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This bank of resources contains a number of websites and videos relating to simple machines.

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Library: Year 7 Physics: Simple Machines

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Library: Year 7 Physics: Simple Machines

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Australian-based website which provides a number of resources and activities for students and teachers.

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FTfs contains free curriculum-appropriate primary and middle-years education resources that can be easily adapted to individual student learning requirements (https://www.forteachersforstudents.com.au)

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Two short videos here which introduce simple machines, and show a couple of experiments that could be conducted in the classroom.

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Simple Machines | Science Trek | PBS LearningMedia

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A simple machine has few or no moving parts, but because of them, humans have been able to create the wonders of the world: the pyramids, computers, even your jar of peanut butter. Learn more about the six types of simple machines; lever, pulley, wheel and axel, inclined plane, wedge and screw, and…

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Probably one of the best and most entertaining videos to show the physics concepts of forces and simple machines at work. Not only could this act as a hook or consolidation tool in a lesson, but students could also interrogate this video to identify key forces and machines at play,

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OK Go - This Too Shall Pass - Rube Goldberg Machine - Official Video

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To use Robot Factory you need to set up a free Wonderville account with your parents at home.

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Have students identify different machine designs by Leonardo da Vinci. This will expand their thinking outside of the norm.

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Leonardo da Vinci described and sketched ideas for many inventions that were hundreds of years ahead of their time, but very few were ever built or tested during his lifetime. Though his notes suggest that he wished to organize and publish his ideas, he died before he could accomplish this important goal.

After his death, his notebooks were hidden away, scattered, or lost, and his wonderful ideas were forgotten. Centuries passed before other inventors formed similar ideas and brought them to practical use.

Browse Leonardo's machinery sketches and test your knowledge of which invention they eventually became.

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Leonardo da Vinci described and sketched ideas for many inventions that were hundreds of years ahead of their time, but very few were ever built or tested during his lifetime. Though his notes suggest that he wished to organize and publish his ideas, he died before he could accomplish this important goal.

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Something a bit different to bring out engagement in lessons!

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Sick of the usual paper-based exit tickets? Try out one of these digital options.

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Class is done. We've learned a lot. We've tried some new things. We've had some great discussions.

So ... now what?

How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?

An exit ticket gives us that opportunity - much like bell-ringer activities help us kick class off effectively.

The name "exit ticket" makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up.

What can we do with exit tickets?

In an article in the publication Educational Leadership by ASCD, Robert Marzano explains that there are four kinds of prompts teachers often use with exit slips - prompts that ...

Provide formative assessment data (How would you rate your current level of understanding of what we did today?)

Stimulate student analysis (How hard did you work today? What could you have done to help yourself learn better?)

Focus on instructional strategies (How did the group work today help you understand the content?)

Are open communications to the teacher (What could I do differently to help you understand better?)

Exit tickets are also a research-based best practice for several reasons ...

Exit tickets are a pretty versatile tool. We can use exit tickets one day as formative assessment and on another day to check in on students' feelings to learning.

Armed with this data, it can inform your instruction instantly - as soon as the next day or even later on in that same day!

So ... what does this look like in a classroom? What digital tools can help us with exit tickets? I have 10 ideas for both!

BONUS: The Exit Ticket Builder for Google Slides and PowerPoint

Having some ideas for exit ticket prompts can save you time AND help you remix them to meet the needs of your students.

Here I'll share 10 exit ticket prompts ... but let's take it a step further!

These prompts are part of my FREE Exit Ticket Builder template for Google Slides and PowerPoint! With this template, you can quickly add any of the 20 pre-made exit ticket prompts to your slide deck -- then assign it to students.

Flip through the slides below to see all the exit ticket ideas in the Exit Ticket Builder.

Then, make a copy in Google Slides or PowerPoint to assign to your students!

10 ideas for exit ticket prompts

Here are 10 exit ticket prompt ideas that you can use to wrap up your class ...

1. Do you agree or disagree with the topic today? Describe why. If you're studying a topic that has two or more sides, this lets the student decide where he/she stands and why.

2. How are you doing? Just a simple social-emotional check-in can give the teacher valuable information and help the student to feel seen and heard.

10 digital tools for exit tickets

The traditional way of doing exit tickets is with slips of paper. That's totally fine. But we do have plenty of digital options that give us variety.

The great thing about many of these is that you can re-use them. For many, you can create them once and use the same (or similar) questions and templates without having to reinvent the wheel.

Here are some digital tools and ideas for using them for using digital exit tickets in the classroom.

1. Socrative

Use Socrative ( socrative.com) for to ask a quick question or do a quick poll at the end of class. The quick question option lets you ask a super-fast open-ended or multiple choice question. Plus, Socrative has a built-in exit ticket option, asking students ...

how well they understood the day's lesson (multiple choice)

what they learned (open-ended)

to answer an additional question from the teacher, maybe one you ask verbally (open-ended)

Benefits: It's fast and summarizes your info quickly on one screen.

2. Google Forms

Creating a quick Google Form ( forms.google.com) can let you customize your exit ticket experience. Building your exit ticket with Forms, Google's survey tool, lets you add a variety of question types. Plus, you can also display videos, images and text. The drag and drop interface of Google Forms makes it pretty easy to pull together an exit ticket. When you're done, use the "Send" button to give your students a link. View results in the "Responses" tab and even export them to a spreadsheet.

