code sac1 title relating physics with real world ... · pdf filewhich integrates physics,...

Code SAC1

Title Relating Physics with real world applications

Presenter Felix Lim

School NJC/EJC

Category Pedagogy (Misconceptions, Assessment, etc.)

Abstract In our daily life, we often come across articles from the newspaper and the internet about new scientific discoveries, engineering feats, and new space endeavors. These topics are rich in resources for physics educators to incorporate them as examples, case studies, and assessment, so as to make learning authentic and more meaningful to student. Students will be able to relate what they are studying to the real world applications. It will certainly make the lesson more engaging and meaningful. This session will highlight examples used in tutorials and assessments and link it to the broad chapters in physics such as kinematics, forces, and gravitation etc. This session will also look at the selections of suitable examples, verifying the data, and also the underlying reasons for choosing the real-world examples.

Code SAC2

Title STEM Integration - A glimpse of the real world

Presenter Chen Shunfa

CRADLE

Category Enrichment Activities

Abstract Integration of STEM disciplines is rampant in many of the daily appliances/equipment we use today. However, there is a general lack of understanding in what goes on inside these equipment based on first principles, much less how to make one from scratch. Even though Singapore students generally do well in international tests which is a measure of the depth and rigour of the education system, they often fall flat when tasked to integrate basic knowledge from various disciplines to make even a basic prototype of what could be considered an old technology. In this session, the author will share some of his experiences in mentoring projects that are an integration of various STEM disciplines and how some of these could be brought into the classroom to increase engagement and help build links between topics/subjects for deeper, holistic understanding of concepts.

Code SAC3

Title Using Historical Development of Science Ideas to deepen students’ conceptual understanding and nature of scientific knowledge

Presenter Lee Siew Lin

AST

Category Pedagogy (Misconceptions, Assessment, etc.);Laboratory Work/Demonstration

Abstract The history and philosophy of science plays an important role in teaching the nature of scientific knowledge, as reasoned by many scholars (e.g. Mathew, 2015). The revised H2 syllabus recommends that teachers infuse Practices of Science in their instruction. This includes students understanding the Nature of Scientific Knowledge and demonstrating Inquiry Skills. The presentation aims to share with teachers how to demystify students’ notion(s) that Science ideas are so well established and well supported by accumulated evidence that they cannot be overthrown, but that they can be modified by new evidence or by reinterpretation of existing evidence. As an example, we would highlight the thinking behind Niels Bohr’s work and his contributions to the quantum view of atom. When students experience and articulate the reasoning that Niels Bohr went through with his contemporaries, they can better appreciate why "wrong ideas are wrong" (Osborne, 2010). Further, we shall be discussing strategies to advance students’ conceptual knowledge in A-level Physics through historical perspectives, argumentation and investigative activities.

Code AC04

Title Mechanobiology- An Interdisciplinary Science

Presenter Lakshmi Ramachandran

School MBI, NUS


Abstract Today, an interdisciplinary approach towards research is proving to be powerful in obtaining a more holistic understanding of biological processes. Mathematicians, computational scientists, physicists and even engineers are supporting biologists to address fundamental questions in biology that are opening up new avenues for disease diagnosis and treatment. Hence, a curriculum with interdisciplinary sciences in schools, and/or exposure to interdisciplinary research through field trips to research institutes may help young learners appreciate how different sciences come together to address important questions on life. Mechanobiology is an exemplary interdisciplinary science, which integrates physics, mathematics, computing, engineering and biology. It takes into account the fact that every living system, at the mesoscopic or macroscopic level, is influenced by the chemical and physical nature of its environment. Research in mechanobiology has begun to provide evidence for the generation and existence of physical forces within living cells, that are not mere by-products, but drivers of key biological process like embryonic development. Defects in upkeep of such forces may lead to severe consequences like cancer metastasis or the body’s inability to heal wounds. Current research efforts in mechanobiology are broadly directed towards understanding cell, developmental and disease mechanics as well as the development of mechanics based diagnostics and therapeutics.

Code AC05

Title Learning Through a “Real-World” Experience in The Art of Science, The Science of Art Tutorial

Presenter Ng Siow Yee

School NUS


Abstract In present work, we implemented an active learning approach that brings in real-world experience during the GEM tutorial sessions of The Art of Science, The Science of Art. Active learning material (instructions and apparatuses) are designed to engage students learning through real-world experience in which the tutor facilitates rather than teaching the student. Since the activity worksheet will be given to students at the beginning of the tutorial, a self-learning assignment is also introduced to guide the preparation of students before coming for their activities so that students are aware of the topics cover in the activity. Before we begin the activity, a short briefing on the procedure including demonstration on using the equipment are conducted. At the end of tutorial, students must submit both their activity worksheet and self-learning assignment as part of their continuous assessment. Learning through real world experience during outdoor/indoor classroom activities are very stimulating, engaging and interactive. Student feedback for the past three academic years show that this method was well received by the students and valuable feedback on areas for improvement was also gathered.

