2. Learning Goals Newton’s 1st and 2nd Laws and kinematics as measured by the FCI Relationship of Mass, Force, and Acceleration Effect of Friction Effect of Gravity Unbalanced Forces results in acceleration Balanced forces results in constant velocity (or zero velocity) Projectile Motion How velocity affects trajectory The independence of the x and y components of motion Kinematics Acceleration is the change in velocity over time Differentiating among decreasing velocity, constant velocity, and increasing velocity Velocity is the change in position over time

3. Approach Each level highlights a specific relationship and integrates it into increasingly complex settings. Categories of cases focus on specific relationships central to mechanics that represent components of broader formalism. Once students have intuitive grasp of relationship, they are ready for formal terminology and connections. Students simultaneously supported in building connections to formal representations in terms of units, graphs, dot traces, velocity vectors, force vectors, etc. Finally SURGE connects these understandings to the formal laws and definitions.

4. MODULE 1: SPACE IMPULSE SHIP. First a sequence of one dimension motion levels then two dimension motion level, some with fading dot trace and some with permanent dot trace maps. http://surgeuniverse.com/loops1/Loops1_1.html http://surgeuniverse.com/loops1/Loops1_1.html MODULE 3: SPACE ACCELERATION SHIP. Navigate ship using constant acceleration. Wide-open feel rather than narrow fixed width tunnels – lots of space. First in one dimension and then in two dimensions. http://surgeuniverse.com/test/module3.html http://surgeuniverse.com/test/module3.html

5. MODULE 2: FUZZY IMPULSE LAUNCHING FROM HEIGHT WITH GRAVITY USING IMPULSES. Fuzzy launching levels involve changing distances and masses. If a Fuzzy misses the target, the Fuzzy is beamed back to try again – this takes energy and counts like a collision but called “teleports.” http://surgeuniverse.com/prototype/new/SURGEprototype2.html http://surgeuniverse.com/prototype/new/SURGEprototype2.html MODULE 4: FUZZY CONSTANT ACCELERATION LAUNCHING FROM HEIGHT WITH GRAVITY AND MAYBE AIR RESISTANCE. See Module 2 for the format of the levels. MODULE 6: FUZZY LAUNCHING MACHINE. Similar to earlier launching modules (2 and 4), but new mechanic and a fixed trajectory (45 degrees). Basically, the student uses left and right arrow keys to set the amount of speed or impulse. Initial launcher sets velocity. Second launcher sets impulse size (forcing consideration of mass).

6. MODULE 7: “LOSING” ENERGY PLATFORMER MODULE. Introduces friction and elasticity issues as player tries to roll and jump SURGE sphere through “Mario-like” platformer levels. Levels have areas with friction and inelasticity and areas without. Involves a few Fuzzy launching guns to launch Surge so that we have another context with projectile motion that begins with an upward trajectory. Also includes some levels where surge falls and bounces off of a floor below to bounce up to a nearly equal height platform in the elastic condition and lower heights in less elastic conditions.

7. MODULE 8: LAUNCHING OF FUZZIES ALONG FRICTION. Launch Fuzzies along horizontal surface using speed and impulse launcher with ability to pivot facing (think shuffleboard). Uses template for Module 2. MODULE 9: 3D IMPULSE MARBLE LEVELS. Format similar to Modules 1 and 3. MODULE 10: FUZZY LAUNCHING MACHINE MODULE 3D. This flows the template of module 6 but is in 3D Module 11: 3D CONSTANT ACCELERATION MARBLE LEVEL WITH FRICTION AND INELASTICITY. Template from Module 3. MODULE 12: THE FINAL CONFRONTATION. This module revisits all the major game types as a review. This is a 3D area where we revisit all the earlier ideas in 3D

8. Can a game increase students understanding on an academic assessment?Can a game increase students understanding on an academic assessment? Can we predict student performance on FCI from gameplay in SURGE?Can we predict student performance on FCI from gameplay in SURGE? Does storyline increase learning?Does storyline increase learning? How to design representations to maximize learning?How to design representations to maximize learning? Investigate intended and unintended learning.Investigate intended and unintended learning.

9. Four Tiers of Assessment Formal Assessment of Instructed Concepts: FCI and related traditional multiple choice measures of conceptual understanding. Embedded Assessment between levels where game characters ask for advice in planning other missions and the player interacts with a simulation. Assessment of Spontaneous Concepts through gameplay data including scoring data and components along with gameplay paths and choices. Transfer Assessment posing questions in the context of “real- world” video clips and asking for explanations and predicitons.

10. Thank You! www.surgeuniverse.com www.dougclark.info doug.clark@vanderbilt.edu