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Interactive simulations as teaching tools for engineering mechanics courses

Article  in  European Journal of Physics · July 2013

DOI: 10.1088/0143-0807/34/4/991

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Eur. J. Phys. 34 (2013) 991–1004 doi:10.1088/0143-0807/34/4/991

Interactive simulations as teaching

tools for engineering mechanics
courses
Victoria Carbonell 1 , Carlos Romero 2 , Elvira Martı́nez 1
and Mercedes Flórez 1
1 Departamento de Fı́sica y Mecánica, ETS Ingenieros Agrónomos, Universidad Politécnica de
Madrid, Ciudad Universitaria s/n, E-28040 Madrid, Spain
2 Universidad Católica de Ávila, E-05005 Ávila, Spain

E-mail: vitoria.carbonell@upm.es, carlos.romero@ucavila.es, elvira.martinez@upm.es and

mercedes.florez@upm.es

Received 10 December 2012

Published 14 May 2013
Online at stacks.iop.org/EJP/34/991

Abstract
This study aimed to gauge the effect of interactive simulations in class as
an active teaching strategy for a mechanics course. Engineering analysis and
design often use the properties of planar sections in calculations. In the stress
analysis of a beam under bending and torsional loads, cross-sectional properties
are used to determine stress and displacement distributions in the beam cross
section. The centroid, moments and products of inertia of an area made up of
several common shapes (rectangles usually) may thus be obtained by adding
the moments of inertia of the component areas (U-shape, L-shape, C-shape,
etc). This procedure is used to calculate the second moments of structural
shapes in engineering practice because the determination of their moments of
inertia is necessary for the design of structural components. This paper presents
examples of interactive simulations developed for teaching the ‘Mechanics and
mechanisms’ course at the Universidad Politecnica de Madrid, Spain. The
simulations focus on fundamental topics such as centroids, the properties of
the moment of inertia, second moments of inertia with respect to two axes,
principal moments of inertia and Mohr’s Circle for plane stress, and were
composed using Geogebra software. These learning tools feature animations,
graphics and interactivity and were designed to encourage student participation
and engagement in active learning activities, to effectively explain and illustrate
course topics, and to build student problem-solving skills.

1. Introduction

Engineering mechanics courses seek to develop the student’s ability to analyze basic
engineering machines, mechanisms, and structures and to determine the information necessary

0143-0807/13/040991+14$33.00 
c 2013 IOP Publishing Ltd Printed in the UK & the USA 991
992 V Carbonell et al

to design these configurations properly. Fundamental calculations such as centroids, moments

of inertia, shear force and bending moment diagrams, principal moments of inertia and Mohr’s
circle transformations are building blocks that students must employ to solve problems and
develop designs in a wide variety of situations.
In the frame of the European Higher Education Area, students are taking a much more
active role in their learning and, at the same time, teaching methods are undergoing a profound
transformation at European universities. To encourage student participation and engagement
in active learning activities, teachers have to design more attractive teaching resources [1–4].
This study aimed to gauge the effect of the use of interactive simulations on student
understanding and learning during the ‘Mechanics and mechanisms’ course, covering the
topics centroids, second moments of inertia (moment and product relative to axes), the parallel-
axis theorem and the principal moment of inertia as well as the principal axes and moments
of inertia [5].
Students could actually manipulate the simulations as much as they desired in order
to comprehend how the simulations worked and fully understand the properties illustrated.
Indeed, the educational theory underlying the design of the simulations used in this work is
that of learning through variation [6]. One of the main goals of this simulation-based teaching
was also to make students explore the cause–effect relationship of the underlying model on
which the simulation was based [7].

2. Methodology

2.1. Mechanics and mechanisms course using simulations

In this paper, we propose the use of simulations in class as an active teaching strategy and not
just as an optional software module. The simulation programs enable teachers to make their
own didactic design and focus attention on the points they consider most relevant [8, 9].
In this scope, teachers of the ‘Mechanics and mechanisms’ course used these simulations
to explain properties of the second moments of inertia of an area and the calculation of principal
axes and moments of inertia of the structural shapes most used by engineers.
To promote student active learning, teachers from the Department of Physics and
Mechanics at the Agricultural Engineering College in the Universidad Politécnica de Madrid,
Spain created a library of simulations with Geogebra3 and used them to teach this part of
mechanics [10].
The teachers created a set of simulations illustrating important mechanical concepts such
as: the centroid of a compound shape, the properties of the second moment of inertia, the
principal moments of inertia, the product and moment of inertia of a compound shape with
respect to any axis, the parallel-axis theorem and Mohr’s circle diagram as a graphical method
for calculations. Simulations allowed the teacher to show in face-to-face lectures how the
change of width or height of a rectangle affects the location of the centroid, to calculate
the second moments of an area (moment of inertia with respect to an axe or the product of
inertia with respect to two axes), to explain their properties and, in addition, to explain the
parallel-axes theorem.
After its presentation in face-to-face lectures, simulations were uploaded on the
university’s B-platform (Moodle UPM) and remained available for access at any time and
anywhere. Teachers uploaded weekly homework (a collection of problems that students had to
solve) and other additional material to this platform. In the classroom teachers used simulations
to facilitate theoretical explanations and solve problems, whereas students used them afterward
3 www.geogebra.org/cms.
Interactive simulations in engineering 993

