USING THE SOFTWARE MODELLUS TO HELP THE BASED

LEARNING PROBLEMS
Luiz Adolfo de Mello
ladmello@uol.com.br
Centro de Cincias Exatas e Tecnologia - UFS

INTRODUO
Vamos mostrar aqui como o software educacional Modellus pode ser
usado para se construir exemplos virtuais de problemas de fsica, que quando
usados com um conjunto apropriado de questes pode tornar-se uma poderosa
ferramenta de ensino no esprito do construtivismo e na metodologia de
aprendizado por problemas (based learning problems). Baseado em problemas
tirados de livros textos construmos aqui um conjunto de modelos que podem
ajudar ao aluno compreender o que o autor almeja que ele faa. Alm do mais,
os modelos virtuais ajudam ao aluno compreender qual a relao entre os
problemas de fsica e o mundo real, dando vida a estes exerccios e
permitindo que o aluno veja que sua soluo no apenas um exerccio
numrico, mas sim, uma foto de um conjunto de eventos.

ABSTRACT
We will expose here how the educational software Modellus can be used
to create a set of virtual physical examples that when used with a set of
appropriate questions becomes a powerful teaching tool in the spirit of
constructivism and in the based learning problems. Here I proposed/construct
the models based in problems of text physics book that can be used to illustrate
it. How I will show below, the virtual models help the student imaging what the
problem wants. I suggest that the virtual models can help the student
understand what is the relation between the problem and real word.

Key words: Ensino de Fsica; Modelagem matemtica; software de ensino;

aprendizagem baseada em problemas.

INTRODUCTION

Modellus was created by Teodore[1,2] and it is a computational

environment that allows the construction and simulation of physical and
mathematical phenomena using mathematical equations. In this way the user
(the student) construct the mathematical model to the physical problem and its
graphical representation, and the Modellus make the computational simulation
of this.The Modellus is a free software [3] and allow us make conceptual
exercises constructed from functions, equations, systems of equations,
differential equations, change rates and finite difference equation, as it is write
in text book and learning in classroom. As in the Matlab software tool called
simulink [4], you can express all our integral equations in a differential form. It
prepares the student to use the powerful engineering tools as Matlab.
It is largely used to help laboratory and classroom tasks in the high
school. Some authors suggested that it can be used in school where the
laboratory of physics is poor. I suggest that it can be used as a kind of juniors
table control or juniors matlab.
Nowadays the mathematical modeling understands as a generalization of
physical paradigm (Galileo Galilei) that the physical World can be explained in
mathematical language. This is a new area that uses the Mathematics and
Computation methods in the elaboration of mathematical models and
simulations to find solutions to the problems in several areas of knowledge. So
the first meaning of mathematical modeling that we are using is that we are
representing some object or real system through mathematical correlations
(with more or less simplified suppositions) to computational implementation.
The second meaning of model is the physical models [5,6]: descriptions
simplified and idealized systems or physical phenomena accepted by the
community of physicists, involving elements such representations (external),
semantic propositions and inherent mathematical models [7 - 10].
By the above argument who doesnt dominate the mathematical tools
would not be able to made mathematical modeling. The Modellus solves
partially this problem. As was stated above the software interprets the
mathematical equations, that is, solve it and we can say to the program that
an object has coordinates that behaved as a solution of the equation, figure 1.
More details see Teodore [1,2 and 4]. And it shows the graphics and table of the
variables we want, figure 2. The program use numerical integration, so all
variable are defined as function of t (time or integration step) or free parameter.
As it allow us create bottoms controls or indicators to free parameters, figure 3,
we can use it as simulator controls. So the student/user can acquire the full
meaning of the system of equations as he play/explore the model. So the
software Modellus solve one of the major problems of modern science, i. e.
generaly we learn mathematics as will be a mathematician no a natural scientist

(physics, chemist, biologist or engineer) that can use the mathematics as a tool
to describe the physical world.

