Model."

Source 1: "20180130 Smart Phone Physics Workshop NIE-CPDD-ETD - Open Educational Resources / Open Source Physics @ Singapore"

This webpage serves as a resource hub for a workshop held on January 30, 2019, focusing on using smartphones for physics education. The main themes and important ideas are:

1. Leveraging Smartphones as Physics Experiment Tools:

• The workshop centered around the idea of using the sensors within smartphones for conducting physics experiments. This is strongly indicated by the inclusion of the Phyphox software link (https://phyphox.org/), which is an app that utilizes smartphone sensors for data acquisition in physics experiments.
• A YouTube video titled "What handphone data was oscillating when the phone was dropped for Atwood Machine" (https://www.youtube.com/watch?time_continue=60&v=5c-91klR_kc) provides a concrete example of using smartphone data (likely accelerometer data) to analyze a physics setup (Atwood machine).
• The "What teachers want to learn from this workshop" section (linked to a Google Sheet) suggests that educators were interested in practical applications of smartphone sensors in their teaching. While the specific content of this sheet isn't provided, the title itself is informative.
• The inclusion of a calculation example demonstrates how Phyphox data (acceleration 'a') from a smartphone used in an Atwood machine setup can be used to determine the mass of the phone ('mphone'). This exemplifies the quantitative analysis made possible by smartphone physics. The text states:
• "a is found from the phyphox data as about 1.1 m/s^2" "therefore mphone =(0.2*a+0.2*g)/(g-a) =0.250 kg"
• The mention of using Excel and applying integration to acceleration data from Phyphox to obtain velocity and displacement reinforces the potential for more advanced kinematic analysis.
• "using excel and applying $v = \int a dt$ and $s = \int v dt$"

2. Promoting Open Educational Resources and Open Source Physics:

• The very title of the website, "Open Educational Resources / Open Source Physics @ Singapore," highlights a commitment to freely accessible educational materials and tools in physics.
• The links to Google Drive folders (https://drive.google.com/drive/folders/1mqkikdFdBvXpmXhbVhDkP_u7jsTeNSUK and https://drive.google.com/drive/u/0/folders/1-3YlSe1lqdjwlVLrGIOprodtpW54zxko) likely contain workshop materials, further emphasizing the sharing of resources.
• The mention of a Creative Commons license at the bottom of the page ("Contents are licensed Creative Commons Attribution-Share Alike 4.0 Singapore License") explicitly states the open nature of the content.

3. Teacher Professional Development and Community:

• The workshop itself (indicated by the title and date) signifies an effort to train teachers in using these smartphone-based physics tools. The listed trainers (Leong Tze Kwang, Zulhailah, Lawrence Wee, Prof Paul Lee) indicate expertise in this area.
• The "Share with teachers" link (https://docs.google.com/presentation/d/1PWCTfbv-PkYS5Ny44r7DqB3R1lMcbjp3lNtdU2dRf7c/edit#slide=id.g43b03e2ce3_0_0) suggests collaborative learning and resource sharing among educators.
• The link to a Facebook group (https://www.facebook.com/groups/sglearningdesigners) points towards a broader community of educators interested in learning design, potentially encompassing the use of technology in education.

4. Practical Considerations and Tips for Using Phyphox:

• The text provides practical advice for using Phyphox, such as enrolling in the beta program for enhanced functionality (data picking, direct read-off, no need for hotspotting).
• "benefits in the beta version can pick data and read off, no need to hotspot your phone and remote data into the laptops"
• Troubleshooting tips are also offered, such as rotating the phone to overcome large zero errors in sensor readings.
• "example of a large zero error can be overcome by rotating the phone from side to side to allow the phone to re-zero"
• The mention of "collision handphone for acceleration data" suggests a specific experimental application using the smartphone's accelerometer to study collisions.

5. Integration with Existing Educational Platforms:

• Links to the "Student Learning Space" (VLE) of the Ministry of Education, Singapore (https://vle.learning.moe.edu.sg/login) indicate an effort to integrate these open resources with official educational platforms.

6. Availability of Simulations and Applets:

• The extensive list under the accordion includes numerous links to JavaScript/HTML5 simulations and applets covering a wide range of physics and mathematics topics. These are often identified with the "PICUP" (Physics Interactive Curricular Units Project) designation and mention EasyJavaScriptSimulation (EJS), indicating the tools and projects used to create these interactive resources. Examples include:
• "PICUP Projectile Motion: Experiment and Computational Model Ex 1 n 3 JavaScript HTML5 Applet Simulation Model"
• "Single Slit Diffraction Model HTML5"
• "Spinning Gyroscope JavaScript HTML5 Applet Simulation Model"
• The inclusion of links to GlowScript (http://www.glowscript.org/) suggests the use of this platform for creating and sharing 3D physics simulations.

Source 2: "Decomposition of Vector (any mutually perpendicular) Advance Model"

This excerpt provides information about a specific educational resource:

• Focus: The resource is an "Advance Model" designed for the "Decomposition of Vector (any mutually perpendicular)." This indicates a tool for visualizing and understanding how vectors can be broken down into their components along mutually perpendicular axes (typically x, y, and z).
• Authors: The model was created by "weelookang@gmail.com; Fu-Kwun Hwang; Tat Leong Lee," suggesting a collaborative effort. Notably, "weelookang@gmail.com" (Lawrence Wee) is also listed as a trainer in the smartphone physics workshop, indicating a connection between these resources.
• Creation Tool: The model was "Compiled with EJS 6.0 (191124)," referring to Easy JavaScript Simulation, a tool for creating interactive simulations, further linking it to the resources mentioned in the first source.
• Licensing: It is released under a "CC-BY" (Creative Commons Attribution) license, emphasizing its open nature and allowing for reuse with attribution.

