## Wednesday, July 28, 2010

### Science Teachers' Conference 23 & 24th November 2010 Singapore Science Centre

http://www.stas.org.sg/news.html
 Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool by Wee Loo Kang, Lee Tat Leong & Charles Chew Planck Room,  Science Teachers Conference 2010 DAY 2 (24 November)
 Concurrent 4.9 Workshop - Innovation in Science Education Open Source Physics – Tracker Video Analysis and Modeling Tool by Wee Loo Kang, Lee Tat Leong & Charles Chew Planck Room,  Science Teachers Conference 2010 DAY 2 (24 November)

trying to get to have a workshop :)
Name:Dr/Mr/Mrs/Mdm/Ms   Loo Kang WEE

EmailWEE_Loo_Kang@moe.gov.sg , weelookang@gmail.com
Co-Presenters (maximum of 2 co-presenters)
Name (1):Charles CHEWName (2):Tat Leong LEE
Affiliation:Master Teacher Affiliation: Head ICT, RVHS
Signature of Main Presenter:               Date:
Signature of Principal or Branch Head:             Date:
Please be informed that submission of abstract does not mean that your paper has been selected.
ANNEX E  (Page 2 of 2)
Strand
Please tick or highlight one of the boxes below.
Professional Development
Assessment and Evaluation
Curriculum and Instruction
Innovation in Science Education

Presentation Format
Please tick or highlight one of the boxes below.
Paper Presentation (30 minutes, inclusive of Q&A)
Workshop (90 minutes, inclusive of hands-on activities and Q&A)

Title:Open Source Physics – Tracker Video Analysis and Modeling Tool
Keywords:Active learning technology cognitive tool doing virtual laboratory free Douglas Brown OSP ICT practical project task

Abstract: (not more than 200 words)

A few short paragraphs giving an overview of the presentation or workshop. Please include rationale, simple background, the approach, the results, the implications and possible future direction.

Rationale:
In 1997, MOE started the first ICT Masterplan as part of our Thinking Schools Learning Nation vision. As part of the third Masterplan for ICT in 2010, this workshop seeks to deepen the meaningful integration of ICT in the teaching and learning of physics.
Background:
The Tracker Video Analysis and Modeling Tool is a video and image analysis tool with dynamical modeling. Students can both analyze the motion of objects in a video and overlay simple dynamical models on the video and see how well the model matches the real-world.
Approach:
This workshop will be a hands-on session to on the video analysis of kinematics of bouncing ball and video modeling a simple projectile.
Technology use:
Workshop participants need to bring your own laptop with these software preinstalled.
Tool:                http://www.cabrillo.edu/~dbrown/tracker/webstart/tracker.jar
Software:   Java 1.5   jre-6u20-windows-i586.exe
Any Video Converter http://www3.any-video-converter.com/avc-free.exe
Tracker is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License.
Future Direction:
For informal community of practice of physics teachers, go to ICT Connection Learning Team and learn together, advancing the professionalism of educators in Singapore. http://ictconnection.edumall.sg/cos/o.x?ptid=709&c=/ictconnection/forum&func=showthread&t=64
AV equipment
Every room will have standard equipment: e.g. LCD projector, projector screen and whiteboard. If you need other equipment, please make your own arrangement.

Science Teachers' Conference
http://www.stas.org.sg/news2.html

04Oct 2010 STC updates, Science Teacher Conference

Program from irene.

Detail Program.
Day 2: 24th November 2010
Time: 1330 ­to 1500
Singapore Science Center
Room  @Planck Room
Concurrent Sessions 4: Concurrent 4.9
Format: Workshop ­
Paper: Innovation in Science Education
Target audience: Secondary & JC  Physics
Workshop Title: Open Source Physics – Tracker Video Analysis and Modeling Tool
Presenter: Mr Wee Loo Kang Education officer  MOE ETD
Co­Presenters:   Dr Charles Chew (Master Teacher, AST) & Mr Lee Tat Leong (HOD ICT River Valley High)

## Monday, July 26, 2010

### Personal Summary of Research Design by David L. Clark

http://www.uta.edu/coehp/faculty/hyle/clark-document.pdf

Definition of Problem

A problem is a situation resulting from the interaction of two or more factors (e.g., givens, constraints, assertations, beliefs, conditions) which reveals an anomaly or contradiction which, in turn, yields (1) a perplexing or enigmatic state, (2) an undesirable consequence, or (3) ambiguous preferences or choices from among courses of action.

