International Journal of Advanced Research and Publications

ISSN: 2456-9992

Evaluating The Effectiveness Of A PhET

Simulation For Teaching And Learning Of „Turning
Effect Of Force‟ In Physics At Secondary School
Level
Madawala Liyanage Shanaka Piyatissa, Md Gapar Md Johar, Arun Kumar Tarofder
Graduate School of Management, Management and Science University, No.4, Persiaran Olahraga,
Section 13, 40100, Shah Alam, Selangor, Malaysia
[email protected]

Academic Department (Vice President Academic), Management and Science University,

No.4, Persiaran Olahraga, Section 13, 40100, Shah Alam, Selangor, Malaysia,
[email protected]

Faculty of Business Management and Professional Studies, Management and Science University,
No.4, Persiaran Olahraga, Section 13, 40100, Shah Alam, Selangor, Malaysia
[email protected]

Abstract: This paper is based on the results of a pilot study conducted to evaluate the effectiveness of a PhET simulation (sim) called,
„Balancing Act‟ developed by Colorado University, Boulder, when it is used as a visualization tool in teaching the secondary school physics
lesson „Turning Effect of Force‟. A sample of 72 students of grade 11 from two government schools in Sri Lanka was selected for the study.
This is a field study to assess the effectiveness of a teaching approach to elaborate the visualization aspect of the lesson. A „pre-test and
post-test experimental and control group design‟ was used in the study. The experimental group was taught the lesson using the sim in
addition to the usual classroom teaching and the control group was also taught for the same time period in the usual way without the use of
sim. A set of physics questions to test the students‟ attainment of visualizing the lesson which is called Visualization Related Test (VRT) in
the study was used as a pre-test and a post-test. Cronbach‟s alpha coefficient of 0.738 showed in the pre-test administration for the VRT for
all students ensured its reliability. The students in experimental group showed a 27% gain in the post-test administration of VRT compared
to the pre-test while that in the control group was 2%, proving the effectiveness of the new teaching approach in grasping the theories built
for the purpose of explaining invisible phenomenon (what is visible here is only the effects of it).

Keywords: Assessment, Interactive simulation, Turning effect of force, Visualization

1. Introduction can be considered a hallmark of success for a revolutionary

„Turning effect of force‟ is a physics lesson which is usually innovation in teaching. The examiners‟ reports issued by
introduced to the students at the secondary school level. The Department of Examinations, Sri Lanka for the period 2009-
lesson calls for a certain amount of visualization which a 2015 of the subject „science‟ (which consists of biology,
computer based visualization tool - „Balancing Act‟ - being chemistry and physics) revealed that more than 50% the
one of the tools belonging to PhET simulation family, can students scored 0-25% of the total marks allocated to the
successfully provide when taken parallely with textbook structured essay type and essay type questions in physics
explanations. Selecting „Balancing Act‟ simulation tool as section at the General Certificate of Education-Ordinary
adequate for teaching and learning of this lesson was to a Level (GCE-OL) examination (the GCE-OL examination
certain extent influenced by the wide acceptance of its covers the syllabi of grade 10 and grade11 classes) [1], [2],
capabilities by the teaching community in general and the [3], [4], [5], [6], [7]. Generally students of age 15-16 years
fact that PhET simulation kit has already been recommend sit this examination which determines the streams of
by the National Institute of Education (NIE), Sri Lanka for education they should select for further studies. The low
government schools in the country (NIE is the government performance level in physics warranted an in-depth study of
body responsible for developing school curricula in the this situation which resulted, among other things, in selecting
country). They have gone a step further by adding a short the use of visualization tools to elaborate the visualization
instruction manual to it in addition to translating it into two related areas in the lesson as a supplementary teaching
of the country‟s vernacular languages. This study highlights approach. The representative lesson selected for this
the fact that this interactive simulation works well to support experiment was „turning effect of force‟ which was found on
the textual and verbal explanations of the scientific principles a random interviewing of students, to be a difficult lesson to
which are difficult to understand due to lack of tangible many students.
nature of this concept of force. None of these teaching
methods, that is the approach used in the experiment (use of 2. Literature Review
visualization tools to highlight the visualization aspect in the Shu-Nu and Yao pointed out that in science education, the
lesson) and the traditional method attempts to replace each broad area visualization can be considered as comprising of
other. In other words, the traditional teaching methods of three overlapping sub areas-visualization, representation and
chalk and talk, note taking, etc., work in complete harmony model [29]. They further mentioned that the visualization
with this computer based interactive learning material that sub area comprise of external representation, internal