Connecting the Sources:

Both sources are connected by the underlying theme of promoting open educational resources in physics, particularly through interactive tools and simulations. The involvement of Lawrence Wee in both the smartphone physics workshop and the vector decomposition model highlights a concerted effort to develop and disseminate innovative physics teaching resources in Singapore. The use of Easy JavaScript Simulation as a creation tool for many of the resources listed in the workshop page and explicitly mentioned for the vector decomposition model further strengthens this connection. The emphasis on using readily available technology (smartphones) and open-source tools (Phyphox, EJS) aims to make physics education more accessible and engaging for both teachers and students.

Frequently Asked Questions: Physics Education with Open Source Tools and Simulations

1. What is the primary focus of the "Smart Phone Physics Workshop NIE-CPDD-ETD"?

The primary focus of the workshop was to equip educators with the knowledge and skills to utilize smartphones and open-source physics software, specifically Phyphox, for physics experiments and teaching. The workshop aimed to demonstrate how built-in smartphone sensors can be used to collect real-world physics data and how this data can be analyzed to understand physical principles. It also introduced teachers to various online resources and tools for incorporating interactive simulations into their lessons.

2. What is Phyphox and why is it highlighted in the workshop materials?

Phyphox (physical phone experiments) is a free, open-source app that allows users to utilize the various sensors present in smartphones (such as accelerometers, gyroscopes, magnetometers, and light sensors) to perform physics experiments. It is highlighted because it provides a cost-effective and accessible way for students and teachers to collect quantitative data for a wide range of physics phenomena, bridging the gap between theoretical concepts and real-world applications. The workshop likely focused on practical applications of Phyphox in secondary and junior college physics education.

3. What types of physics experiments can be conducted using a smartphone and Phyphox, as suggested by the materials?

The materials directly mention using smartphone data for an Atwood Machine experiment, specifically analyzing the oscillations of handphone data when dropped with a counterweight. Additionally, the reference to "collision handphone for acceleration data" suggests using the accelerometer to study collisions. The mention of calculating velocity and displacement from acceleration data obtained via Phyphox further implies its use in kinematics experiments. Generally, the sensors in a smartphone allow for experiments related to mechanics (motion, forces, energy), waves and oscillations (sound, light), and potentially even magnetism and thermodynamics depending on the phone's capabilities and experimental setup.

4. What is the significance of the provided links to Google Drive folders and YouTube videos?

The Google Drive folders likely contain supplementary materials for the workshop, such as presentation slides, experiment instructions, data templates, and possibly example Phyphox configurations. The YouTube videos serve as instructional resources, potentially demonstrating how to use Phyphox for specific experiments or showcasing examples of physics concepts being explored using smartphone data. For instance, one video is specifically about handphone data oscillating during an Atwood Machine experiment.

5. Who is the intended audience for the "Smart Phone Physics Workshop" and the resources provided?

Based on the breadcrumbs ("Secondary", "Junior College") and the sharing links intended for teachers, the primary audience is physics educators at the secondary and pre-university levels. The workshop aimed to provide them with tools and techniques to enhance their teaching methodologies and engage students more actively in learning physics through hands-on experimentation using readily available technology.

6. What is the role of simulations and interactive applets in the context of these resources?

The extensive list of JavaScript/HTML5 applet simulations suggests a strong emphasis on using interactive models to visualize and explore various physics and mathematics concepts. These simulations cover a wide range of topics, from mechanics and waves to electromagnetism and even mathematical principles. They serve as valuable tools for students to interact with abstract ideas, conduct virtual experiments, and gain a deeper intuitive understanding of the subject matter. The mention of platforms like GlowScript and EJS (Easy JavaScript Simulations) indicates the tools used to create and share these interactive resources.

7. What is the Open Educational Resources / Open Source Physics @ Singapore initiative, and how does this workshop fit into it?

The title of the website and the licensing information (Creative Commons Attribution-Share Alike 4.0 Singapore License) clearly indicate that this workshop is part of a broader initiative to promote the use and creation of open educational resources (OER) in physics education within Singapore. The workshop aligns with the goals of this initiative by introducing teachers to open-source software (Phyphox) and providing freely accessible learning materials (slides, videos, simulations) that they can adapt and use in their classrooms. The various links to online platforms and shared resources further support the collaborative and open nature of this initiative.

8. How do the resources address potential challenges or enhance the practical application of smartphone physics in the classroom?

The materials address practical aspects by providing direct links to software downloads and beta programs (for enhanced functionality like data picking), discussing issues like zero error in sensor readings and how to mitigate them, and even including example data from teacher groups. This focus on practical implementation suggests an aim to make it easier for teachers to integrate smartphone-based experiments into their curriculum. Furthermore, the wide array of interactive simulations offers alternative ways to explore concepts when physical experiments might be limited or to provide visual aids for better comprehension. The sharing of resources and the existence of a Facebook group for learning designers also hint at a community-driven approach to supporting educators in this area.