Benefits: You get more question types and multimedia. You can view graphs of responses quickly.

3. Pear Deck

Pear Deck ( peardeck.com) works with slide presentation tools (easiest, in my opinion: Google Slides, with the Pear Deck add-on) to make slides interactive. Have a quick slide deck pre-created for the end of class. Design slides visually - or use the pre-created slides in Pear Deck's slide library in the Google Slides add-on. Students interact on their screen, drawing, dragging and typing. Pear Deck has a paid premium version, but there's a lot you can do with its free version.

Benefits: Questions are visual, hands-on and interactive.

4. Flipgrid

Using Flipgrid ( flipgrid.com) as an exit ticket means you get to see and hear your students via video. Create a simple prompt. Give your students a link to it - or assign it in Google Classroom - or provide students the QR code to answer it. Students respond in their browser (or with the mobile app). It's one thing to see text on a screen. It's another to be able to read your students' body language and vocal intonation.

Benefits: You can learn more from watching how your students answer via video sometimes.

5. Synth

Like the idea of video responses but prefer to respond with audio? Synth ( gosynth.com) makes responding with your voice digitally feel like a conversation. Students can leave short audio responses to a question - perfect for exit tickets. But they can also respond to each other's recordings, making it feel more like an asynchronous conversation over time.

Benefits: This lets you hear your students' voices - and lets them practice answering with their voices.

6. Kahoot!

You're likely familiar with this classroom staple by now. We often use Kahoot! ( kahoot.com) for reviewing. However, we can also use it for exit tickets. Create a new survey Kahoot! instead of the traditional quiz game. Surveys still have multiple choices, but they aren't scored. It takes the competitive edge off and lets students be more thoughtful with their answers.

Benefits: It uses a familiar interface that students likely connect to having fun. Plus, students can answer quickly and easily.

7. Google Slides

Google Slides is for way more than oral presentations in front of class! Create a new slide presentation and share it with students, making it "everyone can edit". ( Instructions in this blog post.) Each student gets a slide on the slide deck for responding. Give students a question or prompt to respond to at the end of class. Note that everyone can see everyone's slides, so this wouldn't be ideal for fact recall or for sensitive personal questions. Because of the design freedom in Google Slides, it opens up what students can create for you quickly!

Benefits: The design tools mean students can quickly make something visual with text, images, lines, shapes, etc.

8. Formative

Formative ( goformative.com) is like using Google Forms in some ways. But it offers even more flexibility. There are TONS of question types. One of my favorites is the "Show Your Work" question where students draw their answers. If you ask multiple-choice questions, it will autograde the responses.

Benefits: Have students draw their answers using the "Show Your Work" question type.

9. Poll Everywhere

Using Poll Everywhere ( polleverywhere.com) lets you create a quick poll with lots of options. You can add images to your polls and even rank items instead of just choosing one.

Benefits: Ask students to rank multiple items.

10. Seesaw

Teachers love Seesaw ( seesaw.me) because it creates a digital learning community. It's a bit like social media (think Facebook) for the classroom. For exit tickets, students can post to their Seesaw classroom and snap a picture of what they've been working on. They can even annotate it by drawing and labeling.

Benefits: Marking up images can help students show what they know.

Exit tickets that DON'T use technology

Technology opens up lots of opportunities to assess, create and gather data in unique ways.

That doesn't mean we HAVE to use technology, though. Sometimes, the data we want to gather can be done faster - or more meaningfully - without technology.

Here are some ideas:

The sticky note mosaic: Grab a few pads of sticky notes of different colors. Tell students what each color stands for: something that know for sure, something they're still unclear on, something they need to tell the teacher, etc. Stick the sticky notes on the board randomly or in groups as they leave. The colors will help you sort them quickly.

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20 ideas for exit tickets in the classroom

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Class is done. How can we end it effectively? Using digital exit tickets can bring closure to your day. Here are 10 you can use tomorrow.

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Compose texts in engaging and creative ways

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Create moving, zooming presentations that grab attention and keep it.

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A great add-on for Google Slides or PowerPoint. In addition to other features, Pear Deck allows for formative assessments to be embedded within presentations, which will transform the learning experience for students and teachers alike.

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Start your presentation and students will join your Pear Deck Session from any device with a web browser. As you advance your slides, students will be prompted to answer your questions! Students' answers can be displayed anonymously on the classroom projector, so instead of worrying about getting the right answer and feeling silly in front of peers, your students are putting ideas out there in a safe, anonymous way, discussing, and learning from each other.

GO DEEPER WITH THE TEACHER DASHBOARD

The Dashboard is a private view that gives teachers insight into each student's progress. As an instructor, you can quickly see each individual student response on the Teacher Dashboard.

Highlight good examples or common misconceptions with the star button. Noticing a lot of wrong answers? Adapt! Take a pause, back up, re-explain.

The Teacher Dashboard shows you more confidential information about each student and can be opened on private screen or separate tablet. Student answers when shown on the projector will always be anonymous, giving kids a safe way to answer and participate in front of their peers.

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This feature enables teachers using Pear Deck Premium to share Session controls and valuable student insight with other designated educators, including student teachers, special educators, co-teachers, or even substitutes. With a real-time view of individual student work and the ability to guide and provide direct feedback, educators teaching together can better support the diverse needs of learners everywhere!

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Pear Deck for Microsoft makes it effortless for educators to add interactive, formative assessments to their presentations and launch directly from Teams.

