Michal BiranR&D and Training Center - Ort Israel

Web-based Simulations in Science Education

Wingate Seminar London, May 2005

“A Picture is Worth a Thousand Words”

And a Simulation?

The Presentation

Background – The R&D center and its activities to promote ICT in science teaching & learning.

Conclusions and Questions

Simulation-Based Learning – Some Examples: Virtual physics lab Trigonometric virtual course Introduction to Nanobiotechnology

So why using a simulation?

ORT Israel R&D and Training Center

Integrating ICT in teaching and learning

Promoting science & technology education+

How can the Internet contribute to the teaching and learning of science?

ICT Science+ = ?

Virtual learning activities

Computerized lab and tools

Communication with experts

Online journals & information

Teachers / students websites

Nava

Virtual training courses

Sagie Rami

Developing web-basedSimulations & interactions

Simulation-Based Learning

Some Examples…

Virtual Physics Lab

http://physics.ort.org.il

• Mechanics – a dynamic subject with mathematical abstraction.

• Many difficulties in teaching and learning mechanics.

• The computer helps us illustrate the dynamic nature of motion.

Subject: Physics - Mechanics

Target Population: Grades 11 – 12 (5 point level)

Variety of web-based simulations, together with interactive activities, to understand concepts and principles in Physics.

Example 1:

Interactive Web-Based Java Simulations(also translated to Hebrew)

http://www.walter-fendt.de/ph11e/acceleration.htm

biran:

By embedding aJava applet" in a web page it is" possible to deliver an interactive application to the

user's screen .

you'll see themanimating in real time, and be able to interact with them by dragging objects or changing

parameterslike gravity .

to allow students to see a visual demonstration of ascientific concept often in animated form. In , addition, the student may be given the opportunity to manipulate one or more variables underlying theconcept and then witness the changes .

biran:

By embedding a Java "applet" in a web page it is possible to deliver an interactive application to the

user's screen .

you'll see them animating in real time, and be able to interact with them by dragging objects or changing

parameters like gravity.

to allow students to see a visual demonstration of a scientific concept, often in animated form. In addition, the student may be given the opportunity to manipulate one or more variables underlying the concept and then witness the changes.

Let’s think:A. Is it possible for the car to slow downduring positive acceleration?B. Is it possible for the car to speed upduring negative acceleration?

During this activity you will learn what positive and negative acceleration areand learn about the connection between the acceleration sign and the sizeof the speed and its direction.

Accompanying Interactive Activities

1. Set the following initial parameters in the simulation:

Run the simulation several times, while changing the initial position of the car. Pay attention to the changes in the graph of position (x) versus time (t).

Answer the following questions:

1. The faster a car is moving,

The higher the starting point on the graph of position versus time will be.

The steeper the graph of position versus time will be.

The higher the starting point and the steeper the graph of position versus time

will be.

2. Hence the gradient of the car position graph indicates its:

Starting point.

Position.

Speed.

Incorrect answer.

The gradient of the car position graph demonstrates its speed and not its starting point.

That’s right.

The faster the speed of the car, the greater the gradient on the graph of position dependent

on time will be.

Incorrect answer.

Note that the graph still starts at the beginning of the axes. In other words there is

no change in the starting point of the position graph when you change the speed

of the car.

Immediate significant feedback

That's right!

The faster the speed of the car, the steeper the graph of the car's position will be.

The graph of position versus time will appear steeper since its gradient is higher.

We have seen that positive acceleration has two meanings and

that negative acceleration also has two meanings.

We can summarize this in a table:

1. Choose for each of the instances shown in the table, whether the

speed increases or decreases (by clicking on the appropriate option).

2. Choose for each of the instances shown in the table the appropriate

graphic description of the velocity graph (by clicking on the appropriate

graph).

Positive acceleration

Negativeacceleration

forward

backward

backward

forward

Positive acceleration

Negativeacceleration

forward

backward

backward

forward

The velocity graph The velocity direction of

velocity (increases/decreases)

What Students Say About The Site:

It’s more fun, learning is easier.

Interactive work, hands-on experience.

Much more concrete than the teacher’s explanations.

The learning is done at an individual rate without pressure.

The idea of questions with immediate response is excellent.

It is easier to understand visually.

Barak: “It gave me a lot because I did not understand the material and the

concretization was realistic and easy to grasp. Everything was life-like and

not just an experiment someone tells us about.”  

And Teachers?

The site acted as a substitute for a lab session that a student missed or as optional work to improve grades.

Use of the site is easy and beneficial to the teaching and learning process.

The tasks are structured and clear.

Orit: “On the whole this is a welcomed, worthwhile initiative that

contributes a lot to teaching and learning. It should be expanded to other

topics in Physics.”

Enables independent work without the need for a teacher’s constant presence.

Trigonometric Virtual Course

Simulations of motion, models from everyday life, interactive

exercises and research tasks for the 4-5 point level.

Subject: Mathematics – Trigonometric.

Target Population: High School students.

http://ort.org.il/trigo

The simulations and activities were developed specifically for high school trigonometric students.

Example 2:

What’s On The Website?

• Learning trigonometric as a movement of a point on a circle.

• Building the basic concepts and principles of trigonometric in a simulative and interactive way: the sine graph, transformations etc.

• Using models of periodic phenomenas from everyday life: giant ferries wheel, high-tide and low-tide etc.

Online Learning Environment in Nano-biotechnology

http://space.org.il/nano

Subject: Nano-biotechnology.

Target Population: High School students and teachers in Biotechnology course.

A study package including:• A course book with the basic principles of the field.• Accompanying website with a range of interactive

activities, simulations and links designed to

clarify the material presented in the course book.• Guidelines and recommendations for

teaching this subject.

Example 3:

Nano-biotechnology Website

a variety of visual and dynamic demonstrations: illustration of size units, photolithography process etc.

web-based simulationsand interactive tools, such as programs to build virtualmicroscopic models.

• Abstract field

• Expensive equipment

So Why Using Simulations For Learning?

Visual illustration - enhances student understanding of complex and abstract concepts and procedures.

Clear feedback – allows the experience to become tangible to the learner’s experience.

Active learning – “What we hear we forget, what we see we remember, what we do we understand”

Conclusion

In general, simulations are most effective in areas where there is a need

to illustrate, demonstrate or model abstract and complex concepts,

principles and behaviors.

• What topics are best taught through simulations?

• Simulations can offer great advantages over lectures, handbooks

or exercises.

• Before starting the process of developing the simulation, we need to

clarity the purpose of a simulation, as well as how it will be integrated

into the learning environment.

Simulations can work well in many settings, both outside

and inside the classroom as:

• online exercises that are part of a face to face course

• stand-alone e-learning modules

• additional experiences to a classroom lesson.

• How can simulations be integrated into learning environments?

Questions?

Thank You!