Fig.1 Modeling a car movement with uniform movement

Fig.2 Modellus made table and graphics simultaneous to the movement

Fig3. You can change the velocity of the object as the car moves.

Theory
PBL is based on the educational theories of Vygotsky, Dewey, and
others, and is related to social-cultural constructivist theories of learning and
instructional design [11]. The characteristics of PBL are:
-

Learning is driven by challenging, open-ended, ill-defined and

ill-structured, practical problems.
Students generally work in collaborative groups. Problem based
learning environments may be designed for individual learning.
Teachers take on the role as "facilitators" of learning.
Instructional activities are based on learning strategies involving
semantic reasoning, case based reasoning, analogical
reasoning, causal reasoning, and inquiry reasoning. These
activities include creating stories; reasoning about cases;
concept mapping; causal mapping; cognitive hypertext
crisscrossing; reason analysis unredoing; analogy making; and
question generating;

In PBL, students are encouraged to take responsibility for their group and
organize and direct the learning process with support from a tutor or instructor.
Advocates of PBL claim it can be used to enhance content knowledge and
foster the development of communication, problem-solving, and self-directed
learning skill.
In some ways what PBL is seems self-evident: it's learning that results
from working with problems. Official descriptions generally describe it as "an
instructional strategy in which students confront contextualized, ill-structured
problems and strive to find meaningful solutions." In the PBL (Problem-Based
Learning) the responsibility of learning is transferred from teacher to the
student. The student no longer is a passive element of learning process, whose
only educational function is to take lectures notes, but become a major
generator agent of the knowledge to actively seek information that his need to
resolve determined problem. The education, or better, the learning process is
oriented by the problems suggested to the student and his need to solve
independently.
It is important to have a clear understanding of the distinction between
learning via problem-solving learning and problem-based learning (PBL) [12]. In
engineering and physics the use of problem-solving learning is well established.
In this method the students are first presented with the material, usually in the
form of a lecture, and are then given problems to solve. These problems are
narrow in focus, test a restricted set of learning outcomes, and usually do not
assess other key skills. The students do not get the opportunity to evaluate their
knowledge or understanding, to explore different approaches, nor to link their
learning with their own needs as learners. They have limited control over the
pace or style of learning and this method tends to promote surface learning.
Surface learners concentrate on memorization whereas deep learners use their
own terminology to attach meaning to new knowledge.
In PBL, the students determine their learning issues and develop their
unique approach to solving the problem. The members of the group learn to

structure their efforts and delegate tasks. Peer teaching and organisational
skills are critical components of the process. Students learn to analyse their
own and their fellow group members learning processes and, unlike problemsolving learning, must engage with the complexity and ambiguities of real life
problems. It is ideally suited for the development of key skills, such as the ability
to work in a group, problem-solving, critique, improving personal learning, selfdirected learning, and communication.
Methodology
As a first problem lets analyze the simple problem of find the position
and height of an image of a man in front of a mirror.
Problem Find the position and height of an image of a man that is a
2 meters from an ideal mirror. Consider that his height is 2.90m.
Conceptual questions:

1 Solve the problem geometrically and analytically.

2 Open the model convex_mirror and change the mirror radius. What is the
difference between a convex and a concave mirror?
3 Where in the model we use the fact that the mirror is ideal?
4 How we could improve the model to make a non ideal mirror?
5 Take the mirror equations (1/f = 1/p + 1/p and A = hi/ho) and put the Xi (=p)
and hi (image position and its height) variables in evidence, and verify if you get
the same equations of the model.
6 You think that a computer, with a right program, could control the image
formation of a picture?

Fig.4 An optical model - position and height of an image of a man in front of a

concave mirror.

