BR102021019049A2 - PHYSICAL EQUATION DECK: A PROPOSAL FOR AN EDUCATIONAL GAME FOR TEACHING PHYSICS IN HIGH SCHOOL - Google Patents

Abstract

It is an educational product in the format of a card game, entitled Deck Equation Physics (BEF), aimed at the development of cognitive skills and the study of contents of the discipline of Physics through the assembly of strategies and the interaction between players and , not least, between the player and the object. The BEF presents the first concepts of Kinematics through laws, definitions and equations, however, it can be expanded to the other contents of Physics. The way to play the BEF was based on existing games, but with their own styles for the cards, which are divided into four attributions: greatness card, operation card, equivalence card and effect card. At the start, the objective is to assemble an equated sequence, which is a set of cards allocated in a line that fully forms an equation of the study content. In addition to the unique design for the cards, BEF has 2 original game models, belonging to the technical sector of materials for educational purposes, with elements that form and/or contain symbols, images and the like to be arranged in one or more special ways , with code G09B 1/00, according to IPC.

Description

PHYSICAL EQUATION DECK: A PROPOSAL FOR AN EDUCATIONAL GAME FOR TEACHING PHYSICS IN HIGH SCHOOL field of invention

[001] Physics: Material for educational purposes of manual or mechanical operation using elements that form, or contain symbols, signs, images or the like arranged or adapted to be arranged or adapted in one or more special ways, code G09B 1/00.

Fundamentals of the invention

[002] The product is an educational game, consisting of a set of cards. These products seek to help in the teaching and learning process, bringing alternative ways that are theoretically better seen by students. Letters are elements of great popular appeal, which can be easily molded in relation to the context in which they are inserted, using graphic elements. Card games are very common and easily recognized by the target audience (students).

[003] In their first contact with Physics, many students find it difficult to learn its contents until they either adapt to this science or create long-term blocks, resulting in the stigma of a difficult and complicated discipline. This situation is amplified mainly if classes are based on outdated, traditional and repetitive methodologies. Of the Physics contents, Kinematics is responsible for presenting the first concepts through laws, definitions and equations, being introduced to students of the 9th year of Elementary School, in Science, but it is in the 1st year of High School that it becomes required in Physics. Due to the difficulty found by these students in the study and understanding of these equations, this work proposes an educational game to help teach this issue.

[004] Considering that students are currently increasingly critical of traditional teaching methods, an educational card game called Deck Equation Physics (BEF) is presented here, aimed at developing cognitive skills and the study of contents of the Physics discipline through the assembly of strategies and the interaction between the players and, not least, between the player and the object.

[005] The way to play the BEF was based on existing games, but with their own styles for the cards, which are divided into four assignments: greatness card, operation card, equivalence card and effect card. Despite the choice of Cinematics, the BEF proposal can be extended to other contents. The educational objective is, in a relaxed way, the improvement of the mastery of physical equations. As a playing card game, BEF stands out from any other product due to its unique design, especially created by its authors to meet the objectives of use, with an arrangement of symbols, colors and original texts. As with the graphic part, the BEF also has its use model created in an exclusive way and different from any other conventional means of use for similar games.

[006] The BFE brings an alternative so that high school teachers who lack time and resources can create greater variation and dynamism in their classes, increasing the interest of their students.

Brief description of the drawings

[007] Figure 1 represents the yellow average acceleration letter (am); Figure 2 represents the blue mean acceleration (am) chart; Figure 3 represents the green mean acceleration (am) chart; Figure 4 represents the red mean acceleration (am) chart; Figure 5 represents the yellow space variation (ΔS) chart; Figure 6 represents the blue space variation (ΔS) chart; Figure 7 represents the green space variation (ΔS) chart; Figure 8 represents the red space variation (ΔS) chart; Figure 9 represents the yellow time variation (Δt) card; Figure 10 represents the blue time variation (Δt) chart; Figure 11 represents the green time variation (Δt) chart; Figure 12 represents the red time variation (Δt) chart; Figure 13 represents the yellow velocity variation (Δv) card; Figure 14 represents the blue velocity variation (Δv) chart; Figure 15 represents the red velocity variation (Δv) chart; Figure 16 represents the yellow division (÷) card; Figure 17 represents the blue division (÷) card; Figure 18 represents the green division (÷) card; Figure 19 represents the red division (÷) card; Figure 20 represents the card plus two minus two (+2-2); Figure 21 represents the blocking card, plus one (+1); Figure 22 represents the interrogation letter (?); Figure 23 represents the exchange card one, plus one (1<->1, +1); Figure 24 represents the letter times two (×2); Figure 25 represents the yellow equivalence (=) card; Figure 26 represents the blue equivalence (=) letter; Figure 27 represents the green equivalence (=) card; Figure 28 represents the red equivalence (=) letter; Figure 29 represents the yellow question mark (?) letter; Figure 30 represents the blue question mark (?) letter; Figure 31 represents the green question mark (?) letter; Figure 32 represents the red question mark (?) letter; Figure 33 represents the final yellow space card (Sf); Figure 34 represents the final space (Sf) blue card; Figure 35 represents the green final space (Sf) card; Figure 36 represents the final red space card (Sf); Figure 37 represents the initial yellow space card (So); Figure 38 represents the blue initial space (So) card; Figure 39 represents the green initial space (So) card; Figure 40 represents the red initial space card (So); Figure 41 represents the yellow sum (+) card; Figure 42 represents the blue sum (+) card; Figure 43 represents the green sum (+) card; Card 44 represents the red sum (+) card; Figure 45 represents the yellow minus (-) card; Figure 46 represents the blue minus (-) card; Figure 47 represents the green minus (-) card; Figure 48 represents the red minus (-) card; Figure 49 represents the yellow final time (tf) card; Figure 50 represents the blue final time (tf) chart; Figure 51 represents the green final time (tf) card; Figure 52 represents the red final time (tf) chart; Figure 53 represents the initial (to) yellow time card; Figure 54 represents the initial (to) blue time card; Figure 55 represents the initial (to) green time card; Figure 56 represents the red initial (to) time card; Figure 57 represents the yellow final speed (vf) chart; Figure 58 represents the blue final velocity (vf) chart; Figure 59 represents the green final velocity (vf) chart; Figure 60 represents the red final velocity (vf) chart; Figure 61 represents the yellow initial velocity (vo) chart; Figure 62 represents the blue initial velocity (vo) chart; Figure 63 represents the green initial velocity (vo) chart; Figure 64 represents the red initial velocity (vo) chart; Figure 65 represents the yellow average velocity (vm) card; Figure 66 represents the blue average velocity (vm) chart; Figure 67 represents the green average velocity (vm) card; Figure 68 represents the red average velocity (vm) chart; Figure 69 represents the back of the BEF letters; Figure 70 represents the letter times (×) yellow; Figure 71 represents the letter times (×) blue; Figure 72 represents the letter times (×) green; Figure 73 represents the red letter times (×); Figure 74 represents the green velocity variation (Δv) chart.

