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== Explain ideas using {{tag|animation}} ==
{{ToolInfo
It is hard to imagine a really piece of communication that does not benefit from graphics. Numerous tools allow students to draw, photograph, and make video and animation. (SCRATCH; POWERPOINT). Some, if not many learners, adapt well to working with visuals and thus teachers can exploit this. For example
|title=Explain ideas using animation
|tagline=Explain ideas using animation
|image=Notanimatedexample.png
|topic=visualisation, modelling, iwb, whiteboard
|description=
|strategy=
|ideas=
|specs=
|topic=visualisation
|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION
}}


* Make a step-by-step {{tag|visual guide}} to an experiment
Further notes:
* Make a puzzle where you must put a series of steps in the right order
* Visualising Ideas:  Mind maps and similar ideas, see e.g. http://www.tessafrica.net/files/tessafrica/kr_brainstorming.pdf
* {{tag|Animate}} a story to explain what happens in photosynthesis
* Visualising Data: Undertanding the relationship between data (numbers or words) and how they can be visualised - e.g. how changes in numbers impact on the mean, and thus on the graph.
* {{tag|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
* Visualising Processes and Simple Ideas: Diagrams in science, Drawing shapes
* Make a {{tag|timelapse}} movie of a plant growing towards the light
* Write a {{tag|dialogue}} where {{tag|animated}} characters {{tag|discuss}} two sides of an environmental issue
 
== {{tag|Animation}}, {{tag|models}} and {{tag|simulations}} ==
Many science ideas are perhaps best experienced and {{tag|animation}} offers a way towards providing some experience. An Internet search easily finds free and commercial simulations of popular topics such as the heart cycle or kinetic theory. You may even have skills with animation tools (Adobe Edge; Sketch; PowerPoint; {{tag|whiteboard}} software) that allows you to create an animation for a teaching need.  
 
One side point is that you will find the terms ‘{{tag|models}}’ and ‘{{tag|simulations}}’ used with varying amounts of accuracy. Each term refers to a distinct type of experience although the distinction is blurred in practice. A model and a simulation of say, animated solids, liquids and gases can look very much the same on screen. The simulation allows you to explore but the model allows you explore more. To qualify as a model of kinetic theory, it needs to let you inside it to play with assumptions it uses to work.  
 
But how do you imagine that {{tag|animation}} might be used for teaching? Do you imagine that the teacher discusses the animation on the {{tag|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure that activity? Is there a space for students to makes their own animations? And does it always follow that learning with animation should entail some kind of {{tag|inquiry}} learning?
 
== Modelling with a spreadsheet ==
An interesting feature of a {{tag|spreadsheet}} is its potential for teaching about ‘{{tag|modelling}}’. If you had information about the gravity force on celestial bodies, you could get the spreadsheet to work out how much you would weigh on each of them. This 'spreadsheet' could then be called a mathematical model: it provides an alternative to actually going to the moon to weigh yourself.  
 
You can use a spreadsheet to build models as complicated as you wish. You can model the gas laws, chemical equilibrium and the Hardy-Weinberg distribution law. Nearby [IT in Secondary Science] is a model to show which methods of home insulation are cost effective. One could, for example, adapt this to compare solar panels and other home energy solutions.
 
Modelling offers a way to examine a hypothesis that arises at some point in your workscheme. Here are a few ideas that have been tried
* Use a spreadsheet to examine braking distances of a car under wet and dry conditions. Experiment with a model of the use electricity in the home.
* Experiment with a model showing your daily requirements for energy.
* Use a spreadsheet to model heat loss from the home. Use it to find the most cost-effective methods of home insulation.

Latest revision as of 14:58, 31 January 2015

Notanimatedexample.png
Explain ideas using animation

Tool Description Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well.
Do you imagine that the teacher discusses the animation on the whiteboard(tool)? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with animation(tool) should entail some kind of inquiry(ta) learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?

Good novels aside, it is hard to imagine a piece of writing that does not benefit from adding media. Good animation aside, it is not hard to imagine that students could benefit from making multimedia to explain an idea. Some, if not many learners, work well with visuals. ICT tools allow students to draw, photograph and make video and animation. You will find links for possible tools nearby. So how might animation(tool) be used for teaching? Some ideas:

  • Make a step-by-step visual guide(tool) to an experiment
  • Make a puzzle where you must put a series of steps in the right order
  • Animate(tool) a story to explain what happens in photosynthesis
  • Animate(tool) the orbit of the earth to explain the phases of the moon or the reasons for seasons.
  • Make a timelapse(tool) movie of a plant growing towards the light
  • Write a dialogue(ta) where animated(tool) characters discuss(ta) two sides of an environmental issue (edit)

Teaching Approach. Visualisations(ta) provide a central stimulus for reasoning(ta) about a particular problem, engaging in the scientific method(ta) and mathematical thinking(ta), and considering subject specific language(ta). They can be used to display models(ta) and concept maps for dialogic teaching(ta); building on the visualisations over time. Creating effective visualisations is a great way to encourage pupils in higher order(ta) thinking in group work(ta) and individual settings. (edit)

Tool details
Title Explain ideas using animation
Topic
Licence / Cost / Platform
Subject / Categories
Teaching Ideas / Links
Link

SCRATCH; POWERPOINT; TOOLS IN THIS SECTION


Further notes:

  • Visualising Ideas: Mind maps and similar ideas, see e.g. http://www.tessafrica.net/files/tessafrica/kr_brainstorming.pdf
  • Visualising Data: Undertanding the relationship between data (numbers or words) and how they can be visualised - e.g. how changes in numbers impact on the mean, and thus on the graph.
  • Visualising Processes and Simple Ideas: Diagrams in science, Drawing shapes
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