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Author Topic: Ejs open source java applet 1D collision carts Elastic and Inelastic Collision  (Read 88506 times)
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lookang
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Reply #30 on: March 25, 2009, 06:13:25 pm »

on 23march 2009 in a class of 24 in a typical pre u one setting of a physics lab session 1 hr 40 mins

the data collected are as follow
http://spreadsheets.google.com/ccc?key=pSftDRbvVJyO-7VdOdF9BHQ&hl=en
How much do you know about the physics of collisions between two bodies before this lesson?   
A great deal   1   2   3   4   5   Very little      3.29
How much do you know about the physics of collisions between two bodies after this lesson?   
A great deal   1   2   3   4   5   Very little      1.92
How much do you feel you have learnt or accomplished in this laboratory lesson?   
A great deal   1   2   3   4   5   Very little      2.29
If the concept of collisions is introduced through lectures with examples, would it generate the same amount of interest?   
Yes, a great deal   1   2   3   4   5   No, very little   3.21
Do you learn better from a hands-on activity than a lecture?   
Yes, a great deal   1   2   3   4   5   No, there isn't any difference      2.38
I enjoyed learning about the learning about the physics of collisions through this laboratory …   
Very much   1   2   3   4   5   Not at all      2.50
How interesting and stimulating were the activities?   
Very interesting   1   2   3   4   5   Very boring      2.38
How much did this lesson challenge you to think?   
A great deal   1   2   3   4   5   Very little      2.71
Rate the lesson as a learning experience.   V
ery valuable   1   2   3   4   5   Worthless      1.92
Would you want to attempt similar lessons for other topics in the future?      
Yes   No               20 Y 4 N   83% Y
Were you given adequate instructions for proceeding with the lab work?   
Yes, a great deal   1   2   3   4   5   None was given      1.79
Were you given adequate assistance during the lab work?   
Yes, a great deal   1   2   3   4   5   None was given      1.63
Did you have adequate time to complete the lab work?      
Yes   No               17 Y 7 N   71% Y
How much effort did you put into this lesson?   
A great deal   1   2   3   4   5   Very little      2.13

10   Elaborate whether you want to attempt similar lessons
   (Comments by students)
Yes   Hands-on learner
Yes   Autonomy to try out different situations
Yes   Learn better and clearer this way
Yes   Instill concepts and understanding through a clear learning process
Yes   See physics theory comes to life, make it easier to understand
Yes   Expt is interesting
Yes   Hands-on is interesting
Yes   Good alternative to usual lab
Yes   Fun and engaging
Yes   More hands-on, better than lecture
Yes   Interactivity keeps me awake
No   Not interesting
No   Too theoretical and troublesome
No   Prefer lecture for theoretical study

15   Is there any thing that you feel should be done to enhance the effectiveness of this lesson?
   (Comments by students)
   Air-con room keeps us awake and absorb better
   More this kind of lesson
   More fun activities
   It's flawless
   More engaging activitiy (No to Q10)
   Lesson is effective enough
   A little more challenge
   Have better graphics
   Applet could be more vivid
   Lesson is well-planned and effective
   Lesson was very concise and effective as it is
   Less amount of trials should be conducted
   Quite effective

16   Other comments
   (Comments by students)
   Air-con room
   Thanks for the effort
   Lesson lasts too long
   Easy to comprehend
   Applet keeps hanging

attached are the worksheets feedback from LeeTI


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Reply #31 on: March 25, 2009, 06:19:33 pm »

on 25march 2009 in a class of 14 in a typical pre u one setting of a physics lab session 1 hr 40 mins


