Development of Simulation and Game to Teach Photoelectric Effect for Grade 12
Students in Bhutan
Tshewang Namgyel1,*#, Khajornsak Buaraphan2, Supan Yodyingyong3
1
Master candidate, Science and Technology Education, Institute for Innovative Learning,
Mahidol University, Thailand
2
Assistant Professor, Institute for Innovative Learning, Mahidol University, Thailand
3
Lecturer, Institute for Innovative Learning, Mahidol University, Thailand
*#e-mail: sonamtobdendorji@gmail.com
Abstract
Photoelectric effect provides experimental evidences of photon model of light and has
many related applications. However, the abstract nature of the photoelectric effect
phenomena has made this concept difficult to learn and has led to deterioration of interest in
students. Computer simulation and game have a potential to create an environment where
abstract concept and tacit process can be made concrete and visible. It also offer the
opportunity to re-create the aspect of real world that would be otherwise too complex, timeconsuming, or dangerous to do in class room setting. Good game and simulation can provide
platform for the students to immerse themselves in a complex phenomenon. Many
researchers suggest that the objectives of teaching photoelectric effect in modern physics are
to: a) correctly predict the results of the photoelectric experiment and b) use these result to
describe the photon model of the light. But not much of research has be done on developing
simulation or game to teach photoelectric effect except by Oberem and Steinberg with
photoelectric tutor and Mckagan, Handley and Perkins with a Research-based Curriculum
for Teaching the Photoelectric Effect. Both the studies had success in achieving the first goal
but in case of a second goal, the result is ambiguous. This paper aims to describe the
development of simulation and game to teach photoelectric effect. Both the simulation and
game was developed in line with the curriculum of Bhutan and at the same time lots of
attention was paid to the past literature to make these simulation and game effective. The
simulation and game was evaluated by 5 experts to find its validity and the Index ItemObjective Congruence (IOC) value ranges from 0.6 - 1.
Keywords: photoelectric effect, simulation, game, Bhutan, curriculum
Introduction
Matters do not behave in a deterministic way as expected in a classical physics
especially when dealing with extreme conditions. This gave birth to a new branch of physics
called modern physics. According to Angier1, Albert Einstein did not prove Newtonian
physics or classical physics wrong but it was not adequate enough to explain these extreme
conditions. Quantum mechanics and the theory of relativity are the cornerstones of the
modern physics while quantum mechanics is associated with microscopic world of electrons
and, theory of relativity with the world of cosmos and speed of light. Both have far reaching
influences on the modern day technology.2
The reason for inclusion of modern physics in the school curriculum is because of its
growing importance not only among physicists but to other professionals as well. However,
the concepts of modern physics are abstract and difficult, and therefore it is a challenge for
the educator to teach those.3 The discovery of photoelectric phenomena is pivotal in quantum
mechanics because it provides understanding of particle nature of light and is a stepping stone
for this new branch of science called quantum mechanics. But research suggests that
photoelectric effect is taught in very traditional way where it involves describing experiment
from the text.3,4 Students have difficulty in understanding even the basic aspect of
photoelectric effect and this is compounded by misleading instructional materials and
complexity of the subject taught. Surprisingly not many studies have been conducted except
by Steinberg in 1996.5,6
According to Steinberg and Oberem4, Ohm’s law, i.e. V = IR has influenced the
misconception among university students. They believe that current in the photoelectric effect
is due to applied potential. Students find difficulty in establishing relation between emission
of photoelectron and intensity of light, and also with emission of photoelectrons and
frequency of light. Students failed to make prediction from photoelectric experiment and
believed that photons are charged particles.3
Most of the faculty members in universities believe that the objectives of teaching
photoelectric effect in modern physics are to: a) correctly predict the results of the
photoelectric experiment and b) use these result to describe the photon model of the light.5
Comparing to the traditional instruction, the interactive simulation called photoelectric tutor
developed by Oberem and Steinberg, was successful in achieving the first goal but 60% of
student could not achieve the second goal. Another instruction material based on simulation
was developed under Physics Education Technology Project (PhET) called The Researchbased Curriculum for Teaching the Photoelectric Effect which could comprehensively
achieve the first goal, but the result for second goal was still ambiguous. Therefore, there is a
room for improvement in developing student’s reasoning skill based on observation of
photoelectric effect.5
In Bhutan, photoelectric effect is taught to grade 12 science students who. The topic
is often taught by describing experiment from the text and requiring students to interpret
related graph.7 Students do not have opportunity to visualize the photoelectric phenomena
due to lack of equipment and proper instructional materials.
