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Using PhET Simulations in the Introductory Physics Classroom. Paul Williams, Tom Okuma. Agenda. 1. Introduction and Motivation 2. Free Exploration with Masses and Springs and discussion of incorporation into assessment
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Using PhET Simulations in the Introductory Physics Classroom Paul Williams, Tom Okuma
Agenda • 1. Introduction and Motivation • 2. Free Exploration with Masses and Springs and discussion of incorporation into assessment • 3. Brief Introduction to Tipers and demonstration of simulation based Tipers • 4. Free exploration of PhET Website • 5. Report on exploration of website
Motivation – Why Use PhET Simulations • Desire to engage students in “minds on/hands on” activities • Utilize computers effectively in the classroom • Logistics • Keep the costs down • No programming • Interesting Physics is dynamic not static – simulations show dynamics
PhET simulations • Free • Web-based (Can be downloaded and run locally) • Easy to Use • Cover wide range of topics in introductory (and some more advanced) physics • Research based • Site is actively maintained and frequently updated • Instructors can contribute and obtain activities
Uses of PhET Simulations • Lecture Demonstration • Ex – Electromagnetic Waves • Interactive Lecture Demonstrations • Ex – 1D human motion • Directed Inquiry Activity • Ex – Moving Man Simulation to explore relationship between velocity and acceleration • Free Inquiry Activity • Ex – Fourier Synthesis of Complex Waves adjust amplitudes and phases to match target function
Lab Activities • Paired with Real Phenomena • Ex – Examine wave reflection at a boundary with simulation and then compare to behavior of slinky • Virtual • Ex – Kirchhoff’s Laws circuit lab
Task – 10 Minutes • Explore the controls for the Mass and Spring Simulations • See what kind of things you can observe or measure about the springs/masses • See me if you want some suggestions • Be prepared to report on your explorations
Tipers • Tasks Inspired by Physics Education Research • Alternative Format Questions • Get students to think about problems from a conceptual viewpoint instead of formula viewpoint
Tiper Tasks • Ranking Tasks • Working Backwards Tasks (Jeopardy Questions) • Troubleshooting Tasks • Contending Students Tasks • What if Anything is Wrong tasks • Predict and Explain Tasks • …
Task – A student builds a series circuit with a battery and three identical light bulbs. She correctly determines that the circuit will draw .3 A. Between each circuit element she inserts an ammeter. Before closing the switch she predicts what the reading of each ammeter will be as shown in the next slide. What if anything is wrong with her prediction?
.3 A .2 A .1 A 0.0 A
Assessments with Jeopardy Questions • Use the Forces in 1D simulation to construct a simulation for the following FBD 1960 N 196 N 1000 N 1960 N
Use moving man to complete the following graph • With a constant velocity • With a constant acceleration • With a continuous velocity
Fission Reactor Task • Open the Nuclear Fission PhET • Explore the controls • What do the control rods actually do? • Find a way to sustain a controlled chain reaction with minimum removal of the control rods
Contact Information • Paul Williams – Austin Community College • pwill@austincc.edu • Tom O’kuma – Lee College • tokuma@lee.edu
Sample Directed Inquiry Activity Click on Clear and then Yes in the confirm box. Enter -1.0 in the acceleration box and -2.0 in the velocity box, and then click Run. Click on Stop once the man runs into the wall. Q27) Describe what the man does when you click run. Q28) Sketch the graphs of position vs. time, velocity vs. time, and acceleration vs. time in the space below. Q29) In this case, when the man accelerated at -1.0 m/s/s how did the velocity graph change over time?
Comparison of ILD and Free Inquiry – Moving Man Activity • 2 concept test questions • Administered by Clickers
Q1. A car has a + velocity and a – acceleration. Which of the following are true. • The car speeds up • The car slows down • The velocity is constant • The velocity is 0 • Some other answer
Q2. A car moves to the left and speeds up. What direction is the acceleration of the car? • Right • Left • The car isn’t accelerating • Some other answer
Free Inquiry Students adjust the amplitude and phase of different Fourier components To match the pink function
Lab Activity • View simulation prior to paired activity on slinky • Prior to inclusion of simulation 16% of lab groups answered question about phase at open boundary reflection • After 83%
Clicker Tipers (Tasks Inspired by Physics Education Research) • Alternative Format Questions Get students to think about problems from a conceptual viewpoint instead of formula viewpoint • Examples of Tipers – Ranking tasks, jeopardy questions, contending students tasks, what if anything is wrong task, … • Administered with clickers • Tied to a simulation
What if anything is wrong with the predicted values of the ammeter readings? • Nothing the predictions are correct • The values are correct but the order of the readings should be reversed (13%) • The readings should all be the same (87%) • The readings should be greater on the outer ammeters • The readings should be greater in the middle • Some other answer