Research problem structure:
1  Principal proposition —— ordinarily stated in the form of a given; a generalization; a generally accepted proposition; an accurate description of a condition; an approved policy; a widely accepted theory; ordinary knowledge about practice.
2  Interacting proposition —— stated in the same terms as the principal proposition but it contradicts, contravenes, notes exceptions to, challenges, or casts doubt upon the principal proposition.
3  Speculative proposition(s) —— examine or speculate about the most likely causes of the apparent anomaly or contradiction; set the direction for the inquiry; complete the sentence, “The principal and interacting propositions co—exist in my best judgment because .......
4 Concluding Proposition - proposed solution to problem, goal of the study.

Related Research and Literature
Novelty. You want to build upon, contrast with, modify, verify, or deny the ever—growing knowledge base in your field of study. The more work that has preceded you, the more help that is available to you.
Discreteness.  you are using the review of research to design and carry out your study.
Focus.   Reviews of research tend to be focused on findings of previous studies. Findings may help you establish the existence of a problem.

Directly related studies — Within your field of concern, you will find a set of studies dealing with your problem area.
Analogous studies — you are much more likely to miss studies which are less directly related to your topic.
General literature — holding no special brief for the subclassifications used here, this category represents usable, ordinary knowledge of interest to researchers.
Contemporary events — The third cluster of columns describes non-published sources which, if available to the inquirer, could add a critical contextual dimension to a study. Well- established researchers can access
these sources through an informal network of colleagues.

A good research literature review:
x It contributes to all aspects of the research design — it is not findings—bound.
x   A wide variety of data sources have been used. Analogous as well as directly related studies are included. The researcher has not ignored the general literature of the field while emphasizing the research literature.
x   An effort has been made to find and use the most recent knowledge base which can be accessed.
x   The researcher is critical of the data sources. (S)he distinguishes between adequate and inadequate studies, using the former and discarding the latter.
x   The sources employed are directly relevant to the research effort of the current study. The effort at comprehensiveness has been tempered with selectivity.

Some google search: Looks useful duplicated here
http://web.utk.edu/~wrobinso/540_lec_problem.html

## The Problem Statement in the Research Paper

### The First Substantial Step

The problem provides the context for the research study and typically generates questions which the research hopes to answer.
In considering whether or not to move forward with a research project, you will generally spend some time considering the problem.
In your paper, the statement of the problem is the first part of the paper to be read [we are ignoring the title and the abstract].
The problem statement should "hook" the reader and establish a persuasive context for what follows.
You need to be able to clearly answer the question: "what is the problem"? and "why is this problem worth my attention"?
At the same time, the problem statement limits scope by focusing on some variables and not others.
It also provides an opportunity for you to demonstrate why these variables are important.

### Problem Importance

The importance of the problem should receive considerable and persuasive attention [note that importance is inevitably subjective and will vary from person to person and agency to agency].
Clearly indicate why your problem is an important one by answering questions such as these:
• Is the problem of current interest? Is it topical?
• Is the problem likely to continue into the future?
• How large is the population affected by the problem?
• How important, influential, or popular is this population?
• Would this study substantially revise or extend existing knowledge?
• Would this study create or improve an instrument of some utility?
• Would research findings lead to some useful change in best practice?
• Is there evidence or authoritative opinion from others to support the need for this research?
The problem statement should persuasively indicate that major variables can be measured in some meaningful way.
If you can identify likely objections to the study, identify and respond to them here.