   Questions   Likert scale                     Total   Average
1   How much do you know about the physics of collisions between two bodies before this lesson?   
A great deal   1   2   3   4   5   Very little      3.50
2   How much do you know about the physics of collisions between two bodies after this lesson?   
A great deal   1   2   3   4   5   Very little      1.79
3   How much do you feel you have learnt or accomplished in this laboratory lesson?   
A great deal   1   2   3   4   5   Very little      2.21
4   If the concept of collisions is introduced through lectures with examples, would it generate the same amount of interest?   
Yes, a great deal   1   2   3   4   5   No, very little      3.64
5   Do you learn better from a hands-on activity than a lecture?   
Yes, a great deal   1   2   3   4   5   No, there isn't any difference      1.86
6   I enjoyed learning about the learning about the physics of collisions through this laboratory …   
Very much   1   2   3   4   5   Not at all      2.07
7   How interesting and stimulating were the activities?   
Very interesting   1   2   3   4   5   Very boring      2.14
8   How much did this lesson challenge you to think?   
A great deal   1   2   3   4   5   Very little      3.00
9   Rate the lesson as a learning experience.   
Very valuable   1   2   3   4   5   Worthless      1.93
10   Would you want to attempt similar lessons for other topics in the future?      
Yes   No               14 Y 0 N   100% Y
12   Were you given adequate instructions for proceeding with the lab work?   
Yes, a great deal   1   2   3   4   5   None was given      1.71
13   Were you given adequate assistance during the lab work?   
Yes, a great deal   1   2   3   4   5   None was given      1.57
14   Did you have adequate time to complete the lab work?      
Yes   No               14 Y 0 N   100% Y
17   How much effort did you put into this lesson?   
A great deal   1   2   3   4   5   Very little      2.57


10   Elaborate whether you want to attempt similar lessons
   (Comments by students)
Yes   working independently on a computer is more fun as compared to listening to a lecturer talk about examples
Yes   much easier than normal practical sessions
Yes   it is more interesting compared to normal lessons and lecture and allow to understand easier than lecture through hands on
Yes   we get to experience the real life application of physics and this hand on task motivates us to think more in depth
Yes   it is not as mundane as just attending lectures because being able to conduct our experiments through means like simulation will allow us to find out results and understand better
Yes   it is more interesting than in lecture style
Yes   it is very fruitful it is a break from all the other normal lessons
Yes   good link to the topic act as application example emphasize on the key points of the topic
Yes   it is very interesting and practical therefore it is easier to remember and understand
Yes   it is more effective to convey knowledge using a practical way
Yes   hand on activity is more interesting and is easier to learn from than lectures
Yes   it is fun and interesting
Yes   interesting
Yes   it is ore interesting and i will be less likely to fall asleep
15   Is there any thing that you feel should be done to enhance the effectiveness of this lesson?
   (Comments by students)
   add stuff to do
   nicer application more hands on rather than using the computer
   be more strict with the time limit
   there can be more tasks to complete
   make applet more beautiful and colorful it will be more exciting
   application should be more colorful and fun there should be more animation in the application
   
   
   
   
   
   
   
16   Other comments
   (Comments by students)
   cars can be used instead of boxes for objects of collision
   the session is too long
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Reply #32 on: March 27, 2009, 05:21:28 pm »

From my EJS console:
Basic options:
Your Java VM is: C:\Program Files\Java\jre6
Advanced options:
Use Java VM: C:/Program Files/Java/jre6/
Virtual Machine parameters: -Xmx256m
setting Advanced options: Use Java VM: C:/Program Files/Java/jre6/ seems to be the magic i needed to make my applet work on the web display!

i will try again.

thanks!
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Reply #33 on: March 29, 2009, 02:58:25 pm » posted from:Singapore,,Singapore

i don't know why but it doesn't work for me.

since it is taking me forever to figure out the problem with web applet, ejs applet standalone works well.

can you help me reloaded in the first post of this topic, just download the XML, recompile on your pc, modify in first post of the topic, so that everyone else can see the applet in web .

Thanks!

and thanks for deleting the test topics too Cheesy
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Reply #34 on: March 29, 2009, 03:01:17 pm » posted from:Taipei,T\'ai-pei,Taiwan

I can not find any xml file from the first posted message?
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Reply #35 on: March 29, 2009, 03:05:08 pm » posted from:Singapore,,Singapore

thanks!