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

representation and visualizing process. The second sub area, Lyna and Fulmer in 2014) [20], [13], [15]. It is the common
representation is a structure that stands for something such as belief of the above mentioned researchers that the students
a sentence for a principle, a diagram for an arrangement of who are good at spatial ability are good at visualizing the
objects, a picture for a scene, etc. [16]. The third sub area, concepts in physics. Theories of visual learning can also be
model is as a simplified representation of a phenomenon considered as an important branch of research which justified
which can be physically observed or of a hypothetical the significance of visualization in science education.
scientific concept/theorem [29]. However, visualization Piaget‟s pioneering ideas in development psychology which
covers complex cognitive and brain processes and it is emphasizes how a child‟s spatial cognition develops through
difficult to find an exact definition for the term the stages of child‟s psychological development [21], [22],
„visualization‟. Gilbert suggested that the external dual coding theory [19], [26] which casts some insight on
representations can be categorized into five modes of how linguistic information and visual information are
(external) representations, namely, the material (the encoded by two independent mental systems, and the visual
concrete) mode, the verbal mode, the symbolic mode, the imagery hypothesis [11], [23] which says that the graphical
visual mode, and the gestural mode [9]. The concrete mode representations help the learner to process information more
is where various physical models or practical set-ups are efficiently than verbal ones do, are some classic examples of
used to explain the subject matter. The verbal mode involves such theories of visual learning. The dual coding theory and
written and spoken language used to explain the subject the visual imagery hypothesis have provided a good
(including analogies, similies, historical evolvement of the theoretical background for many of the computer based
subject presented as a story, etc.). The symbolic mode visualization tools recently developed. Further, research
basically involves use of standard symbols, and use of work carried out in the field of representational competence
mathematical equations to represent the relationships among that is one‟s ability to deal with the external representations
physical quantities. The visual mode is supported by [14], use of multiple representations, and models and
diagrams, graphs, videos, animations, simulations, etc. The modeling, in science education can also be considered as
gestural mode mainly consists of gestural expressions used areas of study closely linked with visualization in science
by the teacher to explain the subject (including dramatized education. Visualizations in science education cover a wide
demonstrations, role plays, etc.). Further each of these modes area including dynamic objects as well as static objects with
may contain sub modes. Learning a particular physics lesson their inter-relationships. The skills of spatially visualizing
may involve several of the above modes and the teacher these relationships between the objects and how the
needs to be sufficiently conversant with this aspect to help quantifiable physical properties (e.g. distance, speed,
the students to toggle between the modes and the sub modes acceleration) change inter-dependently are also linked with
depending on the lesson. Corresponding to external visualization. Sometimes, formulae also help to do the
representations, the learner builds internal representations visualization to such an extent that they by themselves can be
which can be called mental images, imaginations, treated as a kind of visualization tool. Because of this broad
visualizations, or visual-perceptions in science education [9], variety in visualization even in a particular lesson topic and,
[10]. Further, these external representation modes are used of lesson specific nature of visualization, finding a common
by learners to construct their internal models which can be framework for incorporating the visual-perceptual aspect in
called private models that matters in their individual to classroom teaching and for assessing students‟ attainment
understanding [9], [24]. Though the private models are in visualizing the necessary areas in physics, is difficult and
subjective they correspond to external models which the therefore, the use of multiple representations as appropriate
scientific community have a common agreement on (e.g. is preferred. Beside the complex nature of the field of
atomic structure of hydrogen, a circuit diagram of a simple visualization, use of the multiple external representations to
transistor circuit), and they are referred to as public models elaborate the visualization aspect of physics subject matter
[9]. When dealing with the above mentioned models in can be considered as a better way to help students to
science education, the student should achieve the capability visualize scientific concepts.
of visualizing the models in three levels of representation:
the macroscopic, the microscopic (sub-microscopic), and the 3. Methodology
symbolic as appropriate to the situation [12]. When
considering causes which influenced the science 3.1 Experimental Design
educationists to think about the importance of visualization The experiment design used in this study is a „pre-test and
in science education, spatial ability research can be post-test experimental and control group design‟ where
mentioned as a major one. The spatial ability can be broadly recording information is done both before and after the
defined as one‟s ability to retain and manipulate visual experimental group is exposed to the treatment [27]. Here,
information which includes abilities such as mentally the experimental group was taught the lesson using the sim
rotating, inverting, cross-sectioning, transforming visual to elaborate the visualization related areas of the lesson and
images/objects, identifying spatial relationships, predictions the control group was also taught the same lesson for the
on spatial orientations, etc. Researchers have recognized the same duration without using the sim or without making any
spatial ability as one of the most dominant predictor of deliberate explanation regarding the visualization aspect of
success in Science, Technology, Engineering and the lesson. Both the groups were tested using 10 multiple
Mathematics (STEM) subjects (e.g. Shea, Lubinksi and choice type questions related to turning effect of force
Benbow in 2001, Uttal and Cohen in 2012, Wai, Lubinski capable measuring the students‟ attainment of visualizing the
and Benbow in 2009) [28], [30], [31]. Physics educationists needed areas in the lesson as a pre-test and a post-test. These
are also keen on spatial ability research in various physics questions were adapted from existing sources like past
domains and they also shared the same view (e.g. Pallrand papers and model question papers equivalent to Sri Lankan
and Seeber, in 1984, Kozhevnikov and Hegarty in 2007, GCE-OL.

