Classroom

The room is the data.

Use the room's own observations and decisions as evidence. Compare period estimates from one-cycle and twenty-cycle timing, discuss the assumptions behind an order-of-magnitude estimate, or revisit a physics question after peer discussion. The results can surprise the class: a spread need not shrink, a crowd can share a misconception, and a changed vote calls for an explanation.

One pendulum, everybody's stopwatch

A practice run with fictional students. No real classroom or join code is created.

Try an answer on the phone. Lead the lesson from the screen.

On their phone

You are presenting

Setting up the room…

  • Your trial 1—

    A classroom experiment with three trials per timing method, on a pendulum the big screen draws, with a period the lesson knows, or on a real one in the room. Students time on their phones, or type a reading, and submit raw elapsed readings, units and actual cycle counts; Decka compares complete pairs one trial at a time and draws the screen pendulum's known period beside them. Does the spread change? Missing readings stay missing, and a tighter spread does not prove greater accuracy.

    Up to 600 people

    Measurement and uncertaintyRepeated measurement

  • HOW SURE THE ROOM SAID IT WASWithin a factor of tenWithin a factor of a hundredHonestly, no idea

    Nobody knows, nobody is meant to know, and there is nothing to look up — you break it into a room you can see and a ball you can picture, and divide. Everybody answers as a power of ten and says how sure they are. The board shows the room's spread, overall and split by how sure people said they were, before a worked example checks the reasoning. Whether the surest agreed more closely, and whether agreeing made anyone right, is the debrief. An estimate you would not defend is still worth having, as long as you say which one it is.

    Up to 600 people · About 13 min

    Order-of-magnitude estimationCollective estimation

  • THE FIRST VOTE, BEFORE ANYBODY ARGUEDThe lorry pushes harder on the carNeither pushes harder on the otherThe car pushes harder on the lorry

    A forty-tonne lorry meets a small car head-on. Which one pushes harder on the other? The room votes alone and is shown how its votes fell, argues it out with someone who chose differently, and votes again — with the first board taken down and nobody having been told the answer in between. The second board is marked and the first one is not, so the debrief can ask what changed between the votes, and which argument did it.

    Up to 600 people · About 7 min · 2 acts

    Newton's third lawForce and acceleration

Every activity here ships with Decka — sign up free and add any of them to your library from the built-in classroom catalog.

How it works

  1. 01

    Add it to your library

    Sign up free and pull the activity from Decka's built-in classroom catalog — one click copies it into your own library, ready to run from Decka or inside PowerPoint.

  2. 02

    Students join by QR

    Everyone scans from the projector and plays in their phone's browser. No app, no account, nothing to install.

  3. 03

    You run the room

    You move the activity phase by phase: collection closes, the boards resolve on the big screen, and the debrief happens while the results are still up.

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