Code AC06

Title Use of LoggerPro as an Introduction to SHM

Presenter MJC

School SUTD

Category ICT-based Lessons

Abstract One strategy to increase students' interest in learning a "tough" subject like Physics is to make a connection of the subject matter to daily experience. It is not only to create an ~ahh, ~ooh and ~wow impression during a lesson, but also to inspire students the connection of science with our daily life, and create awareness of the impact of science in the modern world. In the presentation, several stories in physics will be shared, for instance: Why is our voltage set to 220V? Why is there a rectangle mark at a junction where there is a traffic light? Collection of interesting stories that are relevant to the physics syllabus is always an on-going endeavour.

Code SB01

Title What It Takes to Produce a Law-based and Causal Explanation in Physics

Presenter Jennifer Yeo

School NIE NTU

Category Practices of Science

Abstract Producing scientific explanation is a key objective in the local physics syllabus. Yet, studies show that students often find it difficult to produce an acceptable scientific explanation. Yeo and Gilbert (2014) show that a scientific explanation can be described in terms of its function, form and level. The objective of this study is thus to identify the competencies students need in order to produce an acceptable scientific explanation in physics. We do this by examining students’ produced explanations of various topics in physics obtained through think-aloud interviews. We identified two main types of explanations produced by students – law-based and causal. Using multimodal analysis, we identified the explanatory behaviors of these two types of explanations exhibited by students who produced explanations considered acceptable. These behaviors show that the production of scientific explanations involves not only content knowledge but includes contextual knowledge. It also involves a process of abstraction from concrete to abstract using representations to elaborate, extend and transform meanings from descriptive to consequential ones. Implications to teaching and learning physics will be proposed in this presentation.

Code SB02

Title Practical work through Modelling Instruction (Model Development and Deployment)

Presenter Sean Tan

School RVHS

Category Laboratory Work/Demonstration

Abstract We introduced practical work structured in the form of Modelling Instruction to provide students the opportunities to develop inquiry skills and promote scientific thinking, alongside the appreciation of the ambiguity and complexity of experimental work. Students went through the steps to develop models, after considering the relevant physical quantities present in an experiment, for three experiments investigating the following: an object being twirled in uniform circular motion, the Malus’ Law and the magnetic force on a current-carrying conductor in a uniform magnetic field. Students had an appreciation of the physical significance of the gradients and y-intercepts obtained through their empirical data. Students also had the experience of tackling problems in the topic of Superposition, brought alive, through Model Deployment, where minimum information is provided explicitly. Students were required to derive implied data from the given apparatus and setup, alongside the use of reasonable assumptions. We will share how Modelling Instruction guided the design of the practicals and what students and we have learnt from the experience.

Code SB03

Title Thinking Routine (Claim, Support and Question) in Physics Lessons and Learning Points from NARST International Conference

Presenter Quek Siew Ling

School PJC


Abstract To promote cognitive engagement in class, a thinking routine (claim-support-question) is implemented in lessons. In the thinking routine, a claim is made, which can be in the form of speculations, assertion, generalisation, statement of facts or hypothesis. The claim is evaluated in terms of the supporting evidence as well as things that make us question the validity of the claim. Students raise questions and are skeptics of the claim. The sharing includes actual implementation of the claim-support-question routine in a JC1 physics class. Real-life scenarios and claims in movie scenes are introduced in lessons. Students question the validity of the claims through their conceptual understanding. An interactive and dialogic approach is taken in lessons. Students verbalise their conceptual understanding to justify or critique the claim. The sharing also include learning points from my participation in the National Association for Research in Science Teaching (NARST) Conference in USA. The NARST conference includes recent research on the use of claim-support-question routine in class.

Code B004

Title Demonstrations for Units and Measurement

Presenter Chua Kah Hean

School HCI


Abstract Three demonstrations for the topic of Units and Measurement will be presented: 1) Time the Dot: A simple activity to illustrate both the random and systematic nature of the errors caused by human reaction. 2) Snapper Puzzle: A puzzle to illustrate the vector summation of forces. 3) Spinning Tube: A puzzle to illustrate the vector nature of velocities.

