EDMT5007 - Creating a Digital Resource
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# EDMT5007 - Creating a Digital Resource

Prescribed Focus Area (PFA) - Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion. Content Outcomes - 5.6.2 Newton's Laws - motion a) describe qualitatively the relationship between force, mass and acceleration. b) explain qualitatively the relationship between distance, speed and time. c) relate qualitatively acceleration to a change in speed and/or direction as a result of a net force. d) analyse qualitatively common situations involving motion in terms of Newton's Laws.
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## Forces in Action - Motion & Resistance - Science Games & Activities for Kids

Daniel Hutchinson's insight:

This well-designed digital resource presents content to students that goes beyond the basic use of text, images, and animations to include self-assessment questions as well as a simulation activity. In addition to this, the empowers students to direct their learning experience via the selection of exercises to complete and the modifications that can be applied to the simulation. The resource manages to incorporate a fundamental level of subject-specific numeracy to represent distance and weight within the model exercise mentioned previously. In a classroom, this website could be used as an introductory activity to provide students with a qualitative understanding for the relationship between mass, force, and acceleration, or the resource could be used after the theory has been explained and these science terms have been defined to consolidate student understanding. Furthermore, the data obtained from the simulation included with the package can be used in conjunction with questions to track the level of achievement and provide formative feedback.

The inclusion of this resource stems from the superior nature of this digital resource to provide the content to students in a variety of avenues, such as text, images, questions, and simulations. Another strength is apparent through the consolidation of content between the previously mentioned modes of communication for content, which all correlate towards reinforcing the same scientific concept. The scaffolded structure of the resource is advantageous as this allows us to track student achievement and provide feedback where necessary. Note that, the only disadvantage arises from the prevalent repetition amongst the content where the same idea is expressed several times, as this in turn can lower student engagement and prove problematic.

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## How a Slinky falls in Slow Motion - The Slow Mo Guys

A heck of a lot of people asked Gav and Dan to film this in slow motion. CAN'T LET DOWN THE PEOPLE, CAN WE? Follow on Twitter - https://twitter.com/GavinFree...
Daniel Hutchinson's insight:

This video displays an intricate motion phenomenon involved with a falling slinky captured at 1600 FPS (Frames Per Second), approximately 64 times slower than real-time. Although the actual content within the video provides little value towards teaching students about forces and motion, the real purpose lies within the use of the video as an engaging stimulus to get students thinking about “how do these wonders of motion occur?” Note that, this resource could be used at the start of a class to incite a discussion about explaining motion, leaning towards more trivial instances, or as a consolidation activity once students have a firm grasp on the concept of force arrows. With the aid of a SmartBoard the teacher could stop the video and have students draw force arrows, in an attempt to explain this indiscrete motion case.

As aforementioned, I have chosen this resource purely from an interest perspective as something that could engage students and captivate their curiosity. The strengths of this utility lie within the premise that this resource should stimulate student learning towards developing a curiosity for how motion in objects works. Furthermore, the video can be used with an advanced class to consolidate student understanding for explaining motion with force arrows, as this illustrates a more difficult motion phenomenon. The clear weakness for using such a resource is that students would not be able to obtain any useful content, in addition to the lack of support for subject specific literacy and numeracy associated with learning motion. However, it should be noted that when this resource is used within a science lesson, it could be tailored with the appropriate accompanying worksheets and activities to provide a more content rich learning experience.

