Timeline for project proposal
- 8 January – MOSEM proposal to partners
- 31 January – partner text contributions
- 1-15 February – discuss project proposal
- 20 February – budget draft from Simplicatus
- 25 February – final version of budget
- 3 March – letters of intent
- 14 March – application deadline
Suggested partners and descriptions
- NO - Simplicatus
- Contractor
- Coordinator if AMSTEL doesn't want to?
- Scientific advisor to modules on teacher training (if Øystein Guttersrud accepts a role in the project)
- Dissemination
- AT - Graz
- Support materials ??
- Teacher guide
- Carry out illuminative testing of materials and pedagogical approaches
- BE - Antwerp
- Series of experiments/activities
- Develop new Teacher Seminar
- Online modules on teacher training
- Carry out illuminative testing of materials and pedagogical approaches
- ES - Murcia
- Translate MOSEM materials to Spanish
- Develop EJS models/simulations (standalone and/or for use with Coach), build on MOSEM
- Tutorials on the creation of Simulations with EJS and further documentation (for or in connection to the Teacher's Guide)
- Connection EJS-Coach
- Carry out illuminative testing of materials and pedagogical approaches
- IT - Udine
- Develop and carry out illuminative testing of materials and pedagogical approaches (VE's suggestion based on Harvey's input)
- Curricular proposal
- Proposal of simple and computer on-line experiments on magnetic phenomena and magnetic field, on Lorenz force and electromagnetic induction, on electrical transport properties of different materials (low and high tech experiments) . Resistivity and Hall coefficient measurements at room temperature and temperature dependence behavior of resistivity.
- Educational proposal of experimental data interpretation (fitting) and modeling of electrical transport properties of metal, semiconductors and superconductors.
- Educational path integrating experimental and modeling activity in the study of electric and magnetic behavior of different systems.
- New approaches development for interpretative educational proposal of superconductivity.
- Empirical research on learning processes and teacher education
- Spontaneous ideas and reasoning development on electrical and magnetic phenomena interpretation for developing formal thinking: empirical research on learning processes.
- Relative role of macro and micro models in the interpretation of electromagnetic phenomena
- Develop and test pedagogical approaches in the perspectives of a vertical curriculum, strictly related with technologic applications and transversal point of views as concern subjects. Setting and application of a research protocol for evaluation and assessment the learning processes produced by didactic innovation.
- The contribute of physics education research for teacher education and the role of Action – Research (AR) approaches in teacher professional qualification for curricular planning in the framework of electromagnetic and superconductivity phenomena.
- NL - AMSTEL
- Project Coordinator - Suggestion from Simplicatus - AMSTEL assumes the Project Coordinator role (similar to U of Torun in MOSEM), as they will have most of the work and is currently the partner most involved with the key concepts of this project.
- Coach electronic materials (programming?), Coach activities (USB interface), EJS connection
- Input to Teacher Seminar
- Input to Teacher Guide
- PL - Wroclaw
- Video Measurements
- Preparing set of video measurements with physics explanation related to electromagnetism and superconductivity
- Covering videos in various of standards and conducting measurements
- Setting activities in Coach 5/6
- Preparing teachers seminars materials including details about the problems, tools, procedures etc.
- Involving Coach 5/6 tools to proceed with computers aided experiments
- Support materials
- Input to Teachers Seminar and Teacher Guide
- Adopt all kinds of project materials to Polish physics curriculum at upper secondary level
- Leading teachers seminars for Polish teachers,
- Testing of the project outcomes at some upper secondary school in Poland.
- Possible Experiments
- Oscillations of the pining magnet over the superconductor
- Current in the superconducting wire and field around
- Dropping magnet thought coils
- Flying ring of Lenz
- ... more to come up with.
- UK - IoE
- Scientific input on teacher training with modelling (If Steve joins)
- Evaluation/Testing coordination (initially with Harvey, then with Steve?)
Vegard Engstrøm: Updated partner list today and added timeline, based on discussion at FFP9.
Please edit and include your partner descriptions here, e.g. post more text at the bottom and just edit the keywords in the top list.
Tomasz Greczyło: Possible input of University of Wrocław to the MOSEM 2 project:
Video Measurements
•preparing set of video measurements with physics explanation related to electromagnetism and superconductivity,
•covering videos in various of standards and conducting measurements,
•setting activities in Coach 5/6,
•preparing teachers seminars materials including details about the problems, tools, procedures etc.,
•involving Coach 5/6 tools to proceed with computers aided experiments,
•adopt all kinds of project materials to Polish physics curriculum at upper secondary level,
•leading teachers seminars for Polish teachers,
•testing of the project outcomes at some upper secondary school in Poland.
Possible Experiments
•oscillations of the pining magnet over the superconductor,
•current in the superconducting wire and field around,
•dropping magnet thought coils,
•flying ring of Lenz,
•more to come up with.
Harvey Mellar: I am a little confused about this proposal, the first two dates seem to have come and gone and very little has happened:
8 January – MOSEM proposal to partners
31 January – partner text contributions
Perhaps there is just too much going on otherwise.
With respect to the IoE role in this then I would suggest a rather different approach to evaluation than that adopted in SC2 and MOSEM, and suggest a more qualitative interview based study looking at changes in understanding brought about by modelling approaches.
Whether we could be actually involved in the project would depend a little on timetables - there is no indication that I cna see of when the project would start and finish.
Vegard Engstrøm: Harvey, I think that sounds good. Would you just coordinate or also carry out some of the interviews?
The timetable for the project is simple - 2 years and 1 year shifted compared to MOSEM - in other words beginning 1 November 2008 and going for 24 months.
Harvey Mellar: You need to be aware that I am looking at retiring somewhere around August 2010, though I may continue to work for the University in a part-time capacity after that. Obviously any project contract would be with the University and not with me, and should I walk out then they have to find someone to complete the tasks or they renege on their contract (and given the small sums of money involved they are more likely to do the second).
It may be a good idea to get Steve involved in this proposal.
Vegard Engstrøm: Aha... That is certainly something I hadn't thought about... I thought you would live and work forever, you seem so youthful and energetic 
But realistically, do you think this would be interesting for Steve?
If so, could you ask him or do you prefer that I do?
Wim Peeters: I took the suggested activities (from Vegard) of UA together with my ideas and this results in
the following 3 fields of activities:
A Research
A1. Series of experiments/activities
A2 Research on knowledge on “modelling” in general and in electromagnetism in particular among physics teachers in Flanders;
B. Development of
B1 Teacher seminars on the MOSEM2 outcomes
B2 Active teaching methods, based on the MOSEM2 products
B3 Online modules on teacher training
C. Testing
Carry out illuminative testing of materials and pedagogical approaches
Comment: maybe it is interesting to do also in other countries? It is taken for granted that modelling is common knowledge in the physics education field, but in Flanders this is, to my knowledge, not the case. So I would like to know more on that. And then my question is: what about the other countries?
I think it is essential to know what the starting situation is, before giving teacher seminars. If the subject is well known, then the approach is different. In my country I will have to start from scratch, I am afraid!
Wim
Harvey Mellar: You need to contact Steve directly and see what you can offer him/he can offer you - it would be clearer than having me as a middleman.
Harvey Mellar: I see that the IoE partner role has been edited to "Evaluation/Testing coordination (initially with Harvey, then with Steve?)" - I don't think I can actually do this - I have decided that I do not wish to take part in this project as it extends beyond the time I am committed to working, and if you want Steve to take part then you will need to contact him direct.
