277_worksheet_6

=Jan Otto 277 2013-2014=

__Me as server__ The problems I could encounter, could be the kids not understanding why the current changes anything. Then I would need to look for different examples and in this matter the manual helps, because gives some particular ones. I do much more apprieciate help in explaining the phenomenon, then in showing the equations, which I can recall anytime by myself. Because for me, as a teacher, the biggest problem would not be to count some numbers or to understand which arrows show what - with such a nicely done interactivity there is no doubts what is what. Essential problem would be how to put my mind in the level of abstraction of a kid and explain something difficult with his words and his categories of understanding, not mine. That "coming out of myslef" I would derive partially from the talent for teaching, but also partially from a good preparation of many examples and same statements reformulated in different ways of expression - and this second part I would expect to find in such a manual for a teacher, not how to solve noncomplex equation with 2 variables or that a "speedBoat" slider sets the speed of boat.

The benefit of this interactivity is exactly the fact that it reformulates some statements in an language of images that a kid is more familiar than names like "velocity", "subtraction" or "noninertial frame of reference", which I personally often do forget in English, because they are useless in everyday life.