Being a teacher of physics, there is a great use for technology in the classroom. There are simulations that can be done and videos that can be shown. However, I find that one of the greatest aids that we can give our students is in the area of visualization. If a student can visualize what is happening in the system then there is a good chance they will understand what is happening and they can solve the problem.
My group has been working with a program that can do just that for students. This program called Desmos is an online graphing calculator that can be accessed by anyone, free of charge. With this program you are able to do many things. While most of the functions are mainly geared for mathematics there are many ways that physics students can use these applications.
The greatest way that students can use this for understanding and teachers can use for instruction is to show relationships between variables through dynamic graphing that they have available on the site. One of these functions tracks the height of a projectile. The variables that will affect the flight are initial height, initial velocity, and launch angle. To the side they give you the capability of adjusting these functions. By adjusting these variables, one can see clearly what happens to the graph and, in this case, the projectile that is being launched. (This program is listed below.)
This is a great capability because students can easily see what is happening in each individual situation as each variable is adjusted. I plan to use this program in a number of ways. First, we can explain a concept and then can use the graphing function. This will reinforce the lecture that was just presented. We can also us this to support a lab that is based on induction. In this case we would first have the students do a lab that would test these variables. They would test these functions and then graph the results. After they have completed this they should have a good understanding of how the variables affect the system. Then after they complete their graphs, we can show them the Desmos graph and they will see how that graph matches their work on the lab. From this they should have an “ah-ha” moment that we always seek to find in physics where they see the connection between their lab and the computer graphing system. When they see this visualization after their lab they will know that they have done it right and the concept will stick so much more in their minds.
There are several of these graphs that I have found. Here are some listed below.
Trajectory of a Projectile
Acceleration vs. Applied Force
Impulse and Momentum
My group has been working with a program that can do just that for students. This program called Desmos is an online graphing calculator that can be accessed by anyone, free of charge. With this program you are able to do many things. While most of the functions are mainly geared for mathematics there are many ways that physics students can use these applications.
The greatest way that students can use this for understanding and teachers can use for instruction is to show relationships between variables through dynamic graphing that they have available on the site. One of these functions tracks the height of a projectile. The variables that will affect the flight are initial height, initial velocity, and launch angle. To the side they give you the capability of adjusting these functions. By adjusting these variables, one can see clearly what happens to the graph and, in this case, the projectile that is being launched. (This program is listed below.)
This is a great capability because students can easily see what is happening in each individual situation as each variable is adjusted. I plan to use this program in a number of ways. First, we can explain a concept and then can use the graphing function. This will reinforce the lecture that was just presented. We can also us this to support a lab that is based on induction. In this case we would first have the students do a lab that would test these variables. They would test these functions and then graph the results. After they have completed this they should have a good understanding of how the variables affect the system. Then after they complete their graphs, we can show them the Desmos graph and they will see how that graph matches their work on the lab. From this they should have an “ah-ha” moment that we always seek to find in physics where they see the connection between their lab and the computer graphing system. When they see this visualization after their lab they will know that they have done it right and the concept will stick so much more in their minds.
There are several of these graphs that I have found. Here are some listed below.
Trajectory of a Projectile
Acceleration vs. Applied Force
Impulse and Momentum