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This interactive tool has students label simple machines in a moving diagram.

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Students are fascinated with tools and machines. In the Simple Machines module, students see examples of how simple machines can make work easier by reducing the force needed to move an object over a distance.

Then, students use interactive activities to experiment with these simple machines: lever, pulley, wheel and axle, wedge, screw, and inclined plane. Hands-on activities are also available to give students actual experience with simple machines. By the end of this module, students will know just how to decrease the amount of force needed to move an object!
Work Smarter Label It! Support Document
Science4Us provides the essentials that teachers need to confidently and effectively lead a classroom in any science lesson. This demo shows:

One section of the "Teacher Explain"

One of the 40 teacher support documents

Teachers can expect a lot of support in the form of professional development, which will help when preparing, delivering the material and answering questions. Printable teacher guides allow you to expand on the online material and further student understanding of the different Simple Machines. These teacher guides include hands-on activities, discussion questions and more.

Teacher Lessons pave the way for a productive lesson. You'll find all kinds of information specific to Simple Machines, such as best practices, content background, vocabulary extensions and more. One best practice for teaching Simple Machines that allows students to get hands-on is to have them experiment with a lever at snack time. Provide each student with a spoon and a scoopable food. Encourage students to notice the "bar", the handle, of the spoon and the "fulcrum" the place where the spoon pivots.

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Students are fascinated with tools and machines. In the Simple Machines module, students see examples of how simple machines can make work easier by reducing the force needed to move an object over a distance.

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This Quizziz may be a useful formative assessment option to track how students are progressing and where any misconceptions may need to be addressed.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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This Quizlet may be assigned as homework or a revision tool to assist students in learning the key definitions within the Simple Machines topic

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Year 7 Science - Simple Machines Flashcards | Quizlet

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Simple Machine revision questions Learn with flashcards, games and more — for free.

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Although the websites state that this tool is for Grades 2-6, I think it would be a great resource for Year 7's to get to know the different simple machines found around their houses. The interactive images and infographics are very informative and easy to understand.

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Grades: 2-6

Search a robot's house to find simple machines or his tool shed for compound machines!

Compound Machine

Two or more simple machines working together to make work easier.
Examples:Wheelbarrow, Can Opener, Bicycle

Simple Machine

A machine with few or no moving parts. Simple machines make work easier.
Examples:Screw, Wheel and Axle, Wedge, Pulley, Inclined Plane, Lever

Project Director: Gail Wheatley

Creative Director: Eric Bort

Science Editing: Steve Whitt

Text Editing: Heather Evans

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Grades: 2-6 Search a robot's house to find simple machines or his tool shed for compound machines! Compound Machine Two or more simple machines working together to make work easier. Examples:Wheelbarrow, Can Opener, Bicycle Simple Machine A machine with few or no moving parts. Simple machines make work easier.

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A really great interactive tool where students have to problem-solve by creating a working model to get a ball to its goal, through the use of a variety of simple machines.

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This tool has a little numeracy built in - students must select the correct grid reference to reveal a new machine part of a puzzle they must solve

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Help Tumbleweed get his seeds to his car by making a path. Remember to find the secret pieces!

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Worksheets that can be completed online to mix things up a bit. There are numerous worksheets here that relate to simple machines which could be assigned in class.

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Science worksheets and online activities. Free interactive exercises to practice online or download as pdf to print.

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Although Year 7's do not cover the Periodic Table, it may still be useful to have this interactive table handy if explaining any concepts that may relate to the elements.

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Interactive periodic table showing names, electrons, and oxidation states. Visualize trends, 3D orbitals, isotopes, and mix compounds. Fully descriptive writeups.

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This is definitely a resource I will use with my Year 7's in future. Not only is it useful for students to learn the names of different lab apparatus, but it can also be used for their scientific lab reports.

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Chemix is a free online editor for drawing lab diagrams. Simple and intuitive, it is designed for students and pupils to help them draw diagrams of common laboratory equipment and lab setup of science experiments.

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A handy article outlining steps for building a digital pedagogy. The author summarises how teachers at her school came to be proficient digitally-based teachers, and this wasn't through the use of every digital tech resource under the Sun, but rather, by selecting some key quality resources. Quality, not quantity.

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'We were not leveraging the digital tools we had ... as effectively as we wanted.' ©Fizkes/Shutterstock

You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning. Here, Vanessa Crouch (Toowoomba Catholic Schools Education Officer: eLearning), and teachers Renee Richardson and Melissa Ferguson, share what's happened so far and where to next.
For three years our teachers have been working to increase their knowledge and skills in digital pedagogy.

With a one-to-one program rolling up from Prep, our school recognised that we were not leveraging the digital tools we had in our classrooms for learning as effectively as we wanted. The authentic use of technology was mostly limited to publishing, presentation or drill and practice.

Enter the Digital Pedagogies Lighthouse Project. This is a project based on the London Challenge (Kidson & Norris, 2014; Woods & Brighouse, 2014), instructional coaching (Knight, 2010 & 2016; Knight & van Nieuwerburgh, 2012) and action research (Bradbury-Huang, 2015; McAteer, 2014; Nasongkhla & Sujiva, 2015). It has been supported by the Diocese of Toowoomba Catholic Schools Office and an Education Officer who specialises in digital pedagogy and digital learning.

