![]() Students can actually touch the board with their finger and maneuver the tools in a more interactive modality. The ideal situation is to use virtual science labs such as FroGuts with a smartboard. Virtual simulations illuminate all of those obstacles.Enhance the Science CurriculumUsing simulated frogs is a terrific way to engage gifted and unmotivated students who may otherwise be bored. Furthermore, some students on IEPs may not be allowed to handle sharp objects. In addition, some schools do not have adequate labs to perform dissections. Using simulated frogs removes that obstacle.Lab SafetyActual physical dissections in a lab require the use of sharp instruments and harsh chemicals that can lead to injuries especially in students are not following directions. In addition, some people object to dissecting actual animals due to animal rights. Some parents or students object to the dissection of animals. Simulated frogs can be used in conjunction with traditional dissection or it can be used in place of it. Something is better than nothing!Flexibility in the Science LabStudents can perform the same dissection multiple times in order to get a better understanding of the subject matter. At least allowing students the change to manipulate the simulated frogs allows students to experience a virtual simulation. In fact, DoDEA does not approve of school funds spent on live dissections for students under ninth grade. ProsCost of Dissection Software vs Physical DissectionsSimulated frogs are cost effective as opposed to purchasing actual frogs for students to dissect. Hopefully, this discussion will encourage you to become more sophisticated in your understanding of this issue. What do we mean by "real" or "hands-on" and why are they important to learning. In particular, we say we prefer "hands-on" or "real" experience, but we are too often quite inarticulate about exactly what it is about these kinds of experiences that makes them compelling. Please focus the discussion on the following question: What important aspect of a good science education is gained or lost in doing simulated, rather than an actual, frog dissections? The purpose of this discussion is to get you to consider more carefully the nature of learning experiences. ![]() ![]() (15 minutes) After you have explored the virtual learning expeiences, you may enter the discussion. Also, it is a bit more graphic (dissections by their nature are graphic) and you may not want to explore this site while eating lunch. It requires a fast Internet connection because it has audio and video clips. This is another virtual dissection website. (5-10 minutes) "Net Frog" from the University of Virginia. Spend time exploring the "Virtual Frog Dissection Kit" as well as some of the other resources and information. The "Froggy" Project from the Lawrence Berkeley National Lab for an example of an actual virtual dissection. ![]() Select the frog dissection demonstration and complete it in its entirety (5-10 minutes). Before starting, you need to try a few simulated frog dissections. In this discussion, you are to consider the pros and cons of simulated frog dissections. With the advent of computer simulations, teachers now have a choice of doing actual and/or simulated dissections. This activity has endured for many decades and dissections of this sort are considered to be absolutely central to learning what science is all about. ![]() Actual Frogs One of the standard activities of high school biology is the frog dissection. ![]()
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