Briefing Document: Tracker/Open Source Physics Workshop in Singapore

1. Overview

This document analyzes the information provided about a workshop held in Singapore in October 2015, focusing on the use of video analysis and modeling tools in physics education. The workshop was a collaborative effort, bringing together leading experts in the field, including Professor Douglas Brown (creator of Tracker) and Professor Wolfgang Christian (creator of Open Source Physics). The goal was to empower Singaporean teachers to integrate these tools into their classrooms, enhancing student engagement and learning.

2. Key Themes and Concepts

• Open Educational Resources (OER) and Open Source Physics (OSP): The workshop heavily promotes the use of freely available tools and resources. This is evident through the emphasis on Tracker and Open Source Physics, both of which are free and encourage sharing of educational materials. The workshop aims to contribute to the OSP digital library and catalog of resources. "All curriculum materials created would be cataloged on the Singapore OSP Digital Librariesand/or ComPADRE.org/OSP Digital Library.”
• Video Analysis and Modeling: The workshop focuses on using Tracker, a video analysis and modeling tool, to analyze real-world phenomena and create simulations. The underlying idea is that students learn by observing, modeling, and analyzing. The workshop emphasized hands-on experience using Tracker and Easy JavaScript Simulation tools. It aims to move beyond just observation and data analysis, toward actual physics modeling.
• Easy JavaScript Simulations (EjsS): Complementing Tracker, EjsS allows users to create interactive simulations and models. The workshop highlighted how EjsS can enhance understanding of physical concepts through dynamic visualisations. Participants were introduced to the EjsS-based pedagogic tools available in the OSP Digital Library.
• Framework for K–12 Science Education: The pedagogical approach of the workshop is anchored on the Framework for K–12 Science Education, indicating an emphasis on inquiry-based and conceptual learning of science. This approach emphasizes the use of technology as a way to support exploration and understanding of scientific concepts, not as a replacement for them.
• Curriculum Development: A major aim of the workshop was to help educators create their own curriculum materials (videos, models, interactive simulations) using Tracker and EjsS. Participants were mentored and worked in teams to create these resources, demonstrating the goal of teacher empowerment. The final day was dedicated to packaging and sharing these curriculum projects.
• Hands-on Learning: The workshop design emphasizes hands-on learning experiences. Participants were encouraged to bring their own laptops with the tools installed, reinforcing active participation. The program outlines a progressive approach, from beginner to expert, involving different activities that lead to creating unique resources.
• Community Building and Resource Sharing: The workshop encouraged the creation and sharing of resources. The participants were encouraged to be “agents of change” back in their respective schools. The aim was to build a community of educators who could contribute to the growing library of OSP resources, fostering a collaborative approach to physics education. Resources would be cataloged on the Singapore OSP Digital Librariesand/or ComPADRE.org/OSP Digital Library.

3. Key Facts & Details

• Workshop Dates: October 26-29, 2015
• Trainers: Professor Douglas Brown (Tracker), Professor Wolfgang Christian (Open Source Physics).
• Facilitators: A team of local educators from various Singaporean schools.
• Target Audience: Physics teachers primarily, but also welcoming mathematics and chemistry teachers.
• Cost: Free for participants.
• Tools Used: Tracker Video Analysis and Modeling Tool, Easy Java/JavaScript Simulation Authoring and Modeling Tool.
• Workshop Structure: A four-day program that progressed from beginner to expert, and includes a public lecture at NUS. Participants were mentored on personally chosen tasks to produce curriculum materials.
• Mentored project: Participants were expected to create videos, video models, EjsS models, and accompanying worksheets based on their own curriculum needs. They would be mentored in this process and the resources would be published in the OSP digital library.
• Participant selection: Maximum of 60 participants. Selection was based on their ability to be “agent of change”. Participants needed to demonstrate an intent to participate fully in the 4-day workshop to be selected.
• Resource Sharing: The workshop encouraged the creation and sharing of resources. Participants were expected to bring a *.TRZ (Tracker) or *.EJSS (EjsS) file to be considered for the program. The resources created would be cataloged and shared on the Singapore OSP Digital Libraries and/or ComPADRE.org/OSP Digital Library.
• Related Workshops: The document mentions two related workshops, indicating ongoing efforts to integrate technology into physics education. Traisi Code: 41152 OPEN EDUCATIONAL RESOURCE & OPEN SOURCE PHYSICS SIMULATION, and Traisi Code 41153 USING TRACKER AS A MODEL-BUILDING PEDAGOGICAL TOOL.

4. Significant Quotes

• "This 4-day workshop series aims to provide a hands-on bootstrapping experience for participants to model physical systems using Tracker video analysis and modeling tool and Easy Java/JavaScript Simulations authoring and modeling tool (EjsS)."
• "We will discuss the general pedagogical and technical issues in the design and use of video for analysis and modeling, coupled with interactive simulations, anchored on the Framework for K–12 Science Education."
• "Participants will work in teams, and be mentored on a meaningful task of their choice, to create curriculum materials (such as videos, video models, & Ejss models)."
• "All curriculum materials created would be cataloged on the Singapore OSP Digital Librariesand/or ComPADRE.org/OSP Digital Library."
• "Signup here, only 35 60 successfully participants will be allowed to attend this FREE workshop, selection is based on their ability to be agent of change back in the schools, etc."