We chose the Technological, Pedagogical and Content Knowledge (TPACK) framework (Baran et al., 2019; Voithofer et al., 2019) as the theoretical framework used to begin developing our professional knowledge. It underpins a variety of educational technology research today (Koehler et al., 2013; Mishra & Koehler, 2009; Shin et al., 2009). The aim of this framework is to build the three knowledges equally so that teachers are able to make decisions about how to best develop learning experiences that incorporate technology in authentic ways.

Where did we start?

We began with teacher professional learning, which took about a year. Using the research related to TPACK (see above) and digital pedagogy (Tabesh, 2018), teachers began increasing their knowledge and skills with a small suite of digital tools - such as BookCreator and the Math Learning Center apps - as well as consolidating their content knowledge in mathematics. We felt mathematics was an area of the curriculum that needed some refreshing at our school and decided to focus on the development of our digital pedagogy skills in this area. We also began a process of instructional coaching.

Our Education Officer provided in-class modelling of how to use digital tools in our classroom, and this was followed up with teacher time to practise using the tools and discuss effectiveness and impact. This modelling allowed us, as teachers, to become more proficient users of the tools and it built our confidence to experiment more with them. As a staff, we shared our progress in our Professional Learning Communities, which gave others the opportunity to see what we were trialling in our classrooms. This professional sharing allowed us to ask questions, see connections and build our understanding of how we might use these tools in our own contexts.

During the project we collected data from teachers, parents and students. The teachers and parents completed surveys that delved into how they used technology, as well as their confidence and proficiency. For the students, we asked them to draw a picture of what learning looked like in their classrooms. Over the three years of the project, we saw a marked shift from a focus on digital tools for productivity or drill and practice to collaborative and communication tools that helped students share learning.

As we planned learning, we chose digital tools that would give students opportunities to demonstrate their learning and explore mathematical topics. Our choices depended on the required learning - for example, we might use video and photos with BookCreator, Keynote/Powerpoint to gather evidence of learning, or the Math Learning Center apps to demonstrate learning. This process was aided by using the Triple E Framework (Kolb, 2017) to help us determine the value of using different technology tools in our context.

What have we seen change?

Our teachers have reflected on their changes in practice regularly and, as a result, our school has developed a stronger culture of professional learning. Where teachers were once scared to ask and unsure of how to use an app or embed technology authentically, we now collaborate and share with great enthusiasm. The development of this collective efficacy, combined with a clear understanding of what digital pedagogy is, has enabled us to create authentic and valuable learning experiences for our students.

In addition, teachers know where to look or who to talk to when interested in embedding new technologies in their pedagogy. We appreciate that all staff have strengths and weaknesses in regards to technology use, however, there is always someone who can give guidance on how to improve or introduce a new tool which could be useful for the area of curriculum being focused on. As we encourage our students to have a growth mindset, have a go and learn from their mistakes, we know it is imperative that we, as teachers, must model these values ourselves.

Figure 1. Our key steps to build digital pedagogy

Our teachers are now critical users of technology. Once we would have obliviously used drill and practice apps or a website that vaguely related to a topic and believed that to be 'embedding technology'. Now we have developed a critical lens to judge the value or ineffectiveness of certain technologies, we are able to make better decisions for learning. We see the value in using technology as an authentic tool for teaching, learning or assessment, rather than it replacing a paper-based resource. There is no educational value in using every app, website or piece of hardware available. We have learnt to choose a small number of resources, teach students to use them well and use them across subjects.

Our students have become more confident creators of digital content, transferring their knowledge learnt from the digital tools used in mathematics to other key learning areas. They show an ability to effectively choose a tool to assist them to demonstrate their knowledge and understanding. Student language and ideas around what technologies they use in their learning has changed. At the beginning of the project, students related technology to only being 'fun', they now relate technology to the tools and skills they can use to enhance and share their learning.

Our use of digital tools to differentiate has also been invaluable. For example, using tools such as BookCreator and Keynote has supported students in achieving individual success, whilst also taking away some of the academic pressures (ability to read and write). We've used the audio and video recording in these tools to enable students to share their learning in a variety of ways, rather than just as a written piece of work.

The way assessment is completed has also been transformed. Students are now confidently able to display knowledge in a variety of modes, including video, voice-over and graphic annotations. Therefore, the way teachers assess and give feedback has changed. No longer do we take home a collection of paperwork or pile of students' books for every subject during assessment time. Assessment for a subject or topic can be sent to the teacher's iPad or laptop for marking and feedback. Additionally, online student collaboration has been explored in the upper primary grades. Peer feedback is given through comments on the digital document and collaboration on tasks has been simplified. The possibilities have been endless.

Our teachers now have greater clarity of the curriculum, deeper purposes for using technology and are critical reflectors on their practice. Our students are now more capable technical problem-solvers and proficient users of digital tools.

Where to next?

The progress we've made over the last three years is just the beginning. Next steps for our school include:
References

Expanding our digital pedagogies learning into all curriculum areas;

Adding a few more digital tools to our repertoire;

Moving towards the teachers being the modellers of practice;

Refining our planning processes to ensure that digital tools are effectively utilised;

Sharing our learning with other schools and teachers;

Reflecting on the data from our project to ensure that we can sustain the momentum in what we are doing to enhance student learning.

Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370. https://doi.org/10.1111/bjet.12565

Bradbury-Huang, H. (2015). The SAGE handbook of action research. SAGE.

