Using+Technology+in+Science+Teaching

Use this page to post and share the website, resource, tool, or device you found to use in teaching. Winter 2015 The RGB bulbs allows students to explore the different colours we see. The Filter helps students understand absorption of light. I would do these as a motivational set and small inquiry project before introducing how our eyes allow us to see colour. ||
 * **Name** || **Name and Link to the Tool** || **Topic and Course Outcome** || **Specific plan for using it in teaching** ||
 * Alix || https://phet.colorado.edu/en/simulation/color-vision || Health Science 20HS20-HB1 Analyze the anatomy and physiology of a healthy human. || Sensory system, introduction to how we see colours.
 * Jesse || https://phet.colorado.edu/en/simulation/balancing-chemical-equations || __Curriculum: Science 10 __
 * Jesse || https://phet.colorado.edu/en/simulation/balancing-chemical-equations || __Curriculum: Science 10 __

__Outcome__: SCI10-CR3 Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations, and balanced chemical equations. [SI, DM]

__Indicators __: f. Differentiate between the use of subscripts and coefficients in representing the numbers of atoms and molecules present in chemical reactions. (S) h.) Verify whether a chemical equation is correctly balanced, and correct any errors. (S) || * This game allows students to balance chemical equations that allows students to see the molecules added to each side of the equation. CR2: Name and write formulas for common ionic and molecular chemical compounds, including acids and bases || This allows students to make sense and give a visual representation to the information on the periodic table and how it corresponds to the number of protons, neutrons, electrons, valence electrons and the charge of an atom. As well it introduces students to Bohr diagrams. This is important so students have a strong understanding of this material before they begin naming and writing the chemical formulas for ionic compounds. ||
 * This will allow students to practice balancing chemical equations in an interactive way.
 * This game will work well for students who are visual and tactile learners.
 * Molecular model kits can often be expensive and not all students may be able to use them individually, so this is game is a great alternative.
 * Even if the classroom does have enough molecular model kits, this game could act as an excellent supplement. ||
 * Rachel Piatt || Ebola: At A Glance [] || Human Body-The Effect of EbolaHS20-HB2 Investigate various pathologies and ailments and their effects on cells, tissues, organs, and systems of a healthy human || I would allow students to skim the information that is provided on this webpage. Students will split into groups and pick one of the bolded titles. Students will then have 5 minutes to make a mini presentation about their topic. They will present it to the class. Once the presentations are done, I will them prompt class discussion with leading questions such as, "Why is Ebola more common in some places that in others?" We will then work through the other relevant information such as a video. At the end of class, students will be allowed to complete the Ebola Quiz Online. ||
 * Kabree Howard || [] || Science 10
 * Ryan Cox || http://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancing-chemical-equations_en.html || ======Science 10======

SCI10-CR3 Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations, and balanced chemical equations. [SI, DM]

Indicator . Represent chemical reactions and conservation of mass using skeleton equations and balanced equations. (S, K, A)

|| I think that this simulation will be great for a classroom, less supplies and everyone gets to try it on their own. The children can also use this resource at home and keep practising at balancing equations. This simulation gives the students the option for a visual. The simulation has a variety of tools to help the children, they can work with all of them until they are not in need of the tools. The students are in control of this option and can really help with their confidence. This simulation has a game option so they can really put their knowledge to test. If they get a question wrong their is a simple explanation to why they did not get it correct. I believe that this visual will help alot of students understanding of why they are balancing the equation and the importance of a balanced equation. ||  [|EU9.1] Inquire into the motion and characteristics of astronomical bodies in our solar system and the universe. [SI] || This is a great simulation to demonstrate the effect of celestial bodies on one another. Students can get a visual of how a ellipse looks, and why the earth's motion was impossible to explain using a geocentric model. It is also fun to see how big of an ellipse you can get with a planet without crashing! || CE9.1 Demonstrate and analyze characteristics of static electric charge and current electricity, including historical and cultural understanding. [CP, SI, TPS] ||  || http://ed.ted.com/periodic-videos www.ptable.com || Science 9 à Atoms and Elements AE 9.3 Demonstrate an understanding of the classification of pure substances (elements and compounds) including the development and nature of the periodic table || If I were to use this in my classroom, I would have the students play around with the two different interactive periodic tables and choose two different elements that they want to focus on. They will then take some of the important information and do a presentation to the class on the two different elements, or, they can do a two page write up on each element. || ES20-AS2 Analyze current and potential future effects of global climate change on Earth and humans, including the need for adaptation and mitigation strategies. SCI10-CD1 Assess the consequences of human actions on the local, regional, and global climate and the sustainability of ecosystems. || Global Calculator: This tool can be used to explore the various pathways that can be used to tackle climate change. I would use this tool with my class and create our own pathway. You can then compare your pathway with other people around the world as well as share it. ||
 * Ryan Bernhard || https://phet.colorado.edu/en/simulation/gravity-and-orbits || Science 9
 * Silke Svenkeson ||  || Science 9
 * Chelsey Sundby || Interactive Periodic Table
 * Brett || [] || **Outcome:** PH30-CO1 Investigate the nature of mechanical energy and efficiency in mechanical systems, including the law of conservation of energy.
 * Indicator:** F. Solve problems related to kinetic, potential, and total mechanical energy using relevant equations. || I would use this demonstration to introduce students to the concepts of total, kinetic, and potential energy as well as to give them a visual of how conservation of energy works. It might help connect the dots on these concepts if they can see them in action in a way that most of them can understand. ||
 * Brayden Ursaki ||  ||   ||   ||
 * Taylor Merasty || [] || **Environmental Science 10:**
 * Science 10:**
 * Ryan Desjardins || https://phet.colorado.edu/en/simulation/radioactive-dating-game || PH30-MP2 Assess the effects of radioactivity and nuclear technology on society and the environment ||  ||

Fall 2014 media type="custom" key="26777608"