Prior knowledge video - session 1
Completed explanatory animation
Final director's commentary
Umm, my topic is magnetic fields and, umm, all I know about magnetic fields is they are invisible but powerful and, yeah, that's pretty much all I know.
I know magnetic fields are invisible but powerful but that’s about all I know.
This voice-over text is essentially just a transcription of the prior-knowledge video.
I will address this during our next session as the voice-over text is supposed to be in the 3rd person narrative mode. It is only supposed to contain what the author is confident to say.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 1
Magnetic fields are normally caused by metal, not always but normally.
Director's commentary - session 2
I now know that iron filings can be pulled in by a magnet with an invisible field called, magnetic field, and I have done a quick slide on what I know.
I know magnetic fields are invisible but powerful. This slide is iron files getting pulled in by a magnetic field.
The voice-over text is still in the 1st person.
The director's commentary has now become a reflection written in the 1st person.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
I learnt to do 3rd person with my voice-over text, and, 'cause I used to be doing it in 1st person and we're not supposed to, so, yeah.
Magnetic fields are invisible but powerful. This slide is iron files getting pulled in by a magnet which produces a magnetic field.
The voice-over commentary had changed with what I originally interpreted as a curious postscript. My first reading of this suggested that the magnetic field is explained as both a cause and effect.
It is now apparent that "...which produces a magnetic field" refers to the magnet itself and not the motion of the iron filings.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 4
Today I learnt about electromagnetic fields and that there are other types of magnetic fields such as electromagnetic fields.
It's when electricity is made when a magnet is conducted or effected with a metal or some type of metal. I'm not sure if it has to be a special metal or something but yeah.
Magnetic fields are invisible but powerful. This slide is iron files getting pulled in by a magnet which produces a magnetic field. There are also electromagnetic fields which are magnets affected by other types of metals such as a electric guitar you can barely here the electricity.
This child is very attentive to any guidance and instruction which he receives. Today I introduced electromagnetic fields and he seemed to grasp the variables immediately.
I used an electric guitar to demonstrate that an electromagnetic field can be created using magnets. He seemed to grasp this too although it is interesting that he would think that you can hear the electricity.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 5
OK, now I'm learning about LCDs which is liquid crystal display which is a good example for electromagnetic and that's what I think I should do instead of magnetic fields.
Electromagnetic fields are magnets sensing other metal or something else. It can make sound or light. It can change. LCDs are a good example of magnetic fields.
I suggested to this student that he choose a particular aspect or example of magnetic fields as this topic has many aspects.
LCD screens was my initial suggestion. By the end of the session this child was considering electromagnetic fields as a new topic heading.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 6
I've changed my topic from "Magnetic fields" to "Electromagnetic fields." And I'm going to use an example of LCDs and I've been looking LCDs and stuff like that and I've also been creating some new slides.
Electromagnetic fields are magnets sensing other metal or something else. It can make sound or light. It can change. LCDs are a good example of magnetic fields.
The voice-over script for this student hasn't changed but I'm glad to see that his title has. This is because the topic would benefit from specialisation and his decision to use LCDs as an example further focuses this animation making it easier to manage.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 7
Today I've been searching up, like, information on electromagnetic fields. And I might change my voice-over text, but, I don't know. Not yet.
I still don't know how LCDs work but I know they used to be one colour and now they're many colours.
Electromagnetic fields are magnets sensing other metal or something else. It can make sound or light. It can change. LCDs are a good example of magnetic fields. LCDs used to be black but now they are many colours.
This student said in his commentary that he might change his voice-over script. He did add the part about displays evolving from monochrome to colour but by his own admission, he doesn't understand how LCDs work.
The obvious next step for this student is for him to find out how LCDs actually work.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 9
I created, well I changed my animation into an electric motor which uses electromagnetic fields. And I like, had to search up how it works and…yeah.
Electromagnetic fields are magnets sensing other metal or something else. It can make sound or light. It can change. LCDs are a good example of magnetic fields. LCDs used to be black but now they are many colours.
