Thursday, August 26, 2010

Effect of acceleration on the speed Video Demonstration by ETD and NUS 2009

Effect of acceleration on the speed...

Which ball will reach the end of the track in a shorter time than the other?

Both balls moves with the same initial velocity

Green ball about to accelerate along the curve slope whenas the red ball is still moving the same roughly horizontal track

What did you notice? The green ball is ahead in terms of x direction. Explain possible reason(s) why.

What did you notice here? The green ball is still ahead in terms of x direction while its velocity is lower but still higher than the red ball's.

What did you notice here? The green ball is clearly still ahead in terms of x direction while its velocity is roughtly equal to the red ball's. 
hint: think in terms of the area under the graph of v vs t equal to change in displacement.

Post your answers in the comments!! 

A demonstration to show that acceleration enables an object to reach the end of a slope sooner.Collaboration with NUS Physics Associate Professor Sow Chorng Haur.
Keywords: tracks gentle slope sharp dip accelerate physics area under velocity time graph

There is another video here
[quote author=lookang link=topic=142.msg6114#msg6114 date=1272589703]
A video suitable for video analysis found here

[b][color=red]It will be cool to have an Ejs version of the racing balls! For your consideration ;D[/color][/b]

A JDK applet by Fu Kwun Hwang 

EduTech 2010 organised by Education Technology Division Ministry of Education

EduTech 2010 organised by Education Technology Division Ministry of Education

EduTech 2010 8 September 2010 Nanyang Junior College 0900 to 1300
"Explore, Excite, Engage: Enriching Learning & Teaching with ICT" is the thematic approach that has been adopted for  EduTech 2010.  This is in support of engaging our students in self-directed and collaborative learning against a backdrop of an evolving educational landscape.

At this seminar, participants can look forward to gaining insights and explore possibilities for collaboration with ETD or other educational partners on existing or future projects that leverages technology for learning and teaching.

In addition, there will be opportunities for participants to interact with fellow educators during the concurrent sessions and understand how projects have been adopted and deployed across the respective schools.

EduTech 2010 8 September 2010 Nanyang Junior College

10:15am - 11:00am Concurrent Session 1: The ICT Connection  #03-37
11:30am - 12:15pm Concurrent Session 2: The ICT Connection  #03-37
12:15pm - 01:00pm Concurrent Session 3: The ICT Connection  #03-37

I will prepare the other 25 min talk.
Our ICT Masterplan Journey - 2to5 min
Masterplan 3 - 5 min
Learning Teams - 5 mins
ICT in Action Lesson Ideas - 10 mins
ICT in Action Technology Scan Forum by Beng Keong and Technology Scan Team - 5 min
15 mins for Q&A.

this is mainly a show & talk, please check out the booth at Exhibition Level 2 for hands-on :).

This is a ETD project showcase, will be talking during the ICT connection, on lesson examples
Learning Physics of Sport Science through Video Analysis and Modeling
LEE Tat Leong / River Valley High Sch
22-Feb-2010 (Mon)

Viewed (6084)

Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts
LEE Tat Leong / River Valley High Sch
28-Dec-2009 (Mon)

Viewed (6854)  

Wednesday, August 25, 2010

ALL my 14 Physics Videos Collaboration with NUS Physics Associate Professor Sow Chorng Haur.

Effect of acceleration on the speed [open]

Testing new features that allow video to be embedded on blogger. I see that it still needs login to edumall so please login to view or download them. One cannot help but wonder, what is the point in enabling embedding without rights to access the video? should i remove this post all together?

Thanks to Wilkie Tan (all the best in your studies in 2009 bro!)  for his advise, i decided to re-post to organize them in a more logical manner. Previous i used the search function to locate the resources i made but it did not turn out to be well organised :)

Thanks to everyone like Chio Wee Meng, Chan Yoke Keng, Kong Eng Kee for your comments and rating and feedback!

