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This paper reports a computer model- simulation created using Easy Java Simulation (EJS) for learners to visualize how the steady-state amplitude of a driven oscillating system varies with the frequency of the periodic driving force. The simulation shows (N=100) identical spring-mass systems being subjected to (1) periodic driving force of equal amplitude but different driving frequencies and (2) different amount of damping. The simulation aims to create a visually intuitive way of understanding how the series of amplitude versus driving frequency graphs are obtained by showing how the displacement of the system changes over time as it transits from the transient to the steady state. A suggested how to use the model is added to help educators and students in their teaching and learning, where we explained the theoretical steady state equation, time conditions when the model starts allowing data recording of maximum amplitudes to closely match the theoretical equation and steps to collect different runs of degree of damping. We also discuss two design features in our computer model: A) displaying the instantaneous oscillation together with the achieved steady state amplitudes and B) explicit world view overlay with scientific representation with different degrees of damping runs. Three advantages of using EJS include 1) Open Source Codes and Creative Commons Attribution Licenses for scaling up of interactively engaging educational practices 2) models made can run on almost any device including Android and iOS and 3) allows for redefining physics educational practices through computer modeling. 2015 resource: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/09-oscillations/88-shm24, Comment: 6 pages, 8 figures, Physics Education Journal

We are teachers who have benefited from the Open Source Physics (Brown, 2012; Christian, 2010; Esquembre, 2012) community's work and we would like to share some of the computer models and lesson packages that we have designed and implemented in five schools grade 11 to 12 classes. In a ground-up teacher-leadership (MOE, 2010) approach, we came together to learn, advancing the professionalism (MOE, 2009) of physics educators and improve students' learning experiences through suitable blend (Jaakkola, 2012) of real equipment and computer models where appropriate . We will share computer models that we have remixed from existing library of computer models into suitable learning environments for inquiry of physics customized (Wee & Mak, 2009) for the Advanced Level Physics syllabus (SEAB, 2010, 2012). We hope other teachers would find these computer models useful and remix them to suit their own context, design better learning activities and share them to benefit all humankind, becoming citizens for the world. This is an eduLab (MOE, 2012b; Wee, 2010) project funded by the National Research Fund (NRF) Singapore and Ministry of Education (MOE) Singapore., Comment: 10 pages with 12 pages appendix worksheet, 12 figures, The World Conference on Physics Education 1-6 July 2012 Oral Presentation [PS.02.09.a] Parallel Session 02.09|Date & Time: 02.07.2012 / 13:00 - 14:30|Hall: D403 (3rd Floor)

This workshop aims to demonstrate how the Tracker Video Analysis and Modeling Tool engages, enables and empowers teachers to be learners so that we can be leaders in our teaching practice. Through this workshop, the kinematics of a falling ball and a projectile motion are explored using video analysis and in the later video modeling. We hope to lead and inspire other teachers by facilitating their experiences with this ICT-enabled video modeling pedagogy (Brown, 2008) and free tool for facilitating students-centered active learning, thus motivate students to be more self-directed., Comment: 5 pages, 8 figures, 4th Redesigning Pedagogy International Conference 30 May - 01 June 2011, Singapore. http://conference.nie.edu.sg/2011/

This paper reports the use of Tracker as a pedagogical tool in the effective learning and teaching of projectile motion in physics. When computer model building learning processes is supported and driven by video analysis data, this free Open Source Physics (OSP) tool can provide opportunities for students to engage in active inquiry-based learning. We discuss the pedagogical use of Tracker to address some common misconceptions of projectile motion by allowing students to test their hypothesis by juxtaposing their mental models against the analysis of real life videos. Initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling computer modeling with traditional video analysis could be an innovative and effective way to learn projectile motion. 2015 Resources: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/174-projectile-motion, Comment: 9 pages, 9 figures; http://iopscience.iop.org/0031-9120/47/4/448