CONCURRENT SESSION 1 (4.30 – 5.30pm)
Time: 4.30– 5.30pm
Category: Teaching Strategies
Venue: M1-4
Format: Workshop
CS1.1: A Modeling-based Approach to Teaching/Learning Newton’s Third Law
Dr Jennifer Yeo, National Institute of Education,
Tay Su Lynn, Catholic Junior College
One critical aspect of scientific work is in the creation and use of models to explain phenomena
around us. Models are representations of objects, processes, or events that scientists create to
capture the structural, behavioural, or functional relations of the abstract entities of science.
Considered as processes of scientific inquiry, the construction and evaluation of models can help
students express their understanding of the natural world and to visualize and test their ideas to
help them develop deeper levels of scientific understanding.
In this one hour workshop, I will share about what a model-based inquiry approach for physics
learning entails. Participants will then experience learning Newton’s Third Law through modeling.
The cognitive and social processes of learning Newton’s Third Law through modeling will be
highlighted. The kinds of teacher support needed to facilitate successful construction of models will
be discussed.
Time: 4.30– 5.30pm
Category: Hands-on/ Experiments
Venue: PH Lab
Format: Workshop
CS1.2: Active Learning Instruction in Physics with Dataloggers
Dr Darren Wong, MOE, Curriculum Planning & Development Division, Sciences Branch
In this workshop, the instructor will share with participants how dataloggers could be used to
promote active learning in physics, with the focus on the learning of concepts rather than on the
mechanics of the technology. Participants will be able to have hands-on experience with
datalogging equipment using a range of sensors to teach various concepts in the A-level physics
curriculum. The workshop will illustrate some of the benefits of using dataloggers, such as the
ability to:
• record automated, continuous and multiple readings over a period of time
• record transient phenomena
• provide real-time visual feedback on the trends/patterns between variables
• provide multiple-linked graphical representations
• provide quick and complex data analysis
The key to effective use of dataloggers lies in the teacher’s skillful role in embedding the
technology to match the learning goals and in structuring learning activities that create more
opportunities for strategic questioning, interpretation, generation of hypothesis and predictions,
and critical reflection on outcomes in order to support active learning in physics instruction.
Time: 4.30– 5.30pm
Category: Enrichment Activities
Venue: M1-5
Format: Seminar
CS1.3: Modeling and Scientific Inquiry – Learning from International Young
Physicists’ Tournament (IYPT)
Dr Yeo Ye, National University of Singapore
Since 1988, when the first IYPT was held in Moscow, a different set of 17 open-ended Physics
problems are created each year for this international Physics competition. These problems can be
found at http://iypt.org/Home. Being truly open ended, they are usually not completely solved even
after the competition. Clearly, this collection of problems is a valuable resource for teachers who
are looking at Physics projects for students. In this seminar, I will give a brief introduction to IYPT.
Using some of the problems as examples, I will highlight how working through these problems –
conducting experiments, asking the right questions, mathematical modeling, conducting further
experiments and collecting data, comparing model with data, asking more questions, etc – will be
a really useful part of a student’s Physics education. Singapore first took part in the IYPT in 2009,
and we have been building up more and more resources each year we participate in it. I would
like to make use of this opportunity to invite all Physics Teachers to share these resources. More
importantly, I hope we could build a community of Physics Teachers who are keen to contribute to
this way of educating our students.
Time: 4.30– 5.30pm
Category: Hands-on/Experiments
Venue: N1-1
Format: Seminar
CS1.4: Call for Adoption: Java Simulation Design for Teaching and Learning
Wee Loo Kang, MOE/ETD
We have develop, prototype and test-bed Open Source Physics computer models and complete
lesson packages, that are realistic and accurate for the benefit of all Grade 11 and 12 students in
the world, freely downloadable on http://weelookang.blogspot.sg to support pedagogically sound
practices such as virtual laboratory, argument real laboratory and even on-line flipped classes as
announced by Minister Heng recently as a student on-line learning space. This sessions aims to
share the body of knowledge of our experiences in using these simulations in River Valley High,
Yishun JC, Serangoon JC, Innova JC and Anderson JC and network with participants to allow
them to bring our lesson packages (Collision Carts Model -Best School Research Paper Winner
5th Design Pedagogy Conference, Ripple Tank Model, Magnet and Solenoid Model, 4 Gravity
Models - MOEHQ Innergy Gold award 2012, Simple Wave Model etc) and use them more
effectively for a student centric education.