Video on Physics Collaboration with NUS Physics Associate Professor Sow Chorng Haur.
List generated from,desc
Hyperlinks generated and copy and paste from,repository,ishare

1. Electric Field “Dancing Balls” [open]
[html] [/html] A demonstration to show the effects an electric field has on styrofoamballs wrapped in aluminium foil. Collaboration with NUS PhysicsAssociate Professor Sow Chorng Haur....
(3 votes)

2. Faraday Cage [open]
[html] [/html] A demonstration to show the effects of a faraday cage onelectromagnetic field such as radio waves. Collaboration with NUSPhysics Associate Professor Sow Chorng Haur.

3. Magnetic induction damping [open]
[html] [/html] A demonstration to show the effects of damping caused by magneticinduction on different types of non-magnetic pendulums.Collaborationwith NUS Physics Associate Professor Sow Chorng Haur....
(1 vote)

4. Newton’s cradle [open]
[html] [/html] A demonstration of the Newton’s cradle. Collaboration with NUS Physics Associate Professor Sow Chorng Haur....
(1 vote)

5. Superconducting Levitation [open]
[html] [/html] A demonstration to show the effects of very low temperature onsuperconductors. Collaboration with NUS Physics Associate Professor SowChorng Haur.
(1 vote)

6. Magnetic induction on solid, holed and spilt rings [open]
[html] [/html] A demonstration to show the effects of magnetic induction on differentnon-magnetic rings. Collaboration with NUS Physics Associate ProfessorSow Chorng Haur....
(1 vote)

7. Strength of composite materials [open]
[html] [/html] A demonstration to show how the strength of a material can be increasedby innovative composition.Collaboration with NUS Physics AssociateProfessor Sow Chorng Haur....
(1 vote)

8. Three Dimension hologram [open]
[html] [/html] A demonstration to show how mirrors can be used to create a 3-Dmirage.Collaboration with NUS Physics Associate Professor Sow ChorngHaur....
(1 vote)

9. Circular motion [open]
[html] [/html] A demonstration to show the effects of circular motion.Collaborationwith NUS Physics Associate Professor Sow Chorng Haur....
(1 vote)

10. Wimshurst Machine [open]
[html] [/html] A demonstration to show sparks being formed when sufficiently highvoltage is generated. Collaboration with NUS Physics AssociateProfessor Sow Chorng Haur.
(1 vote)

11. Low Pressure due to high speed [open]
[html] [/html] A demonstration to show how a low pressure region in the air can beformed by high speed. Collaboration with NUS Physics AssociateProfessor Sow Chorng Haur....
(1 vote)

12. Effects of lowering centre of mass [open]
[html] [/html] A demonstration to show how the lowering of the centre of mass allowsan object to roll up a V-shaped rail.Collaboration with NUS PhysicsAssociate Professor Sow Chorng Haur....
(1 vote)

13. Effect of acceleration on the speed [open]
[html] [/html] A demonstration to show that acceleration enables an object to reachthe end of a slope sooner.Collaboration with NUS Physics AssociateProfessor Sow Chorng Haur....
(5 votes)

14. Like charges repel [open]
[html] [/html] A demonstration to show that like charges repel. Collaboration with NUSPhysics Associate Professor Sow Chorng Haur....
(1 vote)

Tuesday, August 24, 2010

2009 Redesigning Pedagogy International Conference 1-3 June

PAP591: Easy Java Simulation tool to create interactive digital media for mass customization of high school physics curriculum [View Full Paper]
By WEE Loo Kang Lawrence and MAK Wai Keong
Title:Easy Java Simulation tool to create interactive digital media for mass customization of high school physics curriculum
Strand:IT in Education
Keyword(s):Science Education, Teacher Education/Development
Author(s):WEE Loo Kang Lawrence, MAK Wai Keong
Abstract:This paper sought to highlight the diverse possibilities in the rich community of educators in the Open Source Physics (OSP) Project movement to engage, enable and empower teachers and students to create interactive digital media through computer modeling. The concept put forward revolves around a paradigmatic shift towards participative learning for deep and immersive computer modeling, as opposed to use of technology for transmission of information or knowledge. The aim is to introduce this wealth of knowledge and tool kit, Easy Java Simulation (EJS), to engage high school educators who are interested to develop themselves professionally to add a creation and/or customization of simulation to their rich arsenal of educational strategies. EJS allows educators to be designers of learning environments to allow for learning by doing. Educators in class can easily pilot the use of these interactive digital simulation, listen to the users' feedback and improve the interactive digital simulation without always relying on difficult processes to improve this interactive digital simulation such as telling vendors to do it. EJS when used in this open source, community building, creative common licensing, Web 2.0 way, is potentially allows rapid proliferation of such interactive digital simulation, while meeting the mass customization of learning simulations that can better serve the need of learning in twenty-first century education. EJS also presents a possible unified approach in the building e-laboratories and e-simulations This paper highlights a way of enabling teachers and students to learn and modify existing source codes to achieve finer customization of interactive digital media for enhancing learning for physics curriculum. The impediment to use of this method is discussed.