I am now wondering whether this student should amend the title of his topic to be "Electric motors" or to keep it as "Electromagnetic fields?"
This will be probably be resolved when he works on his voice-over script which hasn't changed this week.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 10
Today I changed my voice-over text and I changed it quite a bit. And we’re making the decision of whether it’s…we’re going to show my animation turning or not.
Electromagnetic fields are magnets sensing other metal or something else. It can make sound or light. It can change. Electric motors are a good example of electromagnetic fields. Electric motors uses a armature with magnets around it to create a magnetic field.
The reference to "turning or not" in the director's commentary refers to how to best show circular parts of a motor turning. What he was finding is that the movement is best seen from the side much like looking at a turning bicycle wheel.
There are a number of animations around about how an electric motor works. I think this student might benefit from taking a different approach where he explains what is different about electromagnets and magnets in general.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 11
I learnt about, all electric motors have to use fuel like generators. And, that, electric motors can be turned on and off…electric magnetic fields can be turned on and off but magnets can’t, so, like, it’s an advantage in a way.
Electromagnetic fields are magnets sensing other metal or something else it can make sound or light it can change. Electric motors are a good example of electromagnetic fields. You can turn electric motors on and off but you cant turn a magnet on and off. Electric motors uses a armature with magnets around it to create a magnetic field. Then that magnetic field moves the wheels. All of this can be controlled because it can be turned on and off.
At the start of this session I presented him with two new ideas:
- Electromagnets are different from magnets in that they can be turned on and off using electricity.
- Electric motors are similar to generators as their functions are reversible.
As you can see from his amended voice-over script, the on and off switching ability of electromagnets made immediate sense to him. I have moved him along the conceptual consolidation rubric in the category of identifying the relationships between variables.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 12
Today, I, ah, moved my voice-over text into paragraphs and I did a bit of my animation as well, then…yeah.
Electromagnetic fields are magnets sensing other metal or something else it can make sound or light it can change.
Electric motors are a good example of electromagnetic fields. You can turn electric motors on and off but you cant turn a magnet on and off.
Electric motors uses a armature with magnets around it to create a magnetic field. Then that magnetic field moves the wheels. All of this can be controlled because it can be turned on and off.
This student may have formatted his voice-over script into paragraphs but the content hasn't changd at all.
The following image is part of a looping sequence he is working on which depicts the middle disc rotating.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 13
Today I finished my voice-over and I recorded it.
A magnetic field is an area where the forces of attraction from a magnet are working.
An electromagnetic field has the same effect as a magnetic field but it can be turned on and off by stopping the electricity which it requires.
Electric motors are one of the main uses of electromagnetic fields.
Electric motors convert electrical energy into mechanical energy. The mechanical energy is normally used to turn things like wheels.
A generator is like an electric motor used the other way where mechanical energy is converted to electrical energy.
Additional uses of electromagnetic fields are LCD screens and electromagnetic cranes.
This student's voice-over script is a complete revision which we worked on together. The component parts of an electric motor have been disregarded as we focused on the assembled items which are electric motors, generators, electromagnetic cranes and LCD screens.
The new focus on how electromagnets differ from magnets made the explanation more managable as the key difference is the ability of electromagnets to be switched on and off.
The student is more confident about electric motors and generators share components now that mechanical energy and electrical energy (electricity) have become part of his explanation.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 14
Today I recorded my voice-over script again because I wanted to say it more clearly.
The following image will be near the end of his animation where a car is dropped onto an LCD screen.
I am glad that he agreed to record his voice-over script again as I wanted it to be as clear as possible.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 15
Today, I almost like finished my animation and I listened to my voice-over. The only thing I’ve got to get is a electric motor.
Maybe the motor that this student needs can be shown as a complete unit like his crane without having to get inside and show the component parts. This would be easier but I suspect that it won't be sufficient.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Director's commentary - session 16
Today I made a fan which is a really good visual effect as a electric motor and I have finished.
The fan is very effective at showing the rotation of an electric motor but I still think that we need to go inside the motor if we are to show to similarities between electric motors and generators.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 17 was the debriefing session.