This document provides information on using simulation software Stella to teach concepts related to oscillation and the pendulum. It outlines the steps to effectively integrate simulation into the classroom, including: preparation, briefing students, demonstrating the simulation model, guided practice with students, checking for understanding, independent student practice, and closing the lesson. Specific examples are given for using the Pendulum Story simulation model to investigate relationships between variables like mass, displacement, and period of a pendulum. The document also discusses how simulations can motivate students to learn through intrinsic factors like curiosity and exploration of situations not possible in real life.

1. DEPARTMENT OF BIOLOGY
FACULTY OF SCIENCE AND MATHEMATICS
INFORMATION AND COMMUNICATION
TECHNOLOGY IN SCIENCE
(SSI 3013)
Title :
Report On Simulation
Lecturer : Encik Azmi Bin Ibrahim
Name : Darvina Lim Choo Kheng
No. Matrice : D201010XXXXX
Semester : 1 Session 2012/2013
Group :B
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2. CONTENTS
List Of Figures 3
1.0 Introduction 4
2.0 Teaching And Learning With Simulation – Stella 4
2.1 Preparation 5
2.2 Briefing 6
2.3 Modeling 7
2.4 Guided Practice 8
2.5 Checking For Understanding 8
2.6 Independent Practice 9
2.7 Closure 11
3.0 Motivation Through Simulation 11
4.0 Prediction Through Simulation 13
5.0 Advantages And Disadvantages Of Simulation 16
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3. 6.0 Suitability For Implementation Of Simulation In Malaysia 18
7.0 Conclusion 19
Reference 21
LIST OF FIGURES
Figure 2.1 View of the model: Initial displacement=0.10m; String length=1.0m 9
Figure 2.2 View of the model: After running the experiment with different mass 10
of ball
Figure 3.1 Result of one period oscillation of ball and string length 12
Figure 4.1 Results – Experiment for relationship between initial displacement 15
and amplitude generated
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4. 1.0 INTRODUCTION
A simulation is generally a simplified model that contains the essential elements of
the thing simulated (Simonson and Thompson, 1994). In a simulation, the computer
does not just present a predetermined situation. The strength of a simulation is the fact
that a computer responds to students inputs; that is, the computer’s responses depend
on the choices students make, and there is not set scenario. The simulation mimics
reality, with outcomes that depend on the user’s decisions and actions (Geisart and
Futrell, 2000).
Simulations are best used by the students after they have mastered a set of
concepts and are ready to apply the acquired knowledge (Norton and Sprague, 2001).
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5. Simulation allows the students to perform higher cognitive thinking skills such as
application, analysis and synthesis during the simulation process. Therefore,
simulation exercises based on the “guided discovery” learning theory were found to
motivating, to expose misconceptions and areas of knowledge deficiency, to assist in
integrating information, and to enhance transfer of learning (Mayes, 1992).
Stella (software that developed by the isee systems), is software that can used
to develop simulations needed in an easy way by the educators. Besides that, Stella
models provide endless opportunities to explore and watching what happens, inspiring
the exciting moments of learning. Stella models also allow the educators to
communicate how a system works – what goes in, how the system is impacted, what
are the outcomes. In addition, Stella supports diverse learning styles with a wide
range of storytelling features. Diagrams, charts, and animation help visual learners
discover relationships between variables in an equation.
2.0 TEACHING AND LEARNING WITH SIMULATION – STELLA
As stated in the introduction part, simulation only best to be used by the students after
they have mastered a set of concepts and are ready to apply the acquired knowledge
(Norton and Sprague, 2001). Without the mastering of the knowledge, the objectives
of teaching and learning using simulation will be inefficient and ineffective. As to use
the models provided in Stella for teaching and learning purposes, a few instructional
steps must be taken to ensure the quality of integrating simulation in classroom.
2.1 PREPARATION
First of all, considering of using simulation like Stella models in teaching and learning
process need intensive simulation-integrated teaching and learning preparation from
both sides, instructor (in this case is a teacher) and students. The lesson preparation
for using simulation can be varies with the type and complexity of the simulation.
