Animating science

Animating science


So we’re going to demonstrate what happens when
something evaporates. We’ve got some water
inside the kettle which has been preboiled,
but we’re going to boil some more. And we’re going to see what happens. OK, now the back card is there
so you’ll be able to see the steam that comes out of it. But if I turn this up, see how there’s liquid
that’s now come off it? So we had liquid, and then it
evaporated and became a gas, and now it’s gone back into a liquid. So evaporation is when it goes
from a liquid to a gas. Does anyone know what it’s called when it goes from a gas to a liquid? Turn and talk to
the person next to you. Have a discussion about
what you think it’s called. MAN: If we had a little bit more time
in that first session to actually have given them counters
while we were looking at the steam. Yeah, that’s a good point. And to think about how
the particles were acting, and then actually act out, “This is
what’s happening with the particles,” so that it’s bringing it
back to the physical again. Yep. We could have elaborated
a bit more. Yeah. We were talking about evaporation
and we haven’t touched on that yet. So, yeah, using the counters
would have been a good idea, just to cement that knowledge. MAN: Mmm. It depends on the time too.
We did want to get onto the… WOMAN: Yeah, the animations. Which is the main focus
at the moment anyway, now that we’re sort of coming to
the end of the sequence of lessons. Now let’s hark back
to our last lessons. OK? We’ve been animating –
you’ve been animating – and you’ve been representing
what we’ve learned so far in a really good way. We’ve been really impressed
with what you’ve been doing. Mmm, very impressed. But we’d like to make sure
you have a look today and have a think and see if you
can take it a little bit further. Can you show a bit more detail? Can you make sure that the science that you’re showing
is accurate? So we’ll be using Movie Maker, and you’re all aware of
how to use Movie Maker. So we’re going to collect the things
that you’ve got on your webcams, on your flip cams, on the iPads,
and put them into Movie Maker so you can insert, like, voiceovers and maybe some more information to get that extra detail that
Mr Kadush was talking about. Alright, so you need to discuss about what’s happening with
the red counters. So the red counters,
what do they represent? The perfume particles. Yep, the particles in the perfume.
Very good. OK, so you need to explain that
so when someone watches the movie if they don’t know
anything about science, they still understand
what’s happening. I really like how they
have their storyboards and their animations
are actually following what they’ve put
in their storyboards. Even though the storyboards
were fairly rough, it captured their ideas,
which we talked about with them. And then the representation
of the particle model is actually showing
that they’ve picked up what we’ve been teaching them
over the series of lessons. It’ll be really good
to pull it all together and actually see them
as a whole movie with the little footage
that they’ve shot, the animation bits they’ve done
with their voiceovers, and putting it all together
into Movie Maker and actually coming out
with a finished product. Hopefully we can see
some of those tomorrow. So you’ve all worked extremely well
during this session. We’re all very impressed
with the work you’ve done. And a lot of people have done
a lot more on their animations and are very close to finishing. OK, so the goal was
to put it into Movie Maker and then to start drawing all of the
different movies that you’ve got on the flip cams and webcams
all together into the one animation. How we going? Can we see it?
OK, so I’m going to press ‘play’. There is no sound yet, but hopefully
they’re going to add some sound. They have added
some information there. So “The blue counters represent
the air particles.” Get the blue counters. “The red particles are the perfume. “The red particles are moving around
because they are a gas “and gas particles
are free to move around.” See the gas particles coming in? “The gas particles
spread through the air “until they got to the man’s nose. “The smell is perfume.” It’s quite significant,
the use of the technology, you know? A few years ago, even less, we wouldn’t have been able to have
brought all these things together – the stop-motion program, the iPads,
the webcams… WOMAN: Well, even, yeah, the iPads –
they’re so easy to use. And at the start, all the kids are,
like, “I wanna use the iPad.” But then we had the two groups
actually using it. But so easy, and they were
so quick to do. I think the ICT aspect has also boosted the amount
of social interaction that’s going on within the class. When you look at Jed in particular… Jed – fantastic, yeah. And especially how
he started off, like, “I hate school. I don’t like science. “I don’t wanna do the work.” And the first day, he told me
he doesn’t read books. -Yeah.
-“No, I don’t read books.” And now he’s out there,
his animation’s almost finished, and he used the iPad, which I think
was really, really good for him because it was so easy and so fun. ‘Cause in the lesson,
his partner was away, so he was partnered up
with someone else. And they still worked
really well together. That was great,
and those social aspects, and the wellbeing aspects, of him becoming involved
with other people that he probably wouldn’t have if it wasn’t for the project
involving the ICT and the physical things
to move around… WOMAN: Yep. MAN: ..that he’s really latched onto. And I don’t think he would have
demonstrated any sort of…that amount of learning if we hadn’t have been using
those pieces of equipment and actually getting them
to handle things and saying “These are
like the particles.” Yeah. And “You can use the iPad –
here you go.”

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