Tuesday, May 8, 2012

IDEAS Bank IDEAS Gallery MOE Innergy Awards Innergy (HQ) Award 2012

 IDEAS Bank   IDEAS Gallery   MOE Innergy Awards   Innergy (HQ) Award 2012.
thank you MOE_ideal@moe.gov.sg ! 

It might interest you to visit this
Gravity-Physics by Inquiry
it includes the write-up PDF with details in the reference section where anyone can download the 4 computer models that is has been well received by Physics educators in Singapore and in the world.
Do share this with your friends who might find the info useful :)
Gravity-Physics by Inquiry 2012 GOLD Innergy (HQ) Award 2012
finally idea bank gallery has my idea.
awesome !! 
my other INNERGY blog posts include

  1. Gravity - Physics by Inquiry, GOLD Innergy Award: 2012, 03 May 2012, 0940-1000
  2. 模拟软件让课堂“动”起来(2012-03-30)
  3. Short article on Innergy Project for ASPIRE magazine (May 2012)
  4. lift posters Innergy (HQ) Awards 2012 Gravity Physics by Inquiry
  5. Innergy award GOLD 2012
  6. 1st Physics Subject Chapter Meeting 2012 23 Feb
  7. Gravity-Physics by Inquiry 2012 Innergy Award Submission

Innergy (HQ) Award 2012
Gold Award

Gravity-Physics by Inquiry
Submitted by (Educational Technology Division & Academy of Singapore Teachers) Wee Loo Kang; Goh Giam Hwee; Charles Chew; Kwan Yew Meng (ETD - Media Design And Technologies For Learning Branch)


Computer models designed to suit the Singapore curriculum and help address students' misconceptions.

Studying physics of very large scale like the solar system is difficult in real life, using telescope on clear skies over years. We are a world-first to create 4 well designed gravity computer models to serve as powerful tools for students’ active inquiry, based on real data, syllabus-customized, free and rapidly-prototyped with Open-Source-Physics researchers-educators. Pilot research suggests students’ enactment of investigative learning like scientist is now possible, where gravity-physics ‘comes alive’. Scaling up through teacher leadership approach includes nexus MOEHQ to 167 schools, NRF-MOE-eduLab 5 schools, Physics-Senior-Teachers network 47 schools, 6 national-international conferences, and scholarly journal and digital libraries publications.

Unique and truly fundamental breakthrough
Imagine sending students into outer space to collect gravitational scientific data and visualize the planets in the solar system, or be in outer space just outside Earth’s atmosphere to visualize geostationary satellites How about science laboratory toolkit that allows students to investigate the gravitational effects of isolated mass that cannot be observe on Earth  or visit the Earth’s Moon to launch a rocket out into space to investigate what is the minimum kinetic energy required to escape the Moon’s and Earth’s gravity pull?

It would be a great financial burden to space shuttle classroom full of students into space and not forgetting a potentially dangerous journey without oxygen and in extreme cool temperatures.

Thus, we believe that there is justification to ‘bring’ the planets in the solar system and other outer space environments into the classroom of typical schools and put the students in a position to conduct virtual experiments using teacher-researcher created computer models (Psycharis & Aspaite, 2008), or in short, simulations.

In addition, our computer models are unique solutions to classroom learning because they are:
1. Realistic Models: they are designed based on data collected from NASA, Wikipedia pages on planets and they are widely accepted as accurate and appropriate models by the Open Source Physics (OSP) researcher community (Belloni, Christian, & Mason, 2009; Christian, Esquembre, & Barbato, 2011).
2. Low-cost and customized according to our syllabus to address the four difficult concepts in gravitation commonly encountered by our students: A series of customized computer models are created to be flexible, customizable and tailored to the teachers’ interests, needs and pedagogical approach and flavor (Esquembre, 2002) through collaborative lesson co-design process between 2 teachers without additional financial funding from institutions. We used a commonly used among physics professors free authoring tool called Easy Java Simulation (Esquembre, 2004, 2010a) created by the OSP community.
3. Innovative Global Community Product and Process: Not one but four computer models in a decentralized innovation (Ito, 2011) were rapidly created, deployed, improved and fluidly supported by research community through the internet. There are about 65 computer models covering different topics in Physics created in this innovative process, all free of charge and probably well used around the world to improve physics by inquiry.

Bringing Innovative Ideas to Practice Through Propel-T Projects Submitted by Foo Seau Yoon; Jean Phua Yin Chiun; Ng Boon Sin; Sharon Goh; Aileen Chai; Clara Wang; Niam Hwee Peng; Teo Chew Lee; Lindy Chia; Chua Meng Joo; Tay Siu Hua; Wee Loo Kang; Foo Seau Yoon; Thong Chee Hing; Siew Kok Wai; Ivy Aw; Connie Ng; Kwan Yew Meng (ETD - Media Design And Technologies For Learning Branch) seperator
In Propel-T, ETD partners schools and NIE to bring research into ICT practice in the classroom.