Student need to build a flexible mental model to accommodate abstract and
multidimensional phenomena like photoelectric effect.8 Therefore educator should focus on
learner’s construction of knowledge rather than transmission of knowledge. There should be
room for the learner to interact with new concepts with what they already know and this
epistemology is line with constructivism.9
Computer assisted instruction (CAI) like simulation can give a picture of real-life
events thereby helping students to break down complex process where as computer game can
provide avenue for the students to immerse for themselves in the abstract phenomena.8, 10 A
well designed game and simulation can engage reluctant students in a complex scientific
content through tangible, experienced and non-textually representation. It can also integrate
discrete ideas and creating avenue for making connection between macro- and micro
experiences.8 Students can concretize abstract problems and make the process simple enough
to comprehend using computer game and simulation.11
Despite photoelectric effect being acknowledged as important topic in modern
physics, still it is taught in a traditional way because of its complex nature. Therefore there is
a room for using computer game and simulation as scaffold to the learning cycle which can
provide student with virtual laboratories to visualize, explore manipulate and formulate
scientific phenomena.8 So the purpose of this paper is to describe the development of
simulation and game to teach photoelectric effect. The newly developed simulation and game
will be implemented with grade 12 science students in Bhutan. The physics concepts covered
in this simulation and game are: quantization of radiation, Einstein’s equation, threshold
frequency, work function, energy of photon, and determination of Plank’s constant from the
photoelectric experiment. A close attention was paid to the past literature on teaching of
photoelectric effect and as per suggestion given in it; unnecessary detail was illuminated to
reduce the cognitive load of the students.4, 5
Methodology
This simulation and game was developed after extensive literature review and the
work of Oberem and Steinberg4, and Mckagan, Handley and Perkins5 were thoroughly
referred for the development. While developing this simulation and game, theories of inquiry
learning was kept in mind and activities were developed in sync with this learning pedagogy.
The physics concepts covered in the simulation and game are in line with the Bhutanese
physics curriculum for grade 12 science students. The content validity of the simulation and
game was determined by five experts in science and technology education using ItemObjective Congruence (IOC) value. There are 15 items for validating the content validity of
the simulation, and 13 items for the game. The items are grouped into five themes: Content,
Attention, Relevance, Interface and Satisfaction.
Development of Photoelectric Simulation
The rationale for choosing Macromedia Flash version 8.0 to develop simulation and
game is because it is compatible with Windows which is the main stream operating system in
the schools in Bhutan. Beside, Macromedia Flash version 8.0 has a room for animation as
well as configuration using action script 2.0.
The photoelectric effect simulation was constructed based on an assumption: a) The
simulated photoelectric set up is 100 % efficient that every photon emits a photoelectron and
collector plate is large enough to collect all the emitted electrons, and b) all the photoelectron
will be emitted perpendicular to the emitter plate so that photocurrent will remain same even
if the applied voltage is increased.12
Figure 1. Structure of the system used in simualtion
The structure of the simulation is given in the Figure 1. There are four inputs: a)
intensity slider, b) frequency slider, c) emitter plate list and d) potential slider to the adjust the
potential between the plates inside the vacuum tube as shown in Figure 2.
b
a
c
d
Figure 2: Simulation Interface
Intensity and frequency slider are used to vary intensity and frequency of light and it
can be done either by sliding or typing the values. When all these input are selected, light will
shine on the emitter plate and the photoelectrons will be emitted if the energy of the photons
(h  ) which depends on frequency (  ) is greater than the work function (  ) of the emitter
plate. In other words, photoelectrons will be emitted if the frequency of light is greater than
the threshold frequency ( o ) required for the emission. The simulation for emission of the
photoelectrons will be shown in the vacuum tube as shown in Figure 2. The simulation of
emitted electrons as per the input variables can help student deduce the relationship between
the frequency of light and intensity of light with regards to emission of photoelectrons and
also when the emitter plates are changed. The number and the speed of emitted
photoelectrons will depend on intensity and frequency of light respectively. The output
current will be displayed which is calculated based on number of photoelectrons emitted. The
potential of the cells can be varied and if the potential is reversed or made negative then at
certain negative potential, emitted electrons will be completely repelled by collector plate
which is at negative potential and current will become zero. This is stopping potential (Vs)
which is equivalent to the maximum kinetic energy of emitted photoelectrons as shown in
Figure 3. The data can be used to plot maximum kinetic energy versus frequency to find
Plank’s constant. This is particularly important since it gives a picture of how light interacts
with electron on electrodes which is frequency depended instead of intensity of light and
thereby giving the concept of photons.