Effective simulation-using teacher employ three unique types of knowledge: content
knowledge about the specific topics that they teach; pedagogical knowledge, or the
understanding of how to teach and manage students (Shulman, 1986); and simulation
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6. knowledge, which involves an understanding of the unique characteristics of
simulation software that lend themselves to a particular aspects of the teaching and
learning processes (Pierson, 2001). The teacher also must take into considerations that
whether the simulation is suitable as individuals, partners, groups or whole class
work.
Students will learn through instructional simulation when they are actively
engaged. Hence, the teacher must prepare to teach the students the ways to predict and
explain the outcome they expected the simulation to generate. Every effort should be
made during this state to prevent the students to become passive during the
simulation.
As an example, before using Stella models – Pendulum Story, the teacher must
make sure the students have master the basic knowledge and concepts of oscillation.
Teacher must make sure the background preparation has been carefully designed for
the students so that they have developed the basic understanding of the domain of
oscillation before they enter the simulation in order to achieve the maximum
effectiveness.
On the other hands, the students in this state should be prepared from the
aspects of knowledge and concepts needed during the simulation. The students must
read and understand the concept of pendulum, oscillation and the type of motion that
is called simple harmonic motion. Other concepts that should master by the students
are displacement, period, angular velocity, mass, length, gravity, friction, amplitude,
frequency and driving force. The students must understand that simple harmonic
motion is “the swing back and forth motion that occurs when a pendulum consists of a
particle of mass, attached to a frictionless pivot by a cable that has negligible mass, is
pulled a short distance away from its rest position and released.”
Students should realize that in this type of system, a few assumptions are
made, such as:
a. The mass of the bob is concentrated at a point
b. The mass of the cable/string is negligible
c. No friction force occurs at the pivot
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7. d. No other friction forces take place in this motion
Moreover, the students should also understand the other harmonic motions
such as damped harmonic motion that is closer to the reality situation as in real life;
friction or some other energy-dissipating mechanism is always present. The changes
that take places from vary aspects like amplitude, angular velocity, displacement,
period and frequency should be comprehended. All these preparation has to be done
as the Pendulum Story model involved all these knowledge and concepts within it and
should be observed and comprehend by the students.
2.2 BRIEFING
This state occurs after the preparation state. During this state, the teacher states the
purpose of the lesson or the objectives, based on content and simulation standards that
will be met. Students hear a sense of why they would want to learn it and how they
will know they have learned it.
Besides that, the teacher and students also need to go through pre-stimulation
discussion. The teacher need to give a complete brief about how the simulation works,
the skills, equations and knowledge needed when using the simulation and the ways
that can be go wrong in the simulation. Students should predict and explain the
outcome they expect the simulation to generate at the pre-simulation discussion.
For the Pendulum Story model, the model has prepared a background and
context as shown above. The background and context should be observed and
analyses by the teacher and students. The students can be asked questions before they
play the simulation.
In addition, the teacher should analyses and discusses the core model structure
that present in Pendulum Story model. The terms use in the Pendulum Story model
has to be explained in a proper and order manner to make sure the students do not
confuse when they conduct the simulation. At the core model structure, some terms
have been given a short description and meaning.
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8. In this state, the teacher could instruct the student to conduct the simulation in
two distinct situations; one is the theoretical simple pendulum system while another
one is the “real world” condition pendulum system. The students are asking to
analyses the similarities and difference that occur between these two situations during
the simulation process. Moreover, since that the model has two graphs display on it,
the displacement versus time graph and the velocity versus displacement time graph,
the teacher must ensure the students understand the interactions shown by the two
graphs.
2.3 MODELING
After the briefing state, the teacher need to demonstrate how students will be able to
show that they have learned the information, especially showing examples and
describing any products that they will be able to produce to exhibit their learning
using simulation. Teacher will open the Conduct Experiments part that present in the
model to give a brief idea to the students what they should do with the model. The
Instructions Box that present in the left part should be explained and modeled by the
teacher so that the students got the brief idea about how to conduct the experiment
using the model.
The teacher can demonstrate the simulation using the model in different
situations to investigate different relationships so that the students will know the
correct sequences and methods of using the model to achieve better understanding and
obtain the input.
The teacher must set what type of situation and relationship that he/she hope
the students to understand. This is because the situation and relationship that can be
tested using this model is wide. To achieve the maximum input, the teacher must
choose the appropriate and suitable situation and relationship that needed to be
observed and learned by the students.
