Fu Kwun Hwang

An Analysis of Collaborative Problem-Solving Activities Mediated by Individual-Based and Collaborative Computer Simulations.

Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual-based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem-solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem-solving activities. The students using the individual-based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.

Study of the transit time of pressure propagation in an acoustic delay line

A fast sensor was used as a vacuum gauge to measure the transit time of a gas pressure through an acoustic delay line (ADL). The results were compared with the predictions of two theoretical models. We found that in the rupture pressure range of 101 to 104 Pa, the predictions of Jean and Rauss’ model, based on the assumption that the flow of gas be a gas fluid, set lower boundaries for the observed transit times; while the predictions of our model, based on the molecular motion, set the upper ones.

Applying TPACK-P to a Teacher Education Program

We propose a teacher community called the learning module design team (LMDT) in which preservice teachers, in-service teachers, and science education researchers work together to enhance each other’s TPACK-Practical (TPACK-P). Within the teacher community, in-service teachers designed physics learning applications (APPs) and learning modules with their TPACK-P; preservice teachers then tested the APPs and implemented them into their microteaching. Designing these APPs and learning modules allow in-service teachers in the community to refine their TPACK-P, while implementing these artifacts develops preservice teachers’ TPACK-P. A professor who was also a physics teacher educator and science education researcher played the role of a facilitator, ensuring within- and between-group communication. Besides elaborating upon each other’s TPACK-P, the LMDT developed a total of 12 android APPs on multitouch tablets to help students better understand physics concepts such as spring resonance, slingshot physics, and friction. This chapter presents the design principles, functions, and features of the 12 APPs; it also describes how these teachers collaborated with each other within the community.

Formation and decay of a spheromak plasma

The magnetic properties of the spheromak configuration produced by a combination of slow theta and Z discharges in the University of Maryland Spheromak experiment (MS) are reported. The magnetic structure of the plasma in MS has been mapped out by arrays of passive magnetic pickup coils. The Taylor relaxation process is observed during the formation phase. The magnetic profile evolves in such a way that the ratio of poloidal current Ip to poloidal flux ψ in the plasma approaches a constant value, where μ0Ip=kelψ. When the spheromak is formed, the magnetic field configuration is close to Taylor’s minimum energy state, μ0j=kB. This constant k is related to the size of the spheromak produced. A spheromak with 1.0 T maximum field, corresponding to 650 kA poloidal current, has been produced in MS. However, due to the high plasma density (6–8×1020 m−3) and the presence of low‐Z impurities (mainly carbon and oxygen), the plasma is radiation dominated with electron temperature ≤15 eV. The magnetic field decays ex...

Integrated Web tools for science learning

We have developed a Web based tools, which integrated a WYSIWYG (what you see is what you get) HTML editor with SVG (scalable vector graphic) editor and mathematic equation editor. With modern DHTML feature of Web browser, we create a WYSIWYG HTML editor in Java script. The HTML editor served as the base for our integrated tool. Mathematics equation was implemented with free Java applets. Drawing and animation were implemented with SVG. It is currently used on our Internet-based courses system by many science teachers. The tool bar interfaces make it attractive and easy to learn/use for new user. User can edit text, flow-chart and concept maps dynamically online with Internet explorer. The document is saved in XML format. All the existing Web components, e.g. Java animation, video, sound, can be added to the document with drag and drop. Generated Web page can be view with any standard Web browser.