Our principal findings suggests skilful teaching with these computer models can increase
interactive engagement, better visualization and sense making, to be key to allowing students to
be like 'scientists', ask question, collect data, evaluate, elaborate and explain based on evidences
from the computer models and the real world.
CONCURRENT SESSION 2a (4.30 – 5.00pm)
Time: 4.30– 5.00pm
Category: Teaching Strategies
Venue: M2-5
Format: Seminar
CS2a.1: An action research on the declining scores in SPA.
Dr Varella Alan Joseph, Kian Siah Neo, Muhammad Iskandar Hairodin, Siew Cheng Kee,
Keng Kim Lisa Choo, Temasek Junior College
The presentation is a sharing by our Action Research team on “Improving SPA grades”. It was set
up in response to the recent trend of declining grades of the JC2 students and poorer grasp of the
practical skills of the JC1s. Participants will be informed of the results of the surveys to ascertain
the main difficulties that the students faced which together with the teacher observation and
understanding of the difficulties of students, led to the strategies used to try to reverse the trend.
The skills needed for SPA and the results of the project will also be communicated and discussed
with the participants.
Time: 4.30– 5.00pm
Category: Teaching Strategies
Venue: M2-4
Format: Seminar
CS2a.2: Using 'Glogster' to enhance skills on Planning and Investigation.
Ng Soo Kok, Chong Phow Loong, Innova Junior College
H2 Physics Paper 2 has a component that assesses students' ability to to carry out scientific
investigation/experiment based on specific conditions. Planning is everything and in an effort to
instill the various skills involved in scientific investigations, we gave the students certain tasks to do
that were featured in previous SPA planning questions.
Working in groups, the students have to make use of the free software 'Glogster' to showcase their
plans and also to link the concept to a relevant everyday experiences. Glogster is a dynamic virtual
poster where viewers only need to follow the links to see the ideas being presented.
Time: 4.30– 5.00pm
Category: Teaching Strategies
Venue: M2-3
Format: Seminar
CS2a.3: Physics Argumentation
Lee Siew Lin, Academy of Singapore Teachers,
Ong Chee Wah, Innova Junior College
"One of the domains in the MOE 21 Century Competencies (21CC) framework is to nurture Critical
and Inventive Thinking in students.
An effective way to deepen students’ conceptual
understanding, reasoning ability and problem-solving skills is to provide opportunities for students
during lectures, tutorials and subject consultations to engage in reasoning, constructing, refuting
and evaluating scientific arguments.
The presenters will be sharing an adapted model by Toulmin (1958) as a structure for teachers to
facilitate the argumentation process with students. Participants will also be provided with some
practical examples of how argumentation can be enacted in the classroom.”
Time: 4.30– 5.00pm
Category: Teaching Strategies
Venue: M2-2
Format: Seminar
CS2a.4: An ice-breaking activity coupled with concepts in Measurement
Dr Erkan Polatdemir, Hwa Chong Institution
I will be sharing about an activity which I implemented in my Physics classes in the beginning of
this year. Since it was responded very well by the students, I decided to share it with my
colleagues. The activity serves for 2 purposes: 1) breaking ice among the new batch of students
using concepts in Measurement, 2) appreciating the concepts in Measurement.
The activity to be shared will carry out as follows:
• Watch the 5 min video by Prof Walter Lewin on proving his grandmother’s claim about ‘he looks
taller when he lies down’
• Participants will measure their teammates' height and note it down on the board
• Have discussion about learning points
I did a survey after the activity in my class. Students were in general positive about the way the
Physics class was run and they hoped that (of course hoping is not enough if students do not put
in much effort!) next classes would be as interesting as this throughout the year.
I hope this activity would also be refreshing for Physics teachers who feel that the topic of
Measurement is ‘dry’ and who look for interesting activities to break ice in the beginning of
semester.
Time: 4.30– 5.00pm
Category: Assessment
Venue: M3-5
Format: Seminar
CS2a.5: Varied Assessment - Investigation of Physics-related Daily Life
Phenomenon with the use of Tracker Software
Lim Kim Hee Felix, Lim Kim Hock, National Junior College
The use of the Tracker Software has been widely used by Physics teachers to teach students in
the area of mechanics. To put the learning into the hands of the students instead, they are
required to complete a project using Tracker Software to scaffold their learning. As part of the
student’s varied assessment, the students are required to work in groups to investigate Physicsrelated daily life phenomenon with the use of Tracker Software. After taking a video clip of their
chosen daily life phenomenon of a moving object, they are required to use the Tracker software to
analyse the data and its motion, and then verify with the concepts that they have learnt before. At
the end of the project, the students are required to write a short report followed by a group
presentation. This mode of assessment allows plenty of room for creativity as well as many 21st
Century skills to be acquired. It also adds another dimension in the learning of Physics in an
interesting way.