2.4 GUIDED PRACTICE
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9. At this state, the teacher plays the role as instructor to guide the students using the
simulation model. Guided practice is students’ opportunity to interact with the
material in a sheltered, assisted environment, often with the teacher leading the way
through the necessary steps of an exercise (Bitter and Legacy, 2008). This state is the
best chance for the teacher as he/she can observe and ensure that the students have
perform well according to the instructions given using the simulation model. The
teacher also can observe the skills and ability of the students to use the model
correctly. If the students use the wrong skills, the teacher can guide them and give
instruction again to ensure the students do the simulation in proper manner.
For the Pendulum Story simulation model, it is recommend that the teacher
can have the model projected to a large screen or monitor as to guide the students to
go through the simulation model in a procedure step by step in order to give the
students a chance of refresh back the steps that has been performed by the teacher
during the modeling state and also to remind the necessary steps that cannot be
skipped in the simulation to avoid any error in the result obtained later. At this stage,
some scientific skills that can be practiced by the students are inferring, make
hypotheses, identify the variables that they are required to conduct the simulation as
an experiment, and design the appropriate procedures for themselves by using the
simulation. The teacher can guided the students at this stage about the proper
procedures to use this simulation.
2.5 CHECKING FOR UNDERSTANDING
This ‘Checking For Understanding’ state is not after the ‘Guided Practice’ state but
apply simultaneously with it. Before, during and after guided practice, the teacher
questions students to monitor and assess how well they understand the concepts
before moving on. If students understand it, then the lesson can progress; if not, the
teacher may need to back up and reteach the concepts (Bitter and Legacy, 2008).
For the simulation lesson to be success, the teacher needs to monitor the
students during guided state and may ask the students to come in front of class and
explain to the classmate about the skills and concept that he has learn. During this
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10. process, the teacher can observes the students and jot down brief notes of student
progress either by paper or tablet computer.
2.6 INDEPENDENT PRACTICE
After the students have master the content and skills needed to use the Pendulum
Story simulation model, the students are ready to perform the simulation
independently, in the form of experiment, group work, class activities and others. In
this state, the students are free to explore the simulation model and investigate the
relationship and situation in the model in order to achieved the input that stated by the
objectives.
For this independent practice state using the Pendulum Story simulation
model, it is recommended that the situation and relationships that the students are
encouraged to perform and analyses only the theoretical pendulum system. This
measure is taken to ensure effectiveness in the teaching and learning process as too
much situations and relationships to be investigated will make the students confuse.
The teacher needs to select the best situation and relationship (in this case for
secondary students is the theoretical pendulum system) to be investigated.
For the theoretical pendulum system to investigate the relationship of
displacement (amplitude) versus time (period), in the condition that mass of ball
changing and other variables are fixed. The examples of steps that can be performed
by the students are:
Step 1: Fixed the initial displacement (m) to 0.10m and string length (m) to 1.0m of
the pendulum.
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11. Figure 2.1 View of the model: Initial displacement = 0.10m; String length = 1.0m
Step 2: Adjust the mass of ball (kg) to a few sets of masses such as 0.01kg, 0.5kg,
1.0kg, 1.5kg and 2.0kg and run the experiment to obtain the graphs.
Figure 2.2 View of the model: After running the experiment with different mass of
ball
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12. Step 3: After obtained the result, analyze the graph and discuss the relationship. For
this experiment:
a. The changing in mass of ball does not have effect on the displacement
(amplitude) and the period of the system.
b. The displacement (amplitude) still remains the same as the initial
displacement it being released that is 0.10m.
c. The time / period take to complete one oscillation still the same
although the mass of ball is changing.
The students can apply the same steps to other relationships that they are
required to investigate and modify the steps given according to their experiment
needs. The result obtained by students can be presented in report and submitted to the
teacher for assessment purpose.
2.7 CLOSURE
This state is the last state in simulation; however it is also play an important role in
simulation. At this state, the teacher needs to cap off the learning experience with a
few final examples or statements to help the students make sense of what they have
learned. The students are given chances to reflect on and discuss what they have
learned from the simulation, solidifying new knowledge into a coherent understanding
and improving the chance that this new information will indeed be used (Bitter and
Legacy, 2008).
