Using Web-Based Simulations/Animations

to Enhance Learning in your Chemistry Classroom

CEESA 2013

Presented by Lowell ThomsonAmerican International School of Bucharest

lthomson@goaisb.ro@thomsonscience on Twitter

Using Twitter now?Please use #ceesaconf and #chemsims for the backchannel conversation

Agenda• Resources• Quick No-Frills Introduction (and what you will not

hear today)• Twitter Backchannel #CEESA2013 and #chemsims• Justification for Simulations• Simulations, Simulations, Simulations• Considerations when using simulations• My next steps…• Your next steps…• Add your own simulations to the resources section• Questions?

Resources

http://sites.google.com/site/thomsonscience2013

I just tweeted a link before starting the workshop…if that works for you.

It is also linked on the “handouts” page of the CEESA Conference Website.

Paperless…going green.

Quick No-Frills Introduction• DP Chemistry Teacher at AISB• 13 years in the U.S.• 3 years in Thailand• Currently 3rd year in Romania• Love to use technology in my classroom• I utilize a flipped model• AISB is 1-1, grades 6-10 and BYOD/BYOL,11-12.• I’m not the only expert in the room and hope I can

be as much facilitator as presenter• Feel free to ask questions on the spot

This presentation will NOT be…• A call to skip wet chemistry in favor of simulations• Me talking the entire 60 minutes (hopefully…)– I want us to explore a few of the simulations together to

share ideas– And at the end, I’m hopeful you’ll share a simulation or

two that you use on a Google Form I’ve created.

Deliberately not 60 minutes of talking…• I always leave workshops wishing I had a bit more

time to play around with the ideas presented. • Therefore, I ask that if it fits your learning style, grab

your laptop/tablet and start playing around with the simulations as we’re working through them.

• I don’t want you to sit here listening to me read a bunch of slides. Like I just did. We’d all get bored. Fast.

Twitter

#ceesaconf

#chemsims

JustificationFor teachers of DP Chemistry, it is required to use simulations at least once during a two-year course.

AIMS of Group 43. enable students to apply and use a body of knowledge,

methods and techniques that characterize science and technology

4. develop an ability to analyse, evaluate and synthesize scientific information

6. develop experimental and investigative scientific skills7. develop and apply the students’ information and

communication technology skills in the study of scienceSource: Chemistry Guide, First Examinations 2009, published by IBO.

Justification

Source: Chemistry Guide, First Examinations 2009, published by IBO.

Justification

Source: Chemistry Guide, First Examinations 2009, published by IBO.

Aim 7 for Syllabus Statements

SL: 12 references to simulations in Teacher NotesHL: 7 additional referencesOptions: Many more references to Aim 7

Justification (Non-IB)

• My belief:–Best practices should be supported by evidence.

• If the opportunity exists, conduct Action Research within your own classes to see if your improvements make a difference.

From The Research

“Students who used simulations as part of the instructional sequence outscored students who did not on each of the summative assessments…”

SourceBrunsell, Eric and Horesji, Martin. “Science 2.0:

Simulations in the Classroom.” The Science Teacher, December 2012.

Types of Simulations (aka How I use them)

• Quick pre-lab simulation• “Lab” experience• Conceptual understanding

Quick Pre-Lab Simulations

Empirical Formula of a Hydrate (Topic 1.2.5)http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/empirical.html

Handout provided.

Not-So-Quick Pre-Lab Simulations

Titration Virtual Lab (Topic 8 and 18.4)http://lrs.ed.uiuc.edu/students/mihyewon/chemlab_experiment.htmlAnd…http://www.wfu.edu/~ylwong/chem/titrationsimulator/index.html

Handout provided, and a separate data sheet.

Full Lab Simulations

Equilibrium (Topic 7.1, 7.2, 17.2)http://www.chm.davidson.edu/ronutt/che115/EquKin/EquKin.htmhttp://chemconnections.org/Java/equilibrium/index.html

Handout provided for HL and SL

Full Lab Simulations

Redox and Activity Series (Topic 9)

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/redox/home.htm

Handout provided, and a sample video introduction for my students.

Full Lab Simulations

Voltaic Cells (Topic 9.4)

http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/electroChem/voltaicCell20.html

Note: This one loads a bit slowly in my experience.

Conceptual Understanding

Equations/Predicting Products (Topic 1.3.2)Handout provided.

http://www.harpercollege.edu/tm-ps/chm/100/dgodambe/thedisk/chemrxn/practice.htmORhttp://phet.colorado.edu/en/simulation/balancing-chemical-equations

Conceptual UnderstandingMaxwell-Boltzmann Distributions (Topic 6.2.5)

http://www.chm.davidson.edu/vce/KineticMolecularTheory/Maxwell.html

Conceptual Understanding

Isotopes (Topic 2.1)Handout provided.

http://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass

Mass Spectrometer (Topic 2.2.1)http://www.media.pearson.com.au/schools/cw/au_sch_lewis_cw1/int/massSpectrometer/0703.html

Conceptual Understanding

Periodic Propertieshttp://www.wou.edu/las/physci/ch412/Periodic%20trends/periodic_trends.htm

Scroll down to the bottom to download an Excel spreadsheet that will give you 3-D graphs of major trends from the periodic table.

Conceptual Understanding

Gas Lawshttp://phet.colorado.edu/en/simulation/gas-properties

And a handout for the following two simulations:http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/gaslaw/boyles_law_graph.htmlhttp://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/gaslaw/charles_law.html

Conceptual Understanding

Voltaic Cells (Animation)http://www.youtube.com/watch?v=0oSqPDD2rMA

This is something I’d use in class, or within a lecture video.

Conceptual Understanding

Electron Configuration (Topic 12.1.6)

http://introchem.chem.okstate.edu/DCICLA/Aufbau.swfORhttp://chemcollective.org/activities/simulations/pertable

Conceptual Understanding

Chemical Bonding and Molecular Shapes (Topic 4.2)

http://phet.colorado.edu/en/simulation/molecule-shapes

Just found this one…will be trying it next week!

Considerations for Using Simulations• Class set of headphones for student use• Video introduction to simulation– Depends on complexity

• In class vs. homework?– My preference: At a minimum, I start them in class.

• Substitute vs. Supplement?– I don’t have a good answer for this one.

• Technology Issues• Limitations of Simulations (ToK issue)

My next steps…

• More inquiry-based activities• Organic reaction animations• More simulations for HL concepts• Student-created Flash animations (?)

Your next steps…

1. Add resource ideas if you have them… (next slide)2. Send me an email with some feedback… (the

following slide…)

Add your own resources!• Go to the “Add Your Own Resource” tab to add links

to simulations that you use in your classroom. These can be from any subject area.

• Then go to “Participant Resources” to see what we’ve added as a group. – I’ve put in a few as examples to get us started.

• I’ll leave the website up for indefinetely, so check back in a day or two in case others have uploaded their resources.

What are your next steps?

Borrowing an idea from @ewanmcintosh

Please email me: lthomson@goaisb.ro1. Two stars2. One wish3. Your next steps in terms of using simulations in

your classroom

Thank you

Questions?

And if you think of something after the fact, feel free to email me with your questions/comments.

lthomson@goaisb.ro