Wednesday, June 29, 2011

Harnessing ICT Transforming Learners NIE TE21 Summit 02 Nov 2010

My enhanced interpretation of Scaling to Practice Framework with Open Source Physics tools and community
My  interpretation of an enhanced Scaling to Practice Framework with Open Source Physics tools and community, which is much needed
a mp3 scaling to practice 'framework' - pictorial representation - essential got this piece well, putting the teacher in the center WELL conceptualized. area of improvement is to situate the global community of experts and www resources for curriculum , pedagogy and assessment & professional development 

Harnessing ICT Transforming Learners NIE TE21 Summit 02 Nov 2010

awesome! this is one of the best document on Harnessing ICT Transforming Learners, i am amazed that NIE is sharing this instead of MOE. Good job NIE team members that shared this document.
If you want teachers to know about "Harnessing ICT Transforming Learners", the way to do this is to share with the world, instead of just sharing inside protected online spaces and emails, which many would tend to agree is not getting the 'eyeballs' to generate a community of professional educators as learners.

Tuesday, June 28, 2011

Excellence in Service Award (EXSA) Star 2011

Excellence in Service Award (EXSA) Star 2011

Thanks to SY and YM for helping me to improve the readability of the write up! Must remember we are all executives :)

Loo Kang is greatly committed to helping schools and teachers integrate technology for learning and teaching. All of the following school outreach and support efforts by Loo Kang had resulted in positive outcomes for schools in terms of enhancing student learning as well as the building up of critical teacher capacity:

(1) His workshops and presentations on the use of Physics tools (i.e.Tracker and simulations for student inquiry learning) were generally well-received by schools. Loo Kang was able to inspire teachers and key personnel to adopt the use of the Physics tools that he shared. For example, his work in reaching out to the Physics community during the 3rd Physics Instructional Programme Support Group Sharing and through his blog entries ( was commended by the DD Science Branch CPDD (see Case 1). The HOD ICT from Hwa Chong Institution (HCI) and the HOD Science from Yishun Junior College (YJC) became convinced to adopt the use of the video tracker tool after hearing Loo Kang’s presentations (see Case 2 and Case 3). A Science teacher was also extremely grateful for Loo Kang's web resources which he provided just-in-time for her to incorporate in her Science department's work (Case 4).

(2) Loo Kang went beyond the call of duty to continually customise Physics resources to make them suitable for use in the different school and project contexts. With his close handholding of HCI and YJC, Loo Kang successfully helped them to scale the use of the video tracker for the learning of Physics. It was Loo Kang’s ‘strong support’ that resulted in HCI's HOD ICT and his 4 other physics teachers designing and creating the necessary Physics videos and worksheets (see Case 2). Similarly, YJC’s HOD Science and his 6 Physics teachers were appreciative of Loo Kang’s support that helped them to scale the use of the video tracker for a level-wide lesson involving 200+ students (see Case 3).

(3) Loo Kang was also able to provide high quality assistance to Dr Zhang Baohui, Learning Sciences Lab, NIE and his colleague Karel for their NIE project. His suggestions and feedback provided NIE with much food for thought in terms of how they could more meaningfully incorporate the use of simulations and other tools in their project.(see Case 5).

(4) Loo Kang worked closely with the Academy of Singapore Teachers (AST) Physics Task Force Committee to review and recommend possible frameworks for integrating technology as well as develop 2 lesson exemplars to be shared with teachers. Chan Lai Peng, ETD's Deputy Director, Technologies & Design for Learning Branch indicated that Loo Kang's AST "contributions will be fully appreciated by the teachers" (see Case 6).

(5) In addition to his Physics presentations, Loo Kang did an insightful sharing on how an electronic  Professional Learning Community approach could build teacher capacity. Aw Wai Lin Alice, Principal Master Teacher and Teh-Yau Li Heong, Master Teacher, were very appreciative that they invited him to share again at the (1) science subject chapter committee meeting and (2) West Zone COE/Science and Technology seminar with the Master teachers (See Case 7).

Loo Kang competently provided the necessary pedagogical support for schools who are keen to use ICT tools for the learning and teaching of Physics. He is very open to hearing the schools' feedback on the use of his Physics resources and encourages them to work closely with him to further improve and customise these resources to benefit more schools.

