PhET

Link to Homepage

Introduction
PhET is a website containing multiple simulations for maths and science. The science simulations can be used for all year levels, from primary school to the HSC and even university. Simulations are downloaded directly onto the computer and a teacher would therefore be able to upload them to the school's online learning system, removing the need to navigate the website. However, a screencap of the website is included below to show the large variety of simulations they have available.




















Included with each simulation is a section where teachers can upload ideas for class activities and questions, making the site an excellent world wide collaborative tool. Included below is an example of the page for a basic forces and motion simulation. As you can see below, the top of the page contains the download link and information about the simulation itself and the bottom part of the page has tips for teachers and teaching ideas.

Instructions
One simulation looks at the states of matter according to particle type, particle movement, temperature and pressure.

The different particles that can be looked at are neon, argon, oxygen and water. Changing states of matter can either be achieved by changing the temperature meter at the bottom of the screen or selecting a preferred state. The particles at each state move accurately according to how the particle behaves in real life. Shown below is an example for water as a solid, liquid and a gas. Also included as a tab on pressure change, but as this is not included in the stage 4 syllabus (see outcomes below), it will not be discussed here.

Use in Class
This simulation can be used at a basic stage four to the HSC chemistry level to investigate states of matter. However, it could be a really useful tool in year seven or eight to engage students with the animation, whilst also demonstrating change of states in an accurate and informative way. It would be really beneficial used in an informal setting so the students could play around with settings and make their own discoveries about states of matter.

A suggestion for an informal class could be asking each student to select an atom or molecule they want to look at and get them to investigate and write down what happens when the temperature is changed and at what temperature things started to happen.

This model would also be a great way to start a conversation about CW1 point f, as it allows students to look at the simulation from a skeptical, scientific perspective.

Outcomes Covered
Stage 4
SC4-16CW: describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. (ACSSU151)
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing
e. explain density in terms of a simple particle model
f. identify the benefits and limitations of using models to explain the properties of solids, liquids and gases

Dipity

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Introduction

Dipity is an app which allows the user to create and present their own timelines. In doing this, students can get a visual representation of the time between events, and it allows them to consolidate their knowledge by putting it in a visual summary. This can be used over a variety of topics all the way from stage 4 to stage 6. This is because the student can add as much or as little information as they need to for a particular topic.

Instructions
Dipity is relatively simple to set up. Although creating an account is required the student can log in with Facebook or Google if they wish to, as well as signing up with their school email if they have one.


Next, simply click on the "Create a Timeline" button and the following screen appears:

Fill out the information for the title and information about the timeline, adding events and information as needed

The resulting timeline should look like this:

When one of the events is clicked on, the following information box pops up:

Outcomes Covered
One use of timelines in science is in stage 5 chemistry. Here, students need to have a working knowledge of different models of atoms and the discoveries that have been made over time. One way to show this is with a Dipity timeline as seen in the above screenshot. In class, students would be required to research the different models then summarise their new knowledge in a timeline.

SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence becomes available
CW1 c. outline historical developments of the atomic theory to demonstrate how models and theories have been contested and refined over time through a process of review by the scientific community

Khan Academy

Homepage

Introduction

Khan Academy is a free website with educational videos covering a range of topics including history, economics, maths and science. The science section of Khan Academy is vast and covers many topics in physics, chemistry and biology. A major advantage of the website is that it allows students to work through content at their own pace. When they're in class they have to keep up with the pace that the teacher sets, but in Khan Academy they can pause videos and go back to any sections they didn't understand and view them again.

In addition to educational videos, there's an entire section below each video which gives users an opportunity to ask questions and quiz each other. There's also a section called "tips and thanks" under each video where many users have linked to educational games and sites that may be useful for furthering students' knowledge.

These videos could be used in conjunction with or instead of direct classroom instruction. By using this "flipped classroom" approach, there is more time for students to undertake practical work and they can work through the content at their own pace for homework, perhaps giving them a greater understanding of the content then they would have otherwise. If used in conjunction with traditional classroom teaching, Khan Academy provides a way for students to revisit and revise information they may have forgotten, didn't understand in class or just want to have a fresh perspective on.


Instructions

To begin using Khan Academy, click the link at the top of the post. This will take you to the Khan Academy homepage. The site recommends that you sign up in order to get extra features such as progress monitoring and interactive revision exercises, but this is not needed to unlock the basic content of the site.

To view the lessons, click the "Subjects" tab at the top of the screen and select your subject. I clicked science > biology

There are four biology topics that are covered. I clicked on "cellular and molecular biology".

From here, all the content in cellular and molecular biology is displayed. I chose to look at an overview of organelles.

As you can see here, there is the main video section of the page and also the questions and comments section below. The videos are hosted through youtube and therefore can be embedded in the online learning system of a teacher's choice, if they choose to do so.

Example in class
An example of how to use Khan academy would be as the flipped classroom. Take for example a lesson on states of matter. Instead of covering this material in class, the students could watch one or two videos at home and learn the theory, then perform an experiment during class that further expanded their knowledge or allowed them to see the theory in action.

Outcomes Covered
Stage 4
SC4-16CW: a student describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles
CW1 The properties of the different states of matter can be explained in terms of the motion
and arrangement of particles. (ACSSU151)
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing
e. explain density in terms of a simple particle model
f. identify the benefits and limitations of using models to explain the properties of solids, liquids and gases