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

3.2 Sample of Students Selected for Evaluating the experimental approach. Four teachers participated in the
Effectiveness of Using the Sim study. The participating students (grade 11 during the time of
The sample of students were selected from two equally and the experiment, March 2017) have covered the experimental
averagely performing government schools in Colombo lesson topic, „turning effect of force‟ when they were in
district (selecting averagely performed schools brings more grade 10 during the year 2016. The time allocated to the
external validity for this experimental study). In each school, lesson is 5 periods as per the syllabus
the participating students were randomly grouped in the (http://nie.lk/pdffiles/tg/e10tim110.pdf ) (1 period is 40
experimental group and the control group. The final minutes). Both the groups (experimental and control groups
experimental group and the control group comprised of the of the two schools) were taught the lesson again for the
students in both the schools and no school-wise or gender- purpose of this study taking a time of 5 periods after the
wise comparison was of interest. Distribution of the students school hours (one after-school session per week of 1 period
between the experimental group and the control group is duration conducted through five weeks). For both the groups
given in Table1. the lesson was planned according to the instructions in the
grade 10 science teacher‟s guide [17] covering all the
Table 1: Composition of the Sample practical activities. For the experimental group, the sim was
used as a whole class interactive demonstration (using a
Participated number of students multimedia projector) to elaborate the visualization aspect at
Name of school Experimental Control relevant places keeping the flow of the lesson not distorted.
group group Use of the sim is an additional activity merely done for
reinforcing the usual classroom teaching and it is not for
WP/Pili/Buddhist
Girls‟ College replacing any of the usual practices in classroom teaching.
20 21 All the students and teachers voluntarily participated in the
(BGC), Mount
Lavinia study.

