CONCURRENT SESSION 1 (3.00 3.30pm)...scientific reasoning, and promote collaborative discourses. For assessing students’ thinking, Paul’s Wheel of Reasoning is the instrument used

CONCURRENT SESSION 1 (3.00 – 3.30pm) Time: 3.00– 3.30pm Venue: TBC

Category: Enrichment Activities Format: Seminar Presentation (30 min)

CS 1.1: Physics Home-based Learning - Gravity Tan Oon How,Low Juay Kiang Alvin, Hwa Chong Insitution

Gravitational Field is traditionally a difficult physics topic. To tackle some common misconceptions in the course of learning, The team of JC1 physics teachers from HCI made use of Moodle LMS, painstakingly packaged 20 conceptual MCQs into a Home-based Learning (HBL) activity to complement their lectures concurrently. The HBL did not carry any CA component, yet over 90% of 558 students attempted it and 90% of the students surveyed found it useful and engaging. Find out how the team applied motivational design in the HBL to perform the feat.


Category: Teaching Strategies Format: Seminar Presentation (30 min)

CS 1.2: Teaching Kinematics Using Team-based Learning Tan Peng Hui Samuel,Sook Mei Chang, Tan Soon Heng Simon, National Junior College

Team-based learning has been successful in universities and results have shown that it can produce equivalent or improved academic outcomes compared to the lecture/tutorial based format. Our team has adapted the use of team-based learning to the teaching of Kinematics with the aim to verify its effectiveness in helping students to learn ‘A’ level Physics. We hope to share the experience of our adaptation of team-based learning and how LMS can be used to support its format. We will also examine its effectiveness in promoting self-directed learning (SDL) and collaborative learning (CoL), which are key features of team-based learning, and its impact on academic results. The limitations and constraints of implementing team-based learning for ‘A’ level teaching will also be discussed.



CS 1.3: Exit Pass – a Formative Assessment technique Wong Yih Chong,Tay Wei Jing, Tan Hao Kai, Yishun Junior College

The use of exit passes is just one of many Formative Assessment (FA) techniques found in the book “Embedded Formative Assessment” by Dylan Wiliam (2011). In the book, FA is defined as “… all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” Our team of teachers conducted an Action Research on the effectiveness of exit passes in three areas –academic performance, students’ desire for competence and students’ level of enjoyment. Participants will be informed of the results of pre- and post-implementation tests and surveys, the challenges faced and suggested areas for subsequent studies.


Category: Others Format: Seminar Presentation (30 min)

CS 1.4: A level physics examples from Astronomy Leek Meng Lee, NTU

In my sharing, I would like to provide novel A level physics examples. They are novel because these examples are not from everyday life but are from the astronomical context. I will cover examples relevant to A level physics from observational astronomy, astrophysics and cosmology. The motivation for sharing such examples is because Astronomy is the oldest natural science and it was through the wonderment of the stars and our place among them, that spawned the other natural sciences. Given the recent buzz about Christopher Nolan's movie "Interstellar", I shall also give simple discussions on properties of black holes and wormholes that an A level student should be able to follow.



CS 1.5: Level Up! Online Self-Directed Learning Har Choong Gin, Ms Yang Yarong, Pioneer Junior College

Self-directed learning via e-learning or home based learning is a necessary part of a school’s teaching and learning programme as well as an essential back-up in time of school closure due to emergency etc. A common approach by schools is to use the school’s Learning Management System (LMS) to implement such a lesson. However, teachers may find that the capabilities, flexibility and functions available in the LMS limiting and may be an obstacle to what the schools hope to achieve. PJC overcomes the limitations using a freely available web tool, Google Sites, to design and implement a self-directed lesson on the topic D.C. Circuits and teaching of potentiometer wire concepts with the integration of a virtual lab, videos and self-checks to ensure self-directed learning. We will share on the following: 1. Google Sites as the foundation for the self-directed lesson. 2. Integration of an online applet from Phet as a virtual lab. 3. Addition of checkpoints to ensure students completes a level before moving on to a higher level. 4. Addition of videos for self-directed learning.



