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Simulations in HydrostaticsThese simulations do not feature information in text ("dumb" simulations). Their structure and the way of handling are very simple. The special design has a double purpose and none of them needs any instruction. During the lessons I presented several of them using a projector. When I was explaining their operation we didn't need any written instruction. On the other hand, the students used the simulations during their assessment, drawing up the appropriate explanation. All that I said about them was: "It is worth finding places on the screen where the mouse cursor turns into a hand. At places where this occurs there is some kind of action that can be performed dragging or clicking objects." The students did not have any problems with handling them. Their task was to describe the phenomenon by giving a title, describing their operation, connection to a physical phenomenon and its properties. This task allowed me to assess the students' cognitive skills (observation, interpretation, reasoning), while the essay task allowed me to develop and to assess communication, which is mostly neglected in teaching physics. There are also simple and more complex simulations, which allowed me to differentiate the students. The simulations can also be used with a number of assignments for problem solving. In this case a list of questions is attached to the simulation. To illustrate this I prepared the "talking" version of most of the simulations. The "i" (information) button gives a description of how to use the simulation and the questions to answer. The simulations have different coloured frames, signifying different physical concepts. |
| Hydrostatic pressure | Buoyancy | Submarine | Holed container | Communicating vessels | Hydrostatic paradoxon |