http://weelookang.blogspot.com/2017/02/traisi-41188-workshop-2017-ict.html

Briefing Document: ICT Resources for Teaching Dynamics Workshop

1. Overview

This document provides a summary of the "20170220 TRAISI 41188 workshop 2017 ICT Resources for Teaching Dynamics" event. The workshop, part of a series, focused on equipping teachers with digital tools for enhancing physics education, specifically in the area of dynamics. The core of the workshop revolves around two key resources:

• Tracker: A video analysis and modeling tool
• Open Source Physics (OSP) simulations: A collection of interactive physics simulations customized for Singapore's Ministry of Education (MOE).

The workshop aimed to empower teachers to become "future ready and responsible digital learners" by enabling them to use these resources effectively in their teaching.

2. Key Themes and Objectives

• Empowering Learning Through ICT: The workshop emphasized the use of technology to put "quality learning in the hands of every learner". This includes using video analysis (Tracker) and interactive simulations to make abstract physics concepts more accessible.
• Model-Based Inquiry: A central theme was the use of these tools to foster model-based scientific inquiry and explanation. This means using data from real-world observations and simulations to build and refine physics models.
• Responsible Use of Digital Resources: The workshop sought to promote the responsible use of digital resources within an educational context.
• Practical Application: The workshop included hands-on activities where teachers directly used the software and explored lesson ideas.
• Community Building: A significant focus was on creating a community of teachers who can share ideas and experiences in using these tools.

Specific Objectives:

• Introduce teachers to Tracker for video analysis and modeling.
• Introduce teachers to the OSP simulations library.
• Demonstrate how to use these tools for model-based scientific inquiry.
• Equip teachers to assess, afford, and adapt online resources.
• Encourage collaboration and sharing amongst teachers.

3. Workshop Content & Activities

The workshop was structured with several key activities:

• Introduction to Tracker: Participants were introduced to Tracker, a software designed to analyze video clips of physical phenomena. The goal was to learn how to collect data (e.g., position, time, velocity) from videos and use that to build models and understand dynamics concepts. "The relationship between kinematics and dynamics is .......kinematics is how did the motion change and dynamics is why the motion change".
• Example Data Files: Teachers were given specific .trz files to use, such as 1freefallbottletobemodel.trz and 2hardpushtbemodel.trz, demonstrating free fall and a pushing motion.
• Model Building and Investigation: Teachers used the collected data to build and analyze physics models. For example, the workshop explored:
• Falling object - "what cause the object to move such as the physics of a falling object?"
• Atwood Machine: Teachers were tasked with modeling the forces using actual data of slotted masses (0.82g and 0.65g). "The mass of the slotted mass are 0.82 g and 0.65 g respectively."
• Carts on inclined planes and rolling objects, exploring friction forces. "Can you model the forces acting on the cart? The cart is about 0.2 kg. What is the friction of the slope?"
• Data Analysis and Mathematical Thinking: The workshop emphasized the process of using collected data to make inferences, apply mathematical thinking to suggest a kinematic model (such as y = y0 + uyt+0.5ay*t^2), constructing explanations, and arguing from evidence.
• Open Source Physics Simulations: The workshop included an introduction to using OSP simulations and how they can enhance learning experiences. Examples included simulations for the Atwood machine and projectile motion (e.g., https://sg.iwant2study.org/ospsg/index.php/252-atwoodmachine2wee and https://sg.iwant2study.org/ospsg/index.php/240-projectiley).
• Performance Task: In groups, teachers were tasked with finding a video from the digital library, build a dynamics model to determine forces using the collected data.
• Community Sharing: A session was included where teachers shared their experiences, and Ezzy Chan discussed the challenges of using ICT in teaching.
• Using Personal Handphones for Data Collection: Encouraged teachers to use their own handphones to collect video data, send it by email and download to a laptop and import into Tracker.