CS 1.6: Team-based approach in teaching and learning of Physics Lim Kai Ming,Goh Kok Hwee, Geraldine Lee Lizhen, Meridian Junior College

Our Physics department embarked on a team-based approach in the teaching and learning of Physics. This approach is adapted from Team-based Learning (TBL). In our approach, we aimed to develop the students' conceptual understanding and to improve their skills in application of concepts. It focuses on small group discussion and comes with individual component and group component. This approach creates opportunities for students to discuss, collaborate and peer learn from one another. It also fosters students to think critically about one another’s viewpoints. During the concurrent session, we will share on some advantages of TBL, problems faced during implementation and methods employed to conduct the team-based lessons.



CS 1.7: Assessment and refinement of students’ models Tay Su Lynn, Catholic Junior College Dr Jennifer Yeo, NIE

Model-based inquiry affords students the opportunity to learn science as they enact the epistemological practices of scientists. Studies show that students seldom engage in deep conceptual discussions of models (Larkin & Simon, 1987; Kozma, 2003) or use their models to reason and explain phenomenon appropriately (Ainsworth, 2006; Prain & Tytler, 2012). The teacher needs to mediate discussions about students’ models to deepen their conceptual understanding and develop skills in modelling. Using a case study approach, we analysed how one junior college physics teacher facilitated the assessment and refinement of students’ models during modelling. The objective of this study was to identify some pedagogical moves enacted by a teacher during the assessment and refinement phases of model-based inquiry and the purpose of these moves in developing students’ competencies in model construction. We identified eight moves of which “clarification” was most frequently enacted by the teacher as students’ models were found to deviate significantly from standard scientific models. Four areas of students’ models were evaluated: coherence, completeness, adequacy and adherence to conventions. The findings signal the importance of teachers in skilfully enacting timely moves to help students develop competence in assessing and refining their models as well as deepen conceptual understanding of scientific phenomenon. This sharing will be useful for teachers who are keen to develop their students’ competencies in the development of models or who will like to know how to work with students’ diverse ideas.


Category: Format: Seminar Presentation (30 min)

CS 1.8: Lesson Study on Upthrust Ong Shui Ying, Innova Junior College This 30-minute presentation will focus on the adoption of lesson study – a peer-to-peer professional and developmental learning strategy. It is a powerful tool to strengthen and refine a series of lessons together as a unit to solve problems related to implementation based on data collected after each lesson. Through this session we hope to share the lesson study journey the unit has embarked on for the chosen topic – Upthrust, some of the resources developed for this purpose as well as insights that we have gained from this cycle. A brief outline of the presentation is as follows: 1. Objective of Lesson Study 2. Reiterative cycle of lesson study

a. Initial Planning process b. Logistics and Resources c. Execution of the cycle d. Data Collection e. Further refinement of lesson

3. Overall Reflection of the unit

CONCURRENT SESSION 2a (4.10 – 4.40pm) Time: 4.10– 4.40pm Venue: TBC

Category: Demonstrations Format: Seminar Presentation (30 min)

CS 2a.1: Enhancing learning of Waves through demonstrations Khaw Hwee Ju,Goh Ker Laing, Ng Mei Chan, Victoria Junior College

Have you ever found it hard to explain the abstract concepts of waves? Have you ever wondered what good demonstrations you can use to make some of these concepts come alive? Then come and join us for this 30- minute workshop. We will share with you the demonstrations that we have conducted in our lectures. There are a total of five demonstrations which focus on polarization of light, phase change, stationary waves, interference of sound & light waves as well as calcite birefringence (H3 Photonics). Good demonstrations, not to be underestimated, can help our students immeasurably in their mastery of concepts and make the learning of physics much more enjoyable!


Category: Demonstrations Format: Seminar Presentation (30 min)

CS 2a.2: Physics Demonstrations Video Chua Kah Hean, Hwa Chong Insitution

This presentation includes 1) Sampling of some physics demonstrations videos (produced by the author). 2) Exploring relavance of such videos in teaching. 3) Sharing of tips in producing such videos.



