CSI Community Networking Session

Participants will get to engage in the a dialogue session on current critical concerns in science education with a panel of Learning Community (LC) Champions. Participants could use this opportunity for cross- school networking and collaboration.

## Title: SPECIAL NETWORKING SESSION FOR SCIENCE TEACHERS IN SECONDARY SCHOOLS

Date: 18 Nov 2015 (Wed, Term 4 Week 10)
Time: 2.30 -5.30 pm
Venue: edulab@AST (Please indicate your interest here)

## CSI Workshops

 Title: COLLABORATIVE SCIENCE INQUIRY: 1: 1 COMPUTING (TRAISI CODE: 41134) Date: 19th Aug 2015 Time: 2.30 pm to 5.30 pm Title: USING TRACKER AS A MODEL-BUILDING PEDAGOGICAL TOOL (TRAISI CODE: 41153) Date: 30th Sep 2015 Time: 2.30 pm to 5.30 pm Title: COLLABORATIVE SCIENCE INQUIRY: ASSESSMENT FOR LEARNING (TRAISI CODE: 41135) Date: 7th October 2015 Time: 2.30 pm to 5.30 pm

## CSI Resources and Partnership

Please find updates on our ICT resources on our OPAL page.
We offer suggestions to the schools’ existing lessons to better tap on the affordances of free Web 2.0 tools so that the students can be engaged collaborative inquirers. We can work with a group of teachers or even at teachers at the cluster level. We are keen to visit you at your school for further discussion. Do email us for more information.
We hope that through these activities, the teachers could contribute actively to the community to drive networked learning and ultimately improve students’ understanding of scientific inquiry and application of science concepts.
Finally, we would like to seek your help to share our activities with your science colleagues and encourage them to partake in the activities, and to join our fraternity at our OPAL page (by clicking on the join button on the website).

Thank you!
Regards,
CSI team (Meng Leng, Ivy, Loo Kang & Yiru)

## Flow of lesson

 ~0’-5’: students settle down; teacher prepares laptop etc. 7 E Instructional Model ~5’-20’: ConcepTests using Kahoot! (see http://kahoot.it and http://getkahoot.com): students will do conceptual multiple-choice questions, answering using their mobile devices. If the percentage of correct answers is very low, then we may have encountered a misconception. I will then take the time to try and clear up the misconception. Elicit and Engage ~20’-40’: selected students will take turns to do homework questions on the whiteboard. They will explain their answers and workings to the rest. Students “in the audience” may be called upon to clarify the workings. In the meantime, the teacher will go around and check whether the students did their homework. The homework of about five students will be collected and marked by the teacher. Depending on the questions at hand, I may use applets to clarify. Explore and Explain ~40’-55’: students will get a challenging problem to work on in groups of three or four. They will write their workings on mini-whiteboards. This will help to make their thinking visible. The groups will be decided on by the teacher before the lesson. Each group will have students of varying ability (based on recent test scores). Elaborate and Extend Would you like to try this on an online collaborative platform (Padlet or Linoit)? This is easy for consolidation and you can flash the workings on the projector. We could help you to setup  if you are fine. ~55’-60’: I will highlight the main points of the problem the students did on the whiteboards, giving a strategy to solve similar questions. I may use an applet for this. Evaluate

## Kinematics in Y direction

 Free Fall showing blue no air resistance, yellow small air resistance, teal large air resistance in the displacement versus time plot http://weelookang.blogspot.sg/2015/08/ejss-free-fall-kinematics-in-y.html run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: lookang  author EJS: Francisco Esquembre

 Free Fall showing blue no air resistance, yellow small air resistance, teal large air resistance in the velocity versus time plot run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: lookang  author EJS: Francisco Esquembre

 Free Fall showing blue no air resistance, yellow small air resistance, teal large air resistance in the acceleration versus time plot run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: lookang  author EJS: Francisco Esquembre

## Topics

Kinematics
Speed, velocity and acceleration
Graphical analysis of motion
Free-fall
Effect of air resistance

