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AMSTEL Institute Amsterdam Mathematics, Science and Technology Education Laboratory

AMSTEL Institute Amsterdam Mathematics, Science and Technology Education Laboratory. A research facility of the Faculty of Science to improve M&S Education in general, and to strengthen the link to secondary education. Some activities:

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AMSTEL Institute Amsterdam Mathematics, Science and Technology Education Laboratory

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  1. AMSTEL InstituteAmsterdam Mathematics, Science and Technology Education Laboratory A research facility of the Faculty of Science to improve M&S Education in general, and to strengthen the link to secondary education. Some activities: • (International) Master Mathematics & Science Education, and teacher training • Science/Math Ed Research • Expert center for Dutch Ministry of Ed for ICT in Science Education • Appr 35 staffmembers including 6 PhD ‘students’ MNU/Impresse, Berlin, April 3, 2007

  2. Integration of ICT in Education – the case of The Netherlands • Since 1985 nationwide projects • In Science examination programs and curricula since beginning of 90’s • Integration in textbooks • In examinations: questions that clearly relate to ICT • In 2007 all schools several subjects computer exams (‘COMPEX’) MNU/Impresse, Berlin, April 3, 2007

  3. Curriculum 1989 • Lower secondary: special subject, small + use of ICT in subjects • Upper secondary: no Informatics, but integration of concepts and skills in existing subjects Example Physics, Chemistry, Biology: MNU/Impresse, Berlin, April 3, 2007

  4. Curriculum Physics (Chemistry, Biology and Technology) • Domain ‘Skills’ • a pupil is able to use a computer for measurements, spreadsheets, simulations • a pupil is able to control automated systems • In other , discipline oriented, domains use of IT is stated in some of the goals, f.i.: • a pupil is able to measure position and velocity with a sensor and computer • a pupil is able to use computer models to describe movements of f.i. satelite. MNU/Impresse, Berlin, April 3, 2007

  5. Physics only (from 1991) • Domain ‘Physics Informatics’ • a pupil is able to name characteristics, operation and application of automated control systems • a pupil is able to build/design a control system with elements like: comparator, counter, memory • Concepts like Analog to digital, resolution, calibration, etc • Computational modelling MNU/Impresse, Berlin, April 3, 2007

  6. Page of textbook • Level: upper secondary (16-17 year) • Activity: processing and analysing of data, damped oscillation MNU/Impresse, Berlin, April 3, 2007

  7. Questions from national exams • Model of the movement of a golf ball • Students have to finish the model: expressions for a and v and put blocks in right order MNU/Impresse, Berlin, April 3, 2007

  8. Present situation • Level of implementation rather good Key factors has been: • Consistent approach for many years • Concerted action: innovation, together with facilities, teacher training AND change of curriculum and examination MNU/Impresse, Berlin, April 3, 2007

  9. ICT in National Exams -Overview • Choice central exams • Experimental exams • Added value? • School organization MNU/Impresse, Berlin, April 3, 2007

  10. ICT and Multimedia in Exams • Since 2002 experiments • In all profiles, and sectors • Physics: all schools can choose 2004 • From 2009 compulsory? MNU/Impresse, Berlin, April 3, 2007

  11. Importance of keeping Central Exams MNU/Impresse, Berlin, April 3, 2007

  12. Importance of keeping Central Exams by type of Education MNU/Impresse, Berlin, April 3, 2007

  13. The Central Examination Board, Policy • ICT in every profile and every sector • project 2002 -2006 • parallel to exams on paper • schools choose themselves • Obligatory in practical examswith vocational subjects • Added value! MNU/Impresse, Berlin, April 3, 2007

  14. open questions and practical exams open questions and practical exams Computer-processable questions 3 kinds of ict-applications 1. Offer information (i) 2. Use of standard software (s) 3. Exams on screen (b) MNU/Impresse, Berlin, April 3, 2007

  15. Vwo Physics (s) biology (i,s) Math A 12 (s) Math A1 (s) Havo Physics (s) Biology (i,s) Geography (i,s) Economy 1 (i,s) ICT Exam subjects 2003-2006 MNU/Impresse, Berlin, April 3, 2007

  16. Scope of application Science • Questions on video fragments (bi) • Data Video (Coach 5, Coach 6) • Modeling (Coach and Excel) • Experiments and data processing (animations, Flash, Java-applets etc.) • Simulations MNU/Impresse, Berlin, April 3, 2007

  17. Examples in Physics…Exam 2005: Skater and Sky Diver • Text on paper • Video Measurement and processing in Coach (Skater) • Modelling activities (Sky Diver) • Answers on paper and saving results on disk MNU/Impresse, Berlin, April 3, 2007