Tuesday, August 17, 2010

personal note Drawing, Visualisation and Young Children’s Exploration of “Big Ideas” by Margaret Brooks

personal note Drawing, Visualisation and Young Children’s Exploration of “Big Ideas” by Margaret Brooks

  • Children appropriate the language without the necessary experience. As Vygotsky suggests it is not enough to have labels for objects in order to think and solve problems, but what is also needed is an ability to manipulate these labels across contexts that will allow for connections that promote higher levels of thinking.
  • There is a difference between knowing about something and experiencing something. Some ideas appear to take more processing than others do. Vygotsky suggests that a “closer understanding of the development of understanding and communication in childhood, however, has led to the conclusion
    that real communication requires meaning—i.e. generalization” (Vygotsky, 1962, p. 6).
  • this paper suggests process of drawing can help with the processing of ideas and the movement towards higher levels of thinking.
  • Vygotsky used water as an analogy to explain further. When trying to discover why water puts out fire, a division of water into its elements of hydrogen and oxygen for further examination would not help solve the problem. Hydrogen burns and oxygen sustains fire. In this kind of analysis one is left to speculatively reconstruct the vanished properties of the whole.
  • an adaptation of this particular theory provided me with an informative way of viewing children’s scientific thinking through their drawing processes. I will explore the notion that in drawing there is evidence of a relationship between thought, drawing and visualisation that becomes clearer through the study of meaning-making processes. When I use the word “visualisation” I am conflating the words “visual perception” and “visual imagery” (Gilbert, 2005)
  • Drawing 
    • engage the mind,
    • bring something more clearly into consciousness,
    • focus attention,
    • assist with the formation of ideas,
    • be a visual representation of a thought and/or idea,
    • allow ideas to be re-contextualised, revisited and revised,
    • mediate between a child’s spontaneous concept and a child’s scientific concept
      and move them to higher levels of thinking (Vygotsky, 1962),
    • support visualisations that bridge the gap between perception-bound thinking and
      more abstract, symbolical thinking,
    • produce visual representations of ideas that allow children to work at a metacognitive
    • support the metavisual capabilities that have been identified as being critical to
      scientific understanding (Gilbert, 2005), and
    • produce an external representation of a thought or idea so that it is then possible
      to interact with the idea both at an interpersonal and intrapersonal level.
  • A Vygotskian theoretical framework has helped us to look at drawing and helped us understand how meaning and understanding can be facilitated through drawing and that drawing can play a significant role in the growth and development of young children’s thinking and education.

Personal Note Sensory Cues, Visualization and Physics Learning by Miriam Reiner

Personal Note Sensory Cues, Visualization and Physics Learning by Miriam Reiner

My attempt to create a mental model of the paper

To know is to experience—directly, immediately and purely.
William James

  • Reasoning is rooted in sensations of spatial configuration: down-side is bad, top-achievement is best, bottom is worst, high is happy, and low is sad. The cognitive ground of language metaphors and conceptual substrate for the most abstract thoughts are, according to this view, influenced by bodily experience.

