Unfortunately, PhET currently offers relatively few simulations for biology, mathematics, and earth science, although new simulations are continually being added. PhET is a pioneer in virtual simulations and remains relevant and heavily accessed even after almost two decades. Image: PhET Interactive Simulations/ University of Colorado Boulder Other virtual labs b) Infrared photons can interact with molecules like methane in the atmosphere and may be absorbed or scattered. Currently, PhET has a total of 159 interactive simulations for primary and secondary school students across five disciplines.įigure 6: a) The earth absorbs photons of sunlight (yellow) and re-emits them as photons of infrared radiation (red), which cannot escape into space in the presence of clouds and greenhouse gases. PhET simulations are designed to engage students through an intuitive, story-telling or game-like environment, where students learn through exploration. Since then, it has been expanded to simulations involving chemistry, biology, mathematics, and earth science (figure 1). PhET stands for Physics Education Technology and initially offered only physics-based simulations. Teachers can add their own set of questions or update the existing set to check the conceptual understanding of the students. All simulations are accompanied by explanations of the basic theory, handouts (including tips for teachers), activity worksheets, and discussion questions. Teachers can either download the simulations or use them online, and instructions are provided under ‘Teacher Tips’ on the homepage for each simulation. PhET is not technically difficult to use. It was launched in 2002 by a group of physicists at the University of Colorado Boulder (USA), led by Nobel laureate Dr Carl Wieman. PhET is one of the most popular simulation platforms, is available for free, and provides interactive simulations for a range of scientific topics. A comparison with some other simulation platforms is provided at the end. This article introduces PhET – its basic features and some of the simulations it offers – in the hope of inspiring teachers to give these systems a try. For example, the virtual models in these programs allow students to visualize processes, like molecular motion, that would normally be invisible. Furthermore, while virtual labs can’t replace the experience of doing physical experiments, they have features that are complementary to practical classes and be a useful supplement even during normal teaching. In fact, many of these tools are easy to use and some, like PhET Interactive Simulations (PhET), are available for free. However, many teachers are hesitant to try virtual labs due to concerns that they might be expensive or complicated, or that it isn’t worth setting everything up to use them when they won’t be needed after the pandemic. As the name suggests, a virtual laboratory is a computer-based activity where students interact with simulated computer interfaces to perform experiments using virtual tools, apparatus, or materials. One option to introduce a more practical element into online lessons is the use of virtual labs. With many teachers having to teach remotely during the COVID-19 pandemic, practical experiments have become difficult. Experiments and demonstrations help to engage students’ attention and can additionally help them to understand the concepts learned. Textbook content and practical experiments are both critical for science education. Not just for remote teaching: virtual labs really came into their own during the COVID-19 pandemic, but they can generally be a useful addition to the STEM teacher’s toolbox.
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