A write up for a website about our ICT journey.

Lesson Idea Synopsis
Sport science is a discipline that studies the application of scientific principles and techniques with the aim of improving sporting performance. Sport science incorporates physiology, psychology, motor control, bio-mechanics, nutrition, etc.
Sports scientists and performance consultants are growing in demand and employment numbers, with the ever-increasing focus within the sporting world on achieving the best results possible. Through the study of science and sport, researchers have developed a greater understanding on how the human body reacts to exercise, training, different environments and many other stimuli.
Instructional Objectives
Candidates should be able to:
1. conduct a scientific inquiry under the physics of sport science (Physics 9646 (2011) syllabus pp8 – 12.) using
a. suitable video taking techniques and strategies for capturing sports video suitable for 2 dimensional analysis.
b. construct valid basic physics principle(s) in the sport science activities as chosen by the group of three students.
c. within the time frame of 1 holiday week with 2 school week for preparation and consultation with the teachers.
d. able to collaboratively work in teams and summarize their scientific findings in a written report of less than 10 pages with their general strategy, based on scientific knowledge and understanding, detailed procedure, data collected and how it is processed, conclusion, recommendations and evaluation of their investigation.

2. Use the video analysis and modeling software http://www.cabrillo.edu/~dbrown/tracker/, to support their investigation of one sport activity or event and able to perform an in-depth study of the science (especially physics) of sports.
Overview

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)
How was the lesson carried out?
First 1 hour lesson is to introduce the video analysis and modeling software to the students. Teacher explains the affordances of the technology tool and demonstrate step by step how to get the software to run on a computer. A second (Technology-Pedagogy-Content Knowledge) TPCK experienced teacher serves as facilitator to support the help students who have difficulties operating the computer and software. The main teacher goes through the sequence of conducting an in-depth video analysis of a bouncing basketball ball video and the various groups of students learn by doing on their own computers the sequence of steps. The second teacher has to go round very frequently between the groups to support their learning journey.
This lesson sequence covers launching of software, importing of video, set axis, set ruler, manual tracking of point mass being analyzed, using the plot graphs to visualize the motion (sy, vy, ay) with respect to the time axis, defining own variables to investigate on etc.
An second video on the collision of two carts can be used as a hand-on activity to allow to explore the newly learned steps and tools and apply it on the new video. Students will perform a 2 mass analysis and visualize the own selected graphs to verify the principle of conservation of momentum and deduce the type of collision (perfectly elastic, partially inelastic or perfectly inelastic) depicted in the video.

After the activities, the teacher can then explain the rubrics used to assess the student's learning and written report, and provide a sample report conducted by a model group of student's sample written report as reference also available in the schools online learning portal. Highlight to the students that this assignment contribute to 4% of the 1/2 yearly grade so that the tasks and expectations are communicated clearly.

By another 7 days time to monitor and set the students into the learning tasks, students are to submit a a summary, no more than two A4 pages, of your investigation aim and procedures to their physics teacher.
In addition, they will attach a school available equipment request list for their investigation, for example a meter rule etc.

A holiday assignment task list should be given, clearly pointing the download link of the video analysis software http://www.cabrillo.edu/~dbrown/tracker/, some video taking specification 30 frames per seconds and digital file output of .avi or .mov are supported.

Level?
The whole Year 5 (JC1) physics students will need to perform this assignment.

ICT equipment?
video analysis software http://www.cabrillo.edu/~dbrown/tracker/
Any video capturing device, like camera phone or digital videocam or digital camera
Digital video in .avi or .mov format, readily available video on science of sports are acceptable.
Computer in the Lab to introduce the assignment and hand on using the software
Computer in schools and student's personal computer to perform the video analysis and written assignment
Java run time update 18
Meter rule
Online discussion forum for consultation with teachers and peer support.
Word Document or Google Doc

Pedagogy or strategies?
Video modeling pedagogy (Douglas Brown, 2009) http://www.cabrillo.edu/~dbrown/tracker/AAPT_video_modeling_2009.pdf
1. Compare videos of the real world to simulations of theoretical models.
2. Students define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law.
3. Model simulations synchronize with and draw themselves right on the video.

Understanding by Design Writeup
The framework outlined in Understanding by Design (Wiggins & McTighe, 1998) offers a three-stage, backward design process to assist teachers in centering their curriculum and assessments on big ideas, essential questions, and authentic performances. This framework works for both curriculum design and school and district improvement efforts. Through this unified process, school teams
*Determine learning goals;
- overarching vision is to prepare students more for life than for examinations.
*Collect, analyze, and summarize evidence from multiple sources of data to determine how well students are doing on external accountability tests and the extent to which they really understand what they are learning;
- students have been doing well in external accountability examinations but multiple sources of data points to a lack of deep understanding, critical thinking due to lack of more holistic and performance based assignments. Holiday week is a good opportunity to test out the intervention assignment, ample time to reflect on the real life learning in authentic situations (sport analysis), riding on the event Singapore 2010 Youth Olympic Games.
*Consider the root causes of present achievement, and then—and only then—implement systemic actions to address root causes, promote enduring learning, and increase test scores.
-systemic actions includes refocusing on student centered pedagogy with skillful teachers as facilitators of learning journey. A suitable blended of teacher centered lectures with demonstrations coupled with much needed students centered pedagogy and activities to give the experiences in the students to situate their understanding.
In this way, RVHS has identify priorities, monitor results, and target actions that improve student learning.

