Amstel institute amsterdam mathematics science and technology education laboratory
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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

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


Integration of ict in education the case of the netherlands

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


Curriculum 1989

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


Curriculum physics chemistry biology and technology

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


Physics only from 1991

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


Page of textbook

Page of textbook

  • Level: upper secondary (16-17 year)

  • Activity: processing and analysing of data, damped oscillation

MNU/Impresse, Berlin, April 3, 2007


Questions from national exams

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


Present situation

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


Ict in national exams overview

ICT in National Exams -Overview

  • Choice central exams

  • Experimental exams

  • Added value?

  • School organization

MNU/Impresse, Berlin, April 3, 2007


Ict and multimedia in exams

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


Importance of keeping central exams

Importance of keeping Central Exams

MNU/Impresse, Berlin, April 3, 2007


Importance of keeping central exams by type of education

Importance of keeping Central Exams by type of Education

MNU/Impresse, Berlin, April 3, 2007


The central examination board policy

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


3 kinds of ict applications

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


Ict exam subjects 2003 2006

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


Scope of application

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


Examples in physics exam 2005 skater and sky diver

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


School organization

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


Added value

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


A highschool student project

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


The winners in 2003 niek dubelaar en remco brantjes

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


What did they do 1

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


What did they do 2

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


What did they do 3

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


Reactions 1

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


Reactions 2

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


Reaction hewitt to biezeveld

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


Reaction 3 two theoretical physicists pasveer and de muynck

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


Newton s second law 1

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


Newton s second law 2

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


Why we have problems to understand

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


Conclusions

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


Further

Further

  • Contact information:

    [email protected]

    www.science.uva.nl/amstel

    www.cma.science.uva.nl

    THANK YOU

MNU/Impresse, Berlin, April 3, 2007


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