Figure 1. Geogebra windows.

to review the properties explained in class and also check the results of homework. After
running the simulation, users can evaluate the impact of modifying the conditions that affect
the variables of the model on the final result.
Students who were asked for their opinions about the usefulness of simulations in the
teaching of the ‘Mechanics and mechanisms’ course, and about the use of the interactive
simulations in face-to-face classes, said that the use of simulations in the classroom helped
them understand mechanical concepts and laws; it also took them less time to corroborate
the solutions of exercises when using the simulations than when using common mathematical
methods. All of them see simulations as innovative teaching tools and appreciate the time
teachers devote to their creation.

2.2. The software

In this paper we used Geogebra 4 software; it makes a connection between geometry and
algebra. Geogebra software was initially designed to ease mathematics teaching, but, it has
recently also become a helpful resource for teaching physics.
Figure 1 shows the workspace, divided into the geometry window on the right and the
algebra window on the left (the list of independent and dependent objects). Every object in the
geometry window is also represented in the algebra window. Very easy algebra equations give
rise to very illustrative figures made of different geometric objects. Commands can be entered
by selecting toolbar icons, menu options, or by manual entry in the input text box displayed
below the workspace. The toolbar has a full range of icons or tools for constructing objects
from points, segments, lines, vectors, to conic sections. Each tool displayed in the toolbar is
just one of a group of related tools.
Users can give particular values of these parameters if sliders and input boxes are provided
for each one of them in the geometry window.
The construction protocol, a table which lists all the steps needed to create a construction,
is also available in the menu. A construction can be replayed for a demonstration via a
navigation bar which can be displayed in the geometry window.
994 V Carbonell et al

The advantage of using Geogebra software lies in the fact that the geometric design can
be saved outside the Geogebra environment as an HTML file, in which case the installation of
Geogebra software is not necessary to run the simulation.

3. Results and discussion

The simulations created in this work covered the parts of mechanics concerning the properties
of second moments of inertia explained in face-to-face classes.

3.1. The centroid simulation

An important topic in engineering mechanics courses is the calculation of the properties

of planar surfaces. These section properties have many engineering applications and appear
frequently in design formulae used in fluid mechanics, structural mechanics and structural
design [11]. Examples of such properties include the area, the location of the centroid,
the second moment of area or area moments (also known as moments of inertia) and the
products of inertia [12, 13]. In fluid mechanics they are needed to determine hydrostatic
pressure distribution. In structural mechanics they are used to describe the distribution of
stress resulting from transverse and torsional loads in beams, shafts, and columns and for
computing deflections of beams.
The centroid of an area is similar to the center of mass of a body. Thus, calculating the
centroid only involves the geometrical shape of the area. The center of gravity will equal the
centroid if the body is homogenous, i.e. of constant density.
The coordinates (xc,yc) of the geometric center for a closed planar region (centroid) are
known to be 
xC = x · dA/A (1)
A

yC = y · dA/A, (2)
A
where the numerator is called the first area moment.
When calculating the centroid coordinates (xc,yc) of a complex shape, it is advisable to
divide the shape into a combination of known shapes. Then the following formulae should be
used:  n
 n 
xC = A j · xc j Aj (3)
j=1 j=1
 n

n 
yC = A j · yc j A j, (4)
j=1 j=1
where Aj is the area of each known shape, (xcj,ycj) are the coordinates of the center of each
component area (usually they are rectangles), xc is the distance from the y-axis to the centroid
and yc is the distance from the x-axis to the centroid.
In the ‘Mechanics and mechanisms’ course, students learn how to compute the centroid
of a composite cross-sectional area. To help students improve their proficiency in centroid
calculations, the authors have designed the Centroid simulation.
To solve problems of structural shapes, students must interact with the simulation and
combine rectangles to obtain the desired shape, by changing shapes, position, size, angles, etc.
A property of centroids is that ‘when the shape has an axis of symmetry, the centroid must
be located on it’; to verify this, students must construct different shapes with symmetry axes.
Interactive simulations in engineering 995

Figure 2. Centroid simulation used for calculating the centroid of a double T-shape, composed of
three rectangles.