1 Knowledge is embodied (Embodied knowledge is action oriented and consists of contextual practices. It is more of a social acquisition, as how individuals interact in and interpret their environment creates this non-explicit type of knowledge.) , rooted in sensory experience (Clark, 1997; Gardenfors, 1999; Lakoff & Johnson, 1999)
2. Tacit knowledge is knowledge whose origins and essential epistemic contents were simply not part of ones own consciousness. Polanyi (1965) further relates tacit knowledge to sensory experience. Implicit memory is often used synonymously with tacit knowledge. It is: “when people are influenced by past experience without any awareness that they are remembering” (Schacter, 1996, p. 161).

  • Three perspectives of tacit knowledge are reviewed: 
    • Polanyi’s who coined the term and argued for the centrality of tacit knowledge in scientific thought; 
    • Reber’s who extended Polanyi’s work to psychological contexts; 
    • Johnson and Lakoff’s who take a cognitive-linguistic perspective, suggesting that embodied non-verbal schemas are the roots of thought and action (Johnson & Lakoff, 1980).
  • The “child catching a ball” can provide a good example for embodied-tacit knowledge (similar examples are in Clark, 1997). The smooth, seemingly easy movements reveal a complex procedure of “just on time”; well synchronized controlled movements, forces, velocities, and positions are performed without explicit reasoning, without calculations according to physics law.
    This may be considered as an example of tacit-embodied knowledge. Sensory cues are used to construct affordances (Gibson, 1966) and predict future positions of the ball by using mental simulation (for a similar phenomenon in baseball see Allard, 1993; for mental predictive animations see Hegarty, 1992; Humphrey, 1999). Sensory cues are used for fast response, targeted action, and problem-solving in situ (Port & Gelder, 1995; Schacter, 1996).
  • The first to work extensively on understanding “tacit knowledge” and its role in scientific thought was Polanyi (1964, 1965, 1966, 1969a). He was the first to define the term scientifically and regarded tacit knowledge to be: “knowledge whose origins and essential epistemic contents were simply not part of ones own consciousness” (Polanyi, 1969b, p. 211). Polanyi viewed tacit knowing as marginal clues/cues (will be used interchangeably) that lead to grasping an entity.
  • its function is to make the object in focus possible. Meaning is attached to sensory cues:
  • Integration of the subsidiary cues is what brings to understanding: “It may produce a comprehensive entity in the form of a skill, or recognize the presence of a comprehensive entity, as we do when
    we recognize an object by visual clues, both external and internal to us” (Polanyi, 1965, p. 801).
  • Define 2 space based on Polyani’s, Reber’s, Johnson’s, and Lakoff’s views.
    • The sensory space is the particular sensory patterns possible in a particular physical space along a particular time interval; 
    • the mental space is the group of representations and concepts linked to the array of sensory patterns in a given space and time interval. This study will especially look at representations: if constructed, representations may be a way to turn implicit, tacit sensory experiences into explicit experiences.
  • Analysis of students’ problem-solving discussions shows a heavy usage of pictorial representations integrated in verbal representations and gestures.
  • Polanyi’s characteristics of tacit knowing provides a framework of how tacit knowing may be converted into understanding: Integration of sensory cues emergence of a conceptual entity that is represented in a pictorial representation. Pictorial representations and understanding come in a cyclic emerging process.
  • In constructing a framework to understand the magnetic impact of movement of objects, subjects reasoned by relating sensory experience—termed here sensory space—to representations and concepts, part of a mental space. The results of this study suggest that the epistemological roots of pictorial communication are in sensory input. Results also suggest that elements of pictorial communication are spontaneously generated, and are classified according to their epistemological status: photographic, metaphoric, and symbolic. Importance is in understanding the roots of learning, but also for practical issues, design of sensory interfaces in virtual environments for learning and training. 
  • Therefore we conclude that hands-on sensory experience is a crucial factor in learners’ capability to construct the mental tools needed for solving problems.

    Saturday, August 14, 2010

    Personal Note on Visualisation and Reasoning in. Explaining the Phases of the Moon.

    updated july 2015
    google awesome photo animation of sea level in a day
    click to run: EJSS Moon Phases Model
    original author: Todd Timberlake, lookang
    author of EJSS version: lookang

    ScreenShot on my remixed Ejs Open Source Moon Phases Java Applet

    Visualisation and Reasoning in. Explaining the Phases of the Moon. K. Subramaniam* and Shamin Padalkar

    Researchers have recently called attention to the potential benefits of harnessing imagery and visuospatial reasoning in science learning (Gilbert, 2005).

