PHYSICS SIMULATIONS
TEACHING PROGRAMS
Physics concepts and the technology developed therefrom are the catalysts
for development and progress in modern societies. A major problem at present is
to transfer quickly and efficiently the vast amount of technical information and
technique that physics has produced to students in high schools, trade schools,
CEGEPS, and universities. A number of computer software packages have been
developed at Concordia University to facilitate the teaching of physics to
students in introductory courses. Twenty programs have been developed. These
programs have been used successfully to teach thousands of students at
Concordia University over the past ten years. Interactive computer teaching
programs should be written to cover every aspect of introductory physics
courses. A list of twenty five simulations (a list of topics from any introductory
physics textbook would provide an even more comprehensive list) is given below:
1. Trigonometry and Physics
2. Vectors, Combining (Addition and Subtraction) Vectors
3. Speed, Displacement, Velocity, Acceleration
4. Functions, Derivatives, Differentials, Limits
5. Newton's Laws
6. Friction, Motion on an Inclined Plane
7. Work, Energy, Work-Energy Theorem
8. Momentum and Impulse
9. Angular Momentum and Angular Impulse
10.Rolling Motion, Rolling Motion on an Inclined plane
11.Statics
12.Gravitation
13.Planetary Motion, Comets
14.Rutherford Scattering
15.Coulomb's Law
16.Electric Field
17.Magnetic Field
18.Potential
19.Kirchhoff's Rules - Circuit Analysis
20.RCL Circuit, Power, Energy Exchanges
21.Wave Motion, Travelling Waves, Standing Waves
22.Ray Optics
23.Diffraction, One, Two, Three Dimensions
24.Lasers
25.Physics - An Introduction - Modelling and Measurement
The mission statement for the project is developed under the following
headings:
i) innovative nature of the project
ii) interdisciplinary nature of project
iii)clear national importance of project
iv) contribution to the University mission
v) potential for obtaining external support at the end of the award
i) INNOVATIVE NATURE OF PROJECT
Simulations create a picture from the mathematical equations which are used to
describe the laws and processes of the body of knowledge called physics.
Developing mental pictures for the various physical laws and processes is a very
important process in the understanding of physics. The programs (simulations)
which have been developed create pictures in areas of physics which up until
now have been inaccessible to the average student. With simulations, the laws,
concepts, and modelling process can be demonstrated to any student anywhere.
The simulation packages developed at Concordia are unique in the following
ways:
a) The simulations are shown on a three dimensional graph which can be viewed
from any direction.
b) Display of the simulation and its current parameter values can be interrupted
at any time for examination, calculation, or recording purposes.
c) The simulation can be interrupted and the current values of the parameters
juxtaposed with the mathematical expression describing the simulation.
d) Successive small changes in the value of one of the parameters can be made
and changes in the simulation observed.
e) An INTRODUCTION MENU provides a route through the whole
INTRODUCTION, as well as options to skip to specific sections. The
introduction sequence provides: a brief outline of the theory - a list of
the parameters available for manipulation - an interactive demonstration of how the
axes can be rotated. The software is unique in that it can be used in a number of
different teaching modes:
a) The software can be used in class with a computer screen projection panel and
an overhead projector. This method allows the instructor to take advantage of
all the program's options and features, encourage student participation, and
provide guidance and explanations as needed.
b) Overhead transparencies can be made from screen dumps of simulations.
While not as flexible as mode a), this provides a way to discuss and illustrate the
theories and concepts that the program simulates.
c) The programs can be used in an individual or small group setting for guided
or independent study.
d) The student can use the programs in conjunction with the student work
booklets to solve a variety of challenging programs.
ii) INTERDISCIPLINARY NATURE OF PROJECT
Physics provides the basic conceptual building blocks for all the sciences, pure
and applied. The information revolution has been brought about by the
semiconductor chip which is the heart of all computers and communication
equipment. There is no human endeavor that physics does not touch. However,
there is a major problem in transferring the information to young students.
Good simulations can be made available to students everywhere, and make up
for deficiencies of the school or instructor.
iii) NATIONAL IMPORTANCE OF THE PROJECT
The software is suitable for use by students in a least 4 grade levels. Looking at a
world wide population of 5 billion, age expectancy of 70 years, it is estimated
that approximately (4/70)*(5 billion) = 285 million students per year could use
the software . The calculation serves to show the potentially enormous size of the
market. A population which is scientifically literate will be more competitive in
the global economy. Every area of society is improved if students in high schools,
trade schools, CEGEPS, and universities are better trained in the concepts
and techniques of physics.
iv) CONTRIBUTION TO THE ***UNIVERSITY AND CANARIE MISSION
Physics Teaching at ***University is enhanced as well as at every other
institution which uses the software. The CANARIE name appears on all the
Introduction Screens, and therefore the software is a continual source of
advertisement for the CANARIE project. The software allows every student to
participate in a new level of conceptualization and visualization. Even the
students in the poorest of environments can enjoy the best.
v) POTENTIAL FOR OBTAINING EXTERNAL SUPPORT
I believe that the surface of the market has just been scratched, and that we are
in almost virgin territory. The potential for funding is enormous once the
parameters of the problem have been established and the energy is in place to
solve the problems.