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Asia-Pacific Forum on Science
Learning and Teaching, Volume 4, Issue 2, Article 8 (Dec., 2003) Tin-Lam TOH On using Geometer's Sketchpad to teach relative velocity
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Asia-Pacific Forum on Science
Learning and Teaching, Volume 4, Issue 2, Article 8 (Dec., 2003) Tin-Lam TOH On using Geometer's Sketchpad to teach relative velocity
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Conclusion
Teachers can design discovery worksheets to allow students to discover and verify the necessary and sufficient conditions for two particles moving with constant velocities and with different starting points to intercept. All these activities enable students to make sense of all the standard results of Relative Velocity without having to get into the rigors of mathematical computation.
The above discussion gives three examples on how GSP can be used to facilitate students to visualize some key concepts in the topic of Relative Velocity. It should be noted that the above are some recommendations on how the software can be used for teaching; it does not exhaust all possibilities on how the software can be used in teaching the topic. The rest depends on the teacher's creativity in designing their files and related worksheet for their students.
Educators should not overlook what matters most in ensuring the effective use of technology in classrooms (Bliss T.J., Bliss L.L., 2003). Besides having a sound pedagogical content knowledge, teachers must be equipped with reasonable level of proficiency of the tool itself. In addition, teachers should constantly bear in mind that the use of GSP or any other educational technology is to enhance students' learning.
Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Article 8 (Dec., 2003). All Rights Reserved.
