CLASS Form 4S
TIME: 90 Min.
UNIT Electricity
TOPIC Usefulness of a multimedia physics simulator for learning about Ohm’s Law.
Synopsis:
The relationship between voltage and current is one of the basic electrical laboratory activity done by students at MCS as part of their school based assessment. This follow up lesson is designed to serve two purposes. It will be used to determine if students can apply their knowledge in an unfamiliar context and make decisions about the suitability of an interactive freeware simulation designed by project pHET.
A website http://eohmslaw.googlepages.com was created for use in this lesson with links to the multimedia tool which is freely available on the internet. Students will follow the instructions on the website in order to complete the assignments.
In this lesson students will engage in the following activities:
Locate and use a multimedia simulator found on the internet to collect data in order to make decisions about its suitability for their study of physics.
Create a table and an associated graph using spreadsheet software.
Import table and graph into a word processor.
Complete a laboratory report.
Simulate communicate with program developers in order to improve a multimedia product.
Guiding Questions:
How should the tool be manipulated in order to obtain suitable data for the investigation?
What data needs to be collected in order to facilitate making the decisions?
What evidence is necessary for the decisions to be made?
How should feedback be provided to program developers in order to help them improve their product?
Science Principles supported by this lesson.
Problem solving:
Students are faced with a dilemma. They must investigate and make recommendations to their peers about the suitability of a simulator found on the internet for their study of electrical phenomena. They must devise strategies to interact effectively with the multimedia simulator and collect suitable data in order to facilitate sound decision making.
Decision making:
Based on their investigations students will have to make decisions about the suitability of the tool for use by themselves and their peers. The importance of the decision should prove motivating for students.
Use of technology:
Students will make use of computers, the internet and programs such as Microsoft Word and Microsoft Excel in order to complete the lesson. Students will be integrating technology in the classroom in a similar manner they will be required to in their future working lives.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
Creativity:
In this lesson students will interact with a multimedia tool in order to accomplish tasks. No instructions are provided for the use of the tool and students will have to devise strategies to interact with it in a creative manner. They will also create a laboratory report using technology. Students will demonstrate creative thinking while completing these tasks.
Communication and collaboration:
Students will be required to communicate and work collaboratively as teams in order to complete the activities and make a collaborative decision based on evidence. They are then required to communicate ideas effectively through the use of technology. Students will be able to communicate with the developers of the multimedia simulator in order to provide feedback about its effectiveness and how they think it should be improved.
Research and Information Fluency:
Students are required to plan strategies to guide inquiry into a problem. They are required to synthesize information, process data using technology and report results of their research into the effectiveness of the multimedia tool as part of this lesson.
Critical thinking:
During this lesson students will analyze data in order to make informed decisions about the suitability of the freeware tool for themselves and their peers. In order to make suitable decisions they will have to think critically.
Technology Operations and Concepts:
In order to complete the activities students will have to understand and use a website, spreadsheet, word processor and the interactive multimedia tool. The applications will have to be used in a productive manner in order to complete the objectives of the lesson.
Assessment Strategies:
A combination of formative and summarise assessment strategies are used throughout the lesson in order to evaluate student learning. The formative assessments are used to guide development of the lesson and provide feedback to students and the teacher. They will be monitored using a checklist (see appendix). If students are having difficulties at any stage of the lesson they can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using a report rubric. The rubric is displayed in the appendix at the end of the lesson plan.
The rubric will be handed out at the beginning of the lesson so that students will know what standards are required throughout the exercises.
Objectives.
At the end of the lesson, students will be able to:
Plan and communicate procedure for using technology to analyze a simulated system. (synthesis)
Create a standard laboratory report using programs found in the Microsoft Office Suite. (synthesis)
Communicate information to program developers in order to improve product. (Comprehension).
REFERENCES
Physics For You – Keith Johnson..
Microsoft Office For Windows – Steve Sagman.
pHET electrical circuit simulator at http://eohmslaw.googlepages.com
PREREQUISITES
Knowledge: Students should know that:
Under ideal conditions the current through a conductor is proportional to the applied voltage.
A graph can be used to show the relationship between variables.
The gradient of a graph provides useful information allowing conclusions to be made.
Skills: students should know how to
Locate a website given its URL.
Navigate a website.
Collect suitable data based on the problem to solve.
Tabulate data using spreadsheet software.
Create a graph using spreadsheet software.
Import tables and graphs into a word processor.
MATERIALS & RESOURCES
FOR TEACHER
Handouts for each student containing synopsis, lesson objectives and guiding questions.
For Each Group:
Computer with Microsoft Office 2003, flash and Java installed and with internet access.
Handout outlining activities for the lesson.
Rubrics for summative assessments.
CONCEPT STATEMENT.
The internet is a source of much information and mis-information. Students must be able to make sound decisions about the quality of multimedia presented for use on the internet. By applying creative thinking and scientific principles learnt in the classroom students should be able to make recommendations to their peers about the suitability of such multimedia for learning physics. They should also be able to provide feedback to program developers in order to improve the quality of multimedia product.
PROCESS SKILLS
During this lesson, student will be engaged in:
Designing and Planning procedure.
Interpreting and evaluating data.
Extracting and communicating ideas and observations.
Decision-making based on examination of evidence.
Activities.
Introduction:
Teacher
1) Welcomes class.
