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# Google Site Simulations and DCP activities

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### Google Site Simulations and DCP activities

1. 1. GOOGLE SITESIMULATIONS / DATACOLLECTION ANDPROCESSING ACTIVITIES Image 1.
2. 2. SIMULATIONS Image 2.This Google Site contains four reusable learning objectsimulations designed by the University of Colorado atBoulder. The University provides an open resource of fun,interactive Science simulations that are designed to promoteconceptual understanding among learners as well aspromoting research-based activities. The Phet projectinteractive simulations by the University of Colorado atBoulder can be found at:- http://phet.colorado.edu/
3. 3. DATA COLLECTION AND PROCESSING INTERNAL ASSESSMENT CRITERIA Each interactive simulation is accompanied by a learning task that will allow students to collect research-based data from the interactive simulation. This data can then be processed and can be presented as a Data Collection and Processing (DCP) internal assessment activity for the student IB Physics internal assessment portfolio. Each DCP learning activity is designed so that students can work independently from one another, therefore working at their own pace. Raw data collected from the simulation will be specific to each student. Each student is  solely  responsible for all data collection within their learning activity.
4. 4. DATA COLLECTION AND PROCESSING INTERNAL ASSESSMENT CRITERIA The learning task for each simulation focuses on each aspect of the IB - DCP internal assessment criteria for Science and this rubric is shown below. Image 3.
5. 5. DATA COLLECTION AND PROCESSING EXAMPLE An electric toy car is travelling along a straight line and measurements of its position and time are taken. The uncertainty in the time ∆t = ± 0.005s and the uncertainty of the displacement ∆s = ± 0.1m. Image 4.
6. 6. ASPECT 1 By manipulating the variables within the simulation, students can collect all relevant raw data from the simulation including all relevant units and errors. Students can record and display this data using suitable spreadsheet software that is applicable to them.
7. 7. ASPECT 2 Students can manipulate and process data using  suitable spreadsheets and graphing software that is applicable to the individual. Spreadsheets can be used to perform calculations on raw data and to record processed data. Graphing software can be used to find relationships between variable data and provide physical constants where appropriate.
8. 8. ASPECT 3 Students can use functions of suitable spreadsheets and graphing software that is applicable to them. For graphing software this should include error bar analysis where appropriate and for spreadsheet software this should include organisation and presentation of the overall DCP lab report.
9. 9. ASPECT 3
10. 10. FORCE AND MOTION SIMULATIONThe DCP learning activity instructs students tomanipulate the relationship between the normal forceand friction force during translational equilibriumand determines the physical quantity of coefficient offriction using this relationship.  Image 5.
11. 11. PENDULUM SIMULATIONThe DCP learning activity instructs students tomanipulate the relationship between the length of apendulum and the period of the pendulum anddetermines the physical quantity of gravity using thisrelationship. Fig 6.
12. 12. BLACK BODY SIMULATION This DCP learning activity instructs students tomanipulate the relationship between temperatureand intensity and determines the Stefan - Boltzmannconstant using this relationship. Fig 7.
13. 13. BENDING LIGHT SIMULATION  The DCP learning activity instructs students tomanipulate the relationship between the angle ofincidence and the  angle of refraction usingmonochromatic light and determine the physicalquantity of refractive index using the relationship ofthe sines of these angles. Fig 8.