Thinking Skills?
Students conduct real life physics projects on a personally motivating sports activity of their choice and make sense of the science involved.

Duration of Lesson?
1 week 1st lesson: introduction 1 hour
2 week : submit brief summary and list of additional equipment needed from school laboratory
3 week : consultation with teachers and discussion on online portal
4 week : school 1 week holiday and discussion on online portal
5 week : consultation with teachers and discussion on online portal
6 week : submit written report


How did ICT value-add to the learning process? How did the use of ICT change the learning and teaching process?
ICT value add?
Yes! students compare videos of the real world to simulations of theoretical models. Students need to decide and think how to define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law. The free and open source software allows model simulations to be synchronize with and draw themselves right on the video at the correct frame. The software also provides instantaneous feedback of scientific variables in plot or table form and data analysis (curve fit, area under curve etc) tools are in built the software therefore no need to export the data out to another software like excel spreadsheet to analyze trends.

The online discussion forum provide peer support and promote teacher interactions with the different groups of students can provide the guidance and support to continually provide feedback on the learning tasks.

ICT change the learning?
The video modeling aspect transform the way students learn to be scientists through analyzing sport video, is conducted without computers it will be analyzing many still frame photos.


What were the outcomes? (Benefits to pupils or teachers, re-designing of pedagogy, development of staff, etc)
Benefits to pupils?
students are engaged in self-directed learning.
1. Ownership of Learning, students decide on a personally motivating task to conduct inquiry on, use the video analysis software and identify variables to inquiry on, define their own equations to analysis and input their own equations of motion to model the motion.
2. Management and Monitoring of Own Learning, students explore video based experimental data and make logical arguments and findings. Students formulate questions and generate own inquiries when conducting the holiday assignment guided by face to face as well as online teachers and peer support and discussions.
Students use the online feedback form to improve their learning experience using the video analysis software.
3. Extension of Own Learning, students are taught the pedagogical use of the tool and perform similar inquiry on different video of their choice. Learn beyond the curriculum, students are expose different aspects of physics and other subject matters in the sports and figure out like real scientist when to use which concepts to analyze the video.

students are engaged in collaborative learning (CoL)
Effective Group Processes, in groups of three, the students need to negotiate and set common goals to explore a video of their choice.
Individual and Group Accountability of Learning, students learn in groups of three, share their initial findings on the discussion forum, supported by peers evaluation and teacher mentor-ship.

Benefits to teachers?
Most teachers have not used this tool before may expressed some resistance to learn the video analysis software. One professional development session needs to conducted to the teachers to familiarize them with the pedagogical strengths and convinced themselves that this software allows the learning of physics, traditional pen and paper exercises without perform. 2 YouTube video have been prepared and shared to the teachers and students that can be viewed on their handphones, enhancing the accessibility aspects of the professional learning community.
The tool can help the teachers to be more comfortable using technology during lessons. A second teachers could be made available during their lessons to provide additional support and conduct the week 1 introducing the tool lesson.

Re-designing of pedagogy?
Yes! is still teach less, learn more (TLLM), make the learners the centre of learning activities.
Video modeling pedagogy (Douglas Brown, 2009) http://www.cabrillo.edu/~dbrown/tracker/AAPT_video_modeling_2009.pdf
1. Compare videos of the real world to simulations of theoretical models.
2. Students define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law.
3. Model simulations synchronize with and draw themselves right on the video.


Development of staff?
teachers learn to use the video analysis software, design worksheets to implement meaningful ICT lessons.


How did you assess student's learning using ICT? (Examples of work produced, etc)
Students will submit their source file .trk with this file, their analysis is saved in the file and assess by the teacher if need. Teacher can also support the students analysis by examining the .trk and check the analysis.
Students will submit a written report in .doc or .pdf which the rubrics for assessment is shared to the students as well.


Do you consider the ICT lesson a success? What went well? What would you do differently next time?
Yes.
The richness of the activity and learning is a closer proxy to real life learning, thus we hope will prepare the students better for life, instead of just for examinations.


Will you be conducting this lesson again? If so, when will it be? (E.g., Term 3 in 2010; on-going, etc)
Yes.
It is a level wide scaling.