Time: 4.30– 5.00pm
Category: Demonstrations
Venue: M3-4
Format: Seminar
CS2a.6: Introducing Interactive Demonstrations in Science Teaching
A/Prof Sow Chorng Haur, National University of Singapore
Science demonstrations are valuable as they provide exciting, visually appealing and thought
provoking stimuli to promote a culture of inquiry and interactive teacher-student exchanges in the
classroom. The demonstrations add reality and vividness in the process of concept formation as a
visual aid, and/or showing an example of the application of a principle. Some concepts are best
illustrated using demonstrations, which also help to address misconceptions. Demonstrations can
form a key part of a student's classroom experience provided they are integrated with and
supported by effective pedagogical theory so that they are carried out in a way that facilitates
learning. Traditionally-presented demonstrations, in which students are passive audience watching
the demonstration and hearing the teacher’s explanation, may not effectively help students grasp
the underlying scientific concepts or spot and correct misconceptions. The key is to vary the mode
of presentation of the demonstration and design classroom activities to go along with the science
demonstrations with the aim to maximize active participation and engagement of the students. In
this presentation, we will share our experience in the development of the NUS FoS Science Demo
Lab and some of the strategies we have attempted in the presentation of the science demo.
Time: 4.30– 5.00pm
Category: Enrichment Activities
Venue: M3-3
Format: Seminar
CS2a.7: TRIUMF Junior Research School
Dr Joseph Vaz, Ms Cheryl Wong Chu Jing, Meridian Junior College,
Mr. Har Choong Gin, Pioneer Junior College
The TRIUMF Junior Research School for Nuclear and Particle Physics is a programme tailored for
junior college students through collaborative efforts between local teachers and scientists from
TRIUMF, Canada’s National Laboratory for Particle & Nuclear Physics.
The 8-day programme in Vancouver, Canada, has participants undertaking introductory technical
seminars in Accelerator Theory and Beam Dynamics. The research component features select
topics in Nuclear Physics and Nuclear Astrophysics. These were presented in conjunction with site
visits to the Isotope Separator and Accelerator (ISAC) experimental floor. The experimental
component culminates in the participants using multiply charged ions to determine the nuclear
binding energy of certain naturally occurring elements to high precision.
Details on the programme structure will be presented during this session with emphasis on the
links to the H2 Physics curriculum. Participants will be introduced to the learning package
developed by TRIUMF for use in the study of Charged Particle Behaviour in Electromagnetic
Fields.
The Junior Research School is in its 3rd intake (Jan 2014) and till date, 34 students and 6 teachers
from Meridian Junior College and Pioneer Junior College have benefited from the programme.
Time: 4.30– 5.00pm
Category: Hands-on/Experiments
Venue: N1-2
Format: Seminar
CS2a.8: Game based learning for kinematics
Ma Ka Kui, Tampines Junior College,
Kelvin Lin Yicheng, Catholic Junior College,
Khoo Shao Ting Moses, Nanyang Junior College
The objective of this game based learning is to give students opportunities to apply what they learn
in kinematics to novel situations such as playing computer games. It allows them to realize that
physics can be everywhere, even when playing and therefore makes them feel that what they
learn can be relevant to everyday life. It motivates them to learn physics as we inject the “fun”
element into their lesson.
Our approach is to let them play the game on their own, while letting them fill up a worksheet as
they play through the levels. We incorporate collaborative learning as students sit in groups to
discuss as they play. After which, students are required to present their answers on the board,
together with teacher-led discussions at the end to consolidate their learning.
The outcomes are generally positive, as students have a greater grasp of equations of motions,
and as the lesson is held at the beginning of the year, the positive energy from the lesson carries
on for the rest of the year. Students get excited for physics lessons, looking forward to creative
ways to learn physics using games.
Time: 4.30– 5.00pm
Category: Teaching Strategies
Venue: M3-2
Format: Seminar
CS2a.9: Light: Revisited
Wee Wee Chau, Nur Zuhailah Binte Hanafi, Lim Seow Thong, Catholic Junior College
What is intensity of light? Students take for granted that intensity is proportional to the square of
the amplitude. How can they observe this relationship? How can we allow students to observe the
diffraction and interference pattern in a more detailed way and how these patterns change with
changes in parameters such as wavelength and the slit dimension?
