Design and evaluation of a three-dimensional virtual laboratory on vector operations

[EN] In Physics, many quantities are vectors, and their use requires typical operations such as addition, subtraction, scalar multiplication, scalar product (dot product), vector product (cross product), and scalar triple product. This is a very basic topic in all General Physics courses for Engineering degrees. However, we have detected that some students lack a deep understanding of vector operations and their properties. In this study, we present a virtual laboratory (developed using the tool Easy Java Simulations) for the study and understanding of these topics. The user can introduce the components of the input vectors and gets a three-dimensional representation, which can be scaled and rotated for better visualization. Any of the aforementioned operations can be selected, and the result is shown both numerically and graphically. The user can also modify any represented vector. In this way, the virtual lab provides a real-time visualization of how the change affects the result. The possibility of limiting the changes to either magnitude or direction is also included. The efficiency of the virtual laboratory has been tested analyzing the results obtained in two groups of students (virtual laboratory vs traditional resources). A satisfaction survey has been also carried out.Universitat Politecnica de Valencia, Grant/Award Number: PIME B24Salinas Marín, I.; Gimenez Valentin, MH.; Cuenca Gotor, VP.; Seiz Ortiz, R.; Monsoriu Serra, JA. (2019). Design and evaluation of a three-dimensional virtual laboratory on vector operations. Computer Applications in Engineering Education. 27(3):690-697. https://doi.org/10.1002/cae.22108S690697273Vidaurre, A., Riera, J., Giménez, M. H., & Monsoriu, J. A. (2002). Contribution of digital simulation in visualizing physics processes. Computer Applications in Engineering Education, 10(1), 45-49. doi:10.1002/cae.10016Depcik, C., & Assanis, D. N. (2005). Graphical user interfaces in an engineering educational environment. Computer Applications in Engineering Education, 13(1), 48-59. doi:10.1002/cae.20029Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students’ understanding of trajectory motion. Computers & Education, 36(2), 183-204. doi:10.1016/s0360-1315(00)00059-2Esquembre, F. (2002). Computers in physics education. Computer Physics Communications, 147(1-2), 13-18. doi:10.1016/s0010-4655(02)00197-2Steinberg, R. N. (2000). Computers in teaching science: To simulate or not to simulate? American Journal of Physics, 68(S1), S37-S41. doi:10.1119/1.19517GiménezMH SalinasI andMonsoriuJA Visualizador de operaciones con vectores (español/valencià/english) 2017.http://hdl.handle.net/10251/84650Accessed February 1 2019.TiplerPAandMoscaG Physics for Scientists and Engineers. New York NY: W.H. Freeman Cop 2008.NaveR HyperPhysics 2016.http://hyperphysics.phy‐astr.gsu.edu/hbase/hph.htmlAccessed February 1 2019.Esquembre, F. (2004). Easy Java Simulations: a software tool to create scientific simulations in Java. Computer Physics Communications, 156(2), 199-204. doi:10.1016/s0010-4655(03)00440-5Complements of Physics course description (2017).http://www.upv.es/titulaciones/GIM/menu_1015238i.htmlAccessed February 1 2019.Basic Physics for Engineering course description (2017).http://www.upv.es/titulaciones/GIEL/menu_1014686i.htmlAccessed February 1 2019

One-dimensional collision carts computer model and its design ideas for productive experiential learning

We develop an Easy Java Simulation (EJS) model for students to experience the physics of idealized one-dimensional collision carts. The physics model is described and simulated by both continuous dynamics and discrete transition during collision. In the field of designing computer simulations, we discuss briefly three pedagogical considerations such as 1) consistent simulation world view with pen paper representation, 2) data table, scientific graphs and symbolic mathematical representations for ease of data collection and multiple representational visualizations and 3) game for simple concept testing that can further support learning. We also suggest using physical world setup to be augmented complimentary with simulation while highlighting three advantages of real collision carts equipment like tacit 3D experience, random errors in measurement and conceptual significance of conservation of momentum applied to just before and after collision. General feedback from the students has been relatively positive, and we hope teachers will find the simulation useful in their own classes. 2015 Resources added: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/195-elastic-collisionComment: 6 pages, 8 figures, 1 table, 1 L. K. Wee, Physics Education 47 (3), 301 (2012); ISSN 0031-912