Tuesday, February 23, 2016

a comparison of 2 JavaScript Nuclear Decay HTML5 simulation

a comparison of 2 JavaScript Nuclear Decay HTML5 simulation


  1. http://www.opensourcephysics.org/items/detail.cfm?ID=13978&S=7
  2. http://iwant2study.org/ospsg/index.php/interactive-resources/physics/06-quantum-physics/02-nuclear/315-decaychangenwee

to check, use the fact that 

The decay constant is the fraction of the number of atoms that decay in 1 second. It is the constant λ in the decay equation: dN/dt = -λN The - sign indicates decay, dN/dt is the number of decays per second (also known as 'Activity') and N is the number of atoms present.

 assuming N = 1600, λ or k = 1, or p = 0.1000,

the following screenshots suggests both simulation are consistent!


assuming N = 1600, λ or k = 1, or p = 0.1000
assuming N = 1600, λ or k = 1, or p = 0.1000





Monday, February 22, 2016

Instructional Model and Strategies in Disciplinary Literacy for Teaching and Learning Physics by Dr Tang Kok Sing

doing a little broadcast for interested folks in workshops, for the benefit of all.

Title

Instructional Model and Strategies in Disciplinary Literacy for Teaching and Learning Physics

Venue: Academy of Singapore Teachers
Dates / Time: The Master Class will be conducted over three sessions at the Academy of Singapore Teachers (AST):
  1. Session 1: Wednesday 23 March; 2.30 p.m. to 5.30 p.m. 
  2. Session 2: Wednesday 13 April; 2.30 p.m. to 5.30 p.m. 
  3. Session 3: Thursday 28 Jul; 2.30 p.m. to 5.30 p.m. 
Lecturer: Dr Tang Kok Sing
Facilitator: Mr Lee Siew Lin

Number of Participants: 15 – 25 pax

Audience

Physics teacher leaders with keen interests in disciplinary literacy and argumentation strategy to:
  1. engage students in scientific dialogues and stimulate higher order thinking in physics 
  2. enhance students’ conceptual understanding and develop their ability to reason 

Objectives


At the end of the master class, the participants will:

  1. understand disciplinary literacy instruction in the context of physics teaching and learning in the classroom 
  2. be familiar with various disciplinary literacy strategies and how to apply them in the physics classroom 
  3. contextualize the disciplinary literacy instructional model by designing and implementing argument-based inquiry physics lessons 

Synopsis

Introduction

Science inquiry in the classrooms often emphasises hands-on activities with a tendency to avoid text and reading due to time constraint. However, such literacy skills (e.g. active listening and effective communication) are important competencies that students need, in order to be scientifically literate.

How do we then develop in students the disciplinary literacy and proficiencies – language, symbols, representations, diagrams, graphs, reports, arguments and explanations – so that they are able to engage in scientific inquiry and physics discussion in the classroom?

Course Content

In this Master Class series, Dr Tang will be sharing a pedagogical model that integrates an argument-based inquiry with a talking- and writing-to-learn approach. This model is supported by specific literacy strategies that scaffold students’ reasoning and writing process as they engage in scientific inquiry of observable phenomena.

The disciplinary literacy instructional model and strategies, as well as the materials used for this workshop, are conceptualised, developed and tested from the research that Dr Tang had conducted with local secondary schools in Singapore.

By the third session of the Master Class series, participants will be able to share a physics lesson that incorporates the disciplinary literacy instruction and strategies with fellow participants.

Registration


Register for the Master Class now to learn about disciplinary literacy instruction in physics to enhance students’ conceptual understanding and ability to engage in science argumentation.

We seek your understanding to submit the Google Form before 4 March.




Frictional Block Free Body Diagram with corrected moments position for Normal Contact Force

Frictional Block Free Body Diagram with corrected moments position for Normal Contact Force, an Advanced Level Physics Case.

as suggested by workshop participant from JJC, moments are calculated and reflected in simulation!
angle = 0, block does not rotate
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/42-friction


angle = 45, block does not rotate, normal contact force shifts to the extreme lower end of the block, just in position to not rotate clockwise.http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/42-friction

angle > 45, block  rotates (but not simulated), normal contact force shifts beyond the extreme lower end of the block, in real life, block will rotate clockwise.http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/42-friction



Sunday, February 21, 2016

Teacher professional model


A refined pedagogical content knowledge PCK framework that combined technological knowledge in every aspect of knowledge or simply neglected it?

posted from Bloggeroid

Friday, February 19, 2016

Open Source Physics @ River Valley High School Concurrent Session 2.2

#OpenSourcePhysics @ #RiverValleyHighSchool 
Concurrent Session 2.2
venue and time: iCode Lab, 5.00 to 5.25 pm
presenter: Lim Ai Phing, Senior Teacher (Physics)
link for this presentation: http://tinyurl.com/OSPatRV


Thanks to teachers like Ai Phing, who believe in using Technology for Learning, OSP@SG can exist and spread more quickly to create impact!