4. Software and Resources

• Tracker Software: Schools within the Singapore Standard School Operating Environment (SSOE) could request Tracker installation through their HOD ICT, meaning that the software is readily accessible to participating teachers. The workshop used Tracker version 4.95
• Digital Library: The workshop relied on a digital library of ICT resources, accessible at https://sg.iwant2study.org/ospsg/index.php.
• WhatsApp Group: A WhatsApp group was created for teachers to share ideas, collaborate, and ask questions.

5. Participant Feedback (Survey Summary)

The survey data indicates that participants found the workshop to be useful and engaging:

• Positive: The majority of participants (60.9%-69.6%) "Agreed" on the effectiveness of the session in terms of achieving learning objectives, providing useful resources, clear presentation, meeting learning needs, recommendation to others, addressing questions and effective facilitation.
• Areas for Improvement: Participants suggested that the workshop:
• Could be slower paced.
• Provide more detailed step-by-step guides/notes.
• Offer a full-day version for more in-depth exploration.
• Cater to different experience levels (novice, intermediate, advanced).
• What Participants Liked Best: The most liked aspects included the practical hands-on activities, the Tracker software, the resource sharing, friendly facilitators, data making learning visible, and discovering new ways to engage students.
• Concerns: The main concerns revolved around the fast pace and learning curve of the software as well as needing more time to fully grasp the program.
• Quotes: "Opened a new way to engage students and make them think", "Practicality and ready resource", "Data makes learning visible".

6. Additional Resources and Context

The document provides a long list of additional resources, including:

• Links to various OSP simulations covering a wide range of physics topics (e.g., collisions, projectile motion, electromagnetism, optics).
• References to other workshops and presentations by the organizers.
• Information about the Open Source Physics project in Singapore and related awards.
• Links to software tools (Desmos, Easy JavaScript Simulations).

7. Conclusion

This workshop aimed to promote the use of ICT in physics education using the open-source Tracker software and the OSP simulations. It enabled teachers to enhance their lessons, by utilizing video analysis and interactive simulations to facilitate an inquiry-based approach. While the feedback was generally positive, it also highlighted the need for a pace that accommodates different skill levels and having more detailed documentation to allow for easier adoption. The creation of a professional community via Whatsapp further supports the initiative's goals.

This briefing document summarizes the key aspects of the workshop, highlighting its goals, methodology, and the valuable tools and resources shared with the participants. It also indicates the commitment towards promoting innovative teaching practices within the Singaporean educational system.

Presenter

EDUCATIONAL TECHNOLOGY DIVISION (MOE)

Title:

Creating ICT Learning Experiences for DynamicsICT Resources for Teaching Dynamics 
MODELLING WITH SIMULATIONS_KINEMATICS/DYNAMICS/ENERGY/SYNERGY

Target

Upper Secondary
JC
Physics

TRAISI CODE

41188

Date and Time

20 Feb
1430 - 1730 hours

Overview

Create learning experiences with Open Source Physics ICT Resources in Dynamics for preparing future ready and responsible digital learners

Objective

The series of workshops will introduce the following to the audience:
1. Quality learning in the hands of every learner empowered with use of Tracker, a video analysis and modeling tool and Open Source Physics simulations using the digital library of ICT resources customized by MOE.
2. Responsible use of digital resources.

know more about KINEMATICS URL:
https://sg.iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics

Content Outline

1. Introduction to Tracker, a video analysis and modeling tool
2. Carrying out investigation
3. Using data
4. Using mathematical thinking
5. Constructing explanation
6. Argue from evidence
7. Communicate information

8. Introduction to Open Source Physics simulations for learning experiences.

1. Introduction to Modelling pedagogy
2. Model-based scientific inquiry
3. Model-based explanation and argumentation
4. Hands on with the Physics simulations

Content Outline

10 min (V & V) Community Building

To create a group of teachers interested in sharing meaningful ICT Learning Experiences for Teaching.
Create a Whatsapp to take a group picture and group name adding us

1. Lawrence 92475573
2. Tze Kwang 82005810

Self intro in Whatsapp group with name and school, email.