At this state, post-simulation discussion with the students can lead to deeper
learning about the pendulum system. The teacher has to integrate the simulation goals
into the post-simulation discussion as to refresh and solidify the learning goals and
purposes of using the simulation. The students can be required to speak up or write
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13. down their reflection about simulation that they have learned, how and why they
behaved as they did during the simulation.
Besides that, the teacher can enhance the students’ understanding by extending
to new problem and situation. For the Pendulum Story simulation model, the students
can be challenged by given a new set of parameter that include the friction and
driving force and ask them to investigate the relationship of different kinds of
variables. These enhancement elements are closer to the real life situation. This can be
set as the platform for the students to link between theoretical system and real life
situation that involve pendulum system and also other systems that related to
harmonic motion.
3.0 MOTIVATION THROUGH SIMULATION
Motivation is a very vital component in the classrooms as teacher plays the role to
manage the teaching and learning environment in the classroom. Motivation of
students in a classroom often seem from several observations such as students show
interest and enthusiasm, give high focus attention and concentration to learn the tasks
or knowledge that being introduced by the teacher.
Educational simulations have been found to be effective in motivating students
to learn (Ke, 2008; Papastergiou, 2009; Tuzun, Yilmaz-Soylu, Karakus, Inal &
Kizilkaya, 2009). Denton’s 1994 study supports the motivational power of simulation.
By using simulation such as Stella, students are given the opportunities to explore and
experience with situations that they could not work directly with in real life due to
several factors such as time-consuming, dangerous and costly.
Simulation, indeed gives intrinsic motivation to students through several
aspects. One of the aspects is motivation through curiosity when using simulation.
Malone and Lepper (1987) noted that curiosity is one of the primary factors that drive
learning. Students are always curious about new things and new experiences. By
using simulation, the motivation in them can be bringing out as the students are
presented with something that connects their present knowledge or skills with a more
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14. desirable level. Simulation gives more interaction in classroom compared to the
traditional ways of teaching and learning. When using simulation, the students are
curious to find out the results that can be generated and this motivates them to be
further exploring the whole simulation just to get the answer that they want. For
examples, students are required to find out the relationship of one period oscillation of
ball and string length. Several results (shown in diagram below) can be generated by
the students to understand the relationship. For the result obtained in the diagram
below, the discussion that can be stated is the period for one oscillation of ball
increases as the string length increases.
Figure 3.1 Result of one period oscillation of ball and string length
The students do not need to feel fear that any mistakes in the simulation can bring
harm or negative effects to them as the simulation can be repeated numerous of time
and any mistakes can be reversed during the process, plus does not required too many
time for the reversing process. Example, using Pendulum Story provided by Stella,
the results of any relationships want to be investigated can be repeated using the reset
button.
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15. Besides that, simulation such as Stella can motivate the students through
control. Control is the natural behavior that most people like to feel. When using
simulation, students are given the control power to set up the experiment or
experience scenes and the kinds of variables and values to be used in the situation.
Students who were allowed to choose the amount and the context of practice
problems reported more positive attitudes (Morrison, Ross and Baldwin, 1992) and
providing students control led to increased motivation and greater learning (Cordova
and Lepper, 1996). In Pendulum Story, the students are given the control power on
the different kind of variables such as the mass of the ball, initial displacement, string
length, existence of friction and driving force. The students also control the
experiment through several buttons like run, pause, stop and reset. The controlling
power in simulation given to the students motivate them to keep explore the
simulation model.
Furthermore, simulation normally requires cooperation from the students
among themselves as the simulation in classroom normally conducted in an
experimenting ways. Motivation can be generated through cooperation when using
simulation. Most individuals feel quite satisfied when helping each others to achieve
their goals. By using simulation in groups, the students need to cooperate with other
to obtain the result they are investigating. When the result they obtain through
cooperation being recognized by the teacher, the students will feel more motivated
and eager to try other simulations in group form.
4.0 PREDICTION THROUGH STIMULATION
Niels Bohr has stated that prediction is very difficult, especially if it’s about the
future. However, prediction can be make easy and almost accurate to the real life
situation’s result that going to be generated in the future by using simulation. The
skill of forecasts can be learned by the students through using simulation. For
example, students use Pendulum Story simulation to investigate the relationship of
initial displacement of the ball and the amplitude generated, with other variables keep
constant.
