paul williams, tom okuma using phet simulations in the introductory physics classroom
TRANSCRIPT
Paul Williams, Tom Okuma
Using PhET Simulations in the Introductory Physics
Classroom
Agenda1. Introduction and Motivation2. 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 SimulationsDesire to engage students in “minds
on/hands on” activitiesUtilize computers effectively in the
classroomLogistics
Keep the costs downNo programming
Interesting Physics is dynamic not static – simulations show dynamics
PhET Simulationsphet.colorado.edu
PhET simulations
FreeWeb-based (Can be downloaded and run
locally)Easy to UseCover wide range of topics in introductory (and
some more advanced) physicsResearch basedSite is actively maintained and frequently
updatedInstructors can contribute and obtain activities
Uses of PhET SimulationsLecture Demonstration
Ex – Electromagnetic WavesInteractive Lecture Demonstrations
Ex – 1D human motionDirected Inquiry Activity
Ex – Moving Man Simulation to explore relationship between velocity and acceleration
Free Inquiry ActivityEx – Fourier Synthesis of Complex Waves adjust
amplitudes and phases to match target function
Lab Activities
Paired with Real PhenomenaEx – Examine wave reflection at a boundary
with simulation and then compare to behavior of slinky
VirtualEx – Kirchhoff’s Laws circuit lab
Mass and Spring Activity
Task – 10 MinutesExplore the controls for the Mass
and Spring SimulationsSee 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
TipersTasks Inspired by Physics Education
ResearchAlternative Format QuestionsGet students to think about problems from
a conceptual viewpoint instead of formula viewpoint
Tiper Tasks
Ranking TasksWorking Backwards Tasks (Jeopardy
Questions)Troubleshooting TasksContending Students TasksWhat if Anything is Wrong tasksPredict 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
1000 N196 N
1960 N
Use moving man to complete the following graph
1. With a constant velocity2. With a constant acceleration3. With a continuous velocity
Fission Reactor TaskOpen the Nuclear Fission PhET1.Explore the controls2.What do the control rods actually do?3.Find a way to sustain a controlled chain
reaction with minimum removal of the control rods
Contact Information
Paul Williams – Austin Community [email protected]
Tom O’kuma – Lee [email protected]
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.
A. The car speeds upB. The car slows downC. The velocity is constantD. The velocity is 0E. Some other answer
Q2. A car moves to the left and speeds up. What direction is the acceleration of the car?
A. RightB. LeftC. The car isn’t acceleratingD. Some other answer
ILD Directed Inquiry
Q1 67% Correct 73% Correct
Q2 67% Correct 67 % Correct
Comparison of ILD and Directed Inquiry
Free Inquiry
Students adjust the amplitude and phase of different Fourier componentsTo match the pink function
Lab ActivityView 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 clickersTied to a simulation
What if anything is wrong with the predicted values of the ammeter readings?
1. Nothing the predictions are correct
2. The values are correct but the order of the readings should be reversed (13%)
3. The readings should all be the same (87%)
4. The readings should be greater on the outer ammeters
5. The readings should be greater in the middle
6. Some other answer
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