5. Key Takeaways

• The workshop served as a significant effort to introduce and integrate open-source physics tools like Tracker and EjsS into Singaporean classrooms.
• It emphasized hands-on, inquiry-based learning, supported by video analysis and interactive simulations.
• The program sought to empower teachers as content creators, rather than just consumers.
• The workshop's collaborative structure and focus on resource sharing aimed to build a community of practice within Singaporean educators, contributing to the growing OSP library.

6. Additional Notes

The document provides extensive lists of resources and applets, demonstrating the breadth and depth of the OSP project. These include various types of simulations and models in both Java and JavaScript, covering a wide range of physics topics and including topics such as simple harmonic motion, gravity, waves, and optics. The breadth of the listed models indicates that the project and workshop had a deep commitment to providing educators with a wide range of resources to support their teaching.

Workshop on Tracker and Open Source Physics Study Guide

Quiz

Answer the following questions in 2-3 sentences each.

1. What are the two main software tools featured in the workshop, and what is their purpose?
2. What is the primary goal of the four-day workshop series?
3. Who are the intended participants for the workshop, and what disciplines are welcomed?
4. What is the significance of the public lecture held at the National University of Singapore (NUS)?
5. What are participants encouraged to bring to the workshop?
6. Explain the role of curriculum materials in the context of this workshop.
7. Describe the structure of the four-day workshop program, including the topics covered each day.
8. Who are the two primary trainers for this workshop, and what are their respective areas of expertise?
9. What are some of the methods Douglas Brown uses for sharing educational resources?
10. What is one of the awards or honors Wolfgang Christian has received, and what does it recognize?

Quiz Answer Key

1. The two main software tools are Tracker, a video analysis and modeling tool, and Easy JavaScript Simulations (EjsS), an authoring and modeling tool. They are used to model physical systems through video analysis and interactive simulations.
2. The primary goal is to provide a hands-on, "bootstrapping" experience for participants to model physical systems using both Tracker and EjsS. This also involves the creation of curriculum materials.
3. The workshop is primarily aimed at physics teachers, but mathematics and chemistry teachers are also welcome. This suggests the applicability of the tools across different science disciplines.
4. The public lecture by Prof. Doug and Prof. Wolfgang at NUS serves as a more formal presentation of their work on Tracker and Open Source Physics to a wider audience. It also provides additional context for the workshop.
5. Participants are encouraged to bring their own laptops with Tracker installed and EjsS operational to maximize their hands-on learning experience during the practical sessions.
6. Participants are expected to work in teams to create curriculum materials, including videos, video models, and EjsS models. These materials are intended to be shared and cataloged in digital libraries for use by other educators.
7. The workshop is structured progressively: Day 1 covers beginner use of Tracker; Day 2 focuses on intermediate Tracker techniques and analytic models; Day 3 introduces OSP tools and EjsS; and Day 4 involves advanced applications, group projects, and curriculum material presentations.
8. The primary trainers are Professor Douglas Brown, the creator of Tracker, specializing in video analysis and modeling, and Professor Wolfgang Christian, the creator of Open Source Physics, specializing in simulations.
9. Douglas Brown creates and moderates Tracker-based curriculum resources for ComPADRE OSP collection as a Resource Editor, and also presents at conferences.
10. One of Wolfgang Christian's honors is being a Fellow of the American Physical Society. This recognizes his significant contributions to the use of computers in undergraduate physics education and creating interactive curriculum.

Essay Questions

1. Discuss the pedagogical benefits of using video analysis and simulation tools like Tracker and EjsS in physics education, drawing from the concepts presented in the workshop overview and the backgrounds of the presenters. How do these tools align with the Framework for K–12 Science Education?
2. Analyze the structure of the four-day workshop, explaining how it aims to transition participants from novices to experts in using Tracker and Open Source Physics tools. What are the key learning objectives at each stage, and how are they reinforced through practical activities?
3. Compare and contrast the roles and expertise of Douglas Brown and Wolfgang Christian, using information provided in their biographies. How do their contributions complement each other in the context of the workshop and the broader fields of physics education and technology?
4. Considering the emphasis on the creation and sharing of curriculum materials, evaluate the potential impact of this workshop on the larger educational community in Singapore and beyond. How might the sharing of curriculum materials through digital libraries facilitate knowledge dissemination and educational innovation?
5. Explore the connection between open educational resources (OER) and open-source tools, highlighting how the workshop leverages these concepts. What are the advantages and challenges of using such resources in educational settings?

Glossary of Key Terms

• Tracker: A free, open-source video analysis and modeling tool primarily used to study motion by analyzing video clips and creating models.
• Open Source Physics (OSP): A collection of free, open-source physics simulations and tools, designed to enhance physics teaching and learning.
• Easy JavaScript Simulations (EjsS): A software tool used to create interactive, physics-based simulations using JavaScript, often used in conjunction with OSP resources.
• ComPADRE: A digital library of resources for physics and astronomy education, featuring materials like those created in the workshop.
• Framework for K-12 Science Education: A guide that sets out the key scientific and engineering practices, crosscutting concepts, and disciplinary core ideas that all students should learn in K-12 science education.
• TRZ and Zip Files: These are file formats used for sharing curriculum materials created with Tracker and EjsS. TRZ files are specific to Tracker. Zip files are used to package multiple files, often to include supporting documents with EjsS simulations.
• Open Educational Resources (OER): Teaching, learning, and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others.
• Pedagogical: Relating to teaching or education.
• Curriculum Materials: Educational resources used in teaching, such as videos, simulations, worksheets, and lesson plans.
• Bootstrapping: A process of starting or developing something through one's own efforts, in this context, the hands-on approach of the workshop.