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## Newton's Laws of Motion Interactive : Science Channel

Learn about Newton's three laws that describe the properties of motion with this Science Channel interactive.
Daniel Hutchinson's insight:

This is a classic example of a typical interactive science resource that presents content to students in text and images, as well as animations to model the science of motion. The abundance of images, animations and sounds within the utility is poised to draw student attention and provide them with an engaging learning experience, in addition to supplementing the content. I envision that this resource has its uses within a classroom to introduce or reinforce student learning associated with the laws of motion. Within a more advanced classroom, this website could be used as a starting exercise to introduce students to the content, however it alone should not be used to teach the content. Once students have completed their interaction with the online resource, I would separate students into small groups and provide them with instances involving Newton’s Laws of Motion and have them apply the knowledge they have just learnt.  For other classrooms, this would make an excellent summary resource to consolidate student learning after they have been introduced to the content. The resource would be an effective tool to support student learning, in particular the subject specific literacy involved with Newton’s Laws of Motion. Throughout the interactive activity, there is a proficient use of scientific jargon (such as force, inertia, momentum, etc.).

I chose this resource, because it is a conventional example of an interactive activity used within a science classroom, with a multifaceted nature can be tailored towards the individual needs and level appropriate for each classroom. The strength of this interactive exercise is evident through the diverse array of mediums to present the content; this entails the use of text, images, and animations. Furthermore, the linear scaffold of this exercise allows students to traverse the content at their own pace. A weakness arises from the limited linear one-dimensional nature of this interactive website, which would struggle to hold the attention of students for extended periods of time.

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## FORCE VECTOR DRAWING - Five activities to train to represent forces - Mechanics - Interactive free flash animation to understand how to draw forces. Physics and Chemistry by a Clear Learning in Hig...

FORCE VECTOR DRAWING - Five activities to train to represent forces - Mechanics - Interactive flash animation to understand how to draw forces.
Daniel Hutchinson's insight:

This interactive resource provides students with a software interface that allows them to draw force arrows on images and animations as a means to explain these instances of motion. The animations visually represent the instance of motion in greater detail, which provides students with further insight regarding the situation. Note that, this utility should only be used in a classroom where students have developed a solid understanding for the concept of force arrows. The website could be used as exercises to be completed individually by students after they have learnt the theory associated, or a potential stimulus for small group-based problem solving sessions. Both can be reviewed at the end of lessons as a means to provide students with formative feedback. Furthermore, if the activity was more structured through the provision of an accompanying worksheet and some practice with the software beforehand it could be developed into an assessment task. This assignment could be scheduled towards the end of a unit to provide students with summative feedback.

The appeal of this resource arises from the versatility to be acquired through its diverse use within the classroom, as mentioned above. The versatile nature allows the digital material

The appeal of this resource arises from the versatility to be acquired through its diverse use within the classroom, as mentioned above. The flexible nature allows the digital material to be catered towards different tasks at various difficulties. However, this in turn can provide a weakness, since the actual resource comes with little instruction on its own and its quality as a resource is dependent upon the instructions and preamble that accompany its use in an activity. In addition to this, the interactive appeal of the resource is quite low when considering it consists of basic line drawn animations that are hardly riveting images to engage students.

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## Newton's First Law of Motion

Wisc-Online is an online learning resource with thousands of free learning objects including material for K12 through post-secondary.
Daniel Hutchinson's insight:

Although this appears to be a conventional interactive resource that presents content to students with text, images, and animations, the context is what sets this resource apart. There is a direct link established between forces and motion in objects with sport to establish relevance, which is intentionally used to evoke student attention and provide them with an engaging learning experience, particularly the male students. Due to the fundamental nature of this utility, it should be used within a classroom as an introductory exercise to familiarise students with the first law of motion, however it can also be employed for some basic revision practice for the concepts behind the first law of motion. It should be noted that, this basic interactive activity supplements the development of scientific literacy in students through the use of specific terminology (such as inertia, force, resistance, motion, external, internal).

I selected this resource because it displays an excellent use of context within an interactive resource to be used in a science classroom, that illustrates student relevance through sport and leads towards higher levels of engagement. The low difficulty associated with this utility is a clear weakness, where students would be able to complete this task quickly where time is not allocated appropriately or not even attempt the exercise simply because it is relatively easy. However, as aforementioned the website is an inept tool for introducing a topic or providing some light revision of the underlying concepts involved.

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