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16. 16

17. 17

18. Figure 4.1 Results - Experiment for relationship between initial displacement and
amplitude generated
From the result shown above, the students can predict that the initial
displacement of the ball has directly proportional relationship with the amplitude
generated. The initial displacement of ball is the amplitude of the ball in the case
when only gravity takes place and no existence of friction force and driving force.
Prediction skill is learned by students based on the result generated through
simulation. This actually promotes higher level thinking such as analyses, synthesis
and evaluate in the Taxonomy Bloom as the students need to analyses the results
obtained and synthesis new formula and theory from the results; plus in most cases
the students need to evaluate the prediction that they have make either is relevant,
logic and acceptable after comparing and analyses the result obtained from
simulation.
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19. 5.0 ADVANTAGES AND DISADVANTAGES OF SIMULATION
Simulation has a lots of advantages in itself when apply to students. One of the major
benefits is deep learning. Deep learning means that the content studied by the students
not only “surface learning” but more than that. The students can empower their
knowledge that has been learned through simulation and can apply the skills and
knowledge in many situations that similar to what they have come across. The
students can learn scientific methods that include the significant of model building.
Simulation provides a platform to the students to think like a scientist when they using
the simulation and practice their scientific thinking and skills. The students can also
investigate and make hypotheses about the relationships among the variables in a
model or models. This is because the students are given the control power to change
the parameter values and observed the result generated from the change of parameter
they did. Feel of important role played by variables and the significance of magnitude
changes in parameters also can be developed by students when practicing with
simulation. Data issues, probability and sampling theory also learned by students
when they using the simulation. Simulation helps students to understand that scientific
knowledge rests on the foundation of testable hypotheses.
Another advantage of simulation is student involvement. Normal traditional
teaching and learning method more teacher-oriented and basically the students just
receive the information, knowledge and skills that teacher taught. However, with
simulation, it is easy to make the students take part actively in the classroom teaching
and learning environment by involved them in the simulation model. Simulation can
grab the attention by placing them to be in charge of the event taking part in the
simulation and asking the students what should be done with the event provided.
In addition, the simulation using computer software like Stella also consider
safe and low cost compared to real life simulation. The simulation program provides
endless repeatable interaction. The computer based simulation has fewer dangers than
real world in events or models that need students to observe such as volcano eruption,
earthquake and tsunami. With simulation, students can experiment with strategies that
they might need to use when they face difficulties such as the correct method to deal
with nuclear breakdown before the real situation happen. Other events that difficult to
observe in short period, impossible to be observed in nowadays or very costly to be
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20. experimenting in real world also are made possible by using simulation. Rate of
global warming is one of the examples of events that require a long period and costly.
Simulation also helps students to focus at one part of the processes if the event
involves a series of processes by slow down the progress or isolate it (Norton, P &
Sprague, D, 2001). By using simulation, all these obstacles can be overcome and the
result obtained also has high accuracy compared to the real world’s result.
Simulation also provides better transfer of knowledge and skills to students.
Simulation help students transfer the knowledge they have learned to a new situation
and let them to run over the other situations repeatedly. This can empower the
students’ knowledge and skills. This is what leads to deep learning in students.
Furthermore, simulation program can be manipulated in such a ways that maximum
learning can be achieved. The students can match their knowledge and skill with the
simulation level and speed up the simulation (Norton, P & Sprague, D, 2001) if they
already understand the process and observed the result come from their decisions and
the sequences of interaction of different variables in the simulation. If the students
still uncertain about the process, the students can slow down the simulation and
observe the process in much closer perspectives.
On the other hands, simulation also has some disadvantages due to its
potential limitations that have been identified by Maddux et al. (1997). The first
disadvantage is due to limitation in time. As stated in advantage point, simulation
provides endless and repeatable process and has many variables that can be controlled
and manipulated. This indicates that simulation will have difficulties to fit into a tight
or nice schedule as the students may use a lots of time to explore the program and test
varies variables. Besides that, Maddux et al (1997) also stated that immediate
consequences of decisions revealed by simulations can sometimes be threatening and
produce more apprehension than traditional teaching methods.
