We develop on-line Java applets of Particle Dynamics in which user can construct their own physical system, such as the number of the particles, initial conditions and forces acting on particles. The major difference of this software to other similar products is that the forces can be inputed in symbolic forms. This flexibility greatly enhances usefulness of the software. Some worked out examples are also included in this thesis to demonstrate the programs.

Thesis (M.A.)--University of Hong Kong, 1981. / Also available in print.

No description available.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (p. [379]-406).

Thesis (Ph. D.)--Princeton University. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.Phil.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 224-237) Also available in print.

Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the experience to introduce and apply CAI to benefit every learner in the didactic situation. Educators' general lack of knowledge and skills in this area has necessitated the compilation of didactic guidelines. The guidelines emerged from the literature that was consulted for this study. These guidelines should assist educators in providing successful CAI for learners. / Educational Studies / M.Ed.

Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the experience to introduce and apply CAI to benefit every learner in the didactic situation. Educators' general lack of knowledge and skills in this area has necessitated the compilation of didactic guidelines. The guidelines emerged from the literature that was consulted for this study. These guidelines should assist educators in providing successful CAI for learners. / Educational Studies / M.Ed.

Universiẗat, Diss., 2006--Kassel.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 400-415).