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Reply #36 on: March 29, 2009, 03:46:46 pm » posted from:Taipei,T\'ai-pei,Taiwan

It is working when I upload it to here! (it is not working when I upload to the first message -- may be due to browser cache issue?)
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Reply #37 on: March 29, 2009, 10:23:32 pm » posted from:Singapore,,Singapore

checked out the first post! Grin

it finally worked but not the best version that remembers v_temp1 and v_temp2.

currently to solve the web deployment problem, i need to assign

v_temp1=-1.2000000000034206E-4
v_temp2 = -1.2000000000034206E-4

is it some double values that after playing with the applet, the XML automatically generated this values that i initially i left them as "BLANK".

so i copied -1.2000000000034206E-4 into the variables and it works now.

the bug could be this XML as i could easily upload and web deploy any other XML.

nevermind, it is a good applet still though the applet reset u1 and u2 to zero.


by the way
did you read the comments from the 78 students feedback?
http://spreadsheets.google.com/ccc?key=pSftDRbvVJyPVPNzwHHHUeA&hl=en

it is encouraging data, shows students generally want to learn from doing/inquiry rather than show and tell lectures system in most educational setting.

I knew Ejs is a great tool for many reasons, thus i am learning to make applets for many virtual labs than supports/complements learning.

me and my frd LeeTI intend to do another virtual lab on SHM which i have already made.

thanks for all your help and support prof hwang!
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Reply #38 on: March 29, 2009, 11:48:11 pm » posted from:Taipei,T\'ai-pei,Taiwan

You should give all the variables defined in the model an initial value.
Computer can not and should not determined it for you.

EJS will generate for you if you drag slider/ or if do some action on the editor view window (the window for you to create the view).
I do not know what those two variable v_temp1 and v_temp2 are defined for. So I do not know how to help.


A new change in EJS 4:
The property for the number of element shown can not be 0 when you use particleset/elementset...  etc.

I used to set the number of elemet to a variable, and none of the elements will be shown when the variable is zero in EJS 3.4.  However, it will not wok any more since EJS4.

If the same elements needed in the simulation are nore than two, I will use element sets instead.
But you create all the elements one by one.  So it is not a problem for you!
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Reply #39 on: March 29, 2009, 11:50:52 pm » posted from:Taipei,T\'ai-pei,Taiwan

It is working fine with my browser! (I can view applet at the first message now)

Is it possible that the error was due to some image files was not available for web page?
You need to tell ejs to include all the images/resources files used in the ejs, so that EJS can include those file in the generated jar file. Please check out the attached image for EJS interface to include resource files.


* imagesusedinejs.png (45.91 KB, 594x587 - viewed 361 times.)
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Reply #40 on: April 26, 2009, 10:12:01 pm » posted from:Singapore,,Singapore

some pictures to go with the experiment.

creative commons attribute license


* PICT0204.JPG (205.64 KB, 1024x768 - viewed 363 times.)

* PICT0205.JPG (202.58 KB, 1024x768 - viewed 375 times.)

* PICT0206.JPG (206.75 KB, 1024x768 - viewed 333 times.)

* PICT0208.JPG (203.13 KB, 1024x768 - viewed 388 times.)

* PICT0207.JPG (207.81 KB, 1024x768 - viewed 384 times.)
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Reply #41 on: May 27, 2009, 12:33:13 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

when time permits will add function to address

Dynamics
Linear momentum and its conservation

(g) state the principle of conservation of momentum.
(h) apply the principle of conservation of momentum to solve simple problems including elastic
and inelastic interactions between two bodies in one dimension. (Knowledge of the concept
of coefficient of restitution is not required.)
(i) recognise that, for a perfectly elastic collision between two bodies, the relative speed of
approach is equal to the relative speed of separation.
(j) show an understanding that, whilst the momentum of a system is always conserved in
interactions between bodies, some change in kinetic energy usually takes place.
http://www.seab.gov.sg/SEAB/aLevel/syllabus/2010_GCE_A_Level_Syllabuses/9646_2010.pdf
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Reply #42 on: August 03, 2009, 12:06:58 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

pdf versions for iphone users

Paper in pdf


Powerpoint in pdf

01 Feb 2010
removed due to lost of attachment
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Reply #43 on: November 07, 2009, 11:37:14 am » posted from:Singapore,,Singapore

found another Ejs java applet by duffy@buphy.bu.edu Andrew Duffy http://www.compadre.org/portal/items/detail.cfm?ID=9426

http://physics.bu.edu/~duffy/Ejs/EP_chapter07/Collisions1D_v1.html for learning the same concept about 1D collision!
*like
the check answer feature seems cool to allow learners to test themselves like a game.
when time permits will add a pop up game like interface for keying in!