Figure 2 corresponds to the centroid simulation in which a double T-shape composed of

three rectangles is shown. Each rectangle and its sliders is drawn in a different color. In order
to change their sizes and the position of their centers, students can introduce new values to
these parameters in the sliders. Next, Centroid simulation calculates the coordinates of the
centroid, as showed in figure 2.
The coordinates of the centroid are calculated using equations (3) and (4) as follows
(16) · 0 + (20) · 0 + (20) · 00
xC = =0
(16 + 20 + 20)

(16) · 6 + (20) · 11 + (20) · 1

yC = = 6.
(16 + 20 + 20)
Students were required to make a prediction of the position of the centroid of the new profile
when changing its dimensions and to check the results using the simulation.
Figure 3 shows an L-shape composed of two rectangles; to change the size of each
rectangle and the position of their respective centers, students give new values to these
parameters with the sliders. Next, Centroid simulation determines the coordinates of the
centroid.
The coordinates of the centroid are calculated using the aforementioned equations (3) and
(4)
(20) · 1 + (20) · 7
xC = =4
(20 + 20)

(20) · 5 + (20) · 1
yC = = 3.
(20 + 20)

3.2. Properties simulation (properties of the moment of inertia)

The main objective of this simulation is to show the moments of inertia of an area A with
respect to two axes, and check their properties.
996 V Carbonell et al

Figure 3. The centroid simulation used for calculation of the centroid of an L-shape, composed of
two rectangles.

The area moments of a closed planar region A, bounded by the boundary , are defined
as follows 
Mxn = yn · dA (5)
A

Myn = xn · dA (6)
A

nm
Mxy = xn ym · dA, (7)
A
where n and m are non-negative integers, Mxn is the nth moment of area with respect to the
x-axis, Myn is the nth moment of area with respect to the y-axis and Mxy
nm
is the cross moment of
area. The second moment of an arbitrary two dimensional (n = 2) closed region is meaningful
in dynamics and in the mechanics of materials since it appears in many engineering fields
[14, 15].
In engineering practice, the area moment of inertia of a two-dimensional plane shape is
a property which characterizes its deflection under loading. In this context, the area moment
of inertia is often simply called the ‘moment of inertia’, even though it is not equivalent to
the usual moment of inertia found in dynamics (which has dimensions of mass times length
squared and features the angular acceleration undergone by a solid when subjected to a torque).
In dynamics, the second moment of area with respect to the x-axis (moment of inertia with
respect to the OX axis) is defined by

IOX = y2 dA. (8)
Defining in a similar way the moment of inertia IOY of the area A with respect to the y axis, we
write 
IOY = x2 dA, (9)
while more generally, the product of inertia of an area with respect to OX and OY axis is
defined by

Pxy = x · y · dA. (10)
In formulae (8)–(10) x and y are the coordinates of an element of area dA.
Interactive simulations in engineering 997

Figure 4. The properties simulation used for explanation of the properties of the second moment
of inertia of a rectangular plate.

Property 1. The moment of inertia of a shape with respect to the x-axis, IOX, depends on
the location of the rectangle for a given reference XY with an origin O. In a similar way the
moment of inertia IOY and the product of inertia depend on the location of the shape.
Property 2. Unlike the moments of inertia IOX and IOY, the product of inertia Pxy may be
positive, negative or zero depending upon the distance x and y. If an area is symmetrical with
respect to one or both of the axes, the product of inertia will be zero.
Property 3. The centroidal moments of inertia of an area A, and the centroidal product of
inertia, do not change with the location of the shape on the space and depend solely on their
geometry (length of the base and height). The centroidal product of inertia of an area will also
be zero.
Property 4. The parallel-axis theorem establishes that the moment of inertia of an area
with respect to any given axis is equal to the moment of inertia of the area with respect to a
centroidal axis parallel to the first plus the product of the area A and of the square distance
between the two axes.
IOX = ICX + A · yC2 . (11)
A parallel-axis theorem similar to the one established above for moments of inertia may be
derived for products of inertia.
PXY = PXCY + A · xC yC . (12)
Properties simulation allows students to check all these properties of second moments of
inertia for the particular case of a rectangular plate. They can replace the base B and the height
H of the rectangle with new values, by inputting them in the text boxes or by moving the figure
along the space to check the properties above.
By choosing the various options available, users of the simulation can observe the
centroidal moment and product of inertia, the moment of inertia with respect to OX–OY
axes or the parallel-axes theorem. Figure 4 corresponds to the properties simulation for a
rectangular plate with B = 10 cm and H = 6 cm; the location of the rectangle can be changed
by using the mouse and observing how the centroid coordinates are modified. Users can choose
the options Show ICX, ICY, PXCY, Show IOX, IOY PXOY and Parallel-axis theorem, and those values
will be shown.
In each of the above cases, the axes can be rotated by means of the sliders and new values
of the second moments of inertia can be calculated.
998 V Carbonell et al

