Update of Action Research by teacher

Extending from the last meeting on 27 [s]Feb[/s] January. I indicated my action research will be based on EMI. This morning I just have a level meeting and we have decided to implement the EJS before EMI lecture instead of tutorial week. This means that my turn around time for this project has shortened. Naturally, EJS could be implemented just before lecture as home task to increase learning gain from lecture. So, my team has agreed to test out the EJS according to the following general plan.
the research study has a flaw timing of inquiry through computer model then lecture, how can unguided self directed inquiry be considered as learning? some human support is needed for learning to occur besides the worksheet. just my sense now. :) [/b][/color]

EP: Initially, we have considered to have it as tutorial style but since we wanted to know if students could learn better just before the lecture rather than after. According to Mr Sng, there was a paper written on effectiveness of lecture. It mentioned that "higher learning gain if students undergo some form of problem first follow by lecture. So we are thinking letting students struggle on their own first using the EJS pkg, follow by the lecture so called "human support". Moreover, if this is really effective, we shall have implemented this as elearning within SOW so it will not disrupt much any of the normal conventional running of tutorial.[/color][/b]

Experimental Grp: 8 Classes of about 25 students (each from one teacher)
Control Grp: remaining classes

Treatment: Use of self-directed learning using EJS and instructional home-worksheet before the actual lecture exposure

[color=blue][b]i worry instructional home-worksheet is not enough.
perhaps a YouTube that also shows the procedural steps and thinking questions?
a discussion forum NTNU? http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2066.msg8963#msg8963 or AJC one? for collaborative sense making?
perhaps a YouTube that also shows the procedural steps and thinking questions??[/b][/color]

EP: I will feedback to my team about the You Tube procedural steps and thinking qns. Good advise.[/b][/color]

Measurement: Post treatment 2 Tier MCQ (15 qns) *Open ended qns for 2nd Tier (right after lecture)

[color=blue][b]i am curious 15 questions and Short structure question SSQ all on magnet falling then it is valid.[/b][/color]

EP: Sorry, I did not mentioned to you, Yes all will be related to falling magnet. [/b][/color]

As EMI lecture is closing in in 3 weeks time, I would like to give you a headup.

EJS applet Customisation

In view of the learning need, I like to give our input to EJS applet on EMI (Falling Magnet on the ring). Appreciate you could customise the applet accordingly.

We need the applet
1. to simulate two lengthwise-jointed magnets falling into the coil. Common misconception: emf value peak will double.

[color=blue][b]i see, double length, same emf peak further apart
the model cannot be done yet refer to http://www.opensourcephysics.org/bulletinboard/TDetails.cfm?TID=2180 for discussion with paco[/b][/color]

EP: Yes, same emf peak.[/b][/color]

picture from teacher
2. to simulate magnet falling through another solenoid of length longer than that of magnet. A graph to show zero emf value for magnet fall within the solenoid.

[color=blue][b]picture please (world view and graph)
cannot be done yet, need paco to help, currently it is valid for a ring[/b][/color]

3. to simulate two adjacently stickon magnets (unlike pole) falling into the coil. No induced emf will be produced.

[color=blue][b]picture please (world view and graph)
i can do this[/b][/color]
from teacher
4. to simulate two adjacently tied magnets (like poles)  falling into the coil. Induced emf will be produced.  

[color=blue][b]picture please (world view and graph)
i can do this [/b][/color]

5. to integrate area under half
refer to  of the emf graph. Presently, it can only show full area under entire graph. Good if student can realise that two section of areas are equal.

[color=blue][b]picture please (world view and graph) [s]actually the |area| is larger as the magnet exit[/s] :)[/b] my mistake, |peak| is greater but area is the same [/color]

EP: See attachment. O yes, larger as magnet exit. I was thinking about magnet falling under terminal velocity. Does the applet about to simulate falling magnet under terminal spd? Just asking.[/b][/color]

As there will be a review on this project next wed, please let me know if I could the updated my team on the applet with new changes mentioned.

EP: Really very sorry to trouble you. As for the worksheet, post test MCQs, I will be able to pass you after my internal meeting by wed.[/b][/color]

If you have any reservation on the above, please let me know. I will glad to provide more information to you. Thanks in advance!! =)