Abstract

This talk examines the transformative potential of ChatGPT in high school physics education, focusing on new roles for teachers and innovative learning opportunities for students.  ChatGPT enables students to explore physics concepts independently, offering instant explanations and customized examples. 

Meanwhile, teachers become essential guides, helping students critically evaluate AI-generated information and fostering deeper understanding.  Practical strategies for integrating ChatGPT into physics lessons will be discussed, showing how AI can enrich learning, support personalized education, and encourage critical thinking.

Abstract

The rapid advancement of generative AI, particularly in late 2022, has significantly impacted the educational landscape. This presentation delves into the potential applications of AI in both instruction and learning contexts.

Instructional Applications:

We explored the use of AI tools such as ChatGPT, Gemini, and Co-pilot in the Planning section of H2 Physics Paper 4 experiments (inspired by IPSG 2024 - NUS High). Students were guided to leverage these tools to conceptualize, design, and evaluate experimental procedures.

Learning Applications:

To enhance student learning, we encouraged the use of various AI-powered platforms and prompts. Students were taught to effectively engineer prompts and navigate these platforms to supplement their existing learning materials. A notable tool introduced was NotebookLM, which offers significant potential for personalized learning experiences.

By integrating AI into both teaching and learning, we aim to empower students and educators to harness the power of technology for innovative and effective educational practices.

Abstract

The motivational writer William Arthur Ward aptly summarized the role of curiosity in learning - Curiosity is the wick in the candle of learning. When students are curious, they are more likely to engage deeply with the material, actively pursue knowledge and retain information more effectively. Curiosity encourages learners to move beyond rote memorization, fostering critical thinking and problem-solving skills. In this talk, we will explore various practical approaches to creating an environment that will help ignite students' curiosity in Physics.

Abstract

Questioning in physics lessons is a critical pedagogical tool in deepening students’ conceptual understanding. The existing literature shows that questions that teachers ask in the classroom are more recall-type and less probing and questions that students ask are too few or too superficial. There are valid reasons for the current practice such as the pressures to complete the demanding curriculum, traditional teaching practices, limited time to implement Wait Time 1 and 2 (Rowe, 1986) and not wanting to embarrass students.  

In this presentation, findings from a survey exploring why students may hesitate to ask questions in A-level physics classrooms and the types of questions they and their peers typically ask will be presented. Survey responses also indicate that students recognize the importance of asking questions in their learning, however, their level of preparedness plays a significant role in shaping the types and depth of their questions. By discussing these findings, we aim to highlight the need for questioning strategies that not only deepen students’ conceptual understanding but also cultivate a classroom culture where thinking and active participation of students is encouraged and valued.

Abstract

This workshop explores the transformative potential of Miro in A-Level Physics education, showcasing how its collaborative features and flexibility can enrich classroom engagement and learning. Participants will discover strategies to leverage Miro not only as an interactive platform for small-group collaboration but also as a dynamic digital repository for organizing and accessing online resources.

Through real-life classroom examples, the session will illustrate how Miro enables students to visually map and interact with complex Physics concepts while working together in small groups. Educators will learn how to integrate online resources—videos, articles, simulations, and interactive activities—into Miro boards, creating a centralized, accessible workspace that supports both individual and group exploration. Practical guidance will be provided on using tools like sticky notes, templates, and voting features to guide discussions, facilitate peer review, and support active problem-solving.

Abstract

This presentation introduces an innovative post-assessment methodology designed to enhance physics education in junior colleges. The RCED (Recall, Calculate, Explain, Diagram) analysis leverages technology to provide targeted, skill-based feedback to students following examinations.

Students input their scores per question into a Google Form, which is then exported to an Excel spreadsheet. The spreadsheet automatically sorts and totals marks according to both topic and the four RCED skills. This data is then mail-merged onto individualised reports, offering a comprehensive breakdown of each student's performance across different skill areas.

The RCED analysis enables educators to identify specific strengths and areas for improvement for each student, facilitating rich conversations for personalised learning strategies. It also allows for broader trend analysis across classes or cohorts, informing curriculum development and teaching methodologies.

This approach not only streamlines the assessment process but also empowers students with detailed insights into their learning progress. By focusing on specific skills rather than just overall scores, students can develop targeted study plans and track their improvement over time. Students also grow awareness towards transferrable skills learnt in their course of physics.

The presentation will discuss the implementation process, challenges faced, and the impact of this method on student performance and engagement in junior college physics education.