WP/Pili/ 3.4 Notable Visualization Related Areas and the

Colombo South Appropriate Use of ‘Balancing Act’ Simulation Tool
Science College
(SC), Mount
16 15 After going through the grade 10 science syllabus [17] and
Lavinia (Boys‟ the grade 10 science textbook [18], and after conducting
school) some discussions with a group of subject experts and the
participating teachers, two notable visualization related areas
Total 36 36 were identified in the lesson „turning effect of force‟ ,
namely,
The validity of an experiment which is linked with the a). Visualizing the factors affecting the moment of a
experimental design is an important attribute [27]. The force
validity is two-fold: the external validity and the internal As per the grade 10 science syllabus, the moment of a
validity. The external validity is the extent, to which the force around a point is calculated as the product of the
results of the experiment can be generalized to other settings. magnitude of the force (F) and the shortest
The internal validity is the degree of confidence in the causal (perpendicular) distance to the line of action of the force
effects, that is, use of a particular treatment for the from the point around which the moment is calculated
experimental group would alone cause for the expected (d). F and d are the two factors affecting the moment of
result. The experiment can be considered as having a higher a force. The student has to decide whether the moment is
level of external validity because the sample of the students clockwise or anti-clockwise
were from averagely performed two schools, and all the b). Visualizing the principle of moments
government schools follow a common curriculum, all the The principle of moment says that clockwise moments
teachers have the minimum equivalent qualifications and the are equal to anti-clockwise moments if the system is in
teachers were given the same in-service training. Several force equilibrium.
measures were taken to ensure the internal validity of this
experiment. The experimental teaching was done after the The above mentioned areas have been identified as
school hours and therefore, the students who gave their visualization related areas which the student has to be
consent to stay after the school hours were participated in the familiar with in general and how they can be elaborated
study. The students were given no incentive for the using the sim is going to be discussed here. The two areas
participation in the study and the experimental teaching was need not be separately addressed and when the students are
done as an extended teaching conducted by two science taken through the sim, they will grasp them together. Under
teachers in a school (one teacher for the experimental group the grade 10 science syllabus, turning effects of force
and another for control group). Further the students were involves basically the introduction of the concept of moment
randomly assigned for the two groups and given no incentive of forces and application of principle of moments for simple
for the participation in the study. Therefore, it can be ensured systems. Understanding the principle of moments needs the
that the experiment has the internal validity to a higher level visualization of turning effect caused by the forces and
[27]. determining how the forces cause to lose the equilibrium
state of an object such as a door fitted on hinges or a ruler
3.3 The Experimental Teaching and the Lesson Topic pivoted across its mass centre (centre of gravity). As an
Each of the four groups was taught by a science teacher in effort of helping the students to visualize the application of
the respective school for this experimental study. The principle of moments, an interactive PhET simulation called
participating science teachers were briefed on the „Balancing Act‟ downloaded from

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

https://phet.colorado.edu/sims/html/balancing-
act/latest/balancing-act_en.html was used. The simulation
consists of three modules „Intro‟ (the word, „introductory‟
shortened), Balance Lab‟, and „Game‟ where it takes the
student from simple tasks to little bit complicated tasks.
Figure 1 shows a screen from „Intro‟.

Figure 3 Finding the mass of the stone

(Source:https://phet.colorado.edu/sims/html/balancing-
act/latest/balancing-act_en.html)

In Figure 3, the student has to find the weight of the stone,

by dragging the child on the right hand arm of the seesaw
until the seesaw becomes balanced. In solving this sum the
student can arbitrary place the child somewhere on the right
Figure 1 Balancing the weights on the seesaw hand arm of the seesaw as shown in Figure 4.
(Source: https://phet.colorado.edu/sims/html/balancing-
act/latest/balancing-act_en.html)

In Figure 1, the student can move the weight here and there
on the seesaw and by removing the two side supporters it can
be seen whether the seesaw is balanced or unbalanced. By
repeating the same task using different weights, the student
can derive the principle of moments, that is, total clockwise
moments is equal to the total anti-clockwise moment if the
system is at the force equilibrium. In „Balance Lab‟, the
student can experience the same thing by using more than
two masses. „Game‟ module presents some interesting
problem solving tasks. Figure 2 shows an example from the Figure 4 Placing the child arbitrary
„Game‟ module. (Source:https://phet.colorado.edu/sims/html/balancing-
act/latest/balancing-act_en.html)