Code B005

Title Seeing is Believing!

Presenter Ho Shen Yong

School NTU

Category Pedagogy (Misconceptions, Assessment, etc.);Laboratory Work/Demonstration;Enrichment Activities

Abstract Many topics in Physics involve ideas which are invisible to the eye and require the imagination of the students. These ideas are usually communicated using diagrams or animations. In this collection of demonstrations, we attempt to make the "invisible" become visible by various ways. It is hope that "seeing" these phenomena will enhance learning and help students have a better appreciation of nature and the underlying theories. The topics covered include waves and fields. An example is making the effects of the vibration of air in a standing wave visible using suspended ash particles.

Code B006

Title Physics Investigative Lab Activities

Presenter Tan Oon How

School HCI


Abstract Sharing of hands-on investigative lab activities that we carried out in line with the lecture topics, to pique students' curiosity and enthuse them to explore and apply the physics concepts that they are learning.

Code B007

Title The Joy of Experiment!

Presenter Chang Sook Mei

School NJC

Category Laboratory Work/Demonstration;Enrichment Activities

Abstract Laboratory work is a useful teaching strategy to culminate a topic by allowing students to organise what data to collect and solve a real complex problem. The poster will showcase 4 laboratory activities implemented during practical session in the revised H2 Physics curriculum. These activities aim to engage students through hands-on and collaborative problem solving with the aid of a specific experimental setup. The activity involves the teacher setting up laboratory equipment, followed by posing a problem for the class to solve. Students will organize themselves and make proper measurements and calculations in an attempt to find the answer to the question posed. They then place all drawings, measurements, and calculations on the whiteboard to make their group’s thinking visible to all. When all the students agree on the solution, the apparatus is assembled and the experiment is performed. Great satisfaction is often generated when all the students are able to solve the problem.

Code B008

Title Resonance in a Guitar

Presenter Eugene Chan

School SOTA


Abstract Sharing session on how a guitar can be used to teach sound waves and resonance. The session will involve the use of a data logger with a sound probe and a guitar to demonstrate the effect of resonance.

Code ICT1

Title Use of EJSS simulations to teach Oscillations

Presenter Kwek Eng Yeow

School VJC


Abstract I have used the EJSS simulations created by MOE ETD and myself to illustrate concepts in Simple Harmonic Motion (SHM) during my lecture in August 2016. I use a traditional lecture method of teaching, while using the simulations for the following purposes: • Explain basic terms used in SHM. • Illustration of forces present in spring-mass system. • Illustrate relationship between circular motion and SHM. • Illustrate the Phase relationship between 2 identical systems undergoing SHM. • Visualization of SHM for basic calculations in a worked example. • Visualization of particle velocity and displacement in SHM for worked example. • Visualization to explain the concept of phase angle in SHM. • Visualization to show the relationship between the acceleration-displacement graph and the actual SHM. • Using the velocity-time graph and simulation of SHM to explain the variation of KE with time and position.

Code ICT2

Title Modelling-Inquiry Enabled Interactive Textbook - Gravity and SHM

Presenter LIM AI PHING

School RVHS

Category Laboratory Work/Demonstration;ICT-based Lessons

Abstract We are a team of physics teachers, from various pre-university institutions, Curriculum Planning and Development Division (CPDD) and Educational Technological Division (ETD), working to empower students to learn difficult physics concepts in topics such as Gravitational Fields and Simple Harmonic Motion (SHM) via inquiry learning, specifically through the use of mathematical modelling. Past observations suggest that current lecture notes are non-interactive (no input for mathematical algorithm outputs), and thus learning difficulty may stem from lack of integrating mathematics with physics as well as the availability of computer simulations which allow input of mathematical models. Thus, our team is formed under an eduLab project (http://edulab.moe.edu.sg/edulab-programmes/existing-projects/nrf2015-edu001-el021) which seeks to create an interactive textbook-chapters with (re-created +30 related oscillator and gravitation models) to conduct inquiry experiments and (newer) mathematical modeling practice on simulated data, enabling mathematical-modeling learning for A level Physics students. We will be focusing on Gravity and SHM ebooks for this paper. Co-presenters: Mr. Wee Loo Kang Lawrence, Educational Technological Division Mr. Goh Giam Hwee, Yishun Junior College Ms. Esther Tay Wei Jing, Yishun Junior College Ms. Wong Yih Chong, Yishun Junior College Ms. Tan Hao Kai, Yishun Junior College Mr. Leong Tze Kwang, Curriculum Planning and Development Division Mr. Ong Chee Wah, Innova Junior College Mr. Xu Wei Ming, River Valley High Mr. Kwek Eng Yeow , Victoria Junior College

