The apps are sorted by content area and how you might use them. I want to help as many students as possible get a high-quality three-dimensional science education. The apps will always be free. If you find them useful, consider donating to the Wild Haired Science Teacher on patreon. You’ll support development of more apps!
🔥🔥🔥UPDATE! I will not be teaching summer school this year so that my free time can be spent on whscience. If you can, please support using the link above.🔥🔥🔥
These replicate something like you would get with a hands on lab. Students can change things and see final velocities.
Atmosphere - Earth - Simulation of light energy interacting with CO₂ in the atmosphere. Shows light of different wavelengths from the sun and infrared leaving.
Gravity Assist - Space - Students can figure out the conditions for how a spacecraft can use the gravity from a planet to speed up or slow down.
ISS Orbit - Space - Change the velocity of the ISS to make it orbit the Earth. Helps with understanding how an orbit works.
Orbit Examples 1 - Space - Shows four orbits around the Earth including low earth, geostationary, and very elliptical. Good for finding patterns in orbits.
Orbit Examples 2 - Space - More examples of orbits. Shows a transfer orbit from a close to a far circular orbit.
Orbit Sweep - Space - Eliptical orbit showing a line sweeping out an area. Students can use a ruler to measure triangles to check that the area per time is constant.
Planet Energy - Earth & Space - Shows the Earth and Mercury change temperature over time. Mercury is hotter during the day but colder at night. I used this phenomenon to start a unit about climate change. Also available as a version that shows photons entering and leaving the planet: Planet Energy With Light. Versions in °C: Without Light and with Light. You an also change the location of the marker on Earth.
Storms - Energy/Earth & Space - Students change the temperature of the atmosphere and see the effect on clouds and wind. A very simplified version of a weather simulation. I used this as a summative assessment where students practiced finding patterns and then constructing explanations of why climate change causes more violent storms using ideas about kinetic and potential energy. in °C.
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