Then the student has to determine, to which direction the

child should be moved in order to balance the seesaw. In this
exercise, comprehending the situation by visualizing the
principle of moments is obvious. This simulation naturally
forces the student to do that. Once the seesaw is balanced,
the mass of the stone has to be indicated by dragging the
indicator at the top middle of the screen (Figure 4). Now the
student can easily build an equation to calculate the unknown
quantity, the mass of the stone m as,
Figure 2 What will happen if the two supporters are ( ) ( )
removed?
(Source:https://phet.colorado.edu/sims/html/balancing- where d1 and d2 are the distances from the centre of seesaw
act/latest/balancing-act_en.html) to the two weights (can be read from the scale of the
seesaw), g is the gravitational acceleration (g cancels off
In Figure 2, the student has to select the correct diagram from both the sides), then the unknown quantity can be
from the three diagrams shown on top of the screen, found.
indicating what will happen to the seesaw when the two side
supporters are removed. While the lessons were conducted 3.5 The Questions to Assess the Students’ Attainment of
the students were asked to numerically work out the Visualization
calculation of moments. This is a foundation for moving Questions (ten MCQ type questions with four answer options
from the visual mode to the symbolic mode where the where the student has to select the correct answer) which can
student himself can arrive at the algebraic equation for the be considered as capable measuring the students‟ attainment
principle of moments. Figure 3 shows another sum in the in visualizing the identified areas in the lesson turning effect
„Game‟ module. of force were selected from existing sources such as past
papers and model question papers equivalent to GCE-OL
examination in Sri Lanka. Whether the selected questions
contain a considerable component of visualization and
whether the questions match with the limitations of the grade

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

10 science syllabus, teacher‟s guide (NIE, 2015) and the Question 7

grade 10 science textbook (EPD, 2015) were validated with a The diagram shows a cross sectional view of a metre rule
group of subject experts and the participating science pivoted off-centre but kept in equilibrium by a suspended
teachers (content validity of the questions). This question mass of 240 g.
paper is supposed to be answered within 15 minutes time.
This question paper is referred to as Visualization Related
Test (VRT) in this study. Four of the sample questions in
VRT are given below.

Question 4
The diagram shows a balance being used to find the weight The centre of mass of the rule is at the 50 cm mark. What is
of a baby. The weight of the basket can be ignored. At the the mass of the rule?
equilibrium position shown in the diagram, GA distance is
greater than GB distance. The beam is uniform and it is 12 g (b) 24 g (c) 45 g (d) 120 g
pivoted from its centre of gravity, G.
Source: Adapted from the book, ‘O Level Physics MCQ Hot
Spots 1000 Frequently Examined Questions, Red Spot
Publications’ by C.S. Lim in 2015, (Question 9 on page 50)

Question 10
The diagram shows a beam on a pivot. Four forces act on the
beam. Each force is 20 N. Which force will have the greatest
turning effect about the pivot? (cross-sectional view of beam
is shown in the diagram).

Which of the following statements is correct regarding the

weight of the baby?
The weight of the baby is less than 40 N
The weight of the baby is 40 N
The weight of the baby is more than 40 N
It is impossible to tell the weight of the baby without a scale
on the beam A (b) B (c) C (d) D
Source: Adapted from Cambridge International General
Certificate of Secondary Education specimen paper 0625/1- Source: Adapted from IGCSE Physics course Book, General
for examinations from 2016, Q8 Physics MCQs in the CD-ROM, Cambridge University Press
by David Sang in 2011 (Question 7)
Question 6
A uniform metre ruler, which weighs 1.5 N, is pivoted on a The question 4 requires visualizing the state of equilibrium
horizontal nail through a hole at the 30 cm mark. A 2.0 N in term of the principle of moments. The question 6 involves
weight is hung from the 15 cm mark. visualizing the net effect of the clockwise and anti-clockwise
moments by forming an image of the whole diagram. In the
question 7, the student has to visualize the effect of
equilibrium of the system in terms of principle of moments.
The question 10 involves the assessing the student‟s ability
to visually compare the turning effects of different forces.