Figure 5. The properties simulation used for calculation of centroidal second moments of inertia
of a rectangular plate with respect to two CX1, CY1 axes (CX rotated α 1 = 18◦ anticlockwise) and
CY1 (CY rotated α 2 = 49.98◦ clockwise).

Property 5. If ICX, ICY, PXCY are known for a reference XY with an origin C, the second
moments of inertia of area for every set of axes in C, CX1 (CX rotated α 1 anticlockwise) and
CY1 (CY rotated α 2 anticlockwise) are:
ICX1 = ICX cos2 α1 + ICY sin2 α1 − PXCY sin 2α1 , (13)

ICY1 = ICX cos2 α2 + ICY sin2 α2 − PXCY sin 2α2 , (14)

PX1CY1 = PXCY sin(α1 + α2 ) − ICX cos α1 cos α2 − ICY sin α1 sin α2 . (15)
In this case, users can rotate the CX and CY axes in the sliders. The centroidal moment of
inertia of the rectangular plate with respect to the CX1 and CY1 axes is shown in the screen, so
that the aforementioned equations can be verified, as shown in figure 5.
Users can rotate the OX and OY axes in the sliders and observe the second moment
of inertia of the rectangle with respect to the OX1 (OX rotated α 1 anticlockwise) and OY1
(OY rotated α 2 anticlockwise) axes, as shown in figure 6.

3.3. The principal moments simulation (principal axes and moments of inertia)

The principal axes are those for which the product of inertia with respect to OX and OY is zero
PXOY = 0, or those for which the product of inertia with respect to CX and CY is PXCY = 0; let
us now rotate the axes anticlockwise by α (α 1 = α 2 = α), then, with the new axes OX1, OY1,
the following equations are satisfied:
IOX1 = IOX cos2 α + IOY sin2 α − PXOY sin 2α, (16)

IOY1 = IOX sin2 α + IOY cos2 α + PXOY sin 2α, (17)

PX1 OY1 = PXOY cos 2α + (IOX − IOY )/2 sin 2α. (18)
By doing the product of inertia with respect to OX1, OY1 zero, the principal axes are obtained
for
2PXOY
tg2αm = . (19)
IOY − IOY
Interactive simulations in engineering 999

Figure 6. The properties simulation used for calculation of the second moments of inertia of a
rectangular plate with respect to two OX1, OY1 axes (OX and OY rotated by α 1 = 28.8◦ and α 2 =
32.4◦ anticlockwise, respectively).

This equation defines two values 2α m which are 180◦ apart and thus two values α m which are
90◦ apart, α max and α min, respectively. The two axes thus defined, which are perpendicular to
each other, are called principal moments of inertia of the area with respect to O.
Using the trigonometric relations sin 2α = 2 sin α cos α and cos 2α = cos2 α–sin2 α, we
may write (16), (17) as follows
IOR1 (max) = (IOX + IOY )/2 + (IOX − IOY )/2 cos 2α − PXOY sin 2α, (20)
IOR1 (min) = (IOX + IOY )/2 − (IOX − IOY )/2 cos 2α + PXOY sin 2α. (21)
Property 6. We observe, by adding equations (16) and (17) member by member that
IOX1 + IOY1 = IOX + IOY , (22)
and, by adding equations (20) and (21) member to member that
IOR1 + IOR1 = IOX1 + IOY 1 = IOX + IOY = IO . (23)
If the point O is chosen to coincide with the centroid of the area, any axis through O is
a centroidal axis; the two principal axes of area about this centroid are referred to as the
principal centroidal axes of the area.
By choosing the two options, students can see the centroidal moment and product of
inertia, or the moment of inertia with respect to OX–OY and rotate them with the sliders; after
that, they can rotate those axes α and obtain the moments and product of inertia with respect to
the new axes and verify all the properties above. By clicking Principal moments, the maximum
and minimum values are shown, as well as the corresponding values of the principal moments
of inertia; in this case, users can introduce in the text box the α max or α min angle and verify
that IOX1 = Imax and IOY1 = Imin (or vice versa), as shown in figure 7.

