The Physics Education Technology Project:

A New Suite of Physics Simulations

Kathy Perkins, Wendy Adams, Noah Finkelstein, Ron LeMaster, Sam Reid, Mike Dubson, Noah Podolefsky, Krista Beck and Carl Wieman
Department of Physics, University of Colorado at Boulder
phet.colorado.edu
PhET Project Overview:
Development Research
The Physics Education Technology (PhET) Project is a
suite of online tools for teaching and learning introductory The PhET Project - an on-going effort to create a The PhET Project includes a substantial
physics at the high school and college levels. suite of interactive simulations and related research effort to assess the effectiveness
education resources that aid in the teaching and of these interactive simulations in a
· Elaborate Java- and Flash-based simulations. learning of physics. Our immediate objectives are: variety of educational environments,
· Support for educators and students with resources for particularly in introductory physics
both teaching and learning with these simulations. · Continue to develop new simulations and to courses and as stand-alone / informal
· Research to formally assess their influence on student refine existing ones. Implementation educational tools. Research areas include:
learning and attitudes in a variety of settings. · In-class/Lecture:
· A large number of physics-related simulations exist and · Accompany each simulation with a tutorial or · As an effective means of communicating the instructors* · The simulations effect on students'
are being used in introductory physics courses around series of tutorials that provide a means for self- visual model to the students. ability to solve conceptual and
the country. In our efforts, we employ a design · As a means for interactive engagement within class using
philosophy that compliments the other simulations guided discovery of the physics principles. quantitative problems.
available.
the Peer Instruction Model with simulation-centered
· Student attitudes and beliefs:
· Provide resources for educators that include: ConcepTests of Interactive Lecture Demos.
· As a complementary learning-support tool for classroom · about learning physics
· Examples of learning goals that are well addressed by · about their own learning and of the
During the spring of 2003, several PhET simulations were demonstrations.
using the simulations. · As short pre-class activities to prepare students for class. simulations themselves.
incorporated into the curriculum for The Physics of
Everyday Life - a distribution course for non-science
· Lecture versions of each simulation with larger fonts · Influences on the effectiveness of the
majors. Out initial experience with incorporating the PhET
and instructor control over configuration.
· Examples of use as a lecturing tool including · Homework, Recitations, or Labs. simulations as a learning tool.
· As a method of promote active thinking with inquiry-based · Student's interaction with the simulation
simulations into the classroom curriculum was very suggestions for interactive lecture demos and peer (e.g. guided tutorial vs game-like challenge).
positive. As the instructors, we found that the simulations instruction activities. exercises designed around the simulations. · The educational setting (e.g. groups vs non-
· Examples of homework assignments created to work · As an alternative to or supplement for traditional
helped tremendously with communicating visual models, groups) .
with the simulations. introductory physics labs.
fostering conceptual development, illustrating everyday
life phenomena that are not visible to the eye, and · Alternative educational settings.
providing opportunities for interactive engagement in · As a way to mix fun and learning in after-school programs,
class. We also received positive feedback from the science museums, etc.
students with regard to how helpful they found the PhET · As a tool to effectively educate and engage the general
simulations. We found improved student performance on public into thinking about physics.
the final exam compared with the previous year.

Our Design Philosophy: Research:

· Emphasize the connection between physics and everyday life. We conduct research to assess the effectiveness of the PhET
· If students perceive the relevance to their lives, they are more likely simulations in a variety of settings. In one such study, we
to invest time in understanding the physics. examined the effect of substituting computer simulations in place
· If you teach physics in the context of everyday life applications, of real laboratory equipment in the second semester of a large-
students are more likely to recognize other applications where scale introductory physics course*.
physics enters their daily lives.
CCK · The Circuit Construction Kit (CCK - shown on left) was
· Facilitate the development of accurate visual and conceptual substituted for real laboratory equipment in 1/3rd of sections.
models of the underlying physical principles. · Students conducted the same activities using CCK or real
· Through simulations, educators can more effectively share the laboratory equipment.
mental pictures scientists have developed for how things work. · Last 30 minutes of lab time set aside for circuit challenge -
· Interactive simulations of physical phenomena aid in developing same for all students. Students assemble a circuit and describe
accurate conceptual models of the physics.
its behavior.
· Final exam includes 3 conceptual questions on DC circuits.
· Serve as a bridge between conceptual physics and abstract
concepts of mathematical models, or between different forms Circuit Challenge Timing Questions on Final
of representation. 30 1
CCK (N =99)
· Interactive simulations providing multiple visual representations of 25 0.9 TRAD (N=132)

