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 Collegepwill@austincc.edu

Tom O’kuma – Lee Collegetokuma@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.

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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