Concurrent Sessions

Abstract

Applying knowledge is one of the most effective ways of learning physics concepts. Recently, a number of articles published and videos were uploaded to explain how an AAA battery with cylindrical neodymium magnets attached to both poles move through coils of a long wire (https://www.youtube.com/watch?v=J9b0J29OzAU ).

Students were provided with a technical article to explain the motion, shown a couple of such videos of a “magnet train” and asked to build one as a team in 8 weeks. They were suggested to use their HBL physics periods to do this project. They were provided with a 6 m long wire and expected to coil it on their own in such a way that an AAA battery and cylindrical neodymium magnets could fit in. They self-learned how to build one and prepared a short report about the physics behind. Students then uploaded their videos of a moving train and the reports to our learning management system. In this presentation, I will show students’ brilliant products, and discuss difficulties encountered and implications for teaching and learning of the concepts in electromagnetism with this project.

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This lesson demonstrates an ICT-enabled approach in designing activities that increase student engagement with Physics concepts and skills. The Student Learning Space (SLS) Pedagogical Scaffold was utilised in the design and implementation of our lessons for the topics of Upthrust and Oscillations. Objective of this lesson is to use experimental data to plot out an acceleration-time graph for a damped oscillation. This is done by using the Phyphox app to measure the acceleration experienced by a floating oscillating body. Using the data and Microsoft Excel, students are able to manipulate the data to obtain an acceleration graph. A theoretical model for this graph can also be calculated and plotted side by side, and a comparison of the theoretical and experimental data can be appreciated. Though the usage of Excel proved to be challenging for some students, this was overall a good exposure for students to see the physics in their textbooks come to life.

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Technology has enabled students to visualize 3D problems using interactives. This presentation will provide details on how such interactives can be created or modified with GeoGebra (no coding involved). Learning activities are designed to help students demonstrate their understanding by representing such problems verbally or with 2D models before moving on to solving such problems. Examples are found mainly in electromagnetism, such as how charged particles move in parallel E- and B-fields. The potential use of augmented reality with GeoGebra 3D Calculator is explored too.

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Physics is a highly conceptual subject which students can benefit from different modes of learning. The use of Station Rotation model in our Physics blended lessons has helped to cater to different profiles of learners and their readiness by combining differentiated approaches to promote greater engagement for deeper learning.

In this sharing, participants will get to hear insights into the "how" and "why" the Station Rotation Model was chosen for conceptually challenging topics such as Superposition and Electromagnetic Induction. All the teachers in the level were involved in the design and execution of the lessons. The different learning stations used in this Station Rotation model has enabled students to access concept videos, self-assessed quizzes and activities online. There were also physical hands-on activities and an exit quiz at the end of the lesson to check for understanding. In order to motivate students to take charge of their own learning, the lesson is self-paced and some of the activities provide choice. The role of the teacher is that of a facilitator and to provide help and immediate feedback to students. The lessons have been conducted and most students found this model of learning useful. Through this sharing, participants will take away ideas of how they could adopt these strategies when planning a Station Rotation Model in a blended lesson design.

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SLS activities are arranged by concepts that are based on the 3-stage cycle of content delivery, application of learning, and feedback. Each activity consists of pre-recorded videos that range from 5 to 20 minutes in length, accompanied by multiple choice or simple structured questions to check for understanding in between the videos. Students receive immediate feedback after their responses are verified, and they can watch the video explanations for the answers. To encourage more two-way communication between teachers and students in this online learning space, students can pose questions under the Q&A segment on the google doc/form link at the end of each activity. Google doc/form allows the teachers to share the list of questions and the teachers’ answers with the cohort. To complement the blended learning experience, the teaching and learning materials such as the tutorial workbook need to match the sequence and flow of SLS activities for ease of reference. The naming convention of the lecture notes, lecture videos and tutorials are aligned too.

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To strengthen digital literacy for A Level Physics syllabus, we took part in a pilot project led by CPDD, MOE on the use of Microsoft Excel as a tool for analysing and presenting the results of traditional practical tasks. Microsoft Excel is a powerful spreadsheet software for analysing and graphing data. With its extensive library of functions, it can reduce the tedium of manually processing large data set, determining trends and constants using graphs, as well as performing error analysis. Through this study, we aim to formulate possible practical tasks that can be completed using Microsoft Excel and to identify possible challenges or pitfalls that we may face in conducting the lesson.

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With the proliferation of ICT in virtually every aspect of our lives and the movement towards greater digitalization, it is inevitable that in education multiple platforms and applications are being deploy in everyday teaching and learning. This can be overwhelming for some of us. Microsoft OneNote provides an avenue for us to bring together the resources used in our modules in one platform so that it is easier for students to retrieve them for consolidation and revision. Here we discuss how we have used some of the key features in OneNote to organize the content of our modules, create interactive lessons, bring students together in a collaborative space and provide individual feedback.

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We experimented the use of AI chatbot that uses natural language processing to respond to students' query on standard physics questions. The chatbot can be used as an alternative channel for students to obtain quick and targeted answers without overwhelming the human teacher.

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We embarked on a 1-year journey in producing short video clips as part of a larger refresh to how we deliver Physics lectures. We collected some preliminary data and formed some hypothesis about how pre-university students take to Blended Learning. We invite more fellow Physics practitioners to collect their own data sets, form further hypotheses to enrich our collective practice in the fraternity!

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If you go to xmphysics.com today, you will find lots of resources for the teaching and learning of A-level physics. In this submission, I will be sharing how/why I created xmphysics, and how it helps me in my daily teaching.

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