Kidson, M., & Norris, E. (2014). Implementing the London Challenge. Joseph Rowntree Foundation.

Knight, J. (2010). Unmistakable impact: A partnership approach to dramatically improving instruction. SAGE.

Knight, J. (2016). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Corwin.
https://doi.org/10.1080/175218...
Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A focus on practice. Coaching: An International Journal of Theory, Research and Practice, 5(2), 100-112.

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205...

Kolb, L. (2017). Learning first, technology second: The educator's guide to designing authentic lessons. International Society for Technology in Education.

McAteer, M. (2014). Action Research in Education. SAGE.

Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.

Nasongkhla, J., & Sujiva, S. (2015). Teacher Competency Development: Teaching with Tablet Technology through Classroom Innovative Action Research (CIAR) Coaching Process. Procedia - Social and Behavioral Sciences, 174, 992-999. https://doi.org/10.1016/j.sbspro.2015.01.723

Shin, T. S., Koehler, M. J., Mishra, P., Schmidt, D., Baran, E., & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. Proceedings of Society for Information Technology & Teacher Education International Conference, 4152-4159.

Tabesh, Y. (2018). Digital Pedagogy in Mathematical Learning. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 669-678). Springer International Publishing.

Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427-1453. https://doi.org/10.1007/s11423-019-09652-9

Woods, D., & Brighouse, T. (Eds.). (2014). The Story of the London Challenge. London Leadership Strategy.

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Developing digital pedagogy skills and knowledge

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You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning.

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Outline of what digital pedagogy is and its importance in the classroom by Howell

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Just in case we need a reminder about how to move students towards transformative learning in a digital way.

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Analyze how the SAMR model of technology evaluation takes a Science objective to a higher level

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A very aesthetically pleasing animation to accompany Sir Ken Robinson's mind-opening talk on changing education paradigms. This should push us teachers further towards creating a digitally bound classroom.

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RSA ANIMATE: Changing Education Paradigms

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A quick and easy way to visualise and analyse data. A great intro for Year 7s.

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Data Explorer | This web tool provides a quick and easy way of visualizing and analyzing data without advanced technological requirements. With Data Explorer, students can easily create a variety of plots to visualize data. They can also quickly generate statistical summaries and perform hypothesis testing with a variety of tests.

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This resource houses a number of strategies and techniques to scaffold and support student thinking, with the aim of synthesising ideas. Heaps of options available, and categorised according to the type of thinking you want to elicit.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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This website contains a number of Rube Goldberg designs created by other users of the site. It may serve as inspiration to students as they start designing their own machines.

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Project: Create your own "rube goldberg" machine! . DESIGN SQUAD GLOBAL | PBS KIDS

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Have an idea for an invention? Draw your creation here and see what other kids are wishing for and designing!

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Similar to the resource above, this website allows students to draw scientific diagrams. A great way to engage students in their learning, without pens and paper.

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Scientific Image and Illustration Software | BioRender

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Browse 1000s of icons & templates from many fields of life sciences. Create science figures in minutes with BioRender scientific illustration software!

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Something a little different from Excel, but with similar functionalities. This resource allows students to create figures based on their data.

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The preferred analysis and graphing solution purpose-built for scientific research. Join the world's leading scientists and discover how you can use Prism to save time, make more appropriate analysis choices, and elegantly graph and present your scientific research.

Discover what's new

Discover What's New in Prism!

Introducing an even more powerful Prism featuring enhanced data visualization and graph customization, more intuitive navigation, and more sophisticated statistical analyses.

Discover the Breadth of Statistical Features Available in Prism

Statistical Comparisons

Paired or unpaired t tests. Reports P values and confidence intervals.

Automatically generate volcano plot (difference vs. P value) from multiple t test analysis.

Nonparametric Mann-Whitney test, including confidence interval of difference of medians.

Kolmogorov-Smirnov test to compare two groups.

Wilcoxon test with confidence interval of median.

Perform many t tests at once, using False Discovery Rate (or Bonferroni multiple comparisons) to choose which comparisons are discoveries to study further.

Ordinary or repeated measures ANOVA followed by the Tukey, Newman-Keuls, Dunnett, Bonferroni or Holm-Sidak multiple comparison tests, the post-test for trend, or Fisher's Least Significant tests.

One-way ANOVA without assuming populations with equal standard deviations using Brown-Forsythe and Welch ANOVA, followed by appropriate comparisons tests (Games-Howell, Tamhane T2, Dunnett T3)

Many multiple comparisons test are accompanied by confidence intervals and multiplicity adjusted P values.

Greenhouse-Geisser correction so repeated measures one-, two-, and three-way ANOVA do not have to assume sphericity. When this is chosen, multiple comparison tests also do not assume sphericity.

Kruskal-Wallis or Friedman nonparametric one-way ANOVA with Dunn's post test.

Fisher's exact test or the chi-square test. Calculate the relative risk and odds ratio with confidence intervals.

Two-way ANOVA, even with missing values with some post tests.

Two-way ANOVA, with repeated measures in one or both factors. Tukey, Newman-Keuls, Dunnett, Bonferroni, Holm-Sidak, or Fisher's LSD multiple comparisons testing main and simple effects.

Three-way ANOVA (limited to two levels in two of the factors, and any number of levels in the third).

Analysis of repeated measures data (one-, two-, and three-way) using a mixed effects model (similar to repeated measures ANOVA, but capable of handling missing data).