some other cool applets on collision
Virtual Air Track http://www.lon-capa.org/~mmp/kap6/cd157a.htm
Conservation of Momentum - 2 Mass Elastic Collision http://qbx6.ltu.edu/s_schneider/physlets/main/momenta3.shtml
Elastic and Inelastic Collision by Walter Fendt http://www.walter-fendt.de/ph14e/collision.htm


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Reply #44 on: January 08, 2010, 06:24:31 pm » posted from:Singapore,,Singapore

My teacher friend is going to scale and translate this applet for his school by the whole level.
A team of physics teachers will be using this applet like a virtual practical lesson!!
Cool right?
will post more development as we journey on using ICT for meaning learning.

All these is possible because of Ejs and people like U, Prof Hwang!
Thanks!
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Reply #45 on: January 08, 2010, 08:50:23 pm » posted from:Taipei,T\'ai-pei,Taiwan

It is great to hear the good news. I hope those students can enjoy the fun of physics as I do!  Smiley
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Reply #46 on: February 01, 2010, 03:50:43 pm » posted from:Singapore,,Singapore

I managed to fixed some bugs and improve usability as suggested from (01 Feb 2010) today's session.

Bug:
Occasionally the virtual lab java applet hangs due to runtime error
Solution:
I removed codes that causes runtime error
I recompiled using an Ejs 4.2 (older version) and it seems to working better now Smiley
Else if that didnt work, the lab computers may benefit from java runtime update (latest) version 18, they all still on update version 5.


Usability:
Students/ teachers feed back the slider for velocity need to snap to closest
I reworked it, it should work snap to integer values now.

My Observation/Reflection:
students seems to be able to complete the activity assigned on the table in 10-15 minutes, they then go around and copy the inquiry data from the other teams, which I noticed students seem to be copying very quickly, probably with little thought about the patterns of the physics ideas.
Suggestion:
May I suggest to allow each pair of students to investigate all the 32 sets of data, based on the suggested inquiry category (head-on, tail collision, stationary etc that was provided as scaffolds). The collaborative aspect could be more on proposing and sharing of hypothesis of the physics ideas, less on the raw data exchange part. What do you think?

My Reflection:
Students were not concluding the patterns of the collected data, until I went round to help them draw logical conclusions.
Suggestion:
Teacher has to go around and facilitate more, to prompt and ask questions about the patterns of the physics ideas simulated by the virtual lab supported by the filling in the activity worksheets.

The latest applet is at the first page of the post.
I had to removed the velocity slider snap to closest as it is causing the web applet to fail to load.


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Reply #47 on: February 13, 2010, 04:05:29 pm » posted from:Singapore,,Singapore

the video to share the message of using virtual lab to learn by doing.


this video was made to share some implementation tips and best practices and of course students feedback that affirms the learning strategy through virtual lab pedagogy.
enjoy!
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Reply #48 on: February 19, 2010, 02:19:51 pm » posted from:Singapore,,Singapore

Attached are it the zip file for the
Feedback Form and Teacher's Notes
Suggested answer for Collisions between two bodies – Virtual Laboratory Combined elastic & inelastic Inquiry learning application tasks
Collisions between two bodies – Virtual Laboratory Combined elastic & inelastic Inquiry learning
Collisions between two bodies – Virtual Laboratory Combined elastic & inelastic Inquiry learning application tasks
Suggested answer for Collisions between two bodies – Virtual Laboratory Combined elastic & inelastic Inquiry learning

Write up

Lesson Idea Synopsis

A co-created virtual lab learning environment was designed with guided discovery worksheets to support the process of sense making of the physics of collisions. Students investigated into the relationship between the variables collaboratively in groups of 2 to 3, and also shared their analysis through short presentations, for other students to critique.
Actual lesson learning environment (java applet) can be downloaded here
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0

Instructional Objectives

Candidates should be able to:
1. apply the principle of conservation of momentum to solve simple problems including elastic
and inelastic interactions between two bodies in one dimension.
2. show an understanding that, whilst the momentum of a system is always conserved in
interactions between bodies, some change in kinetic energy usually takes place.