The salient feature of this simulation is that the student can input the value of
intensity in watt per meter square (W/m2) unlike in the past work where arbitrary value is
given or is calculated in percentage.3,5 This can be correlated with magnitude of output
current and similarly when the intensity is kept constant and the frequency is increased, the
magnitude of the current will decrease since the photon flux will decrease thereby decreasing
Figure 3: Reversed Potential
the number of photoelectrons emitted.12 This gives further evidence that particle nature of
light call “photon”. Another unique feature of this simulation is that, the way stopping
potential is found. This simulation uses reverse potential slider to find the stopping potential
accurately because the reading pops up when slider crosses stopping potential. In case of
previous simulation, student had to slide it with dexterity and careful observation has to be
made on the output current gauge to get accurate stopping potential.5
Development of Photoelectric Game
Photoelectric game is developed using Macromedia Flash 8.0. It is based on a
general frame work of a board game as shown in the Figure 4. It is a two player game.
Player1 will roll a die and the game will generate a random integer from one to six on the
face of die and player’s token will move in clockwise direction to another rectangle block on
the board as per the number on the die. Each block on the board will have a unique metal
with work function give in electron volt (eV) which is the representation of the emitter plate
or otherwise block will have embedded question for the quiz. If the player’s token falls on the
block with a metal then player has to pick a frequency card and the light wave with distinct
color will strike on an emitter plate on the simulation panel of the game. On the frequency
card, the frequency of the light wave will be given or sometimes it will be in wavelength
which has to be converted into frequency by the player. Based on the frequency, player has to
calculate the energy of photon in electron volt (eV) and type the answer in the box provided.
The correct answer will fetch a player with 10 points and wrong answer will be penalized
with -2 points. The player will be asked whether there will be emission of photoelectrons or
not. Player has to compare the work function (  ) and the photon energy to answer the
question by pressing “yes” or “no” button. Subsequently 10 points will be awarded or 2
points will be deducted as per the answer. If there is emission then the emission of
photoelectrons will be shown on the simulation irrespective of their answer which will
correct their understanding. Then the player will have to pick intensity card and based on the
magnitude of intensity, student will have to calculate the number of electrons emitted and the
points will be awarded or deducted as previously described.
Figure 4. Game Interface
If the player’s token falls on quiz block, then quiz question will pop up with four
alternative answers as shown in figure 5. The Player will be awarded 10 points for correct
choice or -2 points for the wrong one. The answer with the explanation will be shown
irrespective of their answer. Similar process will be repeated till they have completed three
rounds and winner will be declared.
Figure 5. Quiz Interface
The simulated apparatus in the game is considered to be 100 % efficient and
emission of photoelectron is perpendicular to the emitter plate. Hence, one photon will emit
one electron and all the emitted photoelectrons will be collected by collector plate. The speed
and the number of electrons emitted will depend on the frequency and intensity card picked
by the player and subsequently represented in the simulation panel.
This game is a new platform that is developed to motivate student to learn the
concept of photoelectric effect. Game was used because game by nature can create immersive
environment where students’ attention can be focused to learn the embedded concepts. For
instance, even if the student picks the high magnitude intensity card but has low magnitude
frequency card, it will not cause emission of photoelectrons. In this case player cannot get 10
points for calculation of number of photoelectrons emitted. Therefore student would be eager
to have high frequency card. This would reinforce the concept of emission of photoelectrons
which depends on frequency rather than intensity. It would be further reinforced by the
simulation displayed and at the same time student would learn how to work through various
calculation of photoelectric effect.
Results
The panel of experts validated that content validity of the newly developed
simulation and game based on five themes as mentioned earlier. The values of the Itemobjective Congruence (IOC) ranged from 0.6 to 1.0. It showed that the developed simulation
and game was appropriate for teaching the photoelectric effect concepts to grade 12 science
students. It also showed that the simulation and game can help students learn prescribed
concepts with fun and satisfaction. The detail of IOC results of simulation and game are
presented in Tables 1 and 2.
Table 1. IOC for the Simulation
Theme
Content
Attention
Relevance
Interface
Satisfaction
Statement
Characteristic of photon
Threshold Frequency
Work function
Maximum Kinetic Energy
Stopping Potential
Eye-Catching
Stimulated my curiosity
Attractive illustration
Content of the simulation
Activities of the simulation
User friendly
Organized Information
Simplicity
Accomplishment
Enjoyable
IOC (N = 5)
0.60
1.00
0.60
0.80
1.00
0.6
0.80
0.80
1.00
1.00
0.80
0.60
0.60
1.00
0.80
Interpretation
Appropriate
Very Appropriate
Appropriate
Appropriate
Very Appropriate
Appropriate
Appropriate
Appropriate
Very Appropriate
Very Appropriate
Appropriate
Appropriate
Appropriate
Very Appropriate
Appropriate
Student can find threshold frequency, maximum kinetic energy, and stopping
potential for various emitter metal plates given, using simulation. They will be able to
calculate photon energy and the number of photoelectrons emitted for various frequency and
intensity of light given, using game. In both cases, the result is accurate up to 100th decimal
places.