### Problem Statement Question

The problem statement should close with a question. Typically, the question contains two variables, a measurable relationship, and some indication of population.
The purpose of the literature search that follows is to answer the research problem question.
If the literature cannot answer the question, the research is needed to do so. An example question might be: "What is the relationship between the grade point average of UTK juniors and their use of the library"? The information needed is (1) grade point average and (2) some measure of library use. A bad example might be: "What is the best way to teach bibliographic instruction"? This is insufficient because:
1. What are the variables?
2. What will be measured?
3. What relationships will be examined?
4. What is the population?
The title and the problem statement question are often nearly identical. For example, in the good example above, the title of this research project would be something like this: "Library Circulation Use by University of Tennessee Juniors and Their Grade Point Average"

## Sunday, July 25, 2010

### Ejs Open Source Electric Field & Potential of 2 Charged Particles Java Applet

Ejs Open Source Electric Field & Potential of 2 Charged Particles Java Applet by Professor Andrew Duffy, remixed by lookang http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1918.0
 http://weelookang.blogspot.sg/2010/07/ejs-open-source-electric-field.html Ejs Open Source Electric Field & Potential of 2 Charged Particles Java Applet  https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_EField_and_Potential_1D_v2wee.jar author: andrew duffy and lookang
Ejs open Source Electric Field and Potential in a One-Dimensional of 2 Charged Particles Java Applet
In this simulation, you can investigate the electric field and the electric potential at various positions along a line, when there are either one or two charged particles on that line. In particular, you can explore the connection between the field and the potential.
The field and potential are represented in two ways. First, the table at the bottom shows the values of the electric field and electric potential at the position of the point charge. Values are given for the field and potential due to each charged particle individually, as well the net values.
The second way to represent the field and potential is graphically. You can look at both the graph of the electric field as a function of position, as well as the graph of the electric potential as a function of position. The graphs are probably most helpful in determining how field and potential are connected.
In addition, the arrows attached to the movable test charge show the field at the position of the test charge from the two charged particles.
Activities
This is challenging, but see if you can determine how field and potential are connected to one another. A good place to start is by turning on both of the charged particles, and giving them the same sign. This gives a place between the two particles where the net electric field is zero. At that same point, what is going on with the potential? Can you use that information to help you figure out how field and potential are related to one another?
Java Simulation above is kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
alternatively, go direct to http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Author: Andrew Duffy and lookang

Java Applet.
I did not make this applet, Andrew Duffy http://physics.bu.edu/~duffy/classroom.html is the creator! i only remixed it. It is exactly what we need in the Singapore syllabus as well. nice!
mirror here as well http://66.7.205.91/~lookangc/index.php?topic=1052.msg2072#msg2072

changes made: was at the airport after 2010 AAPT Summer Meeting in Portland, Oregon, at PDX airport from 11 pm 21July to 6 am 22July, made used of the time to customized this applet.
1 redesign the look and feel to be all buttons and slider on the bottom panel
2 color scheme for red is + charges, blue (64,64,250) for - charges even visible for the slider now
4 added forces F1 an F2 when show2&&testc==false
5 added symbolic representation of Enet and Vnet
29Sept2010
6 added KE = 0.5*m*v^2 ; PE = q*Vnet; TE = KE+PE; due to question by leeyiren http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1965.new#new

 Coulomb's law for interacting point charges for case Q is positive on a positive test q

 Coulomb's law for interacting point charges for case Q is negative on a positive test q
 Illustration of the electric field surrounding a positive (red) and a negative (blue) charge in one dimension if the right charge is changing from positive to negative

 The electric potential created by a point charge Q, at a distance r from the charge (relative to the potential at infinity), can be shown to be $V_\mathbf{E} = \frac{1}{4 \pi \varepsilon_0} \frac{Q}{r}, \,$ this is for the case Q = negative

 The electric potential created by a point charge Q, at a distance r from the charge (relative to the potential at infinity), can be shown to be $V_\mathbf{E} = \frac{1}{4 \pi \varepsilon_0} \frac{Q}{r}, \,$ this is for the case Q = positive

 Electric potential V of a one point charge Q of varying charge

 electric field is negative of the gradient of the potential :$\mathbf{E} = - \mathbf{\nabla} V_\mathbf{E}. \,$

 In a Two point charges system, Electric potential energy PE of q in the potential well created by Q1 is $\mathrm{PE} = \; q \frac{1}{4\pi\varepsilon_0} \frac{Q_1}{ r}$

 Electric potential energy of q due to Q1 and Q2 charge system,:$PE = q\frac{1}{4 \pi \varepsilon_0} \left(\frac{Q_1}{r_{1}} + \frac{Q_2 }{r_{2}} \right)$