Kaplan-Meier survival analysis. Compare curves with the log-rank test (including test for trend).

Comparison of data from nested data tables using nested t test or nested one-way ANOVA (using mixed effects model).

Nonlinear Regression

Fit one of our 105 built-in equations, or enter your own. Now including family of growth equations: exponential growth, exponential plateau, Gompertz, logistic, and beta (growth and then decay).

Enter differential or implicit equations.

Enter different equations for different data sets.

Global nonlinear regression - share parameters between data sets.

Robust nonlinear regression.

Automatic outlier identification or elimination.

Compare models using extra sum-of-squares F test or AICc.

Compare parameters between data sets.

Apply constraints.

Differentially weight points by several methods and assess how well your weighting method worked.

Accept automatic initial estimated values or enter your own.

Automatically graph curve over specified range of X values.

Quantify precision of fits with SE or CI of parameters. Confidence intervals can be symmetrical (as is traditional) or asymmetrical (which is more accurate).

Quantify symmetry of imprecision with Hougaard's skewness.

Plot confidence or prediction bands.

Test normality of residuals.

Runs or replicates test of adequacy of model.

Report the covariance matrix or set of dependencies.

Easily interpolate points from the best fit curve.

Fit straight lines to two data sets and determine the intersection point and both slopes.

Principal Component Analysis (PCA)

Component selection via Parallel Analysis (Monte Carlo simulation), Kaiser criterion (Eigenvalue threshold), Proportion of Variance threshold, and more.

Automatically generated Scree Plots, Loading Plots, Biplots, and more.

Use results in downstream applications like Principal Component Regression.

Multiple Variable Graphing

Specify variables defining axis coordinates, color, and size.

Create Bubble Plots.

Column Statistics

Calculate descriptive statistics: min, max, quartiles, mean, SD, SEM, CI, CV, skewness, kurtosis.

Mean or geometric mean with confidence intervals.

Frequency distributions (bin to histogram), including cumulative histograms.

Normality testing by four methods (new: Anderson-Darling).

Lognormality test and likelihood of sampling from normal (Gaussian) vs. lognormal distribution.

Create QQ Plot as part of normality testing.

One sample t test or Wilcoxon test to compare the column mean (or median) with a theoretical value.

Identify outliers using Grubbs or ROUT method.

Analyze a stack of P values, using Bonferroni multiple comparisons or the FDR approach to identify "significant" findings or discoveries.

Simple Linear Regression and Correlation

Calculate slope and intercept with confidence intervals.

Force the regression line through a specified point.

Fit to replicate Y values or mean Y.

Test for departure from linearity with a runs test.

Calculate and graph residuals in four different ways (including QQ plot).

Compare slopes and intercepts of two or more regression lines.

Interpolate new points along the standard curve.

Pearson or Spearman (nonparametric) correlation.

Generalized Linear Models (GLMs)

Generate models relating multiple independent variables to a single dependent variable using the new multiple variables data table.

Multiple linear regression (when Y is continuous).

Poisson regression (when Y is counts; 0, 1, 2, ...).

Logistic regression (when Y is binary; yes/no, pass/fail, etc.).

Clinical (Diagnostic) Lab Statistics

Bland-Altman plots.

Receiver operator characteristic (ROC) curves.

Deming regression (type ll linear regression).

Simulations

Simulate XY, Column or Contingency tables.

Repeat analyses of simulated data as a Monte-Carlo analysis.

Plot functions from equations you select or enter and parameter values you choose.

Other Calculations

Area under the curve, with confidence interval.

Transform data.

Normalize.

Identify outliers.

Normality tests.

Transpose tables.

Subtract baseline (and combine columns).

Compute each value as a fraction of its row, column or grand total.

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The preferred analysis and graphing solution purpose-built for scientific research. Join the world's leading scientists and discover how you can use Prism to save time, make more appropriate analysis choices, and elegantly graph and present your scientific research. Discover what's new Introducing an even more powerful Prism featuring enhanced data visualization and graph customization, more intuitive navigation, and more sophisticated statistical analyses.

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Earth, Moon and Sun - Distance, Size and Scale

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Earth, Moon and Sun - Distance, Size and Scale

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This resource is valuable for helping students understand size, distance and scale in year 7 science unit - celestial bodies. Can use this as an interactive and fun way for students to visualise the vastness of space.

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If the Moon Were Only 1 Pixel - A tediously accurate map of the solar system

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Interactive e-book students can work through at their own pace to develop an understanding of eclipses and how they occur.

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Approximately every six months, the Moon is near the ecliptic plane for about 34.5 days. During this period-called an eclipse season-the Moon, the Sun, and Earth can align to produce eclipses. There is at least one solar eclipse and one lunar eclipse each eclipse season; however, not every eclipse is easily viewable.

Because the Moon's shadow is relatively small, people can only see each solar eclipse along a part of Earth's surface. It is rare to see a total solar eclipse because the path of the umbra is less than 100 miles wide and totality only lasts a few minutes at any location.

In contrast, the shadow of Earth is relatively large, so all lunar eclipses are visible from anywhere on the night side of Earth. The light from the Moon decreases just a small amount during a penumbral lunar eclipse, so it is very hard to observe. However, partial and total lunar eclipses, when the Moon is in Earth's umbra, can last for hours and are easily observable.

This map shows the paths of totality for all total solar eclipses from 2001 to 2025. Click to see larger version.