## Description

This simulation has a drop-down menu for exploration of
(i) at rest  use of progressive mathematical model is encouraged Y = 0 for example
(ii) moving with uniform velocity, use of progressive mathematical model is encouraged
(iii) moving with non-uniform velocity (eg, constant acceleration) use of progressive mathematical model is encouraged
When only the  velocity-time graph check-box is selected, it can be explored for the following cases too.
(i) at rest
(ii) moving with uniform velocity (eg, no acceleration) model of the form Y = Y0+u*t
(iii) moving with uniform acceleration (eg, constant acceleration = 9.81 m/s^2) model of the form Y = Y0+u*t+0.5*g*t
(iv) moving with non-uniform acceleration (eg, with small ot large drag force acting thus acceleration changes).
The default acceleration is set at-9.81 m/s^2 which is near to the Earth is constant and is approximately 10 m/s 2.
Lastly, by  selecting the 3 options of
"free fall"
"free_fall_with_small_air_resistance"
"free_fall_with_large_air_resistance"
It can provide the experience and evidences for describing the motion of bodies with constant weight falling with (large and small) or without air resistance, including reference to terminal velocity, a constant velocity as a result of balanced forces of weight of mass and the drag force giving rise to zero acceleration.

## Sample Learning Goals

(e) plot and interpret a displacement-time graph and a velocity-time graph
(f) deduce from the shape of a displacement-time graph when a body is:
(i) at rest
(ii) moving with uniform velocity
(iii) moving with non-uniform velocity
(g) deduce from the shape of a velocity-time graph when a body is:
(i) at rest
(ii) moving with uniform velocity
(iii) moving with uniform acceleration
(iv) moving with non-uniform acceleration
(i) state that the acceleration of free fall for a body near to the Earth is constant and is approximately 10 m/s 2
(j) describe the motion of bodies with constant weight falling with or without air resistance, including reference to terminal velocity

## Topics

1. measure to obtain a reading from a suitable measuring instrument
2. Skills Engaging with an event, phenomenon or problem through:
3. Collecting and presenting evidence through:
1. Observing This is the skill of using our senses to gather information about objects or events. This also includes the use of instruments to extend the range of our senses.
2. Using apparatus and equipment This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks.

## Description

Play with the Mass Scale Model. Test what you've learned by trying the input field.
This Mass Scale Model allows the skills of reading from a circular scale of a typical weighing scale. The three options available allows for student's own testing of the different scales with different decimal places of precision appropriate in each scale's smallest division.

## Common misconceptions

Students typically can tell masses of whole numbers such as 600 g, but to be able to type in 0.60 kg requires some understanding of decimal places.

## Sample Learning Goals

(g) describe how to measure a variety of masses with appropriate accuracy by means of weighing scales.

## Friday, August 21, 2015

### Kudo greater research impact

https://growkudos.com/profiles/20247/dashboard

this Kudo platform is good! can suggest correctly all (8) my journal papers published.
Thank you Kudo to Kudo!

### What is Kudos?

Kudos is a web-based service that helps researchers and their institutions and funders to maximize the visibility and impact of their published articles. Kudos provides a platform for assembling and creating information to help search filtering, for sharing information to drive discovery, and for measuring and monitoring the effect of these activities.

### Who is Kudos for?

Kudos is for researchers who want assistance with increasing usage of and citations to their publications. Kudos is also for institutions and funders looking to increase the impact of the research that they fund, and for publishers wanting to develop closer relationships with their author communities and increase publication performance.

### How does Kudos work?

Researchers register to use Kudos and are then led through the following steps:

## Topics

Kinematics
Non-linear motion

## Description

Play with the 2 Cannon pointing at each model. This simulation can be used to illustrate the thought experiment "The Monkey and the Hunter" often used to illustrate the effect of gravity on projectile motion.

## The Monkey and the Hunter Experiment

A hunter with a blowgun goes out in the woods to hunt for monkeys and sees one hanging in a tree, at the same level as the hunter's head. The monkey, we suppose, releases its grip the instant the hunter fires his blowgun. Where should the hunter aim and when should he fire in order to hit the monkey?

## Question:

Do you know why the cannonball always hit each other provided they point at each other and velocities are pointed towards each other and greater than zero?

is conceptually in the green line being without the effects of gravity, the cannons ball will meet as predicted by Newton's 1st Law of motion without net external force.
now, adding the same gravitational acceleration means both cannon balls will move down at the same rate ( pink lines).
therefore, the 2 cannon balls has to collide .