CS 2a.3: Making Thinking Visible in a Junior College Physics Classroom Madam Chang Sook Mei,Madam Ning Hwee Tiang, National Junior College

Scientific argumentation is an integral part of learning science. The presentation aims to share our small-scale exploratory study on developing students’ reasoning skills via the use of thinking routine ‘Claim-Support-Question (CSQ) ‘whilst engaging students in the process of scientific argumentation. The use of the structure of CSQ on problem solving will be demonstrated. The motivation of this approach is to help make students’ thinking visible in both their conceptual understanding and scientific reasoning, and promote collaborative discourses. For assessing students’ thinking, Paul’s Wheel of Reasoning is the instrument used as a means to measure the quality of argument. This study adapted the Critical Thinking Grid as the scoring rubric for assessing students’ reasoning ability. The findings showed that the approach has actually provided a learning environment that promotes and facilitates students’ construction, representation, evaluation of knowledge claims, and self-monitoring of scientific reasoning. Students have also demonstrated good progress in using the structure of CSQ to enable their reasoning.



CS 2a.4: A Conceptual Change Approach in Teaching Physics – Using Everyday Occurrence as Lesson Induction

Quek Siew Ling, Pioneer Junior College

How important is a student’s intuition or preconceptions in learning Physics? Conceptual change approach makes explicit the extent of integration of individual student’s conceptions with new knowledge (Posner, 1982). It focuses on assimilation and accommodation of concepts in learning Science. Assimilation occurs when a student knows little about the topic under study. New information is likely to be combined easily with his or her existing ideas. Accommodation involves overcoming student’s alternative framework, and requires four conditions - dissatisfaction, intelligible, plausible and fruitful (Posner, 1993). This presentation illustrates a teaching strategy that uses everyday occurrence as lesson induction, in a conceptual change manner, to help students learn Physics. Dissatisfaction, which requires student to be dissatisfied with his/ her current concepts, is a focus of lesson induction. This is followed by intelligible, which requires student to be able to understand the new concept and regard it as a better explanation than his/ her current conceptions.

CONCURRENT SESSION 2b (4.50 – 5.20pm) Time: 4.50– 5.20pm Venue: TBC

Category: Hands-On/Experiments Format: Seminar Presentation (30 min)

CS 2b.1: Experimental Kits for Electromagnetism Lim Kim Hee Felix, Lim Kim Hock, National Junior College

The topic on electromagnetism (EM) can pose as a challenge for many students. Most students learn about magnetic field lines either from pictures found in textbooks or Java Applets available from the internet. To make the learning more interesting and concrete, various novel handmade experimental kits were developed over the past few years to help students have a better understanding and a more meaningful experience when learning this topic. One of the kit will illustrate the magnetic field lines pattern due to current carrying conductor/s (single and parallel). In the single conductor kit, students can see the magnetic field lines due single straight conductor as well as study how the magnetic flux density at a point is affected by the magnitude of the current in the conductor or the distance away from it with the aid of a magnetic field sensor. Another kit will highlight the straight magnetic field pattern found inside a current carrying solenoid. Lastly, with the use of a kit consisting of a pair of magnets and an electronic balance, the magnetic force on a current carrying conductor can be determined. Students will also get to appreciate the use of Newton’s Third Law on the magnetic force acting on the magnets. By varying the current and determining the force on the conductor, students can also explore the magnetic flux density acting on the conductor as well. Feedback from students indicated that they now have a better understanding of the topic and found the topic more interesting.



