The Use of Virtual Simulators in Physics Education in Distance Engineering Courses: A Projectile Launch-Based Approach

Abstract

The teaching of Physics I in distance engineering courses presents significant challenges, mainly concerning the understanding and practical application of theoretical concepts. The absence of a physical laboratory can hinder the assimilation of topics such as kinematics and dynamics. In this context, virtual laboratories emerge as effective alternatives to enable experimentation and the analysis of physical phenomena in an interactive and accessible manner. This article investigates the effectiveness of using a virtual laboratory, specifically the PhET simulator from the University of Colorado, in conducting a practical lesson on projectile motion. The adopted methodology involved using the simulator to analyze variables such as initial height, launch angle, and launch velocity. The results indicate that the simulation provided a better understanding of physical phenomena, facilitating the visualization and analysis of concepts in a controlled environment. Additionally, students were able to make predictions, compare experimental and mathematical results, and identify projectile behavior patterns. It is concluded that the use of virtual laboratories is an effective pedagogical tool to complement the teaching of Physics in distance learning courses, promoting greater engagement and active learning among students.