PhET simulations - a great multimedia tool for the classroom
When studying Kinematics early in the first semester I want my students to form basic concepts of how things move under the influence of gravity by observation, not by me telling them. I have utilized the PhET simulation on projectile motion to help with this. While the PhET simulation is not the same as real life, it does have the advantage of being much faster and allows students to work at their own pace and not get distracted by 12 groups all shooting projectiles simultaneously in the classroom.
The PhET simulation is located here:
https://phet.colorado.edu/en/simulation/projectile-motion
Here is a link to the guide students follow as they explore projectile motion:
https://docs.google.com/document/d/1byI88MY0YZwwOLVGE4GDOSM7PRcIBAsKclFeYn7a6zA/edit?usp=sharing
The activity has students explore launching projectiles at various speeds, angles and starting heights. Students record observations, take data and identify cross cutting patterns about which angles heights and speeds produce certain types of motions. As the students again some experience observing projectile motion and associated data they will begin to notice patterns and form ideas. This is a great way to make the foundation of projectile motion more students centered.
Both Lever-Duffy and Mcdonald (2015) and Roblyer (2016) stated that discovery activities and inquiry based concept formation are hallmarks of student centered learning. They go on to identify interactive simulations as a type of student centered technology that encourages exploration, fosters creativity and helps individual students develop their own appropriate mental models.
I created a follow up to this activity where students use a graphic organizer to sort information about projectile motion as they dig deeper into the ideas. This organizer is divided into sections where students describe different aspects of projectile motion and list helpful information like special angles, relevant equations and problem solving strategies. The graphic organizer itself will be printed on a sheet of paper (front and back). Students will use it as a reference guide as they work on increasing difficult problems throughout the unit. The organizer itself is straight forward and to the point. I wanted students to focus on the information and be able to access quickly and easily and not have the format of the organizer get in the way.
The graphic organizer I created is located here:
https://create.piktochart.com/output/30223396-projectile-motion
I know this will work better than what I'm currently doing to introduce projectile motion. Feel free to use any of the associated material linked here and let me know if you have any comments, suggestions or constructive criticism. Thanks-
REFERENCES
Lever-Duffy, J. and McDonald, J. (2015). Teaching and learning with technology. 5th ed. Boston:
Pearson Education.
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:
Pearson Education.
The PhET simulation is located here:
https://phet.colorado.edu/en/simulation/projectile-motion
Here is a link to the guide students follow as they explore projectile motion:
https://docs.google.com/document/d/1byI88MY0YZwwOLVGE4GDOSM7PRcIBAsKclFeYn7a6zA/edit?usp=sharing
The activity has students explore launching projectiles at various speeds, angles and starting heights. Students record observations, take data and identify cross cutting patterns about which angles heights and speeds produce certain types of motions. As the students again some experience observing projectile motion and associated data they will begin to notice patterns and form ideas. This is a great way to make the foundation of projectile motion more students centered.
Both Lever-Duffy and Mcdonald (2015) and Roblyer (2016) stated that discovery activities and inquiry based concept formation are hallmarks of student centered learning. They go on to identify interactive simulations as a type of student centered technology that encourages exploration, fosters creativity and helps individual students develop their own appropriate mental models.
I created a follow up to this activity where students use a graphic organizer to sort information about projectile motion as they dig deeper into the ideas. This organizer is divided into sections where students describe different aspects of projectile motion and list helpful information like special angles, relevant equations and problem solving strategies. The graphic organizer itself will be printed on a sheet of paper (front and back). Students will use it as a reference guide as they work on increasing difficult problems throughout the unit. The organizer itself is straight forward and to the point. I wanted students to focus on the information and be able to access quickly and easily and not have the format of the organizer get in the way.
The graphic organizer I created is located here:
https://create.piktochart.com/output/30223396-projectile-motion
I know this will work better than what I'm currently doing to introduce projectile motion. Feel free to use any of the associated material linked here and let me know if you have any comments, suggestions or constructive criticism. Thanks-
REFERENCES
Lever-Duffy, J. and McDonald, J. (2015). Teaching and learning with technology. 5th ed. Boston:
Pearson Education.
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:
Pearson Education.
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