Open Source Physics @ River Valley High School Concurrent Session 2.2

Vector Addition A + B = C Model with Parallelogram and Tip-to-Tail

updated 12 june 2016




#Vector #Addition A + B = C Model with #Parallelogram and #Tip-to-Tail
thanks to +Joseph Chua for sharing his lecture slides.


http://iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/20-vector-addition-a-b-c-model

http://iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/20-vector-addition-a-b-c-model


http://iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/20-vector-addition-a-b-c-model

Tuesday, February 16, 2016

Tracker Workshop 2/2 @Victoria Junior College

Tracker Workshop 2/2 @Victoria Junior College
Date: 22 Feb 2016
Time: 0740-0835
Venue: V25 Computer Lab

Hopefully resolved by school
Installation issues, Java 64 installation, need Java 32 bit instead.

Resources covered.
Tracker: http://physlets.org/tracker/
ETD-CPDD MOE Project: Becoming Scientists through Video Analysis
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/05-circle/209-tracker-modeling-in-uniform-circular-motion-of-fan
For Teachers: Rotating fan.mp4
- Worksheet-BT Workshop.doc
jit ning fan circular motion, relating to shm as well as modelling and different graphics representation







Tracker 1/2 Workshop @Victoria Junior College

Tracker Workshop @Victoria Junior College
Date: 15 Feb 2016
Time: 0740-0835
Venue: V25 Computer Lab

Installation issues, Java 64 installation, need Java 32 bit instead.

Resources covered.
Tracker: http://physlets.org/tracker/
ETD-CPDD MOE Project: Becoming Scientists through Video Analysis

http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/152-bouncing-pingpong
photo by lookang
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/149-basketball-model-mp4
photo by lookang
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/149-basketball-model-mp4
jpeg version basketballmodelchen_ximin.trz
photo by  hwee ju
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/149-basketball-model-mp4 
jpeg versiobasketballmodelchen_ximin.trz
photo by  hwee ju
posted from Bloggeroid

Modelling With Physics Simulations DYNAMICS Part 2 or 3

Modelling With Physics Simulations DYNAMICS Part 2 or 3

Simulation Developed:

Title
Date/ Time
Level:
Upper Secondary + JC
Subject:
Physics
TRAISI Code:
41190/ 41188/ 41184
Part 1: 20 Jan 2016, 1430 - 1730,
Part 2: 17 Feb 2016, 1430 - 1730,
and
Part 3: 09 Mar 2016, 1430 - 1730

for more free workshop by ETD, refer to http://edulab.moe.edu.sg/edulab-ast/events-activities/sem-1-2016

Resource will be taken from here.

Wednesday, February 10, 2016

does the embed code work?

does the embed code work?


Dynamic Force Modeling Activity for Modeling with Simulation workshop

Modeling Activity using this #html5 simulation


No Net Force (no Push Force )Model


Tom has just been promoted and is pushing a file cabinet down the hall to his new office. He begins by looking at the file cabinet and considers how to best go about his task. Select Fx = 0 to model the zero force model. Note the motion of the block is no change in position and velocity is zero all the time.

Activity 1: Using the model builder, select Fnet_x = 0 to simulate this effect

No Net Force ( 0<|Push| => Maximum Static Friction) Model

He then begins pushing on the file cabinet, which, at first, does not move at all. To simulate this case, select Push to be 3 N and observe what happens to the motion of the block. Note that the Push is cancel out by the Friction Force. Even at Push = 4.905 N is balanced out by Friction Force and the block does not move.

Activity 2: Using the model builder, select Fnet_x = 0 to simulate this effect

Just Enough Push force (Push> Maximum Static Friction) to move Model

He pushes it slightly harder than the maximum static friction, and it is sliding . Thus, applying a Push force just larger than 4.905 N, the object begins to slide. But at t >0, the Friction becomes Kinetic Friction. 
Eventually the file cabinet begins to slide across the floor, slowly moving towards his new office with acceleration.   

Activity 3: Using the model builder, select Fnet_x = 3.038 to simulate this effect. note that the static force is just a force to overcome initial when v = 0, after |v|>0, kinetic friction replaces as the frictional force.

Big Idea

Thus, the evidences and model building process above suggests the condition of acceleration is the presence of non zero net force, which is F = ma, Newton's Second Law.

Misconceptions

Students may think that it is possible to experience is pushing the file cabinet, and it is moving to the right with constant velocity.

more photo from Robert Greenawalt. Thanks

bob sent me these photo and i hope to collaborate , open source physics stuff will be featured and used more frequently by curriki.org