Transcript Clark SURGE slides

Learning Goals
Newton’s 1st and 2nd Laws and kinematics as measured by the FCI
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Relationship of Mass, Force, and Acceleration
Effect of Friction
Effect of Gravity
Unbalanced Forces results in acceleration
Balanced forces results in constant velocity (or zero velocity)
• Projectile Motion
• How velocity affects trajectory
• The independence of the x and y components of motion
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Kinematics
Acceleration is the change in velocity over time
Differentiating among decreasing velocity, constant velocity, and increasing velocity
Velocity is the change in position over time
Approach
 Each level highlights a specific relationship and integrates it
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into increasingly complex settings.
Categories of cases focus on specific relationships central to
mechanics that represent components of broader formalism.
Once students have intuitive grasp of relationship, they are
ready for formal terminology and connections.
Students simultaneously supported in building connections to
formal representations in terms of units, graphs, dot traces,
velocity vectors, force vectors, etc.
Finally SURGE connects these understandings to the formal
laws and definitions.
MODULE 1: SPACE IMPULSE SHIP. First a
sequence of one dimension motion levels then
two dimension motion level, some with fading
dot trace and some with permanent dot trace
maps.
MODULE 3: SPACE ACCELERATION SHIP.
Navigate ship using constant acceleration.
Wide-open feel rather than narrow fixed width
tunnels – lots of space. First in one dimension
and then in two dimensions.
http://surgeuniverse.com/loops1/Loops1_1.html
http://surgeuniverse.com/test/module3.html
MODULE 2: FUZZY IMPULSE LAUNCHING FROM HEIGHT WITH
GRAVITY USING IMPULSES. Fuzzy launching levels involve changing
distances and masses. If a Fuzzy misses the target, the Fuzzy is beamed
back to try again – this takes energy and counts like a collision but called
“teleports.” http://surgeuniverse.com/prototype/new/SURGEprototype2.html
MODULE 4: FUZZY CONSTANT ACCELERATION LAUNCHING FROM
HEIGHT WITH GRAVITY AND MAYBE AIR RESISTANCE. See Module 2
for the format of the levels.
MODULE 6: FUZZY LAUNCHING MACHINE. Similar to earlier launching
modules (2 and 4), but new mechanic and a fixed trajectory (45 degrees).
Basically, the student uses left and right arrow keys to set the amount of
speed or impulse. Initial launcher sets velocity. Second launcher sets
impulse size (forcing consideration of mass).
MODULE 7: “LOSING” ENERGY PLATFORMER MODULE. Introduces
friction and elasticity issues as player tries to roll and jump SURGE sphere
through “Mario-like” platformer levels.
•Levels have areas with friction and inelasticity and areas without.
•Involves a few Fuzzy launching guns to launch Surge so that we have
another context with projectile motion that begins with an upward trajectory.
•Also includes some levels where surge falls and bounces off of a floor below
to bounce up to a nearly equal height platform in the elastic condition and
lower heights in less elastic conditions.
MODULE 8: LAUNCHING OF FUZZIES ALONG FRICTION. Launch
Fuzzies along horizontal surface using speed and impulse launcher with
ability to pivot facing (think shuffleboard). Uses template for Module 2.
MODULE 9: 3D IMPULSE MARBLE LEVELS. Format similar to
Modules 1 and 3.
MODULE 10: FUZZY LAUNCHING MACHINE MODULE 3D. This flows
the template of module 6 but is in 3D
Module 11: 3D CONSTANT ACCELERATION MARBLE LEVEL WITH
FRICTION AND INELASTICITY. Template from Module 3.
MODULE 12: THE FINAL CONFRONTATION. This module revisits all
the major game types as a review. This is a 3D area where we revisit all
the earlier ideas in 3D
•Can a game increase students understanding on an
academic assessment?
•Can we predict student performance on FCI from
gameplay in SURGE?
•Does storyline increase learning?
•How to design representations to maximize learning?
•Investigate intended and unintended learning.
Four Tiers of Assessment
 Formal Assessment of Instructed Concepts: FCI and related
traditional multiple choice measures of conceptual
understanding.
 Embedded Assessment between levels where game characters
ask for advice in planning other missions and the player
interacts with a simulation.
 Assessment of Spontaneous Concepts through gameplay data
including scoring data and components along with gameplay
paths and choices.
 Transfer Assessment posing questions in the context of “realworld” video clips and asking for explanations and predicitons.
Thank You!
www.surgeuniverse.com
www.dougclark.info
[email protected]