Objective:
To reinforce understanding of concepts of superposition and interference of light through hands-on
activities
Approach
This hands-on activity allows students to perform simple experiments within an interactive and
cooperative environment to make sense of the interference of light. Students are able to physically
measure various quantities of the behaviour of light that they only learn in theory and finally see
these concepts come alive through these experiments.
This sharing session will focus on these experiments and the concepts that can be emphasized
through these experiments.
CONCURRENT SESSION 2b (5.00 – 5.30pm)
Time: 5.00 – 5.30pm
Category: Teaching Strategies
Venue: M2-5
Format: Seminar
CS2b.1: Extension Questions: Questions to deepen understanding, provide
feedback and to engage students
Caleb Ho, Khaw Hwee Ju, Victoria Junior College
Over 2012 and 2013, the VJC JC2 team implemented the use of extension questions in tutorials
as a pedagogical method. Extension questions are questions used to elaborate on existing tutorial
questions to probe students further on their understanding of certain concepts. Generally, students
are asked, based on their knowledge of a certain topic, to predict what would happen if certain
factors or parameters are changed in a certain situation. e.g. for an electron moving in a uniform
electric field, explain how its velocity would be affected if (1) the electron is moving along the field
lines; (2) the electron is moving opposite in direction to the field lines; (3) the electron is moving
perpendicular to the field lines; (4) the electron is moving along the electric field which is
perpendicular to a uniform magnetic field, etc.
The method has its roots in fundamental pedagogical methods but has evolved organically to suit
our target level. The questions also target conceptual weaknesses of students that have appeared
repeatedly over the years. In a survey conducted by us, we found that the extension questions
were well received by students, in terms of deepening their understanding, providing feedback to
and engaging them. In our presentation, we will share some of the extension questions and how
they are used to deepen understanding. We will also discuss how these questions are generated
and share the feedback results obtained from students.
Time: 5.00 – 5.30pm
Category: Teaching Strategies
Venue: M2-4
Format: Seminar
CS2b.2: Observed conceptual gaps in 'O'/‘A’ level Physics among first year
university students.
Dr Ho Shen Yong, National Technological University
Very often, the best way to improve the teaching of a subject is to analyze the mistakes made by
students. I will share some of the common mistakes made by students in the first year university
foundational Physics course for engineers which may be due to conceptual gaps in their 'O' / ‘A’
level Physics. This information could be useful for JC teachers to analyze how the students learnt
and strategize on how various topics can be taught.
These mistakes made by students are collated from a pre-course diagnostics, weekly Mastering
Physics online assignments and interactions with students throughout the course. The topics
covered include mechanics, thermal physics, electricity and magnetism.
Time: 5.00 – 5.30pm
Category: Teaching Strategies
Venue: M2-3
Format: Seminar
CS2b.3: Modifying the Physics by Inquiry method for a more sustainable tutorial
format for the JC level towards self-directed and deep learning
Aaron Rajoo, Catholic Junior College
Physics is a highly abstract subject that students find very difficult to grasp. Many a time students
claim they “understand the concept but don’t know how to apply.” This usually means that the
student does not understand the concepts. In Seattle, I attended a course that taught the physics
by Inquiry method and came away with many interesting take always. The true inquiry method
requires a very long time, and topics that we teach in 4-6 hours are “taught” across more like 20
hours. Thus, transplanting the method to Singapore is unsustainable and not realistic. However,
there were methods of understanding concepts that I found very useful for myself, which I then
inculcated into my tutorials which led to very positive results. Discussion was one of the main
pillars of my lessons but a very important aspect was what exactly the students wrote in their
answers. In this sharing I will be sharing about what exactly I got my students to write and what
they discussed about, using the physics by Inquiry method, modified to the Singaporean Context.
Who should come: If you have students with low to moderate potential and find that you cannot
seem to get them to fully understand the concepts, this might be something that can help you.
Time: 5.00 – 5.30pm
Category: Teaching Strategies
Venue: M2-2
Format: Seminar
CS2b.4: Improving concept understanding through ConcepTests
Dave Lommen, Hwa Chong Institution
Students are often well able to solve physics problems mathematically. However, they just as often
lack a proper understanding of the underlying concepts. As examinations include more and more
qualitative explanations of everyday applications, a deeper understanding of the concepts
becomes more important.
