http://imej.wfu.edu/articles/2001/2/02/demo/demo1-ac/ac.html[img]http://heebok.kongju.ac.kr/VRPS/ac.gif[/img][img]http://heebok.kongju.ac.kr/VRPS/dc.gif[/img]

http://heebok.kongju.ac.kr/VRPS/

currently what these Superscape's Viscape plugin simulation allows

changing the intensity of the magnetic field B

direction of the magnetic field B

change the viewpoint to see details of the generators

watch the output voltage in a voltmeter but it appears to be qualitative, lack mathematics representation?

adjusting the frequency of revolutions

can this be a research gap to be argued for designing simulations on DC and Ac generators to address difficulties in learning electromagnetism for my study?

i can argue on several learning features desired as my research gap findings to justify my designing simulation study approach

1 E&M has force and charge particles that are invisible (Chabay & Sherwood, 2006) hence cannot be readily related to daily life.

2 to show theoretical idealized field are represented by ideas like field lines, field vectors, flux, (Thong & Gunstone, 2008) are intellectual theoretical constructs, not empirical phenomena (Guisasola, Almudi, & Zubimendi, 2004)

3 need for flux, current, resistor, due to many intrarelated concepts within E&M are difficult to distinguish and discriminate (Albe, Venturini, & Lascours, 2001; Chabay & Sherwood, 2006; Planinic, 2006; Saglam & Millar, 2006; Singh, 2006; Taasoobshirazi & Carr, 2008)

4 mechanical concepts forces, angular displacement, velocity acceleration, representation due to the interlink concepts to the broader realm of mechanics (Bonham, et al., 1999; Galili, 1995), gives initial difficulties.

5 provide mathematical representation due to mathematical complexity (Albe, et al., 2001; Chabay & Sherwood, 2006; Dunn & Barbanel, 2000; Y. Lee, 2009; L. C. McDermott & Redish, 1999) and large numbers of disconnected formula (Chabay & Sherwood, 2006) and the conditions for which the use is valid

6 1D-2D-3D Macro world with appropriate quantities superimposed visualization, sub-micro and symbolic and mathematical representation could be added to the simulation as pedagogical hints (Wee & Esquembre, 2008) (scientific graphs and plots) (Gilbert, 2005; Gilbert & Boulter, 2000; Singh, 2006)

7 Guided inquiry based learning and experience activities such as real-time display of data and even analyze the data to verify their hypothesis

8 Formative assessment could also be added like a simple game

hi prof hwang

any thoughts?