How was the lesson carried out? (Please include level, ICT equipment & resources needed, pedagogy or strategies used, thinking skills taught, if any, duration of lesson, etc)
Self-directed learning (SDL)
Ownership of Learning, students set and identify variables to inquiry on, for example, mass (m1 and m2), initial velocity (u1 and u2), type of collisions (perfectly elastic, partially elastic and perfectly inelastic). Learners have to decide type of variables to inquiry, for example, momentum, kinetic energy, relative speed of approach and separation etc.
Management and Monitoring of own Learning, students explore experimental data and make logical arguments and findings.
students formulate questions and generate own inquiries when conducting the virtual experiment guided by the worksheets.
Students use the feedback form to improve their experience in using the virtual lab.
Extension of Own Learning
Apply learning in new contexts is supported by the application worksheet where they conduct a problem based learning scenario of a crash site between a lorry and a car by examining the evidences of skid marks on the road etc.
Learn beyond the curriculum, students are expose to the concept of coefficient of restitution, e and getting a larger schema of the equations of collision taught in university courses.

Collaborative Learning (CoL)
Effective Group Processes, in pairs the students need to negotiate and set common goals to explore in the lab
Individual and Group Accountability of Learning, students learn in pairs, share their findings in short oral presentations, supported by peers evaluation.

The lesson was carried out with year 5 (JC1),
ICT equipments used included Computers, with Java Runtime installed, Ejs open source java applet 1D collision carts Elastic and Inelastic Collision 1mb file copied into the desktop.
Pedagogy is Learner centred learning with technology.
Strategies Teacher as technology, content, pedagogy and knowledge expert (TPCK), facilitating the inquiry learning process, with teacher to facilitate at suitable times.
Thinking skills, Self directed planning of inquiry approach is required for students to collect data, Science Practical Assessment Skill A. Analysis of data skill is also practiced. Evaluation of data and finally Synthesis skill during the proposing and verifying of their hypothesis of the physics principle .
Lesson is 1 hour 40 mins
 

How did ICT value-add to the learning process? How did the use of ICT change the learning and teaching process?
ICT added value because
1. safe inquiry, lesser chance of injury during physics practical as there is no physical objects moving or falling off apparatus etc.
2. easy setup with virtual labs, real life setup is difficult to calibrate the motion sensors, lack of sufficient number of practical sets
3. 1 to 1 exploration of science principle
4. time spent on learning increased, less time spent on debugging the real life data logger setup with connecting wires, faulty sensors, inaccurate data collected, less variables can be varied reliably.
5. support any time ( no restricted to that practical lesson ), any place ( home based lessons is possible)
 

What were the outcomes? (Benefits to pupils or teachers, re-designing of pedagogy, development of staff, etc)
Benefits to students as collected in the feedback forms are
Yes Hands-on learner
Yes Autonomy to try out different situations
Yes Learn better and clearer this way
Yes Instill concepts and understanding through a clear learning process
Yes See physics theory comes to life, make it easier to understand
Yes Expt is interesting
Yes Hands-on is interesting
Yes Good alternative to usual lab
Yes Fun and engaging
Yes More hands-on, better than lecture
Yes Interactivity keeps me awake
Teacher benefit is he is more convinced that he is doing something meaningful to engage his students.

Re-designing of pedagogy is still teach less, learn more (TLLM), make the learners the centre of learning activities.

Development of staff is teachers learn to design learning environments (java applets), design worksheets to implement meaningful ICT lessons.
 