Good ConcepTests are designed to probe just these concepts. ConcepTests are multiple-choice
questions that require an application of knowledge, with little or no use of mathematical formulas.
Students are forced to think critically about the questions before answering, then to discuss with
their neighbours for a new round of answering. Implemented properly, the ConcepTests give the
teacher immediate feedback on misconceptions that exist among the students, which can be
addressed immediately or revisited at a later time.
ConcepTests are an integral part of my Tutorials and I also include them in my Lectures. Many
students highlight them as their favourite part of the Tutorial and they claim that they help them
better understand the concepts. Research shows that such conceptual understanding in turn
allows for a better score on regular assessments. ConcepTests further train 21st century
competencies such as critical thinking and communication.
Time: 5.00 – 5.30pm
Category: Hands-on/Experiments
Venue: M3-5
Format: Seminar
CS2b.5: Cloud Chambers
Clifton Soh, NUS High School of Math and Science
Charged particles, such as alpha and beta particles, are all around us – but not visible to the
naked eye. In order to study these elementary particles in more detail, nuclear physicists have
come up with the cloud chamber. In a supersaturated enclosed condition, charged particles will
leave distinctive tracks in the ‘mist’, which are caused by the ionisation of the vapour.
In this session, teachers will set up a cloud chamber and observe vapour trails formed by
elementary particles. The cloud chambers are constructed from easily obtained equipment such
as acrylic containers and isopropyl alcohol and can be easily replicated in school laboratories.
Time: 5.00 – 5.30pm
Category: Hands-on/Experiments
Venue: M3-4
Format: Seminar
CS2b.6: Life as a Scientist: Forensics Physics
Ignatius Goh, Tay Su Lynn, Kelvin Lin, Catholic Junior College
As Physics teachers, we would want to show our students that this subject of ours is not that all
“abstract”, but rather, highly relevant to our everyday lives. Perhaps we are also finding interesting
ways to teach experimental skills to our students in a more experiential way, rather than one that is
traditionally taught in a didactic manner. After trying out a number of pedagogical frameworks and
perspectives and taking into account the college timeline and student dispositions in the beginning
of their college life, we launched a project named Life As A Scientist: Forensics Physics for an
authentic educational experience. Students are engaged to solve a murder case (adapted from a
true story). They will not only learn SPA skills in an authentic manner, but also employ newly learnt
concepts (Kinematics) and have an opportunity to communicate their scientific analyses to an
audience via an Oral Presentation component built into the project.
Time: 5.00 – 5.30pm
Category: Enrichment Activities
Venue: M3-3
Format: Seminar
CS2b.7: AJC Physics Challenge
Edwin Chia, Goh Sok Leng, Anderson Junior College
The AJC Physics Challenge is an annual event held for all the JC1 Physics students. It serves as a
platform to spark new students' interest in the subject as well as training them to think out of the
box. Past Challenges included hands-on competitions such as the egg drop, longest model plane
flight and compressed air racing cars race. For the year 2013, our Challenge was aimed at honing
students' skills in estimating physical qualities, an 'A' level syllabus requirement, through 5
interesting task. Each of the 5 tasks was also infused with values/NE outcomes. The J1 Physics
students formed groups of 4-5 and each group had to solve the 5 assigned tasks within 3 weeks
and present it to their class. They were allowed to use only common laboratory equipment, such
as metre rule, to obtain the answers. Given the equipment constraint, the students were hence
forced to come up with novel ways of solving the task.
Time: 5.00 – 5.30pm
Category: Teaching Strategies
Venue: N1-2
Format: Seminar
CS2b.8: Curation of online resources
Jancy Lim, Hwa Chong Institution
Ong Chee Wah, Innova Junior College
In this presentation, we will share the rationale of setting up the network to curate online
resources. A team comprising master teachers, officers from CPDD and ETD, NIE lecturers and
teachers from junior colleges was formed. The team is able to tap on current research knowledge
from the NIE lecturer and AST master teachers and the practitioner’s knowledge from the teachers
in schools to create new knowledge with inputs from MOE officers. The network thus
encompasses the three fields of knowledge in a professional networked learning community. The
team meets once a term to share the resources and new methods of approach to teaching
different concepts. This sharing hopes to illustrate the formation of a networked learning
community from the existing IPSG group and the collaborative effort from the various schools to
share their resources.