Poster Gallery

Click on the title below to view respective poster!

Investigating Circular Motion through Phyphox and Excel

TAN Guan Seng, YEEM Kai Ean Silas, POH Boon Hor

NUS High School

Using common household items like lazy Susan and salad spinners to investigate circular motion. With the help of smartphones and PhyPhox, students will collect and process the experimental data. Then using MS Excel, they will visualize and model the data to arrive at an equation for the centripetal acceleration.

Physics in Design Thinking through the Lens of Reverse Engineering

TAN Da Yang, CHEAH Chin Wei, LEE Chee Huei

National University of Singapore, Singapore University of Technology and Design

In this paper, we present our reverse engineering pedagogy (REP), which intends to facilitate the confluence of physics and design thinking. The method's goal is to make it possible for engineering students to view their design challenges via a first-principle physics lens. Additionally, we describe how we implemented two exercises involving the dissection of an induction cooker and an aluminum electrolytic capacitor in our introductory undergraduate year 1 electromagnetism course.

Augmented Tutorials using an Eclectic Mix of Differentiated Approaches to support AfL in the Classroom

TAN Hao Kai, ONG Chee Wah, ANG Tze Siong Clayton, NG Soo Kok , WONG Yih Chong, LIM Wei Jun, KOH Sau Tiang Cheyanne, CHONG Phow Loong

Yishun Innova Junior College

Face-to-face tutorial session is the main physical platform through which we can actively engage students while checking on their understanding. However, when it becomes overly teacher-centric it can result in less productive outcomes. The unit moved away from the traditional teacher-led discussion of tutorial solution where students passively listen to dividing tutorial sessions into three main segments, allowing for independent self-paced learning (learner-centered), consolidation of learning and active group discussion (active learning) to reinforce and apply concepts that they have just learned.

During the independent self-paced learning phase, students check pdf tutorial solution independently on the ‘do-at-home’ questions and clarify doubts with the tutor. In the consolidation of learning phase, the tutor goes through succinct learning points and in the group discussion phase, students solve group-discussion questions, allowing their thinking process to be more ‘visible’ paving the way for formative assessments.

We experimented with various group settings: random versus deliberate mixed ability and different style of engagement: seated in groups versus physically standing while discussing using ‘vertical’ whiteboard.

Virtual Practicals @ EJ

Claudia TAN, Felix LIM, KOH SiongYang, HO Hon Wing, LIM Teck Seng, NGIAM Song Wee

Eunoia Junior College

Leveraging on the affordance of technology and home-based learning opportunity, asynchronous virtual practicals were carried out to enhance practical skills mastery. Come find out what we do and what students say about it!

Exploring Science with Pocketlab

NEO Chai Seng, KHOO Bee Chan, PANG Sze Kiang, Annie KOH, Martin ANG, Alfred TWANG

Millennia Institute

The PocketLab System brings together science curriculum, hands-on labs and lessons, data sensors, and professional development built with customization in mind.

Using the Predict-Obeserve-Explain sequence, students were tasked to investigate how the displacement-time, velocity-time graphs, acceleration-time graphs would look like for a can rolling down a wooden ramp by using the PocketLab device. They were also tasked to investigate the relationship between a (acceleration of body) , g (acceleration due to free-fall) and 𝜃 (angle of slope) as well as design the ramp to obtain various graph shapes.

A Design Thinking Approach to Teaching Thermodynamics and Sustainable Energy Applications

KWAN Wei Lek

Singapore University of Technology and Design

Traditional approach to teaching thermodynamic concepts involves the introduction of First and Second Laws of Thermodynamic. Students who were taught using this approach often commented that it was too theoretical and lost interests in learning more. In this course, these concepts were reinforced to the students through analyzing real products, such as coffee machines, refrigerator, and vortex tubes.

To move towards sustainable energy goals, a two-prong approach is required: increase energy efficiency to reduce power demand while making the shift towards renewable sources. Students were also introduced to photovoltaic concepts which enable them to size and design solar powered systems.