CS 2b.2: Understanding Bungee Jumping Concepts with Excel Spreadsheet Erkan Polatdemir, Hwa Chong Institution

In this presentation, I will discuss about how the concepts in bungee jumping can be reinforced using Excel skills. Students were given a bungee jumping problem (H1 P2 Q7 in 2009) and asked to analyze the motion at every 1 meter interval in terms of the change in gravitational potential energy, kinetic energy and elastic potential energy of the jumper. Students were then asked to plot the graphs of the three energy versus distance in Excel. Quite a number of students appreciated that at half-way through the elastic potential energy is not built up significantly. After completing this task, students were asked to analyze the motion in terms of the net force acting on the bungee jumper and his acceleration at every 1 meter interval. A significant number of students appreciated the fact that kinetic energy of the jumper is maximum when the net force acting on the jumper is zero and the elastic potential energy starts to build up before the kinetic energy reaches its maximum value. The whole activity lasted about 60 minutes. Students improved their understanding of the bungee jumping, appreciated the concepts in the jump much better with this activity and of course improved their Excel calculation and plotting skills. They also commented that physics concepts, in fact, can better be understood with Excel. I will be sharing about how the activity was conducted step-by-step, students’ ‘aha’ moments, list of learning objectives achieved and students’ feedback about the activity.



CS 2b.3: Some suggestions for "Teaching Less, Learning More" Dr Ho Shen Yong, NTU

To teach Physics to a class of students with diverse backgrounds, different aptitudes, different learning styles together with other constraints is like solving an optimization problem. The teacher has to design a lesson so that the concepts/ideas gets across clearly and get retained for making further connections. On the part of students, there are "quick" learners who work little and score well but there are also many hardworking students who do not do well in Physics. The "quick" students are able to get the key ideas fast and apply them with ease. So is there a way to conduct lessons so that more students will become "quick" learners? To answer the question, we have to re-assess the teacher-student dynamics in class and inevitably, teachers will have to "teach less" so that students will learn more. In this talk, I will provide some suggestions on what and how to "teach less".


Category: Hands-On/Experiments Format: Seminar Presentation (30 min)

CS 2b.4: Use of Tracker for Physics practical on circular motion Neiw Chun Hao Wilson, River Valley High School

To better prepare students for the future, it is important for theories and real-life applications to merge in order for students to make more sense of the fundamental theories in Physics. In this presentation, we will be discussing the rationale for the weaving of Tracker into our practical on circular motion. Students will film themselves swinging a revolving rubber bong and will use Tracker, a free-to-use video analysis and modeling software, to analyse the motion of the bong in terms of its linear and angular velocities. We will also be focusing on some of our experiences in preparing this for the students as well as some of the difficulties that our students faced.



CS 3.1: The origin(s) of motional electromotive force Dr Yeo Ye, NUS

Consider a U-shaped conductor in a uniform magnetic field directed perpendicular to its plane. Lay a metal rod across the two arms of the conductor, forming a circuit, and move it with constant velocity. This induces a motional electromotive force and a current. In this talk I will (a) discuss several different ways of calculating, and understanding of the origin(s) of, this motional electromotive force. (b) discuss the strengths and weaknesses of these presentations usually found in textbooks. (c) present the fundamental origin of motional electromotive force and address some of the misconceptions due to these weaknesses.


Category: Teaching Strategies Format: Workshop (60 min)

CS 3.2: Computer Modeling Pedagogy using Tracker Lawrence Wee Loo Kang, Lee Tat Leong, MOEHQ-ETD Leong Tze Kwang, Raffles Girls’ School

This 60 minutes hands-on workshop (extension of 3rd IPSG: Learning physics of sports science through video analysis and modelling by Lee Tat Leong and Wee Loo Kang Lawrence) aims to emphasis the Computer Modeling Pedagogy (Wee, Chew, Goh, Tan, & Lee, 2012) using Tracker as an appropriate method to understand Dynamics, Circular and Oscillations topics. The model building process using Tracker's Dynamics Particle Model in Cartesian and Polar Coordinate Systems allows students to iteratively come up with suitable Physics (recommended with nested if statements) computer models (Brown, 2007, 2008, 2009, 2012; Christian & Esquembre, 2012) to represent their video analysis. The following models will be covered: 1. Dynamics: roller blading down a slope model (video by Koay Tze Min RGS sec 3 student mentored by Leong Tze

Kwang.