Why is it more common to see a lunar eclipse than a solar eclipse? Refer to the map on this page and/or the model of the Earth-Moon system on page 6.

You must be signed in to save work in this lesson. Log in

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Approximately every six months, the Moon is near the ecliptic plane for about 34.5 days. During this period-called an eclipse season-the Moon, the Sun, and Earth can align to produce eclipses. There is at least one solar eclipse and one lunar eclipse each eclipse season; however, not every eclipse is easily viewable.

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Very useful for Year 10 students learning about dominant and recessive alleles.

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You will begin by identifying your own traits. As you go, you will begin to see exactly what you looked like as a baby.

Answer each question as best you can. If you can't figure out an answer, ask someone nearby to help you decide!

Enter your name:

Let's get started! Start with a random baby

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You will begin by identifying your own traits. As you go, you will begin to see exactly what you looked like as a baby. Answer each question as best you can. If you can't figure out an answer, ask someone nearby to help you decide! Enter your name: Let's get started!

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A great way to consolidate student learning of the basics of mitosis.

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Interactive resource to enhance student understanding of dominance and recessive.
As recommended by Chris Hoffensetz, instructions for use need to be explicitly taught as it can be confusing if students do not know how to control the user interface.

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Enter the virtual world of Geniverse where students explore heredity and genetics by breeding and studying virtual dragons. In this activity, control the process of meiosis and fertilization in dragons. Win challenges by examining the genes on dragon chromosomes, recombining alleles, and selecting the right gametes.

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BioNinja always has really great resources. Play around and see what suits your classroom and context.

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Attention BioNinjas: New Course = New Website!!!

The IBO have released a new syllabus which will begin in August 2023.

This syllabus is markedly different from the current course and thus requires a new website!

Please note: There is currently no content on this site - it is just a sitemap.

I hope to start loading content by the start of next year (2024).

If you are interested, please look at the format and send me your thoughts.

In terms of the organisation of the new website:

I have organised the content in two structures (Themes and Topics).

They have the same content, but promote different methods of content delivery.

Once the content is added (not until 2024!), I will try and make powerpoints, etc.

For northern hemisphere teachers beginning the new course in August 2023:

I have created a proposed course planning document that might help: Planner

I am using a different website building program to construct the new website, so it should hopefully be better optimised on phones

Currently, the only parts of the site that have content are the Themes and Topics (the entire syllabus is mapped out in these sections)

Welcome to the BioNinja Website - your one-stop resource for everything IB Biology related!

This website is designed specifically for the new IB Biology syllabus (2016 -)

This site is still under development, so new features will be periodically added

This site was optimised for Safari - certain features may not work on other browsers

For access to the old website (2009 - 2015 syllabus), click

Looking for a specific assessment statement? Try searching the site for it!

What is coming in the future:

The following features are planned for the future (order of completion will depend on demand):

All of the options and a PSOW guide

BioNinja App (iPhone/Android)

Topic summaries in PDF form, online quizzes and an e-book

Video tutorials and biology songs (currently available on the old site)

Higher Level Topics: Why the change?
While the new IB syllabus covers much the same content as the old syllabus, the style has changed significantly:

The old syllabus was organised into dot points, each of which included a specific command term that identified the level of knowledge required

The new syllabus is organised into assessment statements that do not include command terms - this makes the knowledge requirements broader and vague

To reflect this change, the new website no longer addresses content as an itemised list, however every assessment statement is still specifically covered

For each sub-topic, assessment statements are grouped and organised by subject matter and explained as part of the core content

Additional information that helps with understanding but is not specifically referenced by an assessment statement is included as extra content

The new layout is not as concise as the old layout, but this is because the new syllabus is not as concise as the old syllabus

The new layout is a lot prettier than the old layout though - hope you like it!

I am keen to receive (constructive) feedback and have set up a dedicated email account to hear your thoughts: bioninjaib@hotmail.com

Is there a problem with the site? (i.e. broken links, etc.)

Don't like the new format and have a better idea? (no such thing as a bad idea)

What feature would you like to be added next? (features will be added in order of demand)

Any ideas for further improvement? (are there areas where more/less information is required?)

Just want to tell me how great I am? (I don't mind... seriously! ;P)

Just remember: This is still a work in progress, so be constructive and considerate with any feedback (bioninjas hate trolls)

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An IB Biology website for BioNinjas everywhere!

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Need to visualise a molecule? Look no further!

Students and teachers can use this tool to see the arrangement of atoms and the associated bonds in 2D and 3D.

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By closing this banner and using MolView, you agree with the Terms of Use!

read the Terms of Use

We need your support to create more cool stuff! Donate

Allow MolView to collect annonymous usage data ( details)

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By closing this banner and using MolView, you agree with the Terms of Use! read the Terms of Use We need your support to create more cool stuff! Donate Allow MolView to collect annonymous usage data ( details)

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This is a really really cool resource. Take a look at the smallest molecule or the wide expanse of our solar system while learning. Also works with VR headsets.

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Expeditions: Science - Google Arts & Culture

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world’s treasures online.

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A huge range of resources for teaching engineering concepts to K-12 students.

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April 2024 Editor's Pick

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making ...

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Ignite STEM learning in K-12 - TeachEngineering

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Free, K-12, NGSS standards-aligned STEM lessons and hands-on activities for teaching elementary, middle and high school science, engineering design and math. Search by concepts or specific Next Generation Science Standards (NGSS) to Ignite STEM learning in K-12.