2 States the purpose of the lesson.
3) Explains his/her role as a facilitator throughout the activities.
4) Instructs students to locate the website http://eohmslaw.googlepages.com
Students:
Listens attentively and formulate questions to aid their understanding of tasks.
Arrange themselves in pre-determined pairs to perform activities.
Locate the website.
Assessment:
Students understanding of the task will be determined by the questions they ask and their response to questions posed by the facilitator.
(Formative; use of checklist)
Students successfully locates the website.
(Formative; use of checklist)
Development:
Teacher
1) Focuses students’ attention on navigating the website which highlights the activities they will engage in during the lesson.
2) Focuses students’ attention on the multimedia simulator.
3) Observes student activities which follow, provides feedback as required and intervenes when asked to or it is determined necessary.
Focuses students’ attention on creating the lab report.
Students:
1). Navigates the website and in pairs discuss the activities to be performed and their specific roles during each.
2). Interact with the simulator in order to understand how it functions.
3). Discuss the strategy they will implement in order to investigate the suitability of the simulator for use by physics students.
4). Develop a collaborative plan of action.
5).Students implement their plan and collect data for analysis.
6). Students tabulate data in spreadsheet software.
7). Students create a graph of data in the spreadsheet program.
Assessment:
Students create the lab report by importing spreadsheet components into the word processor.
Students articulated conceptions of the task. as well as their division of labor. Each student knows his/her role.
(Formative; use of checklist).
Students’ ability to manipulate the controls of the simulator will be assessed (Formative; use of checklist).
Active participation by each member of the pair of students in discussions related to the accomplishment of task. (Formative; use of checklist)
Students outline a plan which includes the data to be collected and a clear idea of how it will be used.
(Formative; use of checklist)
Suitable data is collected.
(Formative; use of checklist)
Table has appropriate headings with units.
Data is centered in each column.
Data is arranged in ascending or descending order.
(Summative)
A suitable type of graph is used.
Data points are clearly shown.
Best straight line is drawn.
Line is extended to cut the y- axis.
Gradient of line is obtained.
Student relates gradient with the value of the resistance.
(Summative).
The quality of the report produced (Summative; use of rubric.)
CONSOLIDATION
Students will generate an e-mail message to the developers of pHET simulation software at phethelp@colorado.edu. Based on their findings students as a whole group will advise the developers on ways they can further develop the product to suit the needs of physics students. (Summative).
See Appendix for:
Checklist for formative assessments.
Rubric for summative assessment.
Checklist for applying technology integration planning model.
Appendix.
Assessments.
Checklist for formative assessments.
Questions asked about tasks.
Students located Website
Student can navigate website.
Active participation in discussions.
Each student knows his/her roles.
Student can manipulate simulator.
Clear plan of action outlined.
Suitable data collected.
Student work as a team member.
Rubric for assessing report.
Date: ……………………………..
Class: …………………………
Report Rubric.
Teacher Name: ______________________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Data Table
Table has appropriate headings.
Units are included.
Data is centered in each column.
Data is arranged in ascending or descending order.
One component missing or inappropriately done.
Two components missing or inappropriately done.
Three components missing or inappropriately done.
Quality of Graph
A suitable type of graph is used.
Data points are clearly shown.
Best straight line is drawn.
Line is extended to cut the y- axis.
One component missing or inappropriately done.
Two components missing or inappropriately done.
Three components missing or inappropriately done.
Use of graph.
Gradient of line is obtained.
Student relates gradient with the value of the resistance.
One component missing or inappropriately done.
Total: ……………………………..
e-mail Rubric.
Teacher Name: _________________ Date: _______________
Student Name: ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Mechanics
No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Total: __________________
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
Students will be assessing the suitability of multimedia software for learning physics concepts.
Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students.
In addition students will be using knowledge gained in the classroom in an unfamiliar context and be interacting with technology to determine if it suits the purpose for which it was intended and make suggestions for its improvement.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Providing meaningful feedback to the development of the software product.
What is the best way for me to assess students' learning progress and products?
A checklist will be used to facilitate formative assessments.
Rubrics will be used to facilitate summative assessment.
The e-mail developed will be assessed.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
Instruction will be interdisciplinary (physics, communication, information technology).
The students will be paired.
Activities will be a combination of directed and constructivist.
Have I allowed students enough time to get used to materials before beginning a graded activity? Yes they have used websites in lessons before.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2003 installed.
The PhET simulations are written in Java and Flash and can be run using a standard web browser as long as the latest Flash and Java plug-ins are installed.
How many computers and copies of software are available?
Eight computers readily available with Microsoft Office 2003 installed with flasn and Java capabilities.
The website has been developed and is ready for use.
Over what time period and for how long will technology resources be needed?
28th November2007 period 3 and 4.
(Class could spill over into lunch time but it would not be a problem)
Do I need to schedule time in a lab?
Yes I did.
Have I checked out the legality of the uses I want to make?
Software is legal.
Have I provided for students' privacy and safety?
Yes.
Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
· Have I identified instructional tasks? Yes.
· Have I identified types of evidence that will indicate to me whether or not the strategy is working? Yes, The checklist will provide evidence that students are accomplishing the tasks.
· Have I used instruments to collect data on the impact of the activity?
The checklist and rubric will provide feedback.
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