EXSA Star Form 2011 (MOEHQ) WLK

Friday, June 24, 2011

Ejs Open Source Kepler 3rd Law System Model Java Applet

Ejs Open Source Kepler 3rd Law System Model Java Applet

Ejs Open Source Kepler 3rd Law System Model Java Applet by lookang based on works by Todd Timberlake.
A remix simulation for this worksheet by Jimmy Goh@ YJC and lookang.

reference: Remixed by lookang based on Original by Todd Timberlake Original by Todd Timberlake

Simulation above is 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: Todd Timberlake & lookang

Updated lesson in ICT connection
Letter of Appreciation from MOEHQ - ETD

Worksheet is by Jimmy Goh and Loo Kang

Side view of Earth's ecliptic plane
3D view of Earth's ecliptic plane
Top view of Earth's ecliptic plane

Solar system showing the plane of the ecliptic of the Earth's orbit around the Sun in 3d view showing Mercury, Venus, Earth, Mars and Jupiter making one full revolution. Saturn and Uranus also appears in their own respective orbits around the Sun

 Pluto Orbit Top View

contribution to Wikimedia commons

05:12, 11 July 2011Pluto Orbit Top View.gif (file)Lookang938 KB
03:24, 11 July 2011Plutoorbit1.5sideview.gif (file)Lookang289 KB
03:11, 11 July 2011Pluto Orbit.gif (file)Lookang1.2 MB(dt = 1.5 years)
03:04, 11 July 2011Neptune Orbit.gif (file)Lookang991 KB(Reverted to version as of 02:58, 11 July 2011)
02:50, 11 July 2011Uranus Orbit.gif (file)Lookang1.15 MB(one planet)
02:42, 11 July 2011Saturn Orbit.gif (file)Lookang718 KB(Reverted to version as of 02:40, 11 July 2011)

14:36, 28 June 2011Solarsystem3DJupiter.gif (file)Lookang666 KB

09:36, 28 June 2011Ecliptic plane 3d view.gif (file)Lookang1.29 MB( )
09:30, 28 June 2011Ecliptic plane side view.gif (file)Lookang329 KB
09:30, 28 June 2011Ecliptic plane top view.gif (file)Lookang1.01 MB

For Jimmy Goh's Class 2011 that used the 4 simulations

some pictures jimmy sent

Ejs Open Source Kepler 3rd Law System Model Java Applet lesson conducted by Jimmy. Typical classroom setup.
Ejs Open Source Kepler 3rd Law System Model Java Applet lesson conducted by Jimmy. In pairs, students discuss and make sense arguably like scientists

Ejs Open Source Kepler 3rd Law System Model Java Applet lesson conducted by Jimmy. The immediate benefit is students are forced to figure out the meaning of Period of motion by starting and stopping the simulation to record the time lapsed as the period, time of a complete oscillation

Table of Data extracted

1 Strongly Disagree2345 Strongly Agree
1. I enjoyed learning about physics through this lesson0%10204030
2. To what extent did the lesson meet schools’, teachers’ and pupils’ needs010156015
3. How much did this lesson prepare you for life instead of just for examinations150403015
SDL1. How much did this lesson allow for 1. Ownership of Learning - self-directed learning?010254520
SDL2. How much did this lesson allow for 2. Management and Monitoring of Own Learning - self-directed learning?010403020
SDL3. How much did this lesson allow for 3. Extension of Own Learning - self-directed learning?510303025
CoL1. How much did this lesson allow for 1. Effective Group Processes - collaborative learning?01025605
CoL2:How much did this lesson allow for 2. Accountability of Learning - collaborative learning?05305510

Q1: What are your views on the success(es) of the lesson? For example, did the lesson make you behave like a scientist, do you feel good learning this way?

Themes that emerged.


  1. It help me virtualise. So that I could understand the lesson better. 
  2. I think it is good as it makes me view physics in a different perspective. I also develops interest in physics through this ICT lesson as it allows me to experiment with different settings.
  3. deeper understanding of the concept
  4. "The ICT lessons make it easier for us to depict the motion of objects in a clearer manner and drawing the diagrams in questions easier. As some of the programmes possess 3-dimensional views, we are able to view the motion of the object in 3-dimensional, and hence, further explains the question with the use of ICT programmes."
  5. Sometimes, it is hard to just visualize, it makes us understand and clarify our doubts about different scenarios in gravitational field.
  6. the simulation was easy to manipulate, thus making the concepts easier to visualize
  7. The lessons allow me to understand the movement of a satellite which we cannot see normally in real life and are unable to comprehend from the 2D diagram. Thus, the 3D simulation allows me to learn better.
  8. the lesson is successful as it helps me to be able to understand the concepts better. through the animation i can also see a better picture of how the G field actually works
  9. it make the theory much more easier to understand, especially when it is difficult to conduct experiments to prove the newton's law of gravitation and the Kepler's third law, for everything occurs in space. 
  10. good way help visualize concepts.
  11. "able to see the big picture and view the concept in real life situation when in use. able to realize the practical purposes of having such physics concepts."
  12. Can understand more about the concepts.
  1. it is manageable as i am able to make full use of the computer skills and technology to come about the learning concepts in physics.
  2. These lessons allow me to to learn physics concepts better by using applications in the future. Thus, with the help of these applications and programs, i will be able to learn physics concepts through self-learning in future. Hence, it is good.
  3. Allows to get a better understanding of the topic as stimulation aids in visualizing the various questions easily, thus, able to solve the question. The lessons give me a clearer explanation of how things works thus, allowing me to understand.
  4. The lessons were quite a success as it enable us to learn physics through another platform. It makes lesson more fun and interesting. 
  5. It provided interesting information and insights on things outside of the syllabus
  6. i feel better as i am able to explore on my own.
  7. It helped me visualize what exactly is happening that it made learning more interesting and understandable
  1. I do not feel good learning this way
Q2: Is there any thing that you feel should be done to enhance the effectiveness of this lesson? For example, should students to directed to the website to download the tool first as a pre-lab test at home first activity?

