https:\/\/phet.colorado.edu\/en\/simulation\/legacy\/energy-forms-and-changes<\/a>>
\nStudents will begin by exploring energy input, output and conservation, as well as thermal energy, by interacting with the \u201cIntro\u201d simulation. In this simulation, students experiment with heating and cooling iron, brick, and water, and are able to add or remove energy by heating (visual: fire) or cooling (visual: ice) the materials given. By clicking the \u201cEnergy Symbols\u201d box, students are able to watch the transfer of energy as the temperature of the materials increases or decreases.<\/p>\nStep four (still on computers):
\nActivity: PhET \u201cEnergy Forms and Changes\u201d simulation \uf0e0 \u201cEnergy Systems\u201d
\nOnce students have completed the initial \u201cIntro\u201d to the \u201cEnergy Forms and Changes\u201d simulation, students will click on the \u201cEnergy Systems\u201d tab at the top left of the page to take them to the second simulation. This simulation allows students to see in more detail how energy is transferred and transformed as it moves between objects. Students build their own systems using a variety of energy sources, changers, and users, allowing students to opportunity to visually follow the transfer of energy throughout the system they have created.
\nSystems may be constructed using the following materials:
\n\u2022 wheel (turned by water, steam, bicycle), solar panel
\n\u2022 water tap, sunshine [with or without clouds], kettle, bicycle with rider
\n\u2022 container of water, regular light bulb, energy smart light bulb.<\/p>\n
Step five: Re-evaluate ideas
\nOnce students have completed both simulations, they will return to their hypothesis groups to re-evaluate their original hypotheses since gaining experience and knowledge while participating in the two simulations. The teacher will circulate to have each group explain how and why their original hypotheses changed after exploring \u201cEnergy Forms and Changes.\u201d<\/p>\n
A follow-up activity could be to have students complete a written response to answer the questions originally posed above (in step one), or to explain how their personal hypotheses changed throughout the course of the lesson. This would provide the teacher with individual feedback regarding understanding and possible continued misconceptions, as well as reconnect students to the original questions one more time.<\/p>\n
Theory behind it:
\nXiang and Passmore (2015) address the fact that the focus for science education has shifted \u201c\u2026from typical classroom practice that emphasizes the acquisition of content to a classroom in which students are active participants in making sense of the science they are learning\u201d (p. 311). One of the leading principles discussed, behind this shift, is model-based inquiry, which can extend to include simulations. Through constructing, applying, and modifying models, students are given the opportunity to actively engage in the learning process, in addition to discussing, negotiating, and re-evaluating their conceptual models with peers (Xiang and Passmore, 2015). Finkelstein, Perkins, Adams, Kohl, & Podolefsky (2005) found that when the right learning environment was created, simulations could be equally effective, if not more effective, learning tools than traditional laboratory equipment \u201cboth in developing student facility with real equipment and at fostering student conceptual understanding\u201d (p. 1-2). By integrating digital technology, not only can teachers access innovative and immersive learning environments for their students, but a number of factors can also be addressed, such as interest, motivation, and feasibility.<\/p>\n
Srinivasan et al., (2006) highlight that \u201cgenerally speaking, it is less expensive to develop a simulation than to provide real experience\u201d (p. 137). While Srinivasan, et al. point out that this is especially clear in cases like cockpit simulators, this observation could be applied to many different science simulations, including the above PhET simulation used to teach fourth grade students about energy changes and transfer. While the PhET simulation is free (assuming school have access to computers and the internet), the time and cost associated with setting up a lab experience of the same depth would make the \u201creal life\u201d version of the simulations offered above unfeasible. In addition to providing an experience that would not be feasible without digital technology, novelty and interest, both addressed by Srinivasan et al. (2006) as motivational variables, are targeted in the simulations provided by PhET as well. Students are given the opportunity to explore science using a digital simulation which has the potential to increase interest and motivation as they actively engage with a simulated learning experience that would not have been possible in traditional elementary classroom settings.<\/p>\n
References:<\/p>\n
Energy forms and changes. (n.d.). Phet Interactive Simulations, University of Colorado. Retrieved from https:\/\/phet.colorado.edu\/en\/simulation\/legacy\/energy-forms-and-changes<\/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, 1<\/em>(1), 1-8.<\/p>\nScience 4: Big idea and content. (n.d.). British Columbia Ministry of Education. Retrieved from https:\/\/curriculum.gov.bc.ca\/curriculum\/science\/4<\/p>\n
Srinivasan, S., Perez, L. C., Palmer, R., Brooks, D., Wilson, K., & Fowler. D. (2006). Reality versus simulation. Journal of Science Education and Technology, 15<\/em>(2), 137-141.<\/p>\nXiang, L., & Passmore, C. (2015). A framework for model-based inquiry through agent-based programming. Journal of Science Education and Technology, 24<\/em>(2-3), 311-329.<\/p>\n","protected":false},"excerpt":{"rendered":"Grade level: Grade 4 Science Topic: Energy Forms and Changes Misconception: That energy is a \u201cthing\u201d in and of itself; it does not come in a variety of forms. That energy cannot be transferred from one object to another. While students generally understand that adding heat warms a material and removing heat (\u201cadding cold\u201d i.e., […]<\/p>\n","protected":false},"author":35165,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669400],"tags":[],"class_list":["post-2115","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\/2115","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\/35165"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2115"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2115\/revisions"}],"predecessor-version":[{"id":2122,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2115\/revisions\/2122"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2115"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2115"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2115"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}