Moreover, disadvantage also occurs when the simulation results are difficult to
be interpreting by the teacher and students. The teacher might not really understand
the concept lied behind the simulation well and this may create difficulties to the
teacher and students to analyses the result.
One more disadvantages that cannot be underestimated is the real cost that use
to build up the simulation. Simulation that suitable for a certain concepts need to be
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21. built up first before it can be programmed into a simulation software. The cost to
purchase the software and the collection of relevant results from all kind of sources is
high.
6.0 SUITABILITY FOR IMPLEMENTATION OF SIMULATION IN
MALAYSIA
Malaysia still consider as a country that is not really familiar with the simulation. Our
education is more towards the traditional ways rather than using simulation as an
important tool in teaching and learning process. So, the issue now is whether the
simulation considers being suitable to be implemented in our country?
Judging from skilled labors that present in our country nowadays for the
building of simulation at large scale, our skilled labors are still consider very less
compared to the market need if the implementation of simulation is launched.
Malaysian universities still produce very little engineers who know how to use
simulation tool and produce high quality simulation that suit the market. However,
some efforts have been made by the local universities such as Universiti Teknologi
Malaysia (UTM), Universiti Kebangsaan Malaysia (UKM) and Universiti Teknologi
Petronas (UTP). These universities have incorporate simulation into their syllabus to
help the country to produce the necessary skilled labor. But, most of these universities
do not make it compulsory; hence there are students that pass through school without
being exposed to it. Although the efforts made for produce the skilled labor is still
consider very less, first step has been taken by UTM as they proposed the finite
element analysis made compulsory to final year students of mechanical and civil
engineering.
In addition, the company in Malaysia that willing to take risks in investing
these simulation technologies especially for education is still consider very low.
Corporations in advance countries have been using this type of technology since years
ago. Competitiveness and need to develop or perish are the components that
encourage them to use this simulation technology. Companies in the develop country
want to compete with additional advantages over the other companies and this has
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22. driven them to use simulation in their companies as simulation cost less and give
result faster than real life testing. Malaysia’s company still cannot value the
advantages that can be brought by simulation. Only certain companies in Malaysia
like Petronas and Proton have been using simulation.
Hence, the preparedness of our country nowadays to implement simulation
especially in education still consider low. However, our country still can implement
the simulation in nearest future if the preparedness has been set up. Education of the
benefits of simulation to help the company to lift up their company standards should
be conducted by the government and private sectors. Companies need to be risky and
participating in the preparedness. The universities must produce the skilled labor that
needed by the market so that simulation can be implemented in Malaysia. The
government needs to draw an outline for the implementation of simulation to be
launch. With all these preparedness, the implementation of simulation can be
launched in the future.
7.0 CONCLUSION
In conclusion, simulation is a powerful and effective tool for either educators to be
used in their teaching and learning process or company for their company benefits .
Simulation like Stella software should be often used by educators as the simulation
gives the students the power to manipulate the different variables in the models and
can study the knowledge or concept in different perspectives. The simulation can give
the opportunities to experience and go through events or phenomenons that are not
able, dangerous or difficult to observe and collect data. Simulation requires the full
participation from the end-users as the end-users are the one that manipulate the
whole models in it.
In addition, simulation in education also helps the teacher to simulate the
students thinking level into a higher level in Taxonomy Bloom, such as analyses,
synthesis and evaluate. It also provides a life experience to the students. Simulation
also helps to save the students’ time by allowing the students to repeat the process
over and over again until the students clear about the concept. Hence, this advantage
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23. can lead to deeper understanding in the students. Stella, which is one of the simulation
programs, has all the benefits stated.
Furthermore, simulation can enhance the social collaboration relationship as
simulation is usually designed to allow for group decision. Simulation also can
provide almost same as real life situation to the users.
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24. REFERENCE
Bitter, G.G and Legacy, J. M (2008). Using Technology In The Classroom. Boston;
Pearson Education, Inc.
Cutnell, J.D and Johnson K.W. (2010). Introduction To Physics, New Jersey; John
Wiley & Sons (Asia) Pte Ltd.
Joyce, B. Calhoun, E. and Hopkins, D (1997). Models Of Learning – Tools For
Teaching. Buckingham; Open University Press.
Norton, P and Sprague, D (2008). Technology For Teaching. Boston; Pearson
Education, Inc.
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