## Sample Learning Goals

(g) solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance

## Topics

Light
Refraction of light
Thin lenses

## Description Thin Len Intensity

The intensity of the image for the object is reduced is some light path were blocked (the whole image is still there).
Select from drop-down menu or drag to "block part of light path" button or drag lower end of the black line to lower position to block part of light paths.
The intensity is not the same if part of the light paths were blocked.
You can change the slit position and its width with mouse drag.

## Sample Learning Goals

There is a common misconception among students:
Blocking part of the lens surface would block the corresponding part of the image.

## Thursday, August 20, 2015

### EJSS primary school curriculum

thanks a primary school vice principal's request. This quick list is created.
can you think of a good simulation to make for primary science and mathematics? Google + request it below!

1.  http://weelookang.blogspot.sg/2015/06/ejss-moon-phases-model.htmlgoogle awesome photo animation of sea level in a day click to run: EJSS Moon Phases Model source: EJSS SOURCE CODES original author: Todd Timberlake, lookang author of EJSS version: lookang
2.  1.00 kg scale showing reading of 0.80 kg image scale taken from http://www.abcteach.com/free/k/kilogramblankscalergb.jpg PLAY:  Link1 , Link2 Download: Link1 , Link2 source: Link1 , Link2 author: lookang author of EJS 5: Paco.
3.  model X = t suggests you know how to use kinematics equation of  $s = ut + \frac{1}{2}at^{2}$ where initial velocity u =1 and acceleration a = 0http://weelookang.blogspot.sg/2013/12/ejss-kinematics-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2 EJSS Kinematics Model by lookang, based on models and ideas from Fu-Kwun, Andreu Glasmann, Wolfgang Christian, and Mario Belloni authors: lookang, Fu-Kwun, Andreu Glasmann, Wolfgang Christian, and Mario Belloni author EJS: Francisco Esquembre

### EJSS wave 1d superposition model

updated 20 August 2015
added dotted more visual now
 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 0http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 2T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 3T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 4T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 5T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 6T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 7T/8 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

 superposition of a typical rightward traveling wave GREEN and a leftward traveling wave BLUE, add up together to form resultant wave form RED at t = 8T/8 = T = 0 where T is the period http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.htmlrun: Link1, Link2download: Link1, Link2source: Link1, Link2author: Wolfgang and lookang (this version)author EJS: Francisco Esquembre

EJSS wave 1d superposition model by wolfgang christian and customized by lookang.

the following were reference for the customized of this model.

1. wolfgang and lookang  http://weelookang.blogspot.com/2010/06/open-source-ejs-superposition-of-2.html
2. One Dimensional Wave Superposition JS Model by Wolfgang Christian and Francisco Esquembre http://www.compadre.org/osp/items/detail.cfm?ID=13014

 http://weelookang.blogspot.sg/2013/12/ejss-wave-1d-superposition-model.html https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_model_wave1d01/wave1d01_Simulation.html source: https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejss_src_wave1d01.zip author:  Wolfgang and lookang (this version)

## Description:

The EJSS wave 1d superposition model  shows how the superposition principle gives rise to wave phenomena such as standing waves and beats. Users enter real-valued wave functions and dropdown menu for ease of inputs  and observe both the time dependent functions and their superposition. This model uses the JavaScript mathematical function parser.
A wave is a disturbance, such as sound, that propagates through space. For a wave propagating in one dimension, we use a wave function u(x,t) to represent the wave at position x and time t as shown in the screen shot.  Although a sinusoidal wave function is a very common type type of disturbance, we should remember that there are many other wave functions, such as shock waves, that do not fit this functional form.

The EJSS wave 1d superposition model  was developed using the Easy Java Simulations (EJS) version 5. It is distributed as a ready-to-run html page and requires only a browser with JavaScript support.

The mathematical equation used are:

$\ f(x,t) = sin ( \pi x - t)$

$\ g(x,t) = sin ( \pi x + t)$

which the resultant is

$\ u(x,t) = sin ( \pi x - t) + sin ( \pi x + t)$

the dropdown menu has some function typical in the A level Physics

$\ f(x,t) = sin ( \pi x - t)$
$\ f(x,t) = \frac{1}{2} sin ( \pi x - t)$
$\ f(x,t) = 2 sin ( \pi x - t)$
$\ f(x,t) = \frac{1}{2}sin ( \pi x - t)$
$\ f(x,t) = 2 sin ( \pi x - t)$
$\ f(x,t) = sin ( \pi x - \frac{1}{2}t)$
$\ f(x,t) = sin ( \pi x - 2t)$
$\ f(x,t) = sin ( \pi x - t - \frac{\pi}{2})$