Wikipedia contributions
Thumbnail Date Name User Size Description
07:19, 9 August 2011Electric potential energy 3 charge.gif (file)Lookang67 KB(smoother)
Electric potential energy of q due to Q1 and Q2 charge system,:$PE = q\frac{1}{4 \pi \varepsilon_0} \left(\frac{Q_1}{r_{1}} + \frac{Q_2 }{r_{2}} \right)$
06:51, 9 August 2011Electric potential energy.gif (file)Lookang31 KBIn a Two point charges system, Electric potential energy PE of q in the potential well created by Q1 is $\mathrm{PE} = \; q \frac{1}{4\pi\varepsilon_0} \frac{Q_1}{ r}$
06:51, 9 August 2011Electric potential varying charge.gif (file)Lookang23 KBElectric potential V of a one point charge Q of varying charge
15:14, 8 August 2011Electric potential negative.gif (file)Lookang312 KB(dt = 0.025)
The electric potential created by a point charge Q, at a distance r from the charge (relative to the potential at infinity), can be shown to be
$V_\mathbf{E} = \frac{1}{4 \pi \varepsilon_0} \frac{Q}{r}, \,$
this is for the case Q = negative
15:04, 8 August 2011Electric field and potential relationship.gif (file)Lookang26 KBelectric field is negative of the gradient of the potential :$\mathbf{E} = - \mathbf{\nabla} V_\mathbf{E}. \,$
15:04, 8 August 2011Electric potential positive.gif (file)Lookang171 KBThe electric potential created by a point charge Q, at a distance r from the charge (relative to the potential at infinity), can be shown to be
$V_\mathbf{E} = \frac{1}{4 \pi \varepsilon_0} \frac{Q}{r}, \,$
this is for the case Q = positive

ThumbnailDateNameUserSizeDescription
09:59, 3 August 2011Electric field one charge changing.gif (file)Lookang70 KB(framerate 5)

ThumbnailDateNameUserSizeDescription
09:22, 3 August 2011Electric field negative.gif (file)Lookang322 KB(make animated framerate reduced)
09:04, 3 August 2011Electric field.gif (file)Lookang224 KB

## Monday, July 19, 2010

### Personal Review W20: Computer Modeling & The Physics Classroom Web Resources 8:00AM - 5:00PM Sunday, Jul 18, 2010

W20: Computer Modeling & The Physics Classroom Web Resources   8:00AM - 5:00PM Sunday, Jul 18, 2010
Creating good and thorough web resources that allow teachers to easily incorporate computer-based modeling into their curriculum requires the right tools. The ComPADRE National Science Digital Library (NSDL) provides curriculum material and tools that are easy to use, open, extensible, and free to solve this integration problem. This workshop will show participants how to combine curricular material in The Physics Classroom with simulations in the Open Source Physics Collection to improve the understanding of physics concepts and to make difficult topics more accessible to students. Participants will create personal resource collections that integrate these diverse ComPADRE materials for their students. Afternoon technical and non-technical breakout sessions will allow participants to develop their own simulations and learning resources.

Great!  i met Mario Belloni, Annex Cox, Caronline Hall, Doug Brown, Wolfgang Christian & Bruce Mason, the giants of OSP finally.

Mario Belloni started the ball rolling by getting people to go to my one of my favorite website http://www.compadre.org/osp/ and find useful material for their purposes in learning physics.

Anne Cox lead the creation of the filing cabinet http://www.compadre.org/portal/filingcabinet/folders.cfm which is a mechanism for sharing what each member of ComPADRE could effectively allow others to find what other expert users and the community's interest and I could share the links to my students.
Interestingly, the participants like this Vernier Caliper Model written by Fu-Kwun Hwang, edited by Loo Kang WEE and Wolfgang Christian.