How did you assess student's learning using ICT? (Examples of work produced, etc)
Students work were captured in the worksheet.
Students interviews indicate the ICT lesson enables them to learn on their own, more engaging than exisitng lecture style of information delivery system.
Students feedback affirmed the physics teachers professional learning community (PLC) effort.

Do you consider the ICT lesson a success? What went well? What would you do differently next time?
some selected comments from students:
"More this kind of lesson
More fun activities
It's flawless
Lesson is effective enough
Lesson is well-planned and effective
Lesson was very concise and effective as it is
Less amount of trials should be conducted
Quite effective"
Differently, Students suggested that
"Air-con room keeps us awake and absorb better
A little more challenge worksheet, maybe engage them in the modeling aspects of the physics or improving the worksheet.
Have better graphics
Applet could be more vivid".

What went well?
Teachers going around to help the groups of students make sense of their own inquiry on variables like real scientists.

What would you do differently?
the teachers role is critical to promote the learning and sense making process, the teacher has to go around the groups to facilitate and ask the groups to make their own logical conclusion and hypothesis.
 

Will you be conducting this lesson again? If so, when will it be? (E.g., Term 3 in 2010; on-going, etc)
Yes, It will be conducted yearly, usually term 1 JC1.
There is a level wide scaling and translation to all JC1 physics classes from 2010.
With this lesson example, it is hoped that all interested will use this virtual lab to impact their schools physics curriculum through technology.
Please feel free to use it for your classroom.


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Reply #49 on: March 10, 2010, 09:43:38 pm » posted from:Singapore,,Singapore

the applet is on the first post.

March10 2010
45 added centre of mass as inspired by tatlee08 during his classroom interaction with his students and http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=5.msg5482;topicseen#msg5482

added centre of mass to illustrate the concept of COM, u will notice by playing and selecting the centre of mass checkbox that the velocity of CM is constant throughout the motion, therefore (m1+m2)(vcm) is also true.
enjoy!


* Screen shot 2010-03-10 at PM 11.51.54.png (77.73 KB, 901x598 - viewed 365 times.)
« Last Edit: March 10, 2010, 11:01:36 pm by lookang » Logged
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Reply #50 on: April 15, 2010, 03:41:56 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

testing D:\EasyJavaSimulation\EJS_4.2.7_100314\EJS_4.2.7 whether the export is working for web deployment.

15 April 2010
46 Fixed an input field of e to be allow to take values from user to allow exploration of e, technique used is assign es to the field

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Full screen applet or Problem viewing java?Add http://www.phy.ntnu.edu.tw/ to exception site list
Press the Alt key and the left mouse button to drag the applet off the browser and onto the desktop. This work is licensed under a Creative Commons Attribution 2.5 Taiwan License
  • Please feel free to post your ideas about how to use the simulation for better teaching and learning.
  • Post questions to be asked to help students to think, to explore.
  • Upload worksheets as attached files to share with more users.
Let's work together. We can help more users understand physics conceptually and enjoy the fun of learning physics!
« Last Edit: April 15, 2010, 04:11:51 pm by lookang » Logged
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Reply #51 on: May 17, 2010, 10:08:12 am » posted from:SINGAPORE,SINGAPORE,SINGAPORE

added directly using the *.jar file the translation for portuguese pt. thanks to ahmed's original translation to brazilian portuguese brpt.
This is my first translated applet by ahmed which i helped to re-key in. It is ready for more translation to more languages, please help by downloading *.jar and key in and re attached as attachment, i will attribute the translators!

Thanks ahmed for translation to portuguese !! Grin Grin

it is on the first post now.
only available after u download the *jar file, not yet possible on the web deployed applets.


Oh, Prof Hwang, i didn't continue to use the web based translator because the brazilian portuguese characters i keyed in were cut off.
for your info.

for example,
View.drawingFrame.title    = Colis = Colisão elastica e inelática

by the way, does anyone know where the files for the translation are kept in Ejs? i thought i saw before but i could not find it after unzip the folder of the *jar file.


