INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the “forms” feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.

Name: Jessica Cole

Software Title: PHET Instructional Simulations
URL: https://phet.colorado.edu/en/simulations/category/new
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher) Allows teacher to create customized lessons for students Multi-user or
collaborative functions with others in class Multi-user or collaborative functions with others
beyond local class Accessible to students beyond the school day Accessible via mobile
devices Multiple languages Safety, security, and/or privacy features
Strengths of the Software:
 Students are able to manipulate simulations to explore content thoroughly.
 There are a wide variety of possible simulations for various topics.
 Teachers can have students record data so that they can understand different
concepts.
 Easy for students to navigate themselves through the simulations.
Suggestions for Improvement:
 Make it more secure for students.
 Allow teachers to create the simulations as well as students.
 The software should not be just limited to science and math. Users should have
options for other content areas such as social studies.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
S8P4d
Develop and use a model to compare and contrast how light and sound waves are reflected,
refracted, absorbed, diffracted or transmitted through various materials.
Grade Level/Content Area(s): 8th
Bloom’s Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:
The way that I would use PHET Interactive Simulations would be to show students how light waves interact with different mediums
such as air, water, and glass. Students will also be instructed to compare and contrast these different mediums by drawing graphs of
the angles of reflection and refraction. Students will then use these observations to identify unknown mediums by how they interact
with light.

Plan:
 Students will be introduced to what reflection and refraction are at the beginning of class.

1
 INSTRUCTIONAL SOFTWARE

 I will then give a brief description of how they will use the protractor in the software then transfer that information to
their graph.
 Students will then fill out graphs showing the angles of the reflection and refraction with a top known medium and a
bottom known medium.
 I will then pause here to give students a chance to fix their graphs so that they have something that is accurate for the next
task in their lab.
 Based on the made graphs, students will then explore the different mediums that are known to try and determine what the
medium is that is labeled as unknown.
 At the end of the class students will then have a chance to discuss their findings and argue their reasoning as to why they
think they are right with what the unknown medium is.
 Some discussion topics that I may bring up could be:
- What are some of the effects on the direction the light goes with different mediums.
- What observations can we make with how the angles change as the light bends with the different mediums.
- Based on your observations what are the mystery materials and how can you argue your point.
Materials:
 Classroom set of laptops
 Protractors
 Graph paper
 Markers

* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.