Abstract

Learning new things is hard, and doing so with no guidance is harder still. As a research-active faculty member in NTU, I must learn new things every four to five years to remain successful in academia. I realized that we make this easier for ourselves by developing habits that are conducive to lifelong learning, and these habits would also be similarly useful for students in their own journey of lifelong learning. In this talk, I will organize these habits into three broad areas: (1) connecting new knowledge to old knowledge, (2) adding new learning methods to our suite of tools, and (3) practice critical assessment of information. After explaining what these habits are with the use of examples, I will suggest how these habits can be cultivated in the JC classroom. Specifically, I will talk about how to incorporate the use of polling before a demonstration, and reflections after the demonstration, to increase student engagement and improve learning outcomes. I will also suggest how we can compare old physics theories and models to the currently accepted ones, involve students in the ‘debate’, to increase their appreciation of how physics advances. Finally, if time permits, I will show how these habits developed primarily from learning physics can be applied to human migration, a problem far removed from physics.

Abstract

With the launch of the new syllabus, do we start everything afresh and by creating new practical tasks, throwing our years of hard work away? On the other hand, do we reconsider our transitions from one syllabus to another and reconsider the essence of what we already have? 

For our ACJC JC2 cohort, we crafted a variety of Hands-On Tasks (HOT) that we shared during IPSG 2024 ("Inquiry-Based Learning: Weighing the Cost"). Following from that for our ACJC JC1 cohort, we decided to adopt a different approach by making use of what we had currently with Physics Practical Extensions (PPE) so that students could take time to explore the Physics behind each task. This tied is well with the existing lecture scheme of work, helping students to see the real-life aspect of Physics in what they were doing which students appreciated. This package (PPE + HOT) is the key experience we provide ACJC Physics students. During this session, we hope to compare and contrast the two elements of this package and consider how it aligns with our aims as educators.

Abstract

Many students tend to see Physics as just another math problem, without appreciating their real-world significance. Alternative Assessment (AA) provides an opportunity for students to get a hands-on experience applying physics to the real world. Thus, we set the JC1 cohort the task of constructing a catapult, as it would readily incorporate the concepts the students would be learning in the early part of the JC1 syllabus – measurement and uncertainty, the kinematics of projectile motion, forces, and energy. 

The AA task was an opportunity for students to display Critical, Adaptive and Inventive Thinking - decomposing the task into parts to solve, going through an iterative design process, evaluating their constructions based on performance, and making predictions from the data they had collected when calibrating their catapult to decide how to aim and fire their catapult. They also had the opportunity to analyse the data using Excel, improving their digital literacy. An easy-to-use rubric helped teachers to give feedback on the report and the catapult.

In this presentation, we will share more about the AA task, how it was implemented, and its impact on student learning and attitudes towards physics.

Abstract

As part of Singapore’s Climate Action Plan, land-scarce Singapore is installing solar panels in urban environments such as rooftops and nature areas such as reservoirs. This renewable energy approach generates electrical power using solar panels directly from the available sunlight. This  transition aims to diversify Singapore’s energy sources, and reduce reliance on fossil fuels, curbing carbon emissions.

Solar-related activities, designed to bring real-world renewable energy engineering into the classroom, have been developed to equip students with the ability to evaluate external factors that affect energy transfer through experimental design, data gathering and data analysis. These activities potentially enrich STEM education, promote sustainability awareness and align with Singapore’s climate goals. Through the activities, students will:

• Gain practical experience by conducting experiments with solar panels

• Apply theoretical knowledge to real-life scenarios

• Understand the distinctive factors involved in the installation of solar panels in Singapore, which encompasses aspects like optimal tilt direction

• Interpret and analyse data collected

In this session, we will present a hands-on demonstration of these activities. In addition, early research data will be shared to show how students responded to these activities, including improvements in their understanding of solar energy.

This project is supported by Education Research Funding Programme (ERFP).

Abstract

The team has designed an open-ended task to promote greater student agency, experimentation and authenticity in alignment to curriculum shift 3. The task was carefully crafted and scoped to be fun enough to motivate students to explore. Considerations were also given to ensure that it was manageable for both students and teachers in terms of lesson time and a close connection between things learnt in school and students' exploration was also emphasized. Key skills taught and assessed are accuracy in scientific content, clarity in scientific communication and engagement of audience.  Students' and teachers' feedback was mostly positive. Possible extension to the task was also discussed.