Students are directed to a suitable on-line simulation. For example, we have a range of simulations covering mathematics and physics available on the following page: https://teaching.smp.uq.edu.au/scims/. The task sheet usually describes a set of activities that they should undertake and answer to demonstrate a good level of understanding (a grade up to a level of 5 under the university’s system). An advanced task is also provided which is generally open and may require a student to explore a physical principle or construct a simulated physical device. This, together with the first sets of tasks, facilitates awarding of higher grades (6 or 7). Students are required to demonstrate a high level of conceptual understanding, and be able to communicate this is a clear and concise manner.
Details
- CLASS SIZE
- 80-100
- CLASS LEVEL
- First year, Second year
- TIME REQUIREMENTS
- Medium
- CATEGORIES
- Online teaching mode, Problem based learning
- TAGS
- Active learning, Multimodal, Practical exam, Simulation/role play, Technology enriched learning, Workbook
Advantages
The interactive nature of an on-line simulation allows student to fully explore the concepts in an active way, moving away from solving prescription based problems for which there is one right answer. The simulations can be accessed on-line from any mobile device.
Challenges
The availability of a suitable simulation. Across the physical sciences there are many available including PhET and our own self-authored simulations. This may not be the case in other discipline areas.
Tips for implementation
It is desirable to set a task that encourages exploration, and requires students to explain concepts. Thus the task should be as open as possible rather than requiring students to come up with a particular (numerical) solution.
Professor Tim McIntyre
School of Mathematics and Physics
t.mcintyre@uq.edu.au
Professor Timothy McIntyre's research interests are in the fields of: Laser Diagnostics (Holographic Interferometry, Laser Induced Fluorescence, LEI Velocimetry, Schlieren/Shadowgraph, Spectroscopic Methods, Non-linear Methods) and Hypersonic Flow (Super-orbital flow, Scramjets, Facility Development, Non-equlibrium flow, Radiation). He received his PhD from the Australian National University in 1989. His chief research projects are in the areas of: Development of advanced laser diagnostics for studying high enthalpy flows generated in University of Queensland’s superorbital expansion tubes. Use of super-orbital expansion tubes for experimental study of high enthalpy reacting flows relevant to space vehicle entry into planetary atmospheres. The study of supersonic combusting flows in a shock tunnel. Find out more