Table 2. IOC for the Game
Theme
Content
Attention
Relevance
Interface
Satisfaction
Statement
Characteristic of photon
Work function
Maximum Kinetic Energy
Eye-Catching
Stimulated my curiosity
Attractive illustration
Content of the simulation
Activities of the simulation
User friendly
Organized Information
Simplicity
Accomplishment
Enjoyable
IOC (N = 5)
0.60
0.80
1.00
0.60
0.60
0.60
1.00
1.00
0.60
0.80
0.80
1.00
0.60
Interpretation
Appropriate
Appropriate
Very Appropriate
Appropriate
Appropriate
Appropriate
Very Appropriate
Very Appropriate
Appropriate
Appropriate
Appropriate
Very Appropriate
Appropriate
Discussion and Conclusion
Photoelectric effect is one of the phenomena which opens the door to modern
physics and is included in many science curricula worldwide including Bhutan. However, the
way it is taught in Bhutan is very similar to the other parts of the world where it consists of
mainly description from the text.3,4 In case of Bhutan, despite comprehensive coverage of the
topic in curriculum, photoelectric effect experiment is theoretically explained from the
graphic result given in the text and is because of the lack of experimental tool and learning
resources.7 Research studies show that photoelectric phenomena taught from the text is not
effective enough for the student to understand concept of photon and the phenomena.
Therefore there is need to develop better simulation and game to teach photoelectric effect.
The IOC results of the developed simulation and game suggest that they are valid
and qualified for teaching the photoelectric effect concepts to students. However, the
developed simulation and game are not absolutely perfect; they leave room for improvement.
For instance “the characteristic of photon” in the simulation is not convincing to the experts,
so have to improve according to their recommendation. Similarly simulation and game have
to be made more attractive for the students to explore. In the next phase of this study, the
authors will use the improved simulation and game along with learning cycle to assess the
effectiveness of this learning unit to teach the photoelectric effect for grade 12 students in
Bhutan.
References
1.
2.
3.
4.
5.
Angier N. The canon: the beautiful basics of science: Faber & Faber; 2009.
Khoon KA. The Cornerstones of modern physics. College Student Journal. 2011;45(3):630-2
Steinberg RN, Oberem GE. Research-based instructional software in modern physics. J Comput Math Sci
Teach. 2000;19(2):115-36.
Steinberg RN, Oberem GE. Development of a computer-based tutorial on the photoelectric effect.
American Journal of Physics. 1996;64(11):1370.
McKagan SB, Handley W, Perkins KK, Wieman CE. A research-based curriculum for teaching the
photoelectric effect. American Journal of Physics. 2009;77(1):87-94.
6.
Klassen S. The Photoelectric Effect: Reconstructing the Story for the Physics Classroom. Science &
Education. 2011;20(7/8):719-31.
7.
Department of Curriculum and Research Division. 11-12 Syallabus. Paro: Ministry of Education; 2009. p.
150.
8.
Anderson JL, Barnett M. Learning Physics with Digital Game Simulations in Middle School Science.
Journal of Science Education and Technology. 2013:1-13.
9.
Applefield JM, Huber R, Moallem M. Constructivism in Theory and Practice: Toward a Better
Understanding. High School Journal. 2000;84(2):35.
10. Bayrak C. Effects of computer simulations programs on university students' achievements in physics.
Turkish Online Journal of Distance Education (TOJDE). 2008;9(4):53-62.
11. Liu X, Li Q. Combination of the Research-Based Learning Method with the Modern Physics Experiment
Course Teaching. International Education Studies. 2011;4(1):p101.
12. Foong SK, Lee P, Wong D, Chee YP. On the Conceptual Understanding of the Photoelectric Effect. AIP
Conference Proceedings. 2010;1263(1):114-7.
Acknowledgement
The author would like to thank Dr. Pirom Chenprakhon, lecturers at Institute for
Innovative Learning, Mahidol University, Thailand for their valuable advice. This paper is
not complete without the mention of Miss Apinya Dhattusuwan to whom author shall be
indebted for her relentless support and advice especially with software development. I would
also like to thank Thailand International cooperation agency (TICA), Royal Thai government
for their scholarship to pursue this study.