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Creating and Using Hypothesis-Testing Investigations Using Online Simulations

Creating and Using Hypothesis-Testing Investigations Using Online Simulations. Bruce Palmquist Central Washington University 2012 WA AAPT Workshop. Outline. What’s PhET Work on E Field relationship activity Briefly review V, E , and r r elationships activity

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Creating and Using Hypothesis-Testing Investigations Using Online Simulations

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  1. Creating and Using Hypothesis-Testing Investigations Using Online Simulations Bruce Palmquist Central Washington University 2012 WA AAPT Workshop

  2. Outline • What’s PhET • Work on E Field relationship activity • Briefly review V, E, and r relationships activity • How to create your own investigative assignment • Briefly review H atom activity • Start planning your own investigation • (If time: share your idea) • Today’s presentation at http://goo.gl/GmEHh

  3. PhET, it’s PHAT • Two main goals of PhET simulations • Increase student interest • Improve student learning • The animated, interactive and game-like environments help students learn through exploration • Can be used as an interactive demonstration, homework, confirmation lab activity, hypothesis testing activity

  4. E Field Relationship • Open the Charges and Fields Sim • Do the initial exploration (first 2 bullet points) • Complete hypothesis 1 and 3 (note If, then, because format) • Gather the data for hypothesis 1 and 3

  5. Typical class results for E αr^x 3. Beside a “narrow” dipole • -3 • -3 • -2.9 4. Above a “narrow” dipole • -3 • -3 • -2.9 1. Point charge • -2 • -1.8 • -2 2. Line of charges • -1.14 • -1 • -1.2

  6. V, E, and r Relationships • Similar activity for electric potential using the same sim • Key to developing an effective activity: use student or peer feedback

  7. Developing a hypothesis-testing activity • First look to see what has already been developed at the bottom of the page • Play with the activity and determine which parameters can be manipulated • Of those, determine which have a measurable response • If the sim is complex, have a short exploration task before asking students to hypothesize • Make sure students develop a hypothesis before doing the experiment • Students should formulate their own conclusion and relate it back to the hypothesis

  8. A simpler investigation • Developing a model of the H atom • Students make a prediction, run a simple “experiment”, and compare • Then, they develop a model of the H atom and compare to 6 standard models • Used to teach the science process in a non-science honors class

  9. Try it yourself • Find a PhET simulation that fits in your curriculum • Play with the activity and determine which parameters can be manipulated • Determine which have a measurable response • Develop a short exploration, if needed • Insert the hypothesis-making step in the appropriate place • Optional: Submit your wonderful new activity to PhET and get a gold star

  10. Bibliography • http://phet.colorado.edu/ • C. E. Wieman, K. K. Perkins, “A powerful tool for teaching science,” Nature Physics2, 290-292 (May 2006). • C. E. Wieman, K. K. Perkins, and W. K. Adams, “Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn’t, and why,” Am. J. Phys.76, 393-399 (April/May 2008).

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