Software to be installed ahead SSOE & Tracker 4.95

thanks to my colleagues at eduLab@AST , any Singapore schools in the standard school operating environment (SSOE), can request through the HOD ICT of their school for Tracker to be installed by pushing down centrally through the white-listed software.

updated 13 Nov 2014. do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

reference:

http://intranet.moe.gov.sg/itb/pages/act.aspx
http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf

do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment.

60 min (LK & MY & TK) Summary Introduction to Tracker, a video analysis and modeling tool 

1. Summarise what was done in previous session, sharing by repeat participants, (Kinematics) 
2. The relationship between kinematics and dynamics is .......kinematics is how did the motion change and dynamics is why the motion change
3. Ask Question, example, what cause the object to move such as the physics of a falling object? We go to digital library to search for the TRZ files.
1. Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 00_workshop | Leongster2017 |  1freefallbottletobemodel.trz
2. Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 00_workshop | Leongster2017 | 2hardpushtbemodel.trz

30 min Break question: 

1. talk to at least 2 person who you do not already know.
2. talk about the possible use of video modeling in your context, topic you teaching and we will give 20 minutes for teacher sharing.
3. a whatsapp group is created for professional discussion

30 min Performance task: 

in group of 2, go to Digital library and find a video that you will want to use immediately for your classes, build a dynamics model to find out forces in the video using the data collected

1. https://sg.iwant2study.org/ospsg/index.php/459-cartsteepslope
1. Projectile Doug Brown 
   
2. incline plane Search for tossout
3. not covered during workshop Atwood Machine TK 
   

   https://sg.iwant2study.org/ospsg/index.php/456-atwoodmachine

• I’m trying to teach the importance of relating to physical measurements in modelling. As far as possible, we should try to make our model relate to real world measured data. The mass of the slotted mass are 0.82 g and 0.65 g respectively.
• Open Tracker and go to Collections | Shared Library | Singapore Tracker Digital Library | 02_newtonianmechanics_3dynamics | trz | atwoodmachine.trz
  
• After double clicking or otherwise, download the atwoodmachine.trz, Tracker will open the file
• 
  
4. Atwood Machine 3 TK
• Q: Why are the forces different?
  What is the mass being suspended?
  The cart are 0.2, 0.3, 0.4 kg respectively.
  The same mass are suspended from the pulley.
  A: Tension is reduced when mass is accelerated. mass is 100 g.
  (All based on actual data)
  
  

  https://sg.iwant2study.org/ospsg/index.php/457-atwoodmachine3mass

5. Rolling down a slope 
1. Q: Can you model the forces acting on the cart? The cart is about 0.2 kg. What is the friction of the slope? 
1. Use Model, example, how is position, speed, acceleration, related to time? y, vy, ay, t
2. Carrying out investigation 
• OPTION BEST: Use personal handphone, record and send by email to yourself, login to email and download file into the laptop and use Tracker to open it
3.  to record motion of a falling object and using Tracker import the video file and to track collect data.
4. Analyse data, in Tracker analyse the data such as gradient, average, etc that can help you to answer Practice 1 
5. Using mathematical thinking, using the same data collection, suggest a kinematics model example ????? y = y0 + uy*t+0.5*ay*t^2 
6. Constructing explanation, discuss with group mates and word the findings. 
7. Argue from evidence, if you disagree with the views of the group mates, using the data
8. Communicate information, present the group findings

20 min (Dave) Extension Activity 2 only, Related Simulation Learning Experience 

1. Suggested Atwood https://sg.iwant2study.org/ospsg/index.php/252-atwoodmachine2wee
2. Suggested projectile. https://sg.iwant2study.org/ospsg/index.php/240-projectiley

20 min (Ezzy Chan) Community Sharing

invite Ezzy Chan to come share the challenges of using ICT and how them overcome them