variables used: g = 9,81, k =0.708

initial values: vx = 1.384

fx' = g*sin(5.7*pi/180)-k*vx

fy' = 0

2. Circular: Uniform Circular Motion Break Model (video by Lim Jit Ning HCI)

model: initial values θ = 25 deg, ω = 615

fr = if(t<2.795,-ω*ω*r,0)

fθ = 0

3. Oscillations: Simple Harmonic Motion with Collision Model (video by pohhuiyinaomi RGS sec3 student mentored by Leong Tze Kwang)

variables used: g = 9.81, F=230

initial values: t = 2.345, r = 0.3737, θ= -113º

fr = -ω*ω*r

fθ = if(t<9.581,-m*g*cos(θ),if(t<9.586,F-m*g*cos(θ),-m*g*cos(θ)))

All models and resources are downloadable and editable, licensed creative commons attribution for the benefit of all, directly on Tracker itself as a Shared Library (Wee, 2014). Send your Tracker project *.trz to [email protected] for inclusion into the Tracker's Singapore Digital Library collection http://iwant2study.org/lookangejss/.

http://iwant2study.org/lookangejss/02_newtonianmechanics_3dynamics/trz/inclined_rollingKoayTzeMinrollerbladingmodel.trz

http://iwant2study.org/lookangejss/02_newtonianmechanics_6circle/trz/CM_Breaklookang.trz

http://iwant2study.org/lookangejss/02_newtonianmechanics_8oscillations/trz/pendulumcollisionwithflyingobject302_26_pohhuiyinaomi2model.trz

http://iwant2study.org/lookangejss/

Reference:

1. Brown, Douglas. (2007). Combining computational physics with video analysis in Tracker. Paper presented at the American Association of Physics Teachers AAPT Summer Meeting, Greensborohttp://cabrillo.edu/~dbrown/tracker/air_resistance.pdf

2. Brown, Douglas. (2008). Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis. Paper presented at the American Association of Physics Teachers AAPT Summer Meeting, Edmonton.http://cabrillo.edu/~dbrown/tracker/video_modeling.pdf

3. Brown, Douglas. (2009). Video Modeling with Tracker. Paper presented at the American Association of Physics Teachers AAPT Summer Meeting, Ann Arbor. http://cabrillo.edu/~dbrown/tracker/video_modeling.pdf

4. Brown, Douglas. (2012). Tracker Free Video Analysis and Modeling Tool for Physics Education. fromhttp://www.cabrillo.edu/~dbrown/tracker/

5. Christian, Wolfgang, & Esquembre, Francisco. (2012). Computational Modeling with Open Source Physics and Easy Java Simulations. Paper presented at the South African National Institute for Theoretical Physics Event, University of Pretoria, South Africa. http://www.nithep.ac.za/3au.htm

6. Wee, Loo Kang. (2014). Open Educational Resources from Performance Task using Video Analysis and Modeling-Tracker and K12 science education framework. arXiv preprint arXiv:1408.5992. The OCPA8 International Conference on Physics Education and Frontier Physics, invited talk.

7. Wee, Loo Kang, Chew, Charles, Goh, Giam Hwee, Tan, Samuel, & Lee, Tat Leong. (2012). Using Tracker as a pedagogical tool for understanding projectile motion. Physics Education, 47(4), 448. arXiv 1206.6489v1

http://cabrillo.edu/~dbrown/tracker/air_resistance.pdf

http://cabrillo.edu/~dbrown/tracker/video_modeling.pdf

http://cabrillo.edu/~dbrown/tracker/video_modeling.pdf

http://www.cabrillo.edu/~dbrown/tracker/

http://www.nithep.ac.za/3au.htm

http://arxiv.org/ftp/arxiv/papers/1408/1408.5992.pdf

http://www.ntu.edu.sg/ias/upcomingevents/OCPA8/Pages/default.aspx

http://www.ntu.edu.sg/ias/upcomingevents/OCPA8/Pages/default.aspx

http://arxiv.org/pdf/1206.6489v1


Category: Hands-On/Experiments Format: Workshop (60 min)

CS 3.3: Mapping Electric Potential Nyam Ching Wee David, River Valley High School