3.6 Methods of Statistical Analysis

What is the resultant moment about the pivot? For testing the reliability of the VRT, Cronbach‟s alpha
Magnitude Clockwise/Anti-clockwise value was calculated. Descriptive statistics - mean and
standard deviation - have been calculated where necessary.
(a) 0 - Group comparison tests were used to compare the treatment
effects.
b) 0.60 N m Anti-clockwise
(c) 0.70 N m Clockwise 4 Results and Discussion
The Cronbach alpha value was calculated for the pre-test
(d) 1.05 N m Anti-clockwise administration of VRT and a value of 0.738 was obtained. As
this value is greater than 0.7, it can be said VRT is a reliable
Source: Adapted from the book, ‘O Level Physics MCQ Hot tool. Table 2 shows the mean score for a question in VRT
Spots 1000 Frequently Examined Questions, Red Spot with the standard deviation for the two groups.
Publications’ by C.S. Lim in 2015 (Question 20 on page 53)

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ISSN: 2456-9992

Table 2 The mean scores for VRT Pre-test and Post-Test Peformance for VRT in
Experimental Group
80%

Percentage of students
Pre-test Post-test Percentage
Increase of

who correctly
Group Mean Standard Mean Standard
Mean
60%

answered
Score Deviation Score Deviation
Score 40%
Experimental 25% 16% 52% 8% 27% Pre-test
20%
Control 24% 17% 26% 17% 2%
Percentage of Students p-value from 0% Post-test
Question Percentage
Correctly Answered McNemar 1 2 3 4 5 6 7 8 9 10
Number Increase
Pre-test Post-test Test
Question number
1 27% 27% 0% -
2 17% 17% 0% -
3 60% 64% 4% 0.002 Figure 1 Question-wise performance for VRT at pre-test and
4 27% 27% 0% - post-test in experimental group
5 37% 38% 1% 0.157*
6 30% 32% 2% 0.014 Similarly, the students‟ performance for VRT in the control
7 11% 16% 5% 0.000 group is given in Table 4.
8 10% 16% 6% 0.000
9 14% 14% 0% - Table 4 VRT Administration for Control Group
10 3% 5% 2% 0.025
Percentage of Students p-value from
Question Percentage
Correctly Answered McNemar
Table 2 shows a gain of about 27% in the post-test Number Increase
Pre-test Post-test Test
performance in the experimental group compared to the pre- 1 27% 27% 0% -
test whereas that in the control group is only around 2%. 2 17% 17% 0% -
This shows that the teaching intervention using the sim can 3 60% 64% 4% 0.002
be considered as effective. Further, it shows quite high 4 27% 27% 0% -
standard deviations on students‟ VRT scores. Also in the 5 37% 38% 1% 0.157*
experimental group the standard deviation has come down 6 30% 32% 2% 0.014
from 16% to 8%. Then the students‟ performance for the 7 11% 16% 5% 0.000
individual questions at the pre-test and post-test were 8 10% 16% 6% 0.000
compared using a group comparison test (related group). As 9 14% 14% 0% -
the variables are dichotomous, McNemar test was used. 10 3% 5% 2% 0.025
Table 3 shows the students‟ performance at the pre-test and
the post-test for the experimental group. As shown in Table 4, for the questions 1, 2, 4, and 9, there is
no increase in the students‟ performance in the post-test
Table 3 VRT Administration for Experimental Group compared to the pre-test. Though there is an increase in the
performance of question 5 of 1%, it is not significant as the
p-value p-value is greater than 0.05 (shown by an asterisk). Though
Percentage of Students
Question Percentage from
Who Correctly Answered the increases in other questions (3, 6, 7, 8, and 10) are
Number Increase McNemar
Pre-test Post-test Test statistically significant (as the p-values are less than 0.05),
1 20% 48% 28% 0.000 the percentage increase is very low when compared with that
2 13% 44% 31% 0.000 with the experimental group. Therefore, it can be said that
3 64% 71% 7% 0.000 the teaching done in usual way has not helped much in
4 37% 59% 22% 0.000 improving the students‟ attainment of visualizing. The same
5 28% 58% 30% 0.000
information are shown graphically in Figure 2.
6 25% 51% 27% 0.000
7 19% 48% 29% 0.000
8 4% 46% 42% 0.000
9 16% 46% 30% 0.000 Pre-test and Post-test Performance for VRT for the
10 20% 47% 26% 0.000 Control Group
80%
Percentage of students