5 min (Survey) tinyurl.com/edulab2017

5 mins  Remaining time use for community building

to discuss how to collaborate on a dynamics lesson of their choice.

a whatsapp group is created for professional discussion

8. Introduction to Open Source Physics simulations for learning experiences.

Synopsis

This series of four 'ICT Resources for Teaching' workshops aim to promote responsible and quality learning in the hands of every learner empowered with use of 1. Tracker, a video analysis and modeling tool and 2. Open Source Physics simulations, all part of the open educational resources customized by MOE. At the end of the workshops, teachers will know how to assess, afford and adapt these wide variety of online resources available, licensed Creative Commons — Attribution-ShareAlike (CC-BY-SA) lesson materials for implementation in their own classes for the topics Kinematics, Dynamics, and Energy.

Survey

CREATING ICT LEARNING EXPERIENCES PART 2
SA	34.8%	26.1%	26.1%	21.7%	21.7%	21.7%	21.7%	30.4%	3.14
A	60.9%	69.6%	60.9%	69.6%	69.6%	69.6%	69.6%	65.2%
D	0.0%	0.0%	8.7%	4.3%	4.3%	4.3%	4.3%	4.3%
SD	4.3%	4.3%	4.3%	4.3%	4.3%	4.3%	4.3%	0.0%

What do you like best about the session?

1. How to use it to teach ideas that are hard to visualise
2. Tracker program
3. good
4. Sharing by the facilitators
5. Good modeling software
6. The dynamics section 
7. Shared resources, friendly and helpful facilitators
8. Guides examples
9. Sharing by others
10. Figuring out how to use the Tracker software to model physical motion. 
11. Hands-on
12. Resource 
13. Trying out and discussing with a partner about a lesson
14. Sharing by other teachers
15. Data makes learning visible
16. The sharing and the use of tracker 
17. Practicality and ready resource
18. Animatedgif
19. sharing on how tracker was used for Hill grove sec physics
20. Opened a new way to engage students and make them think.
21. Applicable to us in our current lesson
22. Many resources
23. Hands-on experience

What are the areas of improvement for the session?

1. -
2. Nil
3. to tailor it to the needs of secondary school students
4. Nil
5. Can be slower
6. The software learning curve
7. Hard to follow at times. Perhaps some notes to refer to?
8. How about having it as a full day course? 
9. Nil
10. Notes could be provided on how to use the various features of Tracker, so that people lagging behind can catch up at their own pace. 
11. Too fast paced. Should have step-by-step notes to guide us when exploring the functions
12. Slower pace and more time for exploration. 
13. Nil
14. Printed steps to get started
15. Makes software more user friendly
16. Could have accompanied Google doc or worksheet to demo how the actual lesson is carried out
17. -
18. Need to match speed
19. nil
20. Need more time to fully grasp the program. 
21. Not aware that it is a series where prior knowledge to the functions will be useful during the wkshop
22. Clearer details and more step by step
23. Consider classification of groups into novice, intermediate and advanced to provide scaffolding

Other comments about the session

1. -
2. 
   
3. 
   
4. 
   
5. 
   
6. It's useful
7. 
   
8. 
   
9. Nil
10. 
    
11. 
    
12. 
    
13. Understanding the needs on the ground
14. 
    
15. Nil
16. 
    
17. -
18. 
    
19. 
    