Oh, Ahmed i also translated to english your copy of the applet. attached! enjoy! Cheesy


*** There are 1 more attached files. You need to login to acces it!
« Last Edit: May 17, 2010, 10:25:30 am by lookang » Logged
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Reply #52 on: May 17, 2010, 01:44:22 pm » posted from:Taipei,T'ai-pei,Taiwan

A new subdirectory xxx_pkg will be created when translation was done, where xxx is the same name ejs xml source.
And there is a file xxx_zh.properties will be generated in the sub-directory if it is for traditional Chinese characters.

Quote
Oh, Prof Hwang, i didn't continue to use the web based translator because the  brazilian portuguese characters i keyed in were cut off.
for your info.

The web based translator find the user's language code for utf-8 transfer.
You will have problem if you try to translate portuguese characters.
It should be fine if it was done by ahmed.
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Reply #53 on: May 17, 2010, 04:21:17 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

A new subdirectory xxx_pkg will be created when translation was done, where xxx is the same name ejs xml source.
And there is a file xxx_zh.properties will be generated in the sub-directory if it is for traditional Chinese characters.

I re-expanded the jar which had the 2 languages english and portuguese.
D:\EJS_4.2.7_100314\EJS_4.2.7\workspace\export\ejs_Momentum1D2010web01\users\sgeducation\lookang\Momentum1D2010web01_pkg
but there is no

Momentum1D2010web01_pt.properties
Momentum1D2010web01_en.properties

only this

the reason i asked is i wonder how can i keep the translation in future releases of the same applet. Do i copy the languages files say Momentum1D2010web01_pkg back into the source folder D:\EJS_4.2.7_100314\EJS_4.2.7\workspace\source\users\sgeducation\lookang?


not to worry!

i found they here
D:\EJS_4.2.7_100314\EJS_4.2.7\workspace\export\users\sgeducation\lookang\Momentum1D2010web01_pkg
i copied the folder Momentum1D2010web01_pkg with the files
Momentum1D2010web01_en.properties
Momentum1D2010web01_pt.properties

into the ejs source folder say
D:\EJS_4.2.7_100314\EJS_4.2.7\workspace\source\users\sgeducation\lookang
create a folder Momentum1D2010web01_pkg and copied
Momentum1D2010web01_en.properties
Momentum1D2010web01_pt.properties inside

and created additional user files to Momentum1D2010web01_pkg the folder used to keep the translation.
and it is captured in any versions of Ejs now after i recompile them in Ejs.

Cool!


* translation_pkg.png (11.98 KB, 730x141 - viewed 607 times.)

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« Last Edit: May 17, 2010, 04:49:14 pm by lookang » Logged
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Reply #54 on: May 17, 2010, 05:37:06 pm » posted from:,,Brazil

The web based translator find the user's language code for utf-8 transfer.
You will have problem if you try to translate portuguese characters.
It should be fine if it was done by ahmed.

I test before a simulation i develop by my self is a projectile motion and after i finish translations
I publish in internet so work very well and no have any problem appear by pourtgas like i want
So i think will no have problems with other simulations porf  Smiley
This link for page that i test simulation  http://www.cneconline.com.br/cneconline/applets
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Reply #55 on: May 17, 2010, 05:50:28 pm » posted from:,,Brazil

added directly using the *.jar file the translation for portuguese pt. thanks to ahmed's original translation to brazilian portuguese brpt.
This is my first translated applet by ahmed which i helped to re-key in. It is ready for more translation to more languages, please help by downloading *.jar and key in and re attached as attachment, i will attribute the translators!

Thanks ahmed for translation to portuguese !! Grin Grin

it is on the first post now.
only available after u download the *jar file, not yet possible on the web deployed applets.


Oh, Prof Hwang, i didn't continue to use the web based translator because the brazilian portuguese characters i keyed in were cut off.
for your info.

for example,
View.drawingFrame.title    = Colis = Colisão elastica e inelática

by the way, does anyone know where the files for the translation are kept in Ejs? i thought i saw before but i could not find it after unzip the folder of the *jar file.


