Computers in Physics Education

CPE - Computers
in Physics Education

R & D

Staff

Grants

Publications

Models

Keywords

Numerical modeling and simulation in physics education

Integrating experimenting and modeling

Microcomputer-based laboratory

Introduction and Examples (English)

Overview (German)

Research & Development

CPE is an R&D project that focuses on the use of numerical modelling systems (Stella, Powersim, Dynasys) in high school physics and introductory university physics. We have developed a large number of models for various domains of physics. This applications of system dynamics is embedded in a comprehensive approach for using computers in physics education. The focus of our approach lies on integrating measuring and modelling. The aim is to bridge the gap between experiment and theory by working on an experiment and a dynamic model in parallel. Experiments serve as empirical starting points for modeling, while modeling results stimulate new experiments or new ways of evaluating experimental data. One example is a close mapping of measurements from decay experiments with corresponding decay-models. Another example is given in the following sequence

measure the motion of a bungee-jumper by videographing

digitize the video

evaluate the software-video to gain the trajectory

make a dynamic model for the oscillation

use parameters from the measurement to adapt the model to the real motion

run a simulation and compare the output with the real-motion data

elaborate the model to achieve a satisfactory fit between simulation and measurement

Computer-based modeling has been successfully trialed in several high-school courses ("Leistungskurse Physik") and on the university level. Evaluation studies show that students learn to work with the modeling software from about 2 or 3 simple introductory examples (typically about linear motion). They work in pairs on own models from there on.

The software can be used in many domains: mechanics, fields, oscillations, thermodynamics, nuclear physics, quantum physics. The content of the physics courses can thus be extended to more complex and interesting examples -- like the motion of parachutists -- that are otherwise mathematically -- not physically -- too complicated for a quantitative analysis.

In our research we investigate, whether -- apart from positive effects on the courses contents and the students motivation -- effects on a deeper and sound qualitative understanding of physical theory is reached by working with the tools. We expect such effects because the software gives a graphical representation of the relationships between the quantities used in the models. The students should recognize that the same basic theoretical structures reappear in models for rather different phenomena in a given domain. Models e.g. about the motion of meteors and bungee jumpers have the same core structure represented in the graphical model layer.

A comprehensive description of modelling and simulation in physics with system dynamics software is given in the book "Physik modellieren" ("Modelling Physics") by Horst P. Schecker.
Klick on the cover to see the details

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Staff:

PD Dr. Horst Schecker

Prof Dr. Hans Niedderer

Dr. Thomas Bethge

Dr. Jana Paice

Joern Gerdes

Stephan Deylitz

Florian Sander

Grants:

"Computers in Physics Education" ("Computereinsatz im Physikunterricht", Bund-Laender-Kommission fuer Bildungsplanung 1988-1991)

"Flexible Software-Tools for Science Education" ("Fachuebergreifender Einsatz gestaltbarer Software-Tools", Bund-Laender-Kommission fuer Bildungsplanung 1992-1994)

"Learning Physics with Modeling Systems" ("Physiklernen mit Modellbildungssystemen", German Science Foundation (DFG) 1996-1998)

"Labwork in Science Education" (European Commission, 1996-1998)

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Publications

File

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Schecker, H.: Physik modellieren ("Modeling Physics"). Stuttgart: Klett 1998.
(you can download the table of contents)

Schecker, H. & Bethge, T.: Fallschirmspringer und Meteore. In: Computer und Unterricht 1 (1991), 1, 29-34.
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Schecker, H.: Möglichkeiten und Grenzen von Multimedia im Physikunterricht.
In: Deutscher Verein zur Förderung des mathematischen und naturwissenschaftlichen Unterrichts e.V. (Hrsg.): Bericht über die 11. Tagung der Fachleiter für Physik. MNU-Schriftenreihe, Heft 56, 1995, 27-52.

Niedderer, H., Schecker, H. & Bethge, T.: The role of computer aided modeling in learning physics. In: Journal of Computer Assisted Learning 7 (1991), 2, 84-95.
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Schecker, H.: Learning physics by making models. In: Physics Education. 28 (1993), 2, 102-106.
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Schecker, H.: The didactic potential of computer aided modeling for physics education.
In: Ferguson, D.L. (ed.): Advanced Technologies for Mathematics and Science. Berlin: Springer 1993, 165-208.
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Schecker, H.: Bremer Interface-System: Didactic guidelines for a universal, open, and user-friendly MBL-system.
In: Tinker, R. (ed.): Microcomputer Based Labs: Educational Research and Standards. Berlin: Springer, 351-367.
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Schecker, H.: System Dynamics in High School Physics.
In: System Dynamics Society: Proceedings &emdash; Education &emdash; of the 1994 International System Dynamics Conference, Stirling, Scotland, July 1994 , 74-84.

Schecker, H.: Integration of Experimenting and Modeling by Educational Technology: Examples from Nuclear Physics.
In: Tobin, K. & Fraser, B.J. (eds.): The International Handbook of Science Education. Dordrecht: Kluwer, Part I, 383-398.
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Schecker, H.: Modeling Physics: System Dynamics in Physics Education.
In: The Creative Learning Exchange 5 (1996), 2, 1-8 (newsletter)

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Sample Models

To run the models you need either STELLA for Macintosh or STELLA for Windows, Version 3.0 or later.

For a free demo of Stella click here:

Models

File

Download

Meteor in the Atmosphere of the Earth

Earth-moon-system

Production and decay of Barium 137

Rutherford scattering

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Last modifications made on November 4, 1998 by Horst Schecker
Web design by Axel Junge