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INTERACTIVE MULTIMODAL LEARNING ENVIRONMENT BALANCING ACT - PHET SIMULATION CASEY KONIECZKA.

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Presentation on theme: "INTERACTIVE MULTIMODAL LEARNING ENVIRONMENT BALANCING ACT - PHET SIMULATION CASEY KONIECZKA."— Presentation transcript:

1 INTERACTIVE MULTIMODAL LEARNING ENVIRONMENT BALANCING ACT - PHET SIMULATION CASEY KONIECZKA

2 SUMMARYSUMMARY This simulation is all about balance and weight, and how they relate to one another even using distance. The simulation is split into three parts: 1) Intro 2) Balance Lab 3) Game (Standard 6- Models) The introduction allows students to play with the scale and use different tools like a ruler that could change how the scale tips or a level. (Standard 6- Models) (Standard 6- Equilibrium & Stability) The balance lab gives students the opportunity to use different weight bricks, people, or even mystery objects to place at different spots on the scale to see how it can affect how the scale tips. (Standard 6- Equilibrium & Stability) The game offers options as to difficulty level (1-4), sound and time (on/off) Various questions are asked regarding the scale in different ways and has an option to check the answer before moving on to the next one.

3 ScreenshotsScreenshots Intro. Balance Lab Practice 2 Developing and Using Models Motion and Stability – Standard: Forces and Interactions

4 Screenshots Continued… Game

5 Next Generation Science Standards and Engineering Practices Next Generation Science Standards and Engineering Practices Topic: Motion and Stability Standard: Forces and Interactions Performance Expectations: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces Practice 2 Developing and Using Models Performance Expectation: Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system ppendixF- ScienceAndEngineeringPracticesInTheNGSS_0.pdf/ /AppendixF- ScienceAndEngineeringPracticesInTheNGSS_0.pdf motion-stability-forces-interactions

6 CritiqueCritique This simulation displays a lot of the ideas talked about in the article written by Roxana Moreno and Richard Mayer (2007) such as knowledge construction (p. 312) and the pacing principle (p. 319). These authors agreed that the knowledge construction view [of] learning involves building a mental representation(p.312), which is essentially what this balance simulation helps students to do. Manipulating the scale with different objects and having so many combination possibilities allows students to develop a better understanding of how balance works in accordance to weight. Then, the game offers a type of assessment while asking for students to apply what they have learned from using the simulation by using it to figure out the answers to questions. This application is also part of the construction of knowledge because it reinforces the use of a representation to help solve problems.


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