5+Online+Simulations+for+Learning

==**Simulations imitate operations of real world processes or systems, and can be very useful for explaining complex concepts in science. **==

=**1. Volcano Explorer **=

[]
** Outcome(s) addressed in simulation: ** Outcome 5.9: A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time. 5.9.4 Natural events d) Relate movements of Earth's plates to convection currents in the mantle and to gravitational forces e) Explain how interactions at plate boundaries may result in earthquakes, volcanic activity and new landforms

** Description ** Volcano Explorer is a simulation that integrates facts with visual learning, and helps demonstrate the ideas students need to grasp, including the concept of earth's plates and how it creates different land forms as well as earth disasters. It is also a highly engaging simulation as it shows pictures of the earth and volcanoes that are close to real life and a game is also provided. Teachers can ask students to use volcano explorer instead of a fact sheet to learn about this essentials of this science concept, and also give out worksheets to encourage them to read and understand the information provided in the simulation.

=2. Human Body - Pushing the Limits = http://dsc.discovery.com/tv/human-body/explorer/explorer.html



Outcome 5.8: A student relates the structure and function of living things to models, theories and laws. 5.8.4 Humans a) Describe the role of, and interaction between, coordination systems in maintaining humans as functioning organisms
 * Outcome(s) addressed in simulation: **

<span style="font-family: 'Comic Sans MS',cursive;">** Description ** <span style="font-family: 'Comic Sans MS',cursive;">This simulation is a great way to introduce the coordination system in the human body to students perhaps after or before learning in depth about the coordination systems in the body. It is very interactive as students click through the simulation and learn about different parts of the body and how it functions. In addition, it also has a mini puzzle games such as an eye jigsaw and a game of memory that keep children interested in learning about the functions in the human body. Each section on this simulation introduces the role of a coordination system in the body and there are short videos to explain how their roles and interactions maintain human bodies to keep functioning, covering a good portion of the outcome in an interactive way.

<span style="font-family: Verdana,Geneva,sans-serif;">
=**<span style="font-family: 'Comic Sans MS',cursive;">3. Bending light **= []

media type="custom" key="14905744"

<span style="font-family: 'Comic Sans MS',cursive;">** Outcome(s) addressed in simulation: ** <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">5.6.4 Light energy <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">a) Distinguish between the absorption, reflection and refraction of light and identify everyday situations where each occurs

<span style="font-family: 'Comic Sans MS',cursive;">** Description ** This simulation is just one out of the many other simulations found on the same website (PHET). This one specifically deals with how light is absorbed, reflected and refracted off areas of material. A teacher could show to a class this simulation while defining these terms to help students engage in what the teacher would be describing by having visual learning material in front of them as they listen. Although it does not give everyday situations where it occurs, it allows students to understand the main concepts behind absorption, reflection and refraction mentioned in the content syllabus, and the class may have continue the lesson by discussing where it may be found in everyday situations. = =

= = =**<span style="font-family: 'Comic Sans MS',cursive;">4. A Virtual Journey into the Universe **=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 13px; line-height: 19px;">[]


<span style="font-family: 'Comic Sans MS',cursive;">** Outcome(s) addressed in simulation: ** <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">Outcome 4.9: A student describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">4.9.1 The Newtonian model of the solar system <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">a) Describe qualitatively relative sizes, distances and movements of components of our solar system <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">b) Describe relative movements of the planets, moons and sun

<span style="font-family: 'Comic Sans MS',cursive;">** Description ** <span style="font-family: 'Comic Sans MS',cursive;">A Virtual Journey into the Universe is a fantastic simulation that students will love. The simulation interface is simple and allows you to control where you are going (or what information you want) while it feels like you are really in a space shuttle touring the galaxy and gathering data.

<span style="font-family: 'Comic Sans MS',cursive;">This simulation is focused on the learning about the solar system, but gives the navigator the information in a very futuristic way (the use of digital sound effects in the background and the space-shuttle themed website), and makes it very interesting and engaging to use.



<span style="font-family: Verdana,Geneva,sans-serif;">
= =

=**<span style="font-family: 'Comic Sans MS',cursive;">5. Newton's 2nd Law **= [|http://w3.shorecrest.org/~Lisa_Peck/Physics/syllabus/mechanics/newtonlaws/Ch5_2nd_law/ch5_hewitt/Source_Files/04_09_Hewitt_IF.swf]

<span style="font-family: 'Comic Sans MS',cursive;">** Outcome(s) addressed in simulation: ** <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">5.6.2 Newton's Laws - motion <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">a) Describe qualitatively the relationship between force, mass and acceleration

<span style="font-family: 'Comic Sans MS',cursive;">** Description ** <span style="font-family: 'Comic Sans MS',cursive;">Although this simulation may assume that the students know what each letter (a, F and m) stands for, it is still a simulation that can be presented to students by the teacher when describing the relationship between acceleration, force and mass as you can physically see their relationship by a formula and illustrations that can be varied. This is a very simple simulation but it addresses this outcome statement in a practical way and shows the relationship of these terms visually, and because of this, students who cannot always grasp complex ideas such as motion, find simulations like these easy to understand and therefore more engaging to them.