I’ve begun the process of rewriting Chemthink from scratch. At this point I’m looking at reusing all of the existing animations and texts, but we have an opportunity to make the suite of tutorials, question sets, and virtual labs even better. I can’t promise anything because I have only a finite amount of time to finish the project, but I would like to open things up for input from Chemthink users.
So far, the to-do list includes:
If you could change anything about Chemthink, what would you change?
If you could add any capabilities, what would you add?
A few weeks ago I posted 8 of the original Chemthink Flash tutorials. I am excited to announce that the Chemthink problem sets are now available for these tutorials! The question sets require students to answer a certain number correct before they miss a small number of questions. As a result they are fairly difficult. If students struggle on a problem set, they are encouraged to take a look at the tutorial again.
There is no server backend, so if you want to keep track of which problem sets or tutorials you or your students have completed you will need to take a screenshot of the completion screen.
Tutorials and their corresponding problem sets are now available for the following:
In addition, over the next few days I post two more problem sets without tutorials: “Chemical Reactions” and “Isotopes”. At the moment the tutorials for each of these are nonfunctional, but I will do my best to get both the tutorials and their question sets working as soon as I can.
This week in physical science we needed a basic simulation to show a particle model of the melting and boiling of ice. “Melting and Boiling” is designed to address very basic questions, such as “What is ice?”, “What is water?”, “What is steam?”, and “What happens to water molecules as temperature rises?”
Would you like to see more basic chemistry simulations? If so, comment below, and I will try to get to them when I can!
After over one year on iTunes, Google Play, and online, DC Circuit Builder has proven to be Nerd Island‘s most successful app. It works well in our physics classrooms because it is simple. It doesn’t include a lot of bells and whistles, and doesn’t worry about the fact that in most beginning electronics labs you are working in kilo-Ohms and milli-Amps rather than Ohms and Amps. Students seem to respond to the fact that it is laid out on a grid and that you can draw wires across the screen simply by swiping your finger. However, as with any app, there will always be room for improvement and new features. The most common feature request by far is to add switches to the simulation.
Thanks to our school’s time off for Martin Luther King Jr. Day, and a little nudging from another teacher, I made the time to add knife switches to the simulation. Under the “Draw” tab, students can now choose between a wire, a knife switch, a resistor, a light bulb, and an inline ammeter. By adding switches, students can now model household lighting circuits as well as more complex systems.
I will push the new version out to iTunes and Google Play when I have time, but for now you can find the new version of DC Circuit Builder right here on SimBucket. If you have previously run the web-based version of DC Circuit Builder, make sure to clear your browser cache so that you can load the most up-to-date version.
Please give it a shot, and let me know what you think!
With all the free time (hah!) afforded by the new school year, we have been busy putting together new simulations for our students. Two of these made their way onto simbucket.com: “Graph Matching” and “Tennis Ball Cannon”. Both simulations are built using HTML5 technology and are optimized for phones and tablet screens.
We built “Graph Matching” as a supplement to the classic physics experience where students have to walk forward and backward in front of a motion sensor to match the graph on a computer screen. Our simulated version is miniaturized to fit on the small screen. Each student guides a character walking forward or backward to match a graph on their mobile device. It worked great in physical science class to drive home the idea that steeper slopes = faster speeds.
“Tennis Ball Cannon” is a model of our tennis ball launcher that we use to shoot football field goals from ridiculous distances. Our real-life tennis ball cannon typically launches tennis balls at greater than 80 meters per second, which meant that it was necessary to account for air drag in the model. Students can easily adjust launch speed, launch angle, drag coefficient, air density, ball mass, and ball cross-section to make more accurate predictions of the trajectory of a tennis ball. Our students had a great time using the model to determine how fast our cannon shoots.
We hope you enjoy these simulations as much as we have. Please give them a try and let us know what you think!
Chris Bruce, Martin Kulak, Kevin Shane, and David Torpe were featured on Sunday night’s news broadcast on KTUU Anchorage for their work at the ASTE Conference 2015. Check out the news clip on the KTUU website!
Chris Bruce Leadership Summit Intro
High School Science Teacher in Illinois – 8 years
Born and raised in Ketchikan, Kayhi graduate, MIT engineeering graduate, US Navy submarine officer, Navy satellite engineer
I teach at James B. Conant High School: 2400 students/200 staff, Chicago suburb, middle class population, 1:1 iPads for all 13,000 students in the district – Any questions about how to do this well, I would be happy to talk to you!
In late 2011, our technology coordinator asked us if we had any preference for devices for our upcoming 1:1 mobile device program we said we wanted Microsoft Windows devices. He said “tough – you are getting iPads, but it is okay because there is something called HTML5 that someone will soon make all of the tools you need!” Little did we know, that “someone” he meant was us.
I became an Apple iOS developer + Google Play developer + web developer, and have been trying to figure out the best ways to use the devices with my students, without waiting for someone else to build it!
Making learning personal, 2 main projects:
This exists, and we have been using it for the past two years. Questionbank system. The ideas here aren’t new, but the system requires a few things to work:
If any one of these are missing, the system doesn’t work. Our biggest challenge has been with wifi. Initially our district was concerned with the size of the broadband pipe to our school, but we are still fighting the wifi issue 3 years later. Here’s an exercise:
It is so important that we have the technology infrastructure to support innovation in the classroom. From a teacher’s perspective, it is so exciting to see students engage with material in new ways. Thank you