Free, researched, web based resources · 2013. 5. 7. · Jessica R. VandenPlas (NAU) Common expert...
Transcript of Free, researched, web based resources · 2013. 5. 7. · Jessica R. VandenPlas (NAU) Common expert...
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Teaching Physics with PhET simulations: Free, researched, web‐based resources
Kathy PerkinsUniversity of Colorado
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The TeamUniversity Faculty, Post-docs,
K-12 Teachers, Software Developers
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Prior Knowledge
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Workshop Goals
1. Become familiar with PhET: When, how, and why might you use a PhET sim?
2. Explore different ways to use them in teaching
3. Use research findings around simulations to guide that use in class.
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What is PhET?Suite of 127 interactive sims on science and math!
Currently Java and Flash will move to HTML5 (slowly)
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Your thoughts here:‐ Visualization ‐ Access to conceptual ideas ‐ Fun ‐ Why we use models ‐ How fast to explore and probe …
‐ don’t forget question
Ways to use: ‐ Students find and present and explain the applet
First thoughts or impressions? What aspects do you see supporting your students’ learning?
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Finding PhET
http://phet.colorado.edu
Or download!(300 MB)
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Making PhET Accessible
• Open‐use License: Creative Commons – Attribution • Easy to translate for World‐wide Use:
Over 3000 translations in 74 languages
• Over 45 million sims run per year, and growing
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Make easy to use Flexibility for you to Pick and choose which sims to use Customize use …
to your environment and your learning goal Search database of activities (>800 by PhET or Teacher‐users)
CCK in grade school: “Make the light bulb light”
CCK in college: “Explain why the light dims when you turn the heater on”
Circuit Construction Kit
Made for easy use
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Make easy to useEmbed Sims in Your Page
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Initial design
Interviews
Redesign
Final design
Research
Classrooms
PhET Design Process
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From survey: Use in lecture – Lecture Demo
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Use in lecture ‐ Visualization
Work by PhET Collaborator: Jack Barbera (UNC)Jessica R. VandenPlas (NAU)
Common expert visualization
No sim group: 30 min lecture
Sim group: 30 min lecture with 5 min of sim demo
Comparison Study
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(A) (B)
(C) (D)
Helium gas at 20oC and 3 atm pressure
If lower temp to ‐20oC, what would
Helium gas look like?
(note boiling point is around
‐270oC at 3 atm)
A B
C D
*Nurrenbern/Pickering Question withSanger Question Modifications
Assessment Question*
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Sim effective for students
0
10
20
30
40
50
60
70
80
Perc
enta
ge o
f Stu
dent
s **Static (N = 164, No Sim)
**Static (N = 112, With Sim)
Answer Choices (A is the only correct answer)A B C D
No Sim (N=164)Sim (N=112)
Correct
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Use in lecture
Use in lecture: ‐ Lecture Demonstration
Going beyond: ‐ Coupled with Clicker Question ‐ Interactive Discussion with Predications ‐ Interactive Lecture Demos (see Thornton and Sokoloff)
Here is a helpful video: http://www.youtube.com/watch?v=x7nJHxH1J58
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Interactive Lecture: Concept tests
Which of the following are possible graphs of the real‐part of the wave‐function, Re[(x,t)], at some time t?
Probability Density for n=3
0
0
A B
0
C
D. A and B are both possible E. B and C are both possible
Re[
(x,t)],
Re[
(x,t)],
Re[
(x,t)],
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Exploring floating and sinking
What change would make these blocks float?And why?
(How many strategies can you find!)
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Interactive lecture: Concept tests
The pie graph shows the energy of the Skater, where could she be on the track?
A
B
C
DEPE
KE
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Interactive Lecture Demo (ILD) mode
Point A
Predict how the best fit line will change if the error bars on data point A increase. (Draw your answers)
Moving Man
Forces and Motion
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Use in lectureInfluence on Learning Environment
1) If you rub the sweater on the balloon will electrons transfer the other way?
2) Can you polarize something where the protons move?
3) Are there any situations in which the +'s move?
4) In an insulator, are the charges stuck?
…
Many More Questions and Class‐led Exploration:
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Use in lecture ‐ VisualizationCommon expert visualization ‐Wave‐on‐string simulation
vs. Tygon tube demo
Questions about velocity of different points on the string.Follow‐up Concept Test:
0%
20%
40%
60%
80%
100%
Q1 Q2
DemoSim
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Instructor vs Student Control
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Is sim engaging? Student learning?
Thoughts or Reflections?
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Research‐Based DesignDesigned to support inquiry learning
Provide real‐time, animated feedback as students play
Implicitly scaffold inquiry through design
of controls and representations
Make simulations highly interactive
Use accurate, dynamic visual representations
Show the invisible
Provide an intuitive interface, usable
without instructions
Create a game‐like environment
Allow actions that would be difficult or impossible in the
real world
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Ideas for Using Sims beyond in lecture?
• How would YOU use these sims in your class?
• Do they help you address learning goals that are otherwise hard to address?
GO TO ACTIVITIES DATABASE
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Lecture/classroom
Lab and Recitation
Homework
?Use of PhET sims
Opportunity for student scientist‐like
exploration
But, no silver bullet: Context and Activity
critical
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Research: Activity Design Matters
Acid and Base Solutions
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Activity Design Matters
Open Exploratory QuestionUse the sim to explore all the things that affect pH.
Discuss your ideas with a partner, and use the space below to record your ideas using words, pictures, and graphs.
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Activity Design Matters
Explicit Directions
• Use the “Equilibrium Concentration” view to record the concentrations of [HA], [A‐], and [H3O+] in the table below.
• Dip the pH meter into solution and record pH in the table below.
• Move the “Initial Concentration” slider to the right to 0.050 M and repeat steps 8 and 9. Complete the table for each strong acid concentration listed.
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Reflections?
Explicit Directions
Open Exploratory Question
vs.
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A closer analysis
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A closer analysis
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• Start with 5‐10 minute open play– Establish student ownership of the sim
• Minimize or eliminate “sim‐specific directions”• Use open, investigative questions
Tips for Productive Inquiry
Set the acid concentration to 0.010 M …
Explore all the things that affect pH.
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What’s next for PhET?
HTML5/Touch/iPad“Teach with PhET” site
(coming fall 2013?)
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Stay in touch with social media
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NSF
Carl Wieman and Sarah Gilbert
Collaborative agreement with King Saud University
The O’Donnell Foundation
Hewlett Foundation
University of Colorado
How can PhET be free?(a $8 million resource)
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• Suite of interactive simulations (>125)• Physics, chemistry, math
Expanding into biology, earth science• Research‐based and user‐tested
• Free! Online or downloadable (~300 MB)• Easy to use and incorporate in class
http://phet.colorado.edu