    • mental models as cognitive structures that result from learning or instruction and  there are different degree of correctness of  model, misconceptions abound as facts remain unexamined and only vaguely understood. 
    • correct explanation of the moon’s phases is by the philosopher Anaxagoras who lived in Athens in the fifth century BC (Heath, 1931). He argued that since the bright face of the moon is always turned towards the sun, the moon must shine by the light of the sun.
    • how does visuospatial reasoning interact with verbal proposition-based reasoning?

    • a main written questionnaire on the explanation of the lunar phases data sheet
    • two short questionnaires called Hint Sheet 1 and Hint Sheet 2
    • followed by interviews with each participant, where they were probed in detail about their proposed explanation of the lunar phases
    • Two interviewers were present for all interviews with one interviewer taking the leading role and the other supporting

    • to successfully explain the lunar phases, one needs to shift perspectives as one reasons from a space-based to an earth-based viewpoint.
    • how diagrams can be powerful tools in visuospatial reasoning
    • Diagram-based reasoning offers promise as a strategy that can be learnt and adapted by students following suitable instruction which includes the elements of representing, transforming, and projecting threedimensional objects onto two dimensions. Visualisation is also aided significantly by a suitable choice of familiar situations analogous to the target situation.
    • Anchor Situations (starting from the easiest, in reverse of the order presented in the interview) and the hints described in the hint sheets are likely to be helpful.

    I personally would use applets as visualization tools. will post 2 to illustrate this ideas. Got no time to remix but here are the 2
    Phases of Moon Model written by Dr. Todd Timberlake  
    download 923kb .jar  
    Engagement Situated Learning
    Flashlight, pencil, and tennis ball (insert pencil into tennis ball as a handle).
    Computer with simulation downloaded
    Science notebook
    Good Pedagogy!! have to see it! Phases of Moon Model: Lesson Plan download 135kb .pdf  
    Phases of Moon Model: Homework Exploration download 206kb .pdf

    Still remix one for learning, below is a interactive learning environment remix by lookang, original by Todd :)
    kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
    alternatively, go direct to
    Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :) This work is licensed under a Creative Commons Attribution 3.0 Singapore License
    Author: lookang and Todd Timberlake

    Found this useful website by Allie Collier and Claire Rowat

    What are the Phases of the Moon?

    8 Phases of the Moon

    1. New Moon
    2. Waxing Crescent
    3. Waxing Quater (First Quater)
    4. Waxing Gibbous
    5. Full Moon
    6. Wanning Gobious
    7. Wanning Quater (Last Quater)
    8. Wanning Crescent

    Waxing=When the moon looks bigger
    Ex. Waxing leads to a full moon

    Waning=When the moon looks smaller
    Ex. Wanning leads to a new moon

      Moon Facts

      Lunar Month=The time from one new moon to the next
      -29.5 days
      -1 revolution is 27.3 days

      Penumbra=The partial shadowing surronding the umbra (Lighter)
      Umbra=Total shadow from the Earth (darker)

      During new moon and full moon the Earth, moon, and the sun form a 180 degree line in space


      *Eclipses are named for what they block out

      Lunar Eclipse=When a full moon passes into the Earth's umbra and becomes shaded from the Earth
      -Sun's rays are blocked outexternal image lunar.eclipse-a.jpg
      -Can only occur during the full moon phase
      -Doesn't occur often
      -Total eclipse occur when the moon is fully within the umbra
      -Usually occurs once a year
      -Doesn't occur every month due to the 5 degree inclination from the Earth's orbit and the moon's orbit
      -Dusky red and coppery colored (Earth's atmosphere bends light rays to red)
      -Can last for 2 hours