Themes that emerged.

  1. The lesson is just great.
  1. I think more teachers are needed to monitor the students.
  2. i prefer to have a slower time pace and more explanation on how to function to computerized lesson such that i am able to get the right idea of how to carry out the theories.
  1. it will be a better choice for us to learn to download the tool first so that we know right at the start how the ICT function and carry out successfully.
  2. Students should be given the website to download the tool for their ict lesson. This is because some student's program does not work well on some computer. Hence,we can uninstall and re-download the program if we are given the website to download the tool. 
  3. Yes, we can have access to these tools after lectures. This is so that we can use them as revision when we are doing our tutorials at home.
  4. Create more advanced stimulation, that are user friendly. We should all be given the stimulation in the thumb-drive so that we can use the stimulation easily.
  5. Make sure students try the simulations before going to lessons so that the teacher can skip on how to use them unless any problems encounter.
  6. ya. students should be directed to the website as it is more easy to locate it and the students wont find an excuse to not do it. 
  1. Create more advanced stimulation, that are user friendly. We should all be given the stimulation in the thumb-drive so that we can use the stimulation easily.
  2. Create more simulations that is user-friendly. 
  3. Have more diverse options
  1. more group activities and interesting questions
  2. not focusing on specific questions, and just focusing on concepts.
  1. the laptop was quite a burden as compared to the duration of usage. it was heavy to carry it around the school for the whole day. maybe we could have used the school computer to do it instead.
  2. Trying to use the simulations in other chapters so as to illustrate key concepts. More impressionable.

  1. -
  2. -
  3.  yes
  4. Nil
  5. none
Q3: If any, what are your views on the failure(s) of the lesson? 

Themes that emerged.

  1. In my opinion, there should be more teachers to guide us as there may be students who do not know how to use the simulation and cannot cope with the lesson.
  2. it is not very approachable when we can not find sources of help and information conveniently as instructions stated in the ICT worksheets and laptop document are not explicitly and easily explained to students like us.

  1. The ICT lesson can be further improved if the objects in the tutorial questions are stimulated with the tracker programmes.
  2. It can have more features. for example, we did not have the radius of orbit of geostationary satellite in the "Geostationary Orbit Model".
  3. The simulations lacks of certain information like the radius of earth
  4. too little simulations
  5. applet is very limited in uses
  1. not enough group activities. the question are not interesting enough

  1. i am decline in working on practical context during lesson learning for new topics. As I am too used for my old habit which is to go through lecture notes and understanding question examples and definitions etc, I neglect the fundamental objectives of physics which is to apply learnt concept into almost all aspects of our life.
  2. For some lessons, i tend to be a bit lazy and did not prepare for the lesson. hence, unable to understand it.

  1. -NIL-

  2. Nil
  3. none

Q4: Any other comments are welcome.

Themes that emerged.

  1. We should have more of ICT lesson 
  2. mr goh did a good job in conducting the lesson. the IT was also simple enough to understand.


  1. i would like to show my appreciation for the ICT inventors and teachers who participated in this ICT learning programmes as it is a new opportunity for us to pick up high technology skills to pick up physics.
  2. I would like to thank Mr Goh for having extra lessons in order to catch up with our tutorials due to the time used to conduct ICT lessons. The tools were simple to understand and is effective to guide us in learning.
  3. I would like to thank my teacher for allowing us to gain exposure to these simulations and how they are able to be use to allow us understand the topic better.


  1. Although the ICT lessons allow us to better understand the concepts, it will be good if we can attempt the tutorial questions by using the ICT programmes so as to save time by discussing the tutorial questions while we manipulate with the ICT programmes.
  1. Nil

  2. Nil. 

  3. none
  4. Nil