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Resources from the Australian Science Teachers Association (ASTA) providing a wide range of units aligned with the Australian Curriculum. Includes a wide range of digital resources.

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The Australian Science Teachers Association (ASTA) in partnership with Education Services Australia (ESA) has prepared 15 units of work to support teachers in the implementation of the Australian Curriculum: Science as part of the Supporting the Australian Curriculum Online (SACOL). The units are designed for students in years F-10.

These units have been written by experienced teachers using resources that are available online. Each unit consists of an overview, five lesson plans, and additional links and resources.

Information for teachers on developing programs in Science for gifted and talented students is provided by Australian Science Innovations. This is supported by the inclusion of extension activities for gifted and talented secondary students for the units in years 7-10.
Acknowledgements
Rainbow salad, © Adam Hart-Davis/Science Photo Library; New Zealand, Bay of Plenty, steam and smoke from White Islands, © Paul Chesley/Getty. Complete acknowledgements.

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The Australian Science Teachers Association (ASTA) in partnership with Education Services Australia (ESA) has prepared 15 units of work to support teachers in the implementation of the Australian Curriculum: Science as part of the Supporting the Australian Curriculum Online (SACOL). The units are designed for students in years F-10.

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Students are able to join the State Library and can access databases with peer reviewed articles. This will assist with research for year 11. I will be getting all my students to join and 'look around the library'.

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Become an SLQ member now to access our services, collections and facilities

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This is a lesson that can be used with 5-6 and 7-8 it has many applications. It can be used to illustrate qualitative and quantitative data and primary and secondary data. It provides data sets on marine turtles and is very easy to understand and use. The website has a plethora of resources to integrate Digital into STEM.

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Turtles: Exploring data tracking turtle movements

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In this lesson, students explore ways to model, interpret, represent and present data. They look at satellite tracking using real scientific data.

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Lots of cool interactives and simulations for students to explore various physics concepts. Also has a tool for students to draw diagrams.

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oPhysics: Interactive Physics Simulations

Select a simulation from one of the above categories or click on a category to see descriptions of the simulations for that category.

The oPhysics website is a collection of interactive physics simulations. It is a work in progress, and likely always will be. Content will be added as time allows.

All of the content on this site was created by me, Tom Walsh. I retired after teaching high school physics for 27 years, and AP Physics for 25 years. Please click my name above to send me feedback about these simulations or suggestions for new simulations I could create.
Most of the animated illustrations and all of the interactive simulations on this site were created using the wonderful GeoGebra software. GeoGebra is a free program that makes it very easy to create animations and simulations for anyone with a good understanding of math or physics. To browse or search for pre-made math and physics simulations (including those used on this site) and for more information about the software please visit their website: www.geogebra.org.
Please feel free to use any of the content on this site for non-profit educational purposes.

10/2/2022: Added Electron Charge to Mass Ratio Lab (In Electricity and Magnetism).

10/2/2022: Added Image Formation with Convex Lenses (In Light).

10/2/2022: Added Perfect Card Shuffling (In Fun Stuff).

About oPhysics

About The Author

About GeoGebra

Permissions

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oPhysics: Interactive Physics Simulations Select a simulation from one of the above categories or click on a category to see descriptions of the simulations for that category. The oPhysics website is a collection of interactive physics simulations. It is a work in progress, and likely always will be.

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A free, easy to use web app which allows students to design 3D models. As teachers, we can create a class for our students to join, and where they can start to create.

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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For schools which allow the use of mobile phones in classrooms, or where students are learning remotely, this app is great to get students playing with data and conducting experiments online. The app is free and is available on iOS and Android.

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Inspire the future generation of scientists

Simple to use and easy to get started with, the Science Journal App is free and classroom & home-school friendly. Students get to learn about the scientific method, play with data and conduct experiments just like any other scientist from wherever they are!

The app and all learning materials are free, open-source, and available for download for and iOS devices.

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Transform your mobile device into a science tool! Use sensors to record data, document your observations, and experiment like a real scientist.

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I joined this private Facebook group last year when I was doing the Senior Secondary unit, and have found it an invaluable resource since then. It is a highly supportive environment, with teachers from all around QLD sharing ideas and strategies for their biology lessons. A definite recommendation if you are a biology teacher.

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QLD Biology Teachers is a network for implementing the 2019 QCAA Biology Syllabus. This is a forum to make connections and collaborate.

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I love this teacher's website and Facebook page - I am a follower/ subscriber of both. Although she is US-based, a lot of her suggested activities can be applied to the Australian Curriculum. She also welcomes collaboration on her Facebook group, which prompts ideas and opinions from other teachers. A great resource!

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Science Lessons That Rock. 15,719 likes · 226 talking about this. This page is for science educators to get user-friendly resources for their classroom. Most resources are also great for homeschoolers!

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Facebook Group: Awesome QLD Science Teachers

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Facebook Group: Awesome QLD Science Teachers

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Similar to the Biology group, this group shares all ideas science related. It is great to see science teachers helping each other out online.

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Welcome to the Awesome QLD Science Teachers group! This is a space to share ideas, challenges, successes, and everything in between, specifically related to teaching science (at any year level) in...

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Excellent interactive games which allows students to explore the influence of different forces. This will help consolidate learning about force diagrams and arrows.