I am glad that people find the applets i spent time in my personal life to remix useful :)

BTW, I actually have made more changes in my attempt to engage students,check this out.! http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=684.0

The Nucleus is focused on providing resources for physics students and student clubs throughout the US.
- Nucleus Homepage
- Student Clubs
- Scholarship Opportunities
- Summer Research Opportunities
- Textbook Reviews
The Physics Careers Resource provides information about physics careers and physicists with students and those that advise and mentor students.
- The Physics Careers Resource Homepage
- Physicist Profiles
- Educational Institutions Map
- Physicist Employers Map
The Physics Classroom provides students with a complete online tutorial for topics covered in high school physics courses.
- The Physics Classroom Tutorial
- Multimedia Physics Studios
Physics to Go is a free bi-monthly online magazine full of fun physics images, articles, and activities.
- The Physics to Go Homepage
- Physics Research
- Physics at Home
- Worth a Look
The Physical Sciences Resource Center provides a broad range of resources for all audiences.
- The PSRC Homepage
- Browse the PSRC for Resources
Adopt-a-Physicist connects high school physics students to physicists via online discussion forums.
The Physics Front provides links to high-quality lesson plans, activites, labs, and assessments for K-12 physics teachers. A section of the site is devoted to organizing resources into curricular units.
- The Physics Front Homepage
- Topics & Units
The OSP Collection provides simulations and interactive, editable physics curricular resources. Source code and modeling tools are also provided.
The Physics Teacher Education Coalition is an organization of more than 100 colleges and universities dedicated to the improvement of K-12 physics and physical science teacher preparation.
- The PTEC Homepage
- PTEC Member Institutions
- Conferences & Workshops
- Teacher Research Opportunities
The uCOMP Collections provides resources and simulations to illustrate computational physics in a range of courses.
- The uCOMP Homepage

What i found interesting is the community is based on Subject (Physics) & Client (Student, Teacher, Professor), this has a high chance of success since it is
The plus points i found are:
1 open access,
2 register is free for anyone to join,
3 critical mass of key players and contributors of curriculum material, everyone is a winner and can contribute meaningfully (applets, worksheet, activity, video and text tutorials, etc)
4 Passionate physics giants who create tools and continue to enhance their tool for public and community to use for free.
5 the greater cause of doing good for the well being of human kind and educational reforms.
6 platform for spreading community based recognized contribution
7 possible align with their official job
8 platform and people for informal learning among the community like http://www.phy.ntnu.edu.tw/ntnujava/index.php
9. money issues, hope that there would not be cuts in funding to ComPADRE, we need ComPADRE and its community to drive the professional development of Physics education for the world's well being!!.

Then, Doug did a tracker video modeling tracker sharing.
This is my version of how to use Tracker Free Video Analysis for Physics Education by Douglas Brown & Youtube PD by lookang, in case you are wondering if there are YouTube made.

Tracker Free Video Modeling for Physics Education by Douglas Brown & Youtube PD by lookang

Interest point of discussion was:
As Doug has explained, pedagogy of modeling with real life video footage is align with what i believe is effective use of technology.
Don't get me wrong, i love data-logger, the choice of technology is not a pedagogy one as both are sound technology.
What decides which technology to use is a matter of
1 teacher capacity,
2 school timetabling
3 curriculum objectives or boundaries,
4 limitation of school infrastructure ( PC or datalogger or video cam etc),
5 what the students can access at home etc
6 others reasons? hmmmmm
Learning Physics through Video Analysis and Modeling @ River Valley High (sg) 2010
Do watch it and get some implementation tips and student's feedback, listen to what the students have to say :)
A lot of the success also rides on the way the lesson was executed, not so much the technology.

Wolfgang lead the Ejs part of the workshop. For people who want to learn Ejs there are video tutorials.
1. webcast from http://www.um.es/fem/EjsWiki/Main/Webcasts by lookang
Installing and running EJS

• How to install Java Runtime Environment (JRE) (video

Source files for video editing and translating to other languages are here.

## How to run simulations in EJS (video)

1. How to run EJS for the first time
3. http://swampfox.fmarion.edu/sites/swampfox.fmarion.edu.engelhardt/files/pdfs/EJS_Tutorial/EJS_Tutorial.html by Francis Marion University Larry Engelhardt

Bruce also shared about comPADRE Digital Library and how to suggest materials.
Hosting of PDF and DOC can be done through google doc.
Jar files can be hosted externally ( i personally would suggest http://www.phy.ntnu.edu.tw/ntnujava/index.php, guess where are all my applets ?)

Great Workshop!! the community networking is most valuable to me.