Electric Potential can be quite an abstract concept to understand. Hence, this lesson approach on the concept of electric potential can potentially help improve their understanding of this concept. Simple, easily obtainable apparatus and an Excel spreadsheet are used to map out the electric potential across a 2D space experimentally. The mapped electric potential is an analogue to contour maps and can help build students' conceptual understanding of electric potential. As such making an analogue with the more concrete idea of a contour map may improve students' conception of electric potential and potentially help them in interpreting representations with equipotential lines. Having an actual set-up and going through the experiment can also help ‘convince’ students that electric potential is not something that is made up but can be measured with actual apparatus. This workshop exemplifies how such an experiment can be conducted in a lesson aimed at improving students' conception of electric potential. Questions involving the set-up can also tease out some prior conceptions students may have on the upcoming topics of Current of Electricity and DC Circuits as well.


Category: Demonstrations Format: Workshop (60 min)

CS 3.4: Using 3D printing to teach Physics Dr Tan Guoxian, Raffles Institution

Active learners have been found to score high in both student satisfaction and increased learning outcomes as reported by Freeman et al. (2001). Through a novel active learning pedagogy of "Entice, Engage, Educate" that integrates 3D printing into the lesson, JC 1 and 2 students actively learn about Physics concepts through their own first-hand observations, where they are enticed by various physical phenomena taking place in front of them. The students are then actively engaged in hands-on activities and experiments, through a student-centric approach where they make use of 3D printing in such experiments to make their own hypotheses, design their own parameters, carry out their experiments and analyze their own data. During this workshop, case studies of how 3D printing is used to teach Physics concepts on kinematics, dynamics, circular motion and work, energy and power will be discussed.



CS 3.5: Physics Problem Solving Methodologies in Mechanics and Electromagnetism Peter Dourmashkin, MIT/SUTD

Methodologies for problem solving for Kinematics, Newton's Second Laws, Conservation of Energy, Torque and Fixed Axis Rotational Dynamics, Conservation of Angular Momentum, Gauss's Law, Ampere's Law, and Faraday's Law.The methodologies are designed to help students (i) get started, (ii) plan strategies, (iii) carry out the strategies, and (iv) review the meaning and context of physics problem.



CS 3.6: Understanding Physics through Multiple-Concept Experimentation Dr Wulf Hofbauer, Science Centre Singapore

Many physics concepts are abstractions that enable higher-level thinking processes by separating the essence of phenomena from incidental detail. In real-world phenomena, however, concepts rarely manifest themselves in isolation; moreover, many concepts are synchronously interconnected. There is therefore a danger that learning concepts solely “by the textbook” or the formal curriculum results in a lack of understanding, indicated by difficulty in applying or even recognising applicable concepts in realistic scenarios. Hands-on experimentation (as offered by CRADLƩ) provides opportunities for experiential learning to develop intuitive understanding of abstract concepts and for amalgamating the practical significance and interrelation of concepts. The multiple-concept characteristics of such hands-on experiences usually defy adequate capture in workshop titles or topical keywords. This makes it difficult to “tick the boxes” when the relevance of workshops is superficially matched against a list of syllabus items. I will demonstrate some experiments from CRADLƩ workshops and make an argument that common characteristics of hands-on experimentation can be more significant for enabling students’ learning than the specific workshop topic itself. I will moreover give examples how the same experiment can be explored in varying depth, making it suitable for audiences from upper secondary school to H2 level.


Category: Format: Seminar Presentation (60 min)

CS 3.7: Active Learning and Teaching Physics at SUTD Dr Kwan Wei Lek, Dr Lee Chee Huei, Dr Massimiliano, SUTD

In SUTD, physics is taught in cohort classrooms instead of large lecture rooms. We encourage active and collaborative learning through small group discussions and mini-lectures. During classes, we incorporate live demonstrations, hands-on-activities and group discussion problems so that students can participate in learning through active participation. In this workshop, we will bring some of these demonstrations and hands-on-learning activities consisting of first year physics curriculum of SUTD.

Documents

CONCURRENT SESSION 1 (3.00 3.30pm)...scientific reasoning, and promote collaborative discourses. For assessing students’ thinking, Paul’s Wheel of Reasoning is the instrument used