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Teaching Physics (and Some Computation) Using Intentionally Incorrect Simulations
1.W. Christian and M. Belloni, Physlet® Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics (Prentice Hall, Upper Saddle River, NJ, 2004).
2.M. Belloni, W. Christian, and A. J. Cox, Physlet® Quantum Physics: An Interactive Introduction (Prentice Hall, Upper Saddle River, NJ, 2006).
3.www.compadre.org/OSP/items/detail.cfm?ID=9964. Download and double-click to launch the examples. To edit the resources, Easy Java Simulations (EJS) must be installed on the computer (link on same site). The corrected versions are password protected with a password: e&m.
4.A. Francis and M. Couture, “Credibility of a simulation-based virtual laboratory: An exploratory study of learner judgements of verisimilitude,” J. Interact. Learn. Res. 14, 439–464 (Oct. 2003).
5.C. E. Wieman, W. K. Adams, K. K. Perkins, “PhET: Simulations that enhance learning,” Sci. 322, 682–683 (Oct. 2008).
6.W. K. Adams et al. “A study of educational simulations part I-Engagement and learning,” phet.colorado.edu/phet-dist/publications/PhET_Interviews_I.pdf, p. 21–22.
7.C. J. Hieggelke, D. P. Maloney, S. E. Kanim, and T. L. O'Kuma, E&M TIPERs: Electricity and Magnetism Tasks Inspired by Physics Education Research (Prentice Hall, Upper Saddle River, NJ, 2005).
8.See, for example, the discussion and examples in the theme issue of Comp. Sci. Eng. 8 (Sept./Oct. 2006) or the theme issue of Am. J. Phys. 76 (April 2008).
9.vpython.org/. For use of VPython in teaching introductory physics, see R. W. Chabay and B. A. Sherwood, Matter and Interactions, 2nd ed. (Wiley, New York, 2007).
10.www.um.es/fem/Ejs/ or from the Open Source Physics Collection in the ComPADRE digital library: www.compadre.org/osp.
11.W. Christian and F. Esquembre, “Modeling physics with Easy Java Simulations,” Phys. Teach. 45, 475–480 (Nov. 2007).
12.Simulations are self-executing Java archive files (jars), zipped xml files, or a local connection from EJS to the ComPADRE digital library collection of materials.
13.With EJS running, users can also access models distributed in xml source files, zipped groups of source files, or via a local connection to the ComPADRE digital library collection of materials.
14.D. P. Maloney et al., “Surveying students' conceptual knowledge of electricity and magnetism,” Phys. Educ. Res., Am. J. Phys. Suppl. 69, S12–S23 (July 2001).
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