      Solar Eclipse=When the moon's umbra reaches the Earth's surface blocking out the sun
      -Moons umbra is long enough to reach Earth only at an apogee
      -The moon blocks the entire photosphere of the sun
      -Can only occur at the new moon phaseexternal image solar_eclipse_98.jpg
      -Doesn't occur every month due to the moon's angle of orbit
      -Shadow falls above or below Earth
      -Usually one solar eclipse per year
      -Bright stars and planet can be seen clearly during this time
      -Relative viewing location can be found every 300 years!
      -Lasts 7.5 minutes

      Apogee=The point of orbit farthest away from the Earth
      -You see the sun as a thin bright ring around the moon
      -During a solar eclipse the umbra shadow fails to reach Earth

      Perigee=The point of orbit closest to the Earth

      Annular=When observers see the sun's ring around the moon in apogee
      -Known as a ring eclipse

      Eclipse Path=The track of Moon's shadow racing across Earth at 1600 kilometers per hour
      -Path could be 1,000's in kilometers

      Thursday, August 12, 2010

      Personal note Spatial Learning and Computer Simulations in Science

      I like this paper :)
      Personal note: Spatial Learning and Computer Simulations in Science by Robb Lindgren* and Daniel L. Schwartz Stanford University, California, USA
      Interactive simulations are a powerful tool for scientific thinking because.
      • Interactive simulations are dynamic (changes variables to run different scenario) ; 
      • highly interactive (click, drag, rich multimedia);
      • can scaffold inquiry (lab worksheet, activities),
      • can provide multiple representations; (scientific visualizations, symbolic, world view, micro view, faster and slow time view )
      • can be readily disseminated and incorporated into classroom settings (jar applet as download required Java Virtual Machine, runs on Win, Mac, Linux).

      Possible Research Problem
      develop simulation pedagogies that maximize student learning.
      The impact of using virtual worlds for tuning perception–action links has not yet been fully explored
      The relevance of recalibration to learning
      Do the motor activities map into spatial changes in the simulation such that people could recruit those same motor patterns later to help with inferences?

      simulation research in science education has been informed largely by
      • the information processing literature,
      •  socio-cultural literature
      •  spatial learning, which has 4 four reliable effects
        • Picture Superiority Effect, use striking or vivid pictures for better memory of the simulated events
        • Noticing Effect, optimal variability for perceptual learning, Bransford, Franks, Vye, and Sherwood (1989) suggest the use of carefully selected contrasting cases.Experts can notice important subtleties that novices simply do not see, so need to draw attention of learners to notice the learning point.
          • difference between expected and observed, which helps students
            align their mental model with the perceptual phenomena (Monaghan & Clement,
          • difference between two runs of the simulation 
          • ask students what they notice in a simulation is an illuminating assessment
        • Structuring Effect, Sensory input is continually changing, yet people will perceive stability
          and constant form.
          • invisible, such as molecules, electrons, quantum mechanics
          • temporal, displacement, velocity acceleration with time
          • thought, Teachable Agents simulate how one might reason about a domain by
            making thinking visible (Schwartz, Blair, Biswas, Leelawong, & Davis, 2007).
        • Tuning Effect, recalibration preception and action between simulation and real world so that one can perform tasks in real world, as experienced in simulation (Redding & Wallace, 2006).
          • Recalibration tunes perceptual expectations and motor activity
          • key issue is motor realism not visual realism
      • Practicality alone may be sufficient for simulations to pervade science education. 
        • $$ free or cheap! Simulations typically save money over physical experiments
        • Accessibility: permit access to activities that would otherwise depend on specialized equipment or travel; 
        • Integration: can seamlessly collect data on student performance, 
        • Feedback to learners: prospect of real-time feedback and direction (Hickey, Kindfeld, Horwitz, & Christie, 2003; Shavelson, Baxter, & Pine, 1992).
      • Explore and ask “what if” questions 
      • Model phenomena that are difficult to describe
      • Potential of simulations for supporting authentic inquiry practices that include formulating questions, hypothesis development, data collection, and theory revision (de Jong & van Joolingen, 1998; Edelson, Gordin, & Pea, 1999; Hennessy et al., 2007; Singer, Marx, Krajcik, & Chambers, 2000; Windschitl, 2000).
      • Support for the use of simulations to promote inquiry comes from 
        • teacher reports of students’ increased adherence to standard inquiry procedures (Hennessey
          et al., 2007), 
        • an increase in student reflections on their own learning (Soderberg & Price, 2003), and
        • improved content knowledge (Huppert, Yaakobi, & Lazarowitz, 1998).
        • studies have found that the inclusion of optional and just-in-time supports in the context of inquiry have a positive effect on learning relative to more oppressive supports or directives (Hulshof & de Jong, 2006).
      • Several researchers in science education and elsewhere have prescribed the use of visualizations to promote learning difficult concepts (e.g., Clark & Jorde, 2004; Wilder& Brinkerhoff, 2007). Visualizations may be especially useful for helping students see structure in phenomena and processes that are traditionally “invisible” to students.
      • The design of simulations should try to maximize these four effects while remaining conscious of their trade-offs and interactions.
      • The design of a simulation should be explicit about the types of learning that it hopes to elicit.
      • simulations as preparation for future learning (Bransford & Schwartz, 1999). Simulations prepare students to learn and adapt more effectively when the students eventually reach the nonsimulation

