Jake Jarrell

Exploring Simulations
Grade 11-12
Physics
Lesson Summary:
Use CK12 simulations to explore concepts unfamiliar to you. Try to learn everything you can about at
least 5 concepts listed within the concepts links in any simulation.
Estimated Duration:
100 minutes. Two 50 minute class periods. First day instruction and exploring simulations. Homework
will be to prepare presentation and day two will be presentation and taking notes on the concepts you
didn't explore.
Commentary:
sometimes the best way to learn is to teach. The kids will have to teach each other the conceptual
aspects of motion simulations. I think it will be challenging to come up with their own 3-5 minute
lecture but the simulations and technology should keep them interested.
Instructional Procedures:
Day 1:
first 15 minutes I will lecture about the following: This is ck12.org (have the site open on the projector
already), today we will be running simulations to demonstrate concepts under the category of motion
and force. Show the students how to open the site on their computers (at their desks). Show them how
to filter the list of simulations to only include concepts of motion and force. Run the malt shop
simulation: have them click the concepts button to explore all the material by clicking on the links that
appear then reading or watching videos about their concepts. Next I do an example of the challenge me
option so they can further test the limits of the simulations. The remaining class time if for the students
to form groups of 2-4 so that there is one student per concept in the simulation they have chosen (each
group has a different simulation). Once every student has figured out where they fit in a group, using
CK12 to do research on their concept will fill the period.
Day 2:
Assuming a class size of less than 25 students (small I know), each group would have roughly four
minutes to present their concepts. Repeating concepts is to be expected but no two groups may use the
same simulation as said the day before. During each presentation the other students should be taking
notes on the unfamiliar material being presented.
Plan:
1)present
2)brief question period (here is where I will mention what the students missed if they forgot any key
points)
3)repeat
The students will be using the projector screen to run the simulations or show material they have
researched during their presentation.
Pre-Assessment:
The pre-assessment is dependent on the students honesty. They have been asked to research what they
feel they know the least about. Some students may interpret this to mean choose what you're most
interested in, some may interpret is as choose what looks like a foreign language.

Scoring Guidelines:
During the time students spend breaking into groups and assigning concepts to themselves, I will be
going form group to group recording the group members names, simulations and concepts as well as
asking how much each person knows about what they are going to present. I will help delegate
concepts and groups if need be.
Post-Assessment:
Their presentation is the big post assesment but also a short quiz on conceptual problem solving I have
made using the simulations discussed. This is mostly to debunk common physics misconceptions
before applying math to the concepts. This is also the sort of work I expect students to attempt when
struggling with future concepts. Before or after coming to me for help, I think the students should
research their problem areas at home and this should help them be familiar with that process.
Scoring Guidelines:
I will have my record of which students are supposed to discuss which concepts in their presentation
and a pass/fail grade will be given based on how well they cover the concept using the material
provided by the ck12 site and if they struggle presenting their material, how well they can answer the
questions after they are done presenting will be their chance for redemption. The quiz will likely be
multiple choice, 1-2 questions (and possible points) per simulation presented the day before.
Differentiated Instructional Support
For the gifted or accelerated students the challenge will be to use the ck12 material to do their
presentation, not what they already know or learned prior to the assignment. Another challenge that
could be added is to assign them to write up possible questions for the quiz along with possible right
and wrong answers to those questions.
For students struggling with the material I will offer them other sources to get the material they need
such as the textbook, physicsclassroom.com and any concept specific material I am aware of that can
help them.
Extension
Provide a link to a website where students could go to learn more about the standards you are
addressing in your lesson.
Briefly explain what the site is and how students could benefit from using it.
Homework Options and Home Connections:
Outside of the classroom, students will be required to use the concepts links in the ck12 site to research
their assigned concept and turn that material into a short speech describing the part of their simulation
that correlates with the concept they have studied. The students should be able to describe specifically
which aspect of running their simulation pertains to their concept.
Interdisciplinary Connections:
Force and motion are quite difficult to tie in with History, Art and English. However Math will be all
over this material on the following days. Sometimes it is simple algebra sometimes it could border on
calculus.
Materials and Resources:
For teachers
I will need the projector and a computer as well as a comfortable chair to watch
their presentations in.

For students

The students will need computers in the classroom, as well as at home, that
support the flash animation in these simulations. (we were granted the wish of
unlimited access to technology!) The class projector will also be necessary.