Propel-T (Prototyping Pedagogies for Learning with Technology) projects form partnerships between ETD’s senior specialists/officers, schools and NIE researchers to bring innovative ideas from research into practice. These projects seek to study effective and meaningful ways of integrating ICT for learning and teaching, specifically in the areas of assessment for learning (AfL), computer-supported collaborative learning (CSCL) and implementation of 1:1 computing. Our close collaborations have successfully created pedagogical and implementation strategies, lesson exemplars and positive results in terms of enhancing students’ engagement and learning outcomes.

Problem identification: According to the mp2 review, there had been little impact of schoolbased experimentation and research on practice. It was observed that teachers were still using ICT under a traditional paradigm of learning (i.e. primarily the teacher-centred mode of transmitting ‘knowledge’) with insufficient time being allocated for meaningful teacher-pupil discussions during ICT-based lessons. The mp2 International Review Panel (IRP) thus recommended the creation of systematic mediating mechanisms to allow for research findings to be further elaborated into forms of usable pedagogical innovations. That is, close partnerships between MOE, schools and IHLs are to be fostered in developing ideas and methods that are more broadly usable, adaptable and relevant in the school context.

Formulation of Propel-T projects to address the problem: In response to the IRP’s recommendation, ETD formulated the Propel-T projects under the mp3’s R&D strand to bring together ETD, schools and IHLs for the bridging of theory and practice. The project outcomes are pedagogical and competencies in self-directed and collaborative learning through the effective use of ICT in the following key areas: (1) assessment for learning (AfL) (2) computer-supported collaborative learning (CSCL) and (3) implementation of 1:1 computing. These Propel-T projects will also seek to understand how processes of effective and pervasive use of ICT can be identified and cascaded to benefit more schools.
There is also another commendation here with my small name :)

Learning Physics through Video Analysis
Submitted by Lee Tat Leong; Sherwin Cheng San Shian; Loi Guang You; Lim Han Eng, Eunice; Chan Him Nok; Xu Weiming; Ng Kar Kit; Wee Loo Kang (River Valley High School)

tracker showing a video of lookang dropping a ball
A video analysis tool that encourages self-directed learning.

“Tracker Video Analysis and Modeling Tool” is a free and open source tool that allows learners to analyze video and derive suitable models (theories) that depict real life mechanics phenomena through the motion of objects. The learning program we designed through guided inquiry based worksheet and problem based learning, promote students to engage in self-directed learning, We conducted professional development workshops with teachers and deployed learning program in both upper secondary and junior college Physics and our research findings indicate learners enjoy the fun of learning physics through analyzing real life video and generate their own logical physics theory.

Problem Identification
When we (Physics teachers) are teaching classical mechanics concepts, we will complement the teaching of theory with hands-on experiments using dataloggers (MOE, 2009; Seah, 2006 ) or other apparatus. Teachers in our school have the strong belief that experiments are important in reinforcing students’ learning and that experiments should be conducted at the point of learning rather than be a delayed or separate exercise in the laboratory.

The force that drove us to seek new approaches is that the current laboratory equipment are designed to function with only certain tasks, they are not versatile enough to be used to study authentic problems such as the Physics of sports that requires scale of measurement that is beyond the specifications of current equipment, or understanding the parameters of the a complicated phenomenon such as a levitron, etc.

From the logistics point of view, some of the current experiments may
1. be complicated and difficult to set up for large classes,
2. be costly and therefore have a high students-to-apparatus ratio,
3. produce erratic and even contradictory results due to different laboratory conditions.

The above logistics constraints lead to the following limitations in the effectiveness of using experiments in teaching:
1. Students are confined to the laboratories for conducting these experiments when bulky apparatus are used,
2. When students are allow to bring datalogger for out of classroom for learning, the high students-to-apparatus ratio limits the fulfillment of learning with these tools and also limits the deployment for level-wide activities.
3. Students and even teachers may have to spend unnecessary time to due with the anomalies in the data that is not related to the question in hand.

Awareness of Solution
Video analysis to study complex motion of objects has been used in Institutes of Higher Learning (IHL) in many fields (such as sports science, biomechanics, animation productions, etc) for a few decades. The cost of the equipment (such as video cameras) has reduced drastically over the last 10 to 15 years due to mass-market adoption. In addition universities and service providers (Pasco, Vernier, etc) with strong foci on pedagogy are making these advanced learning technologies affordable and accessible to junior and senior high school learners.

Video analysis pedagogy (Brown, 2005, 2007, 2008, 2009; Brown, 2010; Brown & Cox, 2009) is almost non-existent in Singapore schools prior to our project. We acknowledge that there is pervasive use of dataloggers and Physics simulations (Wieman, Adams, Loeblein, & Perkins, 2010) in science classrooms but these technologies have limitations in promoting learning in classroom such as that described above in section A. There is also the need to introduce tools that allow learners to learn independently through a project-based approach beyond the classroom. The zero cost and flexibility of video analysis tools greatly expand scope and contexts available for learning for both teachers and students.

Found the YouTube here ExCEL Fest 2012 - Innergy Awards by MOESpore