  18. School Organization • Adapting network (cheating, copying..) • Setup examination room with PC’s • System requirements (install and test CD-rom) • Data transport online • More successive sessions: training! • Software available at home MNU/Impresse, Berlin, April 3, 2007

  19. Added Value? • More visualization possible • Multi-media, animations, measuring possibilities • Data-processing • Testing larger range of skills: ICT, experimentation. • Try-out options, ‘self’-corrective: → questions more open, adressing problem-solving capacity! • Realistic, less ‘artificial step-by step’ problems MNU/Impresse, Berlin, April 3, 2007

  20. A highschool student project .. • In grade 11/12 students have to do an own investigation/project, 80 hours • Come up with own idea • Gather information • Pose the research question • Design the experiment • Compare with literature MNU/Impresse, Berlin, April 3, 2007

  21. The winners in 2003: Niek Dubelaar en Remco Brantjes • They found an article (Menz, TPT 93) on the web talking about acceleration larger than g during bungee jumping • Their report MNU/Impresse, Berlin, April 3, 2007

  22. What did they do - 1 • Their starting point in fact was a>g during phase in which the jumper is ‘catapulted’ by the bungee. • Their research question deals with the phase before the bungee get stretched, and in fact is of much more interest … MNU/Impresse, Berlin, April 3, 2007

  23. What did they do -2 • They did use video measurement, but experienced that this is not that straightforward, and • They found a new article and learned the effect will be more dramatic in case the bungee is relatively heavy compared to the jumper: new experiments MNU/Impresse, Berlin, April 3, 2007

  24. What did they do - 3 • They claim reasonable results up to a=3.9 g (ratio m/M=3.5) in this second experiment, • They give the theory/explanation, based on an article of David Kagan and Alan Kott (TPT vol.34, sept 1996) • They won second price in a competition of University of Amsterdam • An Article in the NTvN: Journal of the Dutch Physical Society, October 2003 MNU/Impresse, Berlin, April 3, 2007

  25. Reactions ..1 • Next issue: just an editors remark, • ‘many reactions, next issue etc’ • December 2003 issue, an overview by the editor of the reactions • A number of physicists doubted the quality of present education in physics at highschools ….(no names given by the editor) MNU/Impresse, Berlin, April 3, 2007

  26. Reactions 2 • Several took the contribution serious and tried to give as elegant as possible explanations (names given) • Biezeveld (physics teacher) referred to his article in TPT (Vol.41, April 2003).He reported about a measurement of position with Coach, and a model calculation based on Kagan and Kott. MNU/Impresse, Berlin, April 3, 2007

  27. Reaction Hewitt to Biezeveld • Biezeveld did receive a reaction from Paul Hewitt: ‘I did a Figuring Physics on it two January's ago. Not having the space to give a convincing explanation as your article supplies, I was booed by many. A website among teachers cried "Hewitt Blew it!" MNU/Impresse, Berlin, April 3, 2007

  28. Reaction 3: two theoretical physicists, Pasveer and De Muynck Our interpretation is Galilean, so • Or we start to doubt the results • Or we start to look for the extra force • Both approaches not acceptable, better focus on the system of jumper + moving part of bungee, and only take Fg MNU/Impresse, Berlin, April 3, 2007

  29. Newton’s second Law 1 • We are used to F=m.a, so an acceleration a needs a force F as a cause • But correct is F = dP/dt ; P = m.v, and for time dependent mass: F = v.dm/dt + m.a And because F = m.g and dm/dt < 0 follows a>g MNU/Impresse, Berlin, April 3, 2007

  30. Newton’s Second Law 2 • They further derive the formula for a-g and have solved the differential equation numerical for different values of the parameter m/M • Effect is caused pure due to diminishing mass, no matter how this is done MNU/Impresse, Berlin, April 3, 2007

  31. Why we have problems to understand? • We are so much used to the paradigm ‘every acceleration needs a force’ that we tend to see v.dm/dt as a force. But then we need to move this term to the other side.. • This is what Newton did when he interpreted inertia forces. He interpreted the effect of a choice of the coordinate system as a Force. Einstein was needed to repair this and returned the term to the other side .. MNU/Impresse, Berlin, April 3, 2007

  32. Conclusions • ICT enables and facilitates authentic, relevant and quality projects for highschool (and University) students. • Students recognize these possibilities immediately and based on experience/preparation in previous lessons largely choose them for their projects. MNU/Impresse, Berlin, April 3, 2007

  33. Further • Contact information: ellermei@science.uva.nl www.science.uva.nl/amstel www.cma.science.uva.nl THANK YOU MNU/Impresse, Berlin, April 3, 2007

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