## Sunday, July 18, 2010

### Personal Review W05: Research-Based Curricula and Computer Supported Tools Saturday, Jul 17, 2010 9:00AM - 4:15PM

Personal Review W05: Research-Based Curricula and Computer Supported Tools Saturday, Jul 17, 2010 9:00AM - 4:15PM
Workshop Leader: David Sokoloff This hands-on workshop is designed for those who want to introduce active learning and computer tools into their introductory courses. We will introduce new approaches to teaching based on physics education research (PER) in lectures, labs, and recitations as well as studio and workshop environments. Among the approaches presented will be Interactive Lecture Demonstration (ILDs), Web-Based ILDs, RealTime Physics Labs, Activity Based Tutorials, Collaborative Problem-Solving Tutorials, Live Photo Assignments and Workshop Physics, as well as analytic modeling and video analysis tools. The computer tools used are available for both Macintosh and Windows computers. Results of studies on the effectiveness of these teaching strategies will also be presented. Current versions of the curricula, along with the book
Teaching Physics with the Physics Suite by E.F. Redish
will be distributed. Partially supported by the National Science Foundation.
You will need to take Portland's Trimet Metropolitan Area Express (MAX), which is 25 minutes from the Hilton and will drop you off directly behind Vernier Software Technology.
Workshop will be held at Vernier Software & Technology - Probeware for Science, Technology

Assessing student learning of Newton’s laws: The Force and Motion
Conceptual Evaluation and the Evaluation of Active Learning Laboratory
and Lecture Curricula
Ronald K.Thornton
Center for Science and Mathematics Teaching,Departments of Physics and Education,Tufts University,
Medford, Massachusetts02155
David R. Sokoloff
Department of Physics,University of Oregon,Eugene,Oregon97403

The real gem is "Real Time Physics Mechanics", a practical (hands on) with datalogger from Vernier. Love the work of active learning, with or without data-logger. The boss Mr Vernier, is a nice man who gave the old models of the motion sensors which i have 6 now, that can be used in my classroom hopefully soon, great job for helping the education sector with some freebies.
RealTime Physics http://www.osapucp.com/archivo/RealTime%20Physics.pdf

RealTime Physics design principles
Each laboratory guide includes activities that
• are sequenced to provide students with a coherent observational basis for understanding a single topic area in one semester or quarter of laboratory sessions
• provide activities that invite students to construct physical models based on observations and experiments
• help students modify their common conceptions about physical phenomena that make it difficult for them to
understand powerful general principles of physics
• work well when performed in collaborative groups of two to four students
• incorporate MBL tools so that students can test predictions by collecting and graphing data in real time
• incorporate a learning cycle consisting of prediction, observation, comparison, analysis and quantitative
experimentation
• provide opportunities for class discussion of student ideas and findings and
• integrate homework assignments designed to reinforce critical concepts and skills
similar concept explore on

collision cart from Vernier

collision cart with rocket fan attachment

light and len setup for concept experiencing of blocking of light at the (a) len side (b) light source

I still like real life experiment despite my own skill and knowledge can create applets to support similar activity :) My current understanding suggest I should look into ways to bring the best of both worlds (real & virtual) in education, with social learning strategy like collaborative group learning to promote more thinking about the concepts to the point (students have short attention span).

Tools for Scientific Thinking Interactive Lecture Demonstrations,
http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP001706.html
Eight steps suggested are: (Brackets are my attempt to understand through Kolb Learning Cycle.
1 describe the demonstration and do it for the class without measurement displayed ("Concrete" Experience - Observe)
2 ask students to record their individual predictions on prediction sheet (Reflective Observation - Predict)
3 students engage in small group social constructivist discussion ( (Abstract Conceptualization - Explore)
4 elicit common predictions from each group after discussion, don't comment on their validity of prediction yet.
5 ask each group to record final prediction of the group discussion as a group collective prediction
6 carry out demonstration with measurement likely data-logger (Active Experimentation)
7 ask students to describe results and discuss in the context of the demonstration with the real life data as authority, teacher as facilitator and co-constructor of knowledge.(Reflective Observation - review experience)
8 discuss analogous physical situation with similar features. (Application to world life situation )

Was fortunate to do the The Force and Motion Conceptual Evaluation. I sadly got some wrong answers due to quick one go answering of the questions. https://www.msu.edu/course/te/407/snapshot.afs/FS05Sec3/te802/files/ForceMotion.pdf.
My view:
I was conceptually correct but not pen and paper correct. :)