Code ICT3

Title Use of LoggerPro as an Introduction to SHM

Presenter Isnarti Mohamed Noordin

School MJC

Category Pedagogy (Misconceptions, Assessment, etc.);ICT-based Lessons

Abstract Logger Pro is a software that has many applications in Physics, including the study of motion in Physics.We have made use of LoggerPro for a few years as an experiential learning after we have taught the content in lectures and tutorials. For the JC1 cohort in 2016, our team took an inquiry based approach in introducing properties and characteristic of Simple Harmonic Motion (SHM) using the Logger Pro software. The lesson was conducted as laboratory session prior to the SHM lecture, as a self-directed exploratory session where students work in groups, under the guidance of their tutors. Through this activity, the team found that students achieved a better appreciation of SHM, and how to obtain the various graphical representation of SHM; displacement, velocity and acceleration graphs. We have found that the students seem to be able to understand the content taught in the lecture and tutorials better. We will be sharing the materials we have currently, as well as how we have structured the activity so that students will be able to derive for themselves the properties, and different equations and graphs representing SHM.

Code ICT4

Title Using Video Analysis to help deepen Student Understanding

Presenter Chee Wei Wei

School JJC


Abstract Examples on how the tracker software can be used to understand kinematics, dynamics, work energy and power, in a coherent way. Topics includes SHM, circular motion. More information in the poster.

Code TM01

Title Teaching Physics Concepts Using Lightboard and more

Presenter Kwan Wei Lek

School SUTD


Abstract Lightboard is a simple setup to record videos for online instruction. It consists of a transparent screen and the instructor can write directly on the screen while making a presentation. Post production editing is minimal and it reduces the hassle of producing a video, which is one of the problems in online delivery of courses. In this presentation, I will talk about the setup of the Lightboard at SUTD and MIT and how we use it in our physics instruction. If time permits, I will talk about my recent attachment to MIT and discuss the similarities and differences between MIT’s TEAL (Technology Enabled Active Learning) and SUTD cohort based learning in teaching physics.

Code TM02

Title Structured INstruction in Group (SING) for Wave Motion

Presenter Tan Pei Yun

School AJC


Abstract With the aims to engender greater student ownership and deepen thinking and learning habits such as synergizing, abstracting, taking responsible risks, reflecting and evaluating, we designed a lesson package for the topic Wave Motion based on the concepts of flipped classroom and team based learning. The use of LMS quiz as a platform for individual readiness assurance test (iRAT) allowed detailed analysis of student answers, hence teachers could identify main difficulties/misconceptions prior to tutorial session. The use of scratch cards and A3 whiteboards during the group readiness assurance test (gRAT) effectively engaged students in active discussions. The teachers evaluated students’ learning using iRAT and gRAT results as well as through observations of students’ discussions. From the students’ survey, 95% of students agreed that the gRAT allows them to identify possible difficulties / misconceptions and 89% of students agreed that the lesson package allows them to take ownership of their learning. From teachers’ survey, all teachers agreed that iRAT is effective in surfacing students’ misconceptions and the learning activities (e.g. gRAT) provide an engaging experience for the students.

Code TM03

Title An Approach to Active Learning in NUS High School

Presenter Barnabas Tan

School NUSH


Abstract A typical format for an in-class assignment would be pen-and-paper and students working on the assignment individually for a fixed duration say 20 min. The teacher would collect all the assignments at the end of 20 min, mark it and return it to the students a week later. One of the issues affecting the effectiveness of the teacher feedback is the time gap between when the students attempted the problem and when they receive feedback on their solutions. Using the team-based assessment function in Learning Catalytics, students first respond individually to the questions in the assignment before gathering in their pre-assigned groups and responding as a team to the same questions. Only one answer is accepted for each team. 50% of the marks for this assignment come from the individual round while the remaining 50% comes from the team round. Not only is the time gap issue addressed, students need to convince their team members of the correctness of their solution if it differs from that of their team members’. The focus is on the process, in this case the reasoning. But as any teacher would tell you, this takes time. A blended approach with pre- and/or post-lesson videos to complement in-class active learning could help to create the time required. Pre-lesson videos could serve as bite-sized conceptual snippets that may be supplemented by a reading and followed by a short conceptual online quiz that provides immediate feedback to both student and teacher on whether the student has understood the video. Post-lesson videos could follow up to reinforce concepts that students found difficult to grasp during the lesson, or to go through worked examples that the teacher did not have time to discuss in class.