Oh, Ahmed i also translated to english your copy of the applet. attached! enjoy! Cheesy
Thank you prof Lookang and thanks for prof Hwang too for accept me translations simulations to portages version
I made download i think idea of prof Hwang very good idea that he want every simulation i publish by portages version
I add the original link by English in site that i will publish i see i very good idea prof lookang Cheesy
« Last Edit: May 17, 2010, 07:47:31 pm by ahmedelshfie » Logged
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Reply #56 on: May 18, 2010, 08:30:35 am » posted from:SINGAPORE,SINGAPORE,SINGAPORE

hi ahmedelshfie

this file has the english and portuguese language packed inside, the version with your color scheme design.

u know how to make add english and portuguese to all your re-color simulations?

good luck!


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« Last Edit: May 18, 2010, 08:40:18 am by lookang » Logged
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Reply #57 on: May 18, 2010, 09:41:30 am » posted from:Uberaba,Minas Gerais,Brazil

Thank you prof Lookang  Grin
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Reply #58 on: May 21, 2010, 12:22:20 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

i managed to meet up with my school teacher friend and got some of the student feedback forms.
i key in the data (43) / ~200 forms, the data seems to suggest it is a meaningful practical lab made possible through this applet and planning from the teachers in that school RVHS.
(63) / ~200 as of 8sept2010




you can see the data (feedback) and come to your own conclusions whether it is meaningful to start using similar applets as practical lessons to give students the chance to conduct inquiry learning in student centered pedagogy.

Google Form which all can see, not edit
https://spreadsheets.google.com/ccc?key=0AjIvSg-TzZrZdGVoQzE5WlVWcU9FREJhaXBLYi1jZ1E&hl=en&pli=1

summary of results
https://spreadsheets.google.com/gform?key=0AjIvSg-TzZrZdGVoQzE5WlVWcU9FREJhaXBLYi1jZ1E&hl=en&pli=1&gridId=0#chart




« Last Edit: September 08, 2010, 04:13:34 pm by lookang » Logged
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Reply #59 on: May 21, 2010, 12:59:39 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

Grouping of would you want to attempt similar lessons for other topics in the future?

+ 37/43 plus points 86%
it is very interactive
dry to learn from lecture, need experience to understand
i would love to attend such lessons because it involves a higher degree of interaction between user and computer
it is interesting
help visualize and learn about the concepts
fun and interactive and can discuss with partners
easier to understand
simulation let us visualize the events and the hands-on activity boost interest
easier to understand with demo and actual calculations
more interesting way of learning allow us to enjoy learning
more enjoyable than normal lesson, due to the interactivity
interactive and effective in teaching concepts
keeps me awake and alert to pay attention to topic taught
enables us to do collaboration discussion
more interesting and enjoyable than lectures
less passive learning
such lessons promote collaborative learning
promote collaborative learning
challenged to make connections, when we do there is a great sense of satisfaction
very interesting
easier to learn about relationship between variables
simulation help understand topics, instead if just images on notes
interesting change from usual lesson
takes much less time, view accurately the theoretical outcomes
can watch effect of collisions in different situations
hands on activity more entertaining and will make lesson less dull therefore we can concentrate even better
interesting
these kinds of lesson force us to think critically. it makes us look at the results, analyze and then find the trend within, which is a really good way to learn independently. it also gives us confidence and a sense of accomplishment when the conclusions we arrive at are correct. my favorite Smiley
easier to understand than theory lessons
it lets me figure out the concepts rather than just listen and believing what is taught without understanding
the lesson is interesting and hands on
normally people would have to experience any physics concepts themselves through hands on to really remember concepts. Lectures on the other hand may not be effective since maybe what the lecturer is bringing through us is unclear, and thus practical lessons to learn concepts is a great learning deal
allow to explore the knowledge and content ourselves, interesting


- 6/43 negative points 14%
quite hard to learn through thus with the teacher does not teach and explain much about it
benefit more from just watching a clip
instructions are very confusing and even if we get the answers, we do not understand why it is that way
not clear about the learning points
the activity worksheet did not generate much thinking and concept understanding, just simply presents a set of values to copy to get the answers worksheet design issues??
not interesting


« Last Edit: May 21, 2010, 01:05:50 pm by lookang » Logged
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