Virtual Physics Labs

 

To use the interactive content of the workshops requires the installation of the Java plugin on your computer.
It’s free and if you don’t have it, you can download it from here.

Update (2022): As Java versions are no longer supported by many browsers, there is the possibility of using virtual labs with Chrome browser and the CheerpJ extension that you can download for free here. This way you won’t need to install a Java version on your PC.

You can experiment freely in the labs using any objects you want.
In case you want to run a specific experiment, there are worksheets for each lab.

About Worksheets

The structure of the Worksheets is modular, consisting of the following steps: prediction, execution of the experiment (observation, measurement, new observation, new measurement), interpretation and conclusion and reflection.

The applied strategy is “Predict – Observe – Explain, POE”.
The FRP strategy usually includes:
(i) a situation and requests a reasoned forecast of what will happen when a change is made;
(ii) making the change and observing, and
(iii) the attempt to explain any differences between prediction and observation.
The ECoC strategy enables the learner to understand, monitor and evaluate exploratory activities.
ECoC strategies offer students, among other things, a framework to guide their thinking and are important because they not only improve conceptual understanding and problem-solving skills but also significantly develop students’ metacognitive abilities.

Guided investigation is integrated into structured science following the FRP structure.
The prediction clarifies students’ alternative perceptions.
Comparing the results, after performing the experiment, with the predictions can lead to the improvement or revision of students’ alternative perceptions.

Teaching science in an exploratory way is the dominant strategy applied in OA of compulsory education as research findings support the exploratory teaching approach and show that children in compulsory education should have the opportunity to experience it and develop the ability to think and act in ways linked to scientific research.

The workshops designed and developed could be used in informal training settings for young people over the age of 10 as well as trainers of these age groups. In particular, in formal educational conditions they can help students in harmony with their respective OPs.

Thus, with the current OA (school year 2014-15), the needs of the following classes are covered:

Laboratory Elementary		Gymnasium	Lyceum
Optics	E’ and F’C’C	‘	(Gen + Cat)
Heat	E’ and F’A	‘ and B’B’	(Cat)
Electricity	E’A	‘ and C’B	‘ and C’ (Gen + Cat)

Respectively, Science covers:

of

of

of

of

C

the

FE	Addressed:
Optics 1 – Shadow and Shadow	of C’ Gymnasium and E’ Primary School (without design and brightness diagram)
Optics 2 – Color composition	of third grade and sixth grade (without design)
Optics 3 – Relationship of curvature and focal length of a convex mirror	C’ Gymnasium
Optics 4 – Relationship of curvature and magnification of a convex mirror	of C’ Gymnasium
Optics 5 – Comparison of thickness and focal length of converging lenses	third grade and sixth grade (without design and measurements, i.e. qualitatively)
Optics 6 – Comparison of focal length and magnification of converging lenses	C’ Gymnasium
Optics 7 – Refraction on a tile	C’ Lyceum (Direction)
Electricity 1 – Simple electrical circuit	of E’ Primary, A’ and C’ Gymnasium
Electricity 2 – Connection in series and parallel connection	of E’ Primary, A’ and C’ Gymnasium
Electricity 3 – Law of Ohm	C ́ Gymnasium and B ́ Lyceum
Electricity 4 – Kirchhoff Rules	for Third Gymnasium and B Lyceum
Electricity 5 – Equivalent connection resistance of resistors	C ́ Gymnasium and B ́ Lyceum
Electricity 6 – Switch logic	of B’ Vocational and C’ General Lyceum (Direction)
Ilektriktrias 7 – Wheatstone Bridge	B’ Vocational and C’ General Lyceum (Direction)
Electricity 8 – Capacitor charging	‘ Lyceum (Direction)
Heat 1 – Dependence on mass, of the heat required to change the temperature of a body	E’ Primary, B’ Gymnasium
Heat 2 – Dependence of the temperature change of a body on the heat supply	of the fifth elementary, second gymnasium
Heat 3 – Dependence of the temperature change of a body on the material of the	Fifth Elementary, B’ Gymnasium
Heat 4 – Dependence (non) of the boiling temperature of a liquid on the mass of	Fifth Elementary, B’ Gymnasium
Heat 5 – Study of the boiling point (boiling) of a solution in relation to the pure solvent	of Fifth Grade, B’ Gymnasium
Heat 6 – Dependence of the heat that a body absorbs, through radiation (thermal radiation), on its color.	Sixth Elementary, B’ Gymnasium
Heat 7 – Dependence of the heat emitted by a body, through radiation (thermal radiation), on its color.	Sixth Elementary, B’ Gymnasium

Project financing

Bibliography

Sassi E, Vicentini M (2008), Aims and Strategies of Laboratory Work, in Connecting Research in Physics Education with Teacher Education, eds.
M. Vicentini and E. Sassi, I.C.P.E. Book

White R.T. and Gunstone R.F (1992), Probing Understanding, Falmer Press

Psyllos D., Chatzikraniotis E., Molochidis A., Kalleri M. (2009), Thermal Conductivity of Materials – Teacher’s Book, Materials Science Project, University – School Partnerships for the Design and Implementation of Research – Based ICT – Enhanced Modules on Material Properties, ISBN 978-9963-689-49-1