Code TM04

Title Improving student engagement in tutorials via activity based sessions

Presenter Nidhi Sharma

School NUS


Abstract Students in General education module GEH1034 are from various backgrounds such as arts, science, engineering, design and environment and business. In this course we teach them scientific advancements in various clean energy technologies. Due to various backgrounds, it is difficult to manage student engagement and keep them interested. To some, the course appears easy and they lose interest and to others it appears too difficult and they also start to lose interest. Thus, to improve the student engagement for this diverse group, we have converted tutorials from normal problem solving into fun and activity based sessions. Each activity is designed to cover the basic principles of clean energy technology, finding energy conversion efficiency, capacity factor and factors affecting efficiency of the clean energy system. It has been noted that in doing so, we keep them engaged and interested throughout. They started looking forward to the tutorial sessions which previously was a mere requirement for them. Many have given many innovative ideas to improve the activity and some of them have extended it to their summer project also. Students from arts and social science, who don’t have a sound science background, were also able to understand the science of clean energy systems, meaning of the terms such as efficiency, capacity factor and conservation of energy. In this way, everyone started benefitting from these sessions in their own way at their own pace.

Code TM05

Title Innovative and Interactive Design: An Experiential Learning Involving 3D Printing

Presenter Ng Siow Yee

School NUS


Abstract In present work, we utilize our 3D printing resources from NUS Physics Department to design and fabricate our active learning apparatus for Clean Energy and Storage tutorials. This enables students to learn the design aspects of the commercial turbines by hand-on on 3D printed miniature turbine models such as water and wind turbines. Besides that, we have offered applied physics UROPS (Undergraduate Research Opportunities Programme in Science) projects incorporating education to enhance the design of active learning apparatus and fabricated them through 3D printing. The characterization tests on the 3D printed apparatus are performed to examine how far the tutorial learning outcomes are satisfied, thus, resolving the best time for the 3D printed apparatus to be officially used as an active learning apparatus. Evidently, 3D printing in education indeed allows us to develop interesting experiential learning activities as well as mini research projects related to applied physics and industrial automation.

Code TM06

Title Technology and Design in Education

Presenter Oh Xueyan

School SUTD

Category ICT-based Lessons

Abstract With the increased difficulty in attracting students to study engineering and the shortage of engineering talents in Singapore, we want to be role models to encourage youths to study engineering by developing their interest in applying science to real-world physical problems. Having graduated from SUTD, we have been exposed to design-thinking and gained access to new technology that has greatly benefited our learning and would like to share this through our products and services. For instance, the rise in consumer affordability of 3D printers has allowed us to take rapid-prototyping to a whole new level and it can be an effective tool to promote the design thinking process by greatly enhancing the prototyping stage. We also want to emphasise how hands-on experiences can help improve the development of analytical and problem solving skills.

Code OTH1

Title Unpacking the O-level Physics Syllabus

Presenter Andreas Dewanto

School NUS


Abstract Following Dr. Yeo Ye’s session at the 8th IPSG, titled “Unpacking the 2016 H2 Physics Syllabus”, the poster re-examines the current Physics GCE Ordinary Level syllabus (syllabus 5059). Using Newtonian Mechanics as a case study, the speaker will unpack and repack the syllabus in a way that promotes physics as a thinking framework that students could use to comprehend the physical world around them. Newton's Laws of Motion, for instance, provides a model to understand how a physical body moves in time and space under the influence of force, from a certain initial condition. Naturally, before we introduce Newton’s Laws and their consequences, we will have to first address more fundamental questions such as, what constitutes a physical body (i.e. “point-particle” versus ”rigid body”) and how motion is defined (i.e. kinematics). This poster also serves as a preview to a workshop of the same title that the speaker will conduct in 29-30 May 2017.

Code OTH2

Title JJ Physics Feynman Lab for Physics Demonstrations

Presenter Chua See How

School JJC


Abstract The Lab is part of the JJ's STEM Nexus Programme to provide exposure and enrich the learning experiences of students in Physics at both college and cluster levels. By leveraging on Physics demonstrations as a key learning tool under the "Learn, Do, Use" approach, after learning the theories and doing related questions and tasks during lessons, students will be able to use their knowledge and skills learnt to explain and relate to observable phenomena.

code sac1 title relating physics with real world ... · pdf filewhich integrates physics,...

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