0.8
the same physical phenomena can help students recognize these Time (min)
20
0.7
connections and strengthen their overall understanding of the

Fraction Correct
15 0.6
physics. 10 0.5
0.4
5

·
0.3
Engage students through interactive exploration of the physics 0 0.2
CCK Trad No Lab
and through the creation of fun, game-like challenges. 0.1

· How the student interacts of engages with the simulation can impact Time for students to build a circuit 0
q1 q2 q3 cntl
their learning and their attitudes towards physics. and write about it. Mean times for all Question
· Open model environment promotes student-driven inquiry. groups plotted.
Student achievement on three
CCK- group using simulations conceptual circuits questions
· Use quantitatively accurate physical models for simulation Trad - group using traditional shown left and the remaining 26
behavior. equipment questions on final (ctrl). The
No Lab - group from calculus class, mean for all three questions is
· Make physics accessible to a broader population. no formal lab experience but had
covered challenge material in
0.593 for CCK and is 0.476 for
· Simulations provide an alternative to traditional modes of teaching TRAD groups; p<0.001
and learning physics
· Free, web-based simulations and education resources are valuable to · Conclusion - simulations can replace real lab equipment.
educators. Students are shown to master concepts better and have
greater skills at assembly of real circuits.
* Finkelstein, ND, Perkins, K, Adams, W, Kohl, P, & Podolefsky, N. Can Computer Simulations
Replace Real Laboratory Equipment? presented at the 2004 Physics Education Research Conference

Selection of Programming Technology: Current PhET Applets:

Force and Motion Light and Radiation
Java: Flash: Masses & Springs, The Moving Man, Maze Game, Projectile Microwaves, Blackbody Radiation, Color Vision & Filters,
Selected for simulations that are computationally intensive Selected for simulations that are not computationally Motion, 2D Motion Geometric Optics
or are based on complex physical models. intensive. Work, Energy, and Power Math Tools
Ideal Gases & Buoyancy, Conservation of Energy, Bernoulli Vector Addition, Equation Grapher
Pros - One-click accessible from web browsers. Pros - Runs well from web browsers on both PCs and Sound and Waves Heat & Thermodynamics
- Java Web Start minimizes downloading. Macs. Sound Interference and the Doppler Effect, Wave on a String The Greenhouse Effect, Friction, Blackbody Spectrum
- Java is an industry-standard, general-purpose - Small files for quick downloads. Heat & Thermodynamics Electricity & Circuits
language with broad support and great flexibility. - Quick learning curve and fast development time. The Greenhouse Effect, Friction Circuit Construction Kit, Radio Waves, Electric Field Hockey,
- Language comes with an integrated system for Balloons & Static Electricity, John Travoltage, Faraday's Law,
Quantum Phenomena Electric Field of Dreams, Battery Voltage, Battery-Resistor Circuit,
Cons - Requires more programming savvy. building animations and a framework for building Nuclear Physics, Lasers Ohm's Law, Resistance in a Wire, Signal Circuit
- Requires development and maintenance of a simulations
reusable framework for building simulations to Acknowledgements:
reduce development time. Cons - Single-vendor product.
- Mac support for the latest Java Virtual Machine - Simulations must run in a browser, and as a result The Kavli Operating Institute The Nobel Foundation
typically lags behind. simulations may not look the same on all platforms Supporters of the PhET project:
The National Science Foundation The University of Colorado