Using a hands-on approach to evaluate real world energy problem allows the students to build on their fundamentals and skillsets. Students were motivated to redesign, propose and prototype working innovative solutions to improve energy efficiency of commercial products as well as exploring the suitable use of renewable energy for specific application.

CERN Teacher and Student Programmes

Margherita BOSELLI, Jeff WIENER

CERN, Geneva Switzerland

CERN, the European Organization for Nuclear Research, is a scientific centre located in Geneva, Switzerland, with a unique particle accelerator infrastructure.

Training the future generation of scientists and engineering is recognized in the CERN Convention, and education programmes for high school students and teachers are part of this effort. Two flagship programmes are the Beamline for Schools competition and CERN’s Teacher Programmes.

Beamline for Schools invites international teams of high school students to propose an experiment that can be performed at the test beam facility of a particle accelerator. The winners are invited to spend two weeks in an international laboratory to perform their experiments with the support of a team of scientists. The participants have the unique opportunity to gain hands-on experience in physics research and get in touch with professional scientists.

CERN’s Teacher Programmes are professional development programmes that enable in-service high school science teachers from all around the world to keep up-to-date with the latest developments in particle physics and related areas by experiencing a dynamic, international research environment. All teacher programmes are facilitated by experts in the field of physics, engineering, and computing and include an extensive lecture and visit itinerary. In addition to national teacher programmes, CERN offers two 2-week international teacher programmes: The International High School Teacher (HST) Programme and the International Teacher Weeks (ITW) Programme.

Demo Box Challenge

LIM Jia Hui, Hariz TAN

NUS High School

The use of demo kits, whether to illustrate a principle of Physics or to evoke a sense of wonderment, has been around since time immemorial. However, more often than not, the demonstrations are conducted by the instructors while the students assume the audience role. In our Demo Box Challenge concept, we turn this idea around. In doing so, we hope that it will not only enrich the students learning experience but also develop their self-directedness.

Engaging Students via Physical Demonstrations

Bertram LIM

Anglo-Chinese Junior College

In recent years, there has been an increased emphasis on the use of digital resources to stimulate interest and bridge the gap between theoretical concepts and real-world observations. However, physical demonstrations, especially those involving students, allow students to explicitly make such connections as well. Meaningful and consistent use of physical demonstrations in alignment with the learning objectives will improve student engagement and provide a deeper appreciation for the subject. This sharing presents some demonstration ideas that are relevant to the A level Physics syllabus. They cover a range of topics such as Kinematics, Motion in a Circle and Nuclear Physics.

Curriculum-aligned Science Experiment Kit

LIM Zhi Han, NG Ping Siang, PHOA Yew Hui

National University of Singapore

Experiment-based science education is engaging and rewarding. Laboratory sessions are limited due to practical and logistical reasons. As a result, most scientific topics – aside from a select few – are presented in a theoretical and didactic way. This project aims to create opportunities for students to engage in more hands-on experiments. To date, we have developed a low-cost experimental kit for the Lower Secondary Science syllabus. The curriculum-aligned experimental packages cover a spectrum of topics in physics and chemistry such as electricity, mechanics, optics, microscopy, chemical changes, and enzyme actions. We believe that the experimental kit will first trigger their curiosity, nudge them toward active learning and inspire them to learn via scientific inquiry. The development of an experimental kit for the physics curriculum at O- and A-Level is our future work. To initialize this, we hope to network and share our ideas and resources with local Physics teachers in the 15th Physics IPSG 2023.

Enhancing Digital Literacy in Physics Classrooms with iOLab Integrated Sensors

PANG Kang Ming

Jurong Pioneer Junior College

Scientific laboratories are among the most challenging course components to integrate into collaborative instruction. Available technology restricts the design and nature of experiments, and it can be hard to replicate the collaborative lab environment where frequent and immediate instructor feedback is the norm. The Interactive Online Lab (iOLab) device is a handheld data-gathering device that gives students a unique opportunity to see the concepts of physics in action anywhere with minimum set-up. Using iOLab, we designed and experimented with a lab course for students to do reliable, sense-making, inquiry-based and hands-on lab lesson. We conclude with some example lab lessons on kinematics, force and dynamics.