{"id":2065,"date":"2017-03-28T10:40:06","date_gmt":"2017-03-28T17:40:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2065"},"modified":"2017-03-28T10:40:06","modified_gmt":"2017-03-28T17:40:06","slug":"phet-tgem-the-greenhouse-effect","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/03\/28\/phet-tgem-the-greenhouse-effect\/","title":{"rendered":"pHET, TGEM & The Greenhouse Effect"},"content":{"rendered":"

With the advent of increasingly new technology, scientific facts and concepts can now be produced visually on digital screens. \u00a0This enables student misconceptions to be clarified and effective learning to be encouraged. \u00a0One avenue of learning in which interactive animations and simulations are utilized to promote science learning is pHET simulations. \u00a0In their research, Finkelstein, Perkins, Adams, Kohl, and Podolefsky (2005) state that students who learned material through computer simulations outperformed on conceptual questions when compared to students who used real equipment. \u00a0They further argue that while simulations might not necessarily promote conceptual learning, there is some validity to enhance student learning through computer simulations under the correct guidance, facilitation and application.<\/p>\n

For my lesson plan, I have chosen a pHET Greenhouse Effect simulation available at:<\/p>\n

https:\/\/phet.colorado.edu\/en\/simulation\/greenhouse<\/a>. \u00a0It can be used in the earth science unit of Science 10. \u00a0The lesson was created with the T-GEM in mind, which briefly involves three levels of instructional strategies (Khan, 2007): compiling information and generating a relationship, evaluating the relationship, and modifying the relationship.<\/p>\n

The Simulation Activity:<\/p>\n

Preliminary Understanding:<\/p>\n

    \n
  1. Click on the \u201cAdjustable Conditions\u201d button and set the Green House Gas concentration to zero. Turn off all photons and set the temperature to Celsius.<\/li>\n
  2. What do the yellow and red\u00a0particles represent and where do they come from?<\/li>\n
  3. Why might the red particles be heading out to space?<\/li>\n
  4. What is the minimum temperature?<\/li>\n<\/ol>\n

    During the Ice Age:<\/p>\n

      \n
    1. Click the \u201cIce Age\u201d button and record the minimum temperature.<\/li>\n
    2. Record: [CO2<\/sub>]<\/li>\n
    3. Follow a red\u00a0particle and observe how it behaves. Repeat for a different particle at different locations. Summarize your findings. Repeat with the yellow particle.<\/li>\n
    4. How do the yellow and red particles behaviours compare?<\/li>\n<\/ol>\n

      Discuss similarities and differences.<\/p>\n

        \n
      1. What is the temperature now? How does this compare to the temperature you measured when no green house gases existed? What can you conclude about the effect of green house gases on the Earth\u2019s temperature? Is this a good or bad thing? Explain.<\/li>\n
      2. What happens to the yellow and red particles when clouds are introduced?<\/li>\n
      3. What happens to the temperature when clouds are introduced? Explain why you think this occurs.<\/li>\n<\/ol>\n

        During 1750:<\/p>\n

          \n
        1. Click the \u201cIce Age\u201d button and record the minimum temperature.<\/li>\n
        2. Record: [CO2<\/sub>], [CH4<\/sub>], [N2<\/sub>O]<\/li>\n
        3. How do these amounts compare to those at the time of the Ice Age?<\/li>\n
        4. Predict what you think is happening presently.<\/li>\n<\/ol>\n

          The Present:<\/p>\n

            \n
          1. Click the \u201cPresent\u201d button and record the minimum temperature.<\/li>\n
          2. Record: [CO2<\/sub>], [CH4<\/sub>], [N2<\/sub>O]<\/li>\n
          3. How do these amounts compare to those at the time of the Ice Age and 1750?<\/li>\n
          4. Add clouds and observe what happens. Record your observations.<\/li>\n
          5. What would happen if the green house gas concentration increased? Adjust the GHG level to lots and observe. Record your observations.<\/li>\n
          6. What factors might also influence this overall greenhouse effect?<\/li>\n<\/ol>\n

             <\/p>\n

            References:<\/p>\n

            Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Education Research<\/em>,1<\/em>(1), 1-8.<\/p>\n

            Khan, S. (2007). Model-based inquiries in chemistry. Science Education<\/em>, 91<\/em>(6), 877-905.<\/p>\n

             <\/p>\n","protected":false},"excerpt":{"rendered":"

            With the advent of increasingly new technology, scientific facts and concepts can now be produced visually on digital screens. \u00a0This enables student misconceptions to be clarified and effective learning to be encouraged. \u00a0One avenue of learning in which interactive animations and simulations are utilized to promote science learning is pHET simulations. \u00a0In their research, Finkelstein, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669400],"tags":[],"class_list":["post-2065","post","type-post","status-publish","format-standard","hentry","category-c-information-visualization"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2065","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2065"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2065\/revisions"}],"predecessor-version":[{"id":2066,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2065\/revisions\/2066"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2065"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2065"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2065"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}