20. Nil
21. 
    
22. fast and technical 

Frequently Asked Questions about Using ICT Resources for Teaching Dynamics

1. What is Tracker and how is it used in teaching dynamics?
2. Tracker is a free video analysis and modeling tool that allows users to analyze real-world motion captured in videos. In the context of teaching dynamics, Tracker enables students to track the movement of objects in videos, collect data on their position, velocity, and acceleration over time, and then use this data to create models and analyze the forces acting upon those objects. For example, a video of a falling object or a cart rolling down a slope can be used to extract data and model the relevant physics. This helps bridge the gap between abstract concepts and concrete observations, enabling students to engage with physics more deeply and empirically.
3. What are Open Source Physics (OSP) simulations and why are they beneficial for learning dynamics?
4. Open Source Physics simulations are interactive computer models that allow users to explore physical phenomena and concepts through virtual experiments. These simulations are designed to support model-based inquiry, explanation, and argumentation. Students can manipulate variables and observe the resulting changes in the simulated environment. For example, there are OSP simulations for the Atwood machine, projectile motion, and other dynamics concepts which allow students to explore the underlying physics in an interactive and visual manner. These simulations help students to visualize abstract concepts that are difficult to see in real-world experiments and create an environment that encourages exploration.
5. How do Tracker and OSP simulations support model-based scientific inquiry in dynamics?
6. Both Tracker and OSP simulations foster model-based scientific inquiry by encouraging students to go through various stages of investigation. With Tracker, students collect data from real-world videos, which they can then use to create and refine their own models and explanations of how dynamics work. OSP simulations also involve the use of models, but allow students to manipulate these models. This ability to use real world measurements as well as models to learn about dynamics means that students are encouraged to construct an understanding of dynamics based on data and observation, rather than by rote memorization of formulas.
7. What is the role of data analysis in the learning process using these resources?
8. Data analysis is central to using both Tracker and OSP simulations effectively. With Tracker, students need to collect accurate and relevant data from video analysis and then use mathematical and logical tools to discover relationships between different variables. For instance, they might determine the relationship between position, speed, and acceleration of a moving object or they might discover the forces acting upon this object using the laws of physics. Using OSP simulations, students need to analyze the graphical or numerical data provided to make inferences and connections between the model and the underlying physics. Data analysis provides opportunities for students to "argue from evidence" and to create a more in-depth understanding of physics.
9. How can teachers effectively integrate Tracker and OSP simulations into their dynamics lessons?
10. Teachers should start by familiarizing themselves with the tools and available resources including the provided digital library. Lessons should include a clear learning objective that will involve the use of either tool. Teachers should also encourage student exploration and collaboration, provide clear guidance, and incorporate reflective activities, such as group discussions, where students can discuss their findings. It's also important to start with a small and manageable task, like analyzing a simple video of motion using Tracker or manipulating variables in a specific OSP simulation. Building these skills gradually will lead to a more thorough understanding of physics principles and the tools being used.
11. What kind of activities can be used in the classroom with Tracker and OSP simulations?
12. Many kinds of activities can be used including video analysis of real world motion using Tracker such as the motion of a falling object, a projectile, or an object rolling down an incline. Students can also create their own videos and then analyze their own videos. Students can also use OSP simulations to study phenomena such as the Atwood Machine, projectile motion, and energy transfer in dynamic systems. Students can work in groups, using their own collected data or shared data and explore the relationships between kinematic and dynamic variables. This collaborative environment enables students to learn from each other's insights.
13. What are the challenges faced by teachers when implementing these ICT resources, and how can they be overcome?

Teachers face challenges such as the learning curve associated with both Tracker and the OSP simulations, as well as managing the pace of the activities for students with diverse levels of experience and knowledge. Teachers might feel challenged by the time investment required for video analysis, as well as the need to ensure that the students are able to make connections between the models and the real world. These challenges can be overcome through providing clear, step-by-step guides for using the software, incorporating peer support and group work to help struggling students, and creating a classroom environment that values exploration and discovery. In addition, providing a structured environment where there is a clear expectation of how data should be collected and used, as well as scaffolding the modelling process for students is valuable.

1. How can students demonstrate their learning and understanding of dynamics using Tracker and OSP Simulations?
2. Students can demonstrate their understanding by using the tools to create their own models of physical motion and by using data analysis to argue for the correctness of their models. They can present their findings, models, and arguments in group presentations or in individual reports that include graphs and data as evidence for their conclusions. They should be able to articulate and justify their models using the principles of physics and also connect their models back to real world observation.