Description of the invention

[008] The Physical Equation Deck (BEF) brings a solution in an educational game format to assist in teaching physics, as described in the fundamentals of the invention. It consists of 108 cards, with 74 different types of cards representing elements used in the formation of kinematics equations, such elements being magnitudes, operations, equivalence, and also effect elements, to increase the dynamism of the game.

[009] The graphic representations of the cards are contained in the center and in the lower right and upper left corners of them, in black, symbolizing what they represent, as shown in figure 1. Also noting that the symbolism in the center of the card is duplicated, so that they can be the same upside down.

[010] The magnitude, operation and equivalence cards have 4 different formats, divided into 4 colors (light blue, yellow, green and red) and also 4 weights, represented by the number of diamonds in the upper left and lower right of these cards.

[011] The effect cards are dark blue in color and symbolism in black and red. The exception is the 4 question mark effect cards, one in each of the 4 deck colors (light blue, yellow, red and green).

[012] The cards that make up the BEF have a physical version already made with dimensions of 57x89 mm. The back of the cards has a unique design.

[013] Regarding the content illustrated in each of the cards, for the size cards we have: “average acceleration”; "average speed"; “velocity variation”; “space variation”; “time variation”; “final space”; “initial space”; "final time"; “initial time”; “final speed”; “initial speed”, in the operation cards we have: “sum”; "subtraction"; "division"; "multiplication", in equivalence cards we have: "equality", and in effect cards we have: "+two -two"; "exchange"; "interrogation"; "block"; "times two".

Examples of embodiment of the invention

[014] The BEF currently has 2 methods to play it, with well-defined rules. Both methods start from a distribution of cards for each player and aim to form kinematic equations using them. The biggest difference between the 2 methods is that in the first one, players must form equations in their hands, dropping them on the table only when they are complete, while in the second method the cards must be continuously dropped on the game table, in order to form an equation on its own.

[015] The idea of implementing the BEF is to apply it in schools with high school students, but this has not been possible so far due to the game having been developed and completed during the covid-19 pandemic period. Despite this, tests carried out by participants in its creation show that the product is efficient in what it proposes and will be of great help for students of kinematics content.

Claims (1)

DECK OF CARDS FOR AN EDUCATIONAL GAME BASED ON THE CONTENTS OF KINEMATICS FOR THE FORMATION OF PHYSICAL EQUATIONS, characterized by a set of cards with original designs with the theme of the content of Kinematics, containing the symbologies am (average acceleration, figures 1 to 4); vm (average speed, figures 65 to 68 ); ΔS (space variation, figures 5 to 8); Δt (time variation, figures 9 to 12); Δv (velocity variation, figures 13 to 15 and, figure 74); Sf (final space, figures 33 to 36); So (initial space, figures 37 to 40); tf (final time, figures 49 to 52); to (initial time, figures 53 to 56); vf (final speed, figures 57 to 60); vo (initial speed, figures 61 to 64); ÷ (division, figures 16 to 19); × (multiplication, figures 70 to 73); + (sum, figures 41 to 44); - (subtraction, figures 45 to 48); = (equivalence, figures 25 to 28); +2-2 (plus two minus two, figure 20); ? (interrogation, figure 22 and, figures 29 to 32); +1 (block plus one, figure 21); 1<->1, +1 (swap one, plus one, figure 23); ×2 (times two, figure 24), the back of the cards (figure 69) and the symbology ◊ (diamond), representing the weight of the cards.

Images