In Table 3, all the p-values are less than 0.05. Therefore, the 60%
who correctly
answered

increases in the post-test performances are significant. The 40% Pre-

question 3 can be considered as an easy one for the students test
where 64% of the students have correctly answered the 20%
Post-
question. At the post-test, students‟ performance for that 0% test
questions increased only by 7%. In other questions, there is 1 2 3 4 5 6 7 8 9 10
over 20% increase in students‟ post-test performance Question number
compared to the pre-test. Figure 1 shows the information
given in Table 3 in graphical form. Figure 2 Question-wise Performance for VRT at Pre-test
and Post-test in Control Group

Figure 2 clearly shows that the post performance of control

group does not show remarkable improvements. Further the
classroom observations, and discussions and unstructured

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

interviews with students (of the experimental group) showed make some careful assumptions in giving a reasonable
that they had an interesting learning experience using the explanation as noted below.
sim. Most of them liked the „Game‟ module of the sim. (i). the door is made of some material of uniform density
and its centre of gravity works in a perfect vertical line
5 Conclusion facing down (since this is perfectly vertical it is parallel
This experimental study is an attempt of emphasizing the to the turning axis causing no moment around that axis)
visualization aspect of the secondary school physics lessons, (Figure 3)
„Turning Effect of Force‟ basically utilizing visual-mode of (ii). big man‟s and small one‟s pushes are on the same
external representations. Accordingly an interactive horizontal level (Figure 4).
simulation („Balancing Act‟) which is a computer aided
learning material was used along with the traditional When the PhET simulation‟s „Balancing Act‟ tool is brought
teaching methods currently in use to highlight the in here the problem can be solved conveniently and the
visualization aspect of the lesson. The net improvement of validity of the definition also becomes clearer. Further the
25% achieved by the experimental group students in the problem solving abilities of the students relating to the
post-test administration of the assessment compared to the moment can be better catered in using the simulation tool.
pre-test, over the control group showed show the capability However, if three dimensionality can be incorporated into
of the new approach as a way of helping students to visualize the diagrams of the simulation, visualization aspect it
the necessary content in the lesson „Turning Effect of presents can be considerably enhanced. This discussion
Force‟. The approach introduced in this study only brings out another important fact for the teacher to take into
supplemented the usual teaching. What has been explained in note of - there can be more than one visualization objects,
the text is reinforced by the simulation and the vice-versa, that is to say, multiple representations are possible for same
helping the students‟ better understanding. The textbook phenomenon, but none of them can depict the true nature of
explanation of the door hinged on to a side of a frame at two its function. Each representation is only an abstraction which
or three places though given a classic example for feeling the can fulfill some desired aspect of the phenomenon and hence
moment (Figure 3 and Figure 4) is lacking in support for the usefulness of multiple representations.
understanding, the definition of moment, that is, moment =
force x distance. References
[1]. Department of Examinations of Sri Lanka, Evaluation
Report, G.C.E. (O/L) Examination: 34-Science.
Department of Examinations, Battaramulla, Sri Lanka,
2009.

[2]. Department of Examinations of Sri Lanka, Evaluation

Report, G.C.E. (O/L) Examination: 34-Science.
Department of Examinations, Battaramulla, Sri Lanka,
2010.

[3]. Department of Examinations of Sri Lanka, Evaluation

Report, G.C.E. (O/L) Examination: 34-Science.
Department of Examinations, Battaramulla, Sri Lanka,
2011.

Figure 4 Door and moment [4]. Department of Examinations of Sri Lanka, Evaluation
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Figure 5 Push on a door and moment
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Report, G.C.E. (O/L) Examination: 34-Science.
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Mass of the door can interfere with students‟ logical thinking
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process, at least for few serious students. The teacher when
using this visual aid as a similie should take enough care and

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

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