March 09, 2019 Filed in: Articles
Steve Fotheringham, OAPT Treasurer
Are you looking for a quick way to assess your class’ understanding of a topic, a way to easily integrate technology into your lessons or a way to break up the routine of your class? If you answered “yes” to even one of these questions, let me introduce you to Quizlet. Read More...
January 05, 2019 Filed in: Articles
Adam Mills, OAPT Workshop Coordinator, Teacher - Assumption College Catholic High School
One tool that has really helped change the look of my Physics classroom is Edpuzzle. https://edpuzzle.com/ Edpuzzle
is a website that allows teachers to embed questions within videos already created from YouTube or other sources. I find this tool particularly useful to help minimize the amount of direct instruction that I am giving my students in class. This allows my students more time to participate in richer educational strategies such as peer instruction, cooperative group problem solving and inquiry based learning. Read More...
November 11, 2018 Filed in: Articles
Matthew Craig, Teacher at the Community Hebrew Academy of Toronto
I’ve been programming a suite of PC/MAC/Android simulations designed for teaching the Ontario curriculum for science and physics. Previously, I wrote about a Metal Leaf Electroscope Simulator
In this article I am introducing a simulation I use to teach mirrors and ray diagrams in grade 10 optics. PhET
has a simulation for refraction and one for lenses but there is nothing for mirrors, so I developed this simulation for grade 10 optics. Read More...
October 27, 2018 Filed in: Articles
Joanne O’Meara, Professor and Associate Chair University of Guelph
As part of a recent endeavour of at the University of Guelph to flip the classroom, we have created a library of YouTube videos to accompany one of our first year courses: Physics for the Biological Sciences
. Read More...
April 24, 2018 Filed in: Articles
Tasha Richardson, OCT
Like many physics teachers in Ontario, I have used pre-boxed learning simulations: PhET, by University of Colorado; Gizmos, by ExploreLearning, and so on. But after having a conversation with a former student, I now have students build their own simulations. I like to ask former students what I could have done better to help prepare them for their post-secondary program. The student in question shared that his engineering program required students to run a simulation of any experiment they were intending to perform prior to doing so in the physical lab.Note:
This article is a summary of a session at the upcoming 2018 OAPT Conference
. (Session B: Friday, May 11, 11:15 am) Read More...
January 28, 2018 Filed in: Articles
Matthew Craig, Teacher at the Community Hebrew Academy of Toronto
I’ve been programming a suite of PC/MAC/Android simulations designed for teaching the Ontario curriculum for science and physics. One topic for which I have never had an effective simulation is the metal-leaf electroscope for grade 9 science, and revisited briefly in grade 12 physics.
The electroscope simulation I have developed is a very simple simulation that can be used to show induced charge separation, charging by contact, charging by induction and grounding. Read More...
December 09, 2017 Filed in: Articles
Steve Fotheringham, OAPT Exhibit Hall Coordinator, Teacher Oakville Trafalgar High School
As with most teachers, I struggle to provide enough feedback for my students so that they can gauge their understanding of the material. As well, I receive emails on a regular basis from the parents of my students asking about their progress in class and they expect detailed answers. To resolve both challenges, I have turned to Google Quizzes for help. Read More...
October 24, 2017 Filed in: Articles
Eric Haller, Secondary Short Term Occasional Teacher, Peel District School Board
In many experiments students collect two-variable data, make scatter plots, and then try to find the line of best fit so they can talk about how two variables are related. Microsoft Excel has a built-in function that readily does this. Read More...
March 01, 2017 Filed in: Articles
Stacey Joyce, Program Manager at Partners In Research Canada (PIR)
I’m sure that you employ a variety of tools and strategies in your classroom, including inquiry activities, independent or group projects, “assessments as, for and of” learning… the list goes on. But how do you and your students answer the questions they come up with during or after the initial inquiry activity? What types of resources do you teach students to use for their independent research? How do you introduce the students to career options that use Physics?
Here’s where video calls and webinars come in, and don’t think that you can’t afford these options — they’re free from Partners In Research Canada (PIR)! Read More...
November 11, 2016 Filed in: Articles
Eric Haller, OCT
It’s autumn, and maybe you’re looking for a new way to impress your physics students this semester. I find it easy to amaze my class by using various forms of technology in my lessons. Often our students don’t realize how tech savvy physicists need to be, picturing us using chalkboards to give lectures and not using supercomputers at CERN
or developing video games which use physics simulations
. Ok maybe I’ve never been to CERN or made a video game, but I can make my own GIFs. In this article I’m going to show you some GIFs you can use in your lessons, and also teach you how to make your own GIFs. Read More...
October 31, 2016 Filed in: Articles
Christine Hudecki , Teacher Our Lady of Lourdes Catholic High School
“Phones are a distraction”. “Teens don’t have the self-discipline to have a phone in class”. “It’s best to 100% ban the cell phones from the classroom”.
That was my attitude for many years. Ten years ago when I started teaching high school, there were only 1 or 2 students in each class with a mobile phone. Now it’s 1 or 2 students in each class that do not have a phone. Ten years ago cellular phones could make voice calls and send text messages. Now standard software and free apps enable students to do a wide range of useful activities: take pictures, record voices, capture short videos, set up a calendar, plan/manage their time, set up reminders and alarms, create to-do lists, do math calculations, check current events and of course, snapchat and Instagram their friends. I decided to start my new school year with the goal of frequently integrating the use of smart phones into my grade 10 science and grade 11 physics lessons in meaningful ways. Read More...
November 07, 2015 Filed in: Review
Robert Prior, teacher at Agincourt CI
Are you tired of marking multiple-choice tests? Put away your overlays and highlighters, download ZipGrade to your smartphone, and not only will you save time — you'll also learn more about what your students are really thinking! Read More...
July 01, 2007 Filed in: Demo Corner
Martin Fischer, Science Education Branch, Ontario Science Centre
See the shards of a popping balloon, watch water drops suspended in the air or witness glass shattering — all of it seemingly frozen in time. Some of these events last less than one thousandth of a second but you can see them with your own eyes, thanks to the persistence of vision and a homemade sound trigger that releases a camera flash at exactly the right moment. Read More...
October 01, 1993 Filed in: Demo Corner
Dianne Ness, Humberside C.I.
Four demonstrations from Dianne Ness. Read More...