As a second example let see the problem of a man that parachute jump of a
airplane that move uniformly with velocity Vav, subject to air resistence.
Problem A man parachute jump of an airplane traveling horizontally with initial
velocity equal to 200km/h. If he is in free fall with open legs and arms the air
resistance can be considered linear with his velocity. What are his maximal
velocity and the horizontal distance that he travels? Consider the air resistance
in the horizontal distance equal to the vertical.

Conceptual questions:
1 What is the function that represents the velocity of the man?
2 If the air resistance were considered zero what kind of movement we will
obtain?
3 Open the model parachute1 and argue your answers.
4 How you can make a model that we could model a man opening a
parachute after t second after he jump the airplane?
5 Open the model parachute2 and compare it with your model.
6 Open the graphical windows and discuss what happen with the curve of
velocity of the movement after he opened the parachute.

7 In the model you can made the parachute air resistance equal zero. Its
correct? What is the air resistance minimum value?
8 You think that with professional software we can simulate a paraglider or an
airplane flying?

Fig.4 Parachute model with velocity, and aerodynamics coefficients controls.

Conclusion

The Modellus software can be used to illustrate some problems of

physics find in text book and make the student think about the possibility of this
knowledge be applied in the real world as the questions 1.6 e 2.8 suggest. It
can be used together if the physics laboratory or, when there wasnt one, it can
replace it. Its a powerful teaching tool to demonstrate to the student the
relevance of the physical way of think: to use the mathematical models to
represent the natural world.

References
[1] V.D. Teodoro, Modellus: Learning Physics with Mathematical Modelling.
Unpublished PhD Thesis, Universidade Nova de Lisboa, Lisboa, 2002.
[ Links ]
[2] V.D. Teodoro, J.P. Vieira and F.C. Clrigo, Modellus, Interactive Modelling
with Mathematics (Knowledge Revolution, San Diego, 1997). [ Links ]
[3] TEODORO, V. D.; VIEIRA, J. P. D.; CLRIGO, F. C. Modellus 2.01:
interactive modelling with mathematics. Monte Caparica: Faculdade de Cincia
e Tecnologia - Universidade Nova de Lisboa, 2000. [ Links ]
[4] TEODORO, V. D. Modellus: experiments with mathematical models.
Disponvel em: < http://phoenix.sce.fct.unl.pt/modellus/ > . Acesso em: 20
maro 2002.
[ Links ]
[5] TEODORO, V. D. From formulae to conceptual experiments: interactive
modelling in the physical sciences and in mathematics. In: INTERNATIONAL
CoLos CONFERENCE NEW NETWORK-BASED MEDIA IN EDUCATION,
1998, Maribor, Eslovnia. [S.l.: s.n.], 1998. p. 13-22.
[ Links ]
[6] KRAPAS, S.; QUEIROZ, G.; COLINVAUX, D.; FRANCO, C. Modelos: uma
anlise de sentidos na literatura de pesquisa em ensino de cincias. Invest.
Ens. Ci., Porto Alegre, v. 2, n. 3, p. 185-205, set./dez. 1997.
[ Links ]
[7] GRECA, I. M.; MOREIRA, M. A. Mental, physical, and mathematical models
in the teaching and learning of physics, Science Education, v. 86, p. 106-121,
2002.
[ Links ]
[8] E.A. Veit, V.D. Teodoro. Modelagem no Ensino/Aprendizagem de Fsica e os
Novos Parmetros Curriculares Nacionais para o Ensino Mdio. Rev. Bras. De
Fsica. Vol.24, n-2, So Paulo, June 2002.
[9] F. Ornek, Models in Science Education: Applications of Models in Learning
and Teaching Science. International Journal of Environmental & Science
Education, 2008, 3 (2), 35 45
[10] I. Halloun, Schematic Modeling for Meaningful Learning of Physics. Journal
of Research in Science Teaching, Volume 33 Issue 9, Pages 1019 1041
Published Online: 7 Dec 1998
[11] en.wikipedia.org/wiki/Problem-based_learning
[12] http://physics.dit.ie/programmes/pbl.html