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
phet.colorado.edu
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
Mass and Spring Activity
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
1. With a constant velocity
2. With a constant acceleration
3. With a continuous velocity
Fission Reactor Task
 Open the Nuclear Fission PhET
Explore the controls
2. What do the control rods actually do?
3. Find a way to sustain a controlled chain reaction with
minimum removal of the control rods
1.
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.
A.
B.
C.
D.
E.
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?
A.
B.
C.
D.
Right
Left
The car isn’t accelerating
Some other answer
Comparison of ILD and
Directed Inquiry
ILD
Directed Inquiry
Q1
67% Correct
73% Correct
Q2
67% Correct
67 % Correct
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?
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2.
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
N
1.