["sin(pi*x-t)","0.5*sin(pi*x-t)","2*sin(pi*x-t)","sin(0.5*pi*x-t)","sin(2*pi*x-t)","sin(pi*x-0.5*t)","sin(pi*x-2*t)","sin(pi*x-t-0.785)","sin(pi*x-t-1.57)"]

$\ g(x,t) = sin ( \pi x + t)$
$\ g(x,t) = \frac{1}{2} sin ( \pi x + t)$
$\ g(x,t) = 2 sin ( \pi x + t)$
$\ g(x,t) = \frac{1}{2}sin ( \pi x + t)$
$\ g(x,t) = 2 sin ( \pi x + t)$
$\ g(x,t) = sin ( \pi x + \frac{1}{2}t)$
$\ g(x,t) = sin ( \pi x + 2t)$
$\ g(x,t) = sin ( \pi x - t + \frac{\pi}{2})$

["sin(pi*x+t)","0.5*sin(pi*x+t)","2*sin(pi*x+t)","sin(0.5*pi*x+t)","sin(2*pi*x+t)","sin(pi*x+0.5*t)","sin(pi*x+2*t)","sin(pi*x-t+0.785)","sin(pi*x-t+1.57)"]

## in general:

$\ f(x,t) + g(x,t) = u(x,t)$

## Changes:

1. recreate on a fresh ejss using codes from http://www.compadre.org/osp/items/detail.cfm?ID=13014
2. use design ideas from http://weelookang.blogspot.com/2010/06/open-source-ejs-superposition-of-2.html
3. fix a bug in the input fields need _view._update(); //critical for immediate update

## Area of improvement: Done!

1. cannot figure out how to make a dot that travels on the $\ f(x,t)$ and $\ g(x,t)$
the generic wave form has an equation of this form:

$\ f(x,t) = sin ( \pi x - k_{1}t )$ wave moves to the right

$\ g(x,t) = sin ( \pi x + k_{2}t )$ wave moves to the left

## Tuesday, August 18, 2015

### energy2D Conduction 3A: Heat conduction through materials

energy2D Conduction 3A: Heat conduction through materials
http://lab.concord.org/embeddable.html#interactives/energy2d/htb/S3A1.json

## found this interesting but does it work on mobile browser?

http://concord-consortium.github.io/lab/interactives.html#interactives/energy2d/htb/S3A1.json

## Which material conducts heat most quickly?

 it works beautifully. it is amazing. Notice this is a screen shot on my note 3!

it works beautifully. it is amazing. Notice this is a screen shot on my note 3!

Metal!

Looks like i can start curating energy2D stuff for temperature topics! Wohoo!

### EJSS Light Reflection Model

EJSS Light Reflection Model

## Question: Suggest with evidences, a relationship between ∠i and ∠r.

 Light Reflection showing 2 light rays entering the eye angle of incidence is always equal to angle of reflection |i| = |r| http://weelookang.blogspot.sg/2015/08/ejss-light-reflection-model.html run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: leongster, lookang author EJS: Francisco Esquembre

 Light Reflection showing 4 light rays entering the eye angle of incidence is always equal to angle of reflection |i| = |r| http://weelookang.blogspot.sg/2015/08/ejss-light-reflection-model.html run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: leongster, lookang author EJS: Francisco Esquembre

 Light Reflection showing 1 light ray entering the eye angle of incidence is always equal to angle of reflection |i| = |r| http://weelookang.blogspot.sg/2015/08/ejss-light-reflection-model.html run: Link1, Link2 download: Link1, Link2 source: Link1, Link2 author: leongster, lookang author EJS: Francisco Esquembre

angle of incidence is always equal to angle of reflection |i| = |r|

## What evidences?

from the data collected of table of angle of incidence∠i and angle of reflection ∠r with the normal line to the plane of the mirror surface.

 No. ∠i / ° ∠r / ° 1 10 10 2 20 20 3 30 30 4 40 40 5 50 50 6 60 60 7 70 70 8 80 80

## Modeling Activity:

if the x-y axes passes through the mirror at the point of light ray, what is a possible model for ∠i = 45 ° in terms of mathematics using x and y ?

Need to fix bug