        Wednesday, August 11, 2010

        Personal review of Developing 3D spatial skills for engineering students * SA Sorby Michigan Technological University, USA

        Developing 3D spatial skills for engineering students * SA Sorby Michigan Technological University, USA 

        3D spatial skills.
        • Researcher develop and implement a course to help students improve their ability to visualise in three dimensions, Michigan Tech was able to improve retention rates in engineering, particularly for women.
        • Further efforts to use multimedia software in conjunction with a workbook in an instructional setting have been shown to have a similar positive impact on developing 
          • 3D spatial skills, 
          • improve grades in follow-on courses
          • improving retention rates. 
        • Many research indicates 3D spatial skills of women lag significantly behind those of their male counterparts
        • Theories for the cause of these differences include the assertions that spatial ability is related to 
          • Nature: a male sex hormone (Hier & Crowley, 1 1982) 
          • Nurture: environmental factors are the primary reasons for male-female differences in spatial skill levels (Fennema & Sherman, 1 1977).
        • Paper goes on to assert many factors interplay between nature and nurture. 
          • Media reports of research findings, as well as traditional stereotypes, both women and men in Western societies are usually convinced that women are naturally inferior in both mathematical and spatial performance (Jones et al, 1984)
          • Stereotype threat theory (Spencer et al, 1 1999) suggests that performance may suffer if one is in a situation where the requirements of a task go against one’s stereotypical role.
          • Activities that favor male to develop spatial skills (Deno, 1 1995; Leopold et al, 1 1996; Medina et al, 1 1998) from 
            • playing with construction toys (eg. Lego) as a young child
            • participating in classes such as shop, drafting or mechanics as a middle school or secondary student
            • playing 3D computer games
            • participating in certain types of sports
            • having well-developed mathematical skills.

        Syllabus Physics A and O level Singapore

        Syllabus Physics A and O level Singapore.

        decided to blog it so that it can be found.
        they are hard to find in the original website

        Syllabus Physics A and O level Singapore

        PHYSICS HIGHER 1 (Syllabus 8866)

        PHYSICS HIGHER 2 (Syllabus 9646)



        PHYSICS Ordinary Level (Syllabus 5058)

        Tuesday, August 10, 2010

        Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet « on: Today » posted from:Singapore,,Singapore

        Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet
        «  » posted from:Singapore,,Singapore
        version april 30 2013 
        picture of computer model of Earth and Moon gravity system,
        added white backgroundoption for printing on lecture notes, fixed bug of g2 showing, latex for g and phi,menu for EarthMoon configuration instead of just MoonEarth previously lookang and andrew based on andrew duffy early model

        version Jan 2013 
        picture of computer model of Earth and Moon gravity system
        author: lookang and andrew based on andrew duffy early model

        Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet.

        customized by lookang based on an applet by Professor Andrew Duffy, remixed by lookang
        Full screen applet
        alternatively, go direct to Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :)
        Author: Andrew Duffy  and lookang (this remix version)

        lesson updated

        Letter of Appreciation from MOEHQ - ETD