3.4. The moment of inertia of compound bodies simulation

The moment of inertia of a compound body can be calculated by adding together the moment
of inertia of each one of its sections. To calculate the area moment of inertia of a compound
body composed of different rectangles, the moment of inertia of each part with respect to given
axis should be determined and added to the others.
 n
ICX = ICxi , (24)
i=1
1000 V Carbonell et al

Figure 7. Principal moments simulation. The value α m = 31.49 provides the principal moments of
inertia with respect to two axes R1 and R2.

Figure 8. The moment of inertia of compound body simulation used for calculating area moments
and products of inertia of a U-shape.


n
IOX = IOxi , (25)
i=1
where ICxi and IOxi are the moment of inertia of each component area with respect to the CX and
OX axes, respectively. This procedure is used to calculate the second moments of structural
shapes (U-shape, L-shape, C-shape, . . . ) because the determination of their moments of inertia
is necessary for the design of structural components.
However, the parallel-axis theorems (Steiner’s theorem) can be used to transfer each
moment of inertia to the desired axis.
Figures 8 and 9 show the Moment of inertia of composite body simulation designed
for calculating the moments and products of inertia of compound bodies. In these cases, the
moments of inertia of a U-shape and T-shape have been respectively calculated. This simulation
Interactive simulations in engineering 1001

Figure 9. The moment of inertia of compound body simulation used for calculating area moments
and products of inertia of a T-shape.

allows students to replace the base and the height of the rectangles with new values and check
the results obtained for moments and products of inertia. To obtain the desired shapes, the size
of each rectangle and the position of its center are introduced in the table. Next, the simulation
calculates the area moment and the product of inertia with respect to axes OX–OY, with respect
to parallel axes passing through centroid (CX–CY) by using the Steiner’s theorem, and with
respect to R1, R2, by clicking the different options.

3.5. The Mohr’s circle simulation

Mohr’s circle is an approach to representing stresses (force per unit area) on a body. It was
introduced by Otto Mohr in 1882 for calculating principal stresses and stress transformation.
Mohr’s circle was the leading tool used to visualize relationships between normal and shear
stresses, and to estimate the maximum and minimum stresses.
To draw Mohr’s circle, the stress transformation formulae for plane stress at a given
location are established.
σx = σx cos2 α + σ y cos2 β − 2σ xy cos α cos β, (26)

σx y = −sin 2α · (σ x − σy )/2 + σ xy cos 2α. (27)

Using basic trigonometric relations
sin 2α = 2 sen α cos α
sin2 α = (1 − cos 2α)/2
cos2 α = (1 + cos 2α)/2
we can modify equations (26) and (27) as follows
σx = (σx + σy )/2 + cos 2α(σx − σy )/2 + σxy sin 2α, (28)
or
σx − (σx + σy )/2 = cos 2α (σx − σy )/2 + σxy sin 2α, (29)

σx y = − sin 2α (σ x − σy )/2 + σ xy cos 2α. (30)

1002 V Carbonell et al

Figure 10. Mohr’s circle for principal stresses.

By combining the two equations above, we obtain:

[σx − (σ x + σy )/2]2 = [(σ x − σy )/2]2 cos2 2α + σ 2xy sin2 2α
+ 2σxy cos 2α sin 2α(σx − σy )/2, (31)

σx2 y = [(σx − σy )/2]2 sin2 2α + σ 2xy cos2 2α − 2σ xy (σx − σy )/2 cos 2α sin 2α, (32)

[σx − (σ x + σy )/2]2 + σx2 y = [(σx − σy )/2]2 + σxy2 . (33)

This is the equation of a circle, plotted on a graph where the abscissa is the normal stress and the
ordinate is the shear stress. The circle is centered at the average stress value C[(σx + σy )/2, 0]
and the radius R is

R = [(σx − σy )/2]2 + σxy2 , (34)
as shown in figure 10. We can see that there are two points (D and E) corresponding to the
principal stresses, and
σmin + R + (σx − σy )/2 = σx , (35)

σmin = σx − R − (σ x − σy )/2 = (σx + σy ) − R = OC − R, (36)

σmax = σmin + 2R = +(σx + σy )/2 − R + 2R = OC + R. (37)

In figure 11 users obtain the two principal stresses by using Mohr’s circle. To do that, two
points in the circle are plotted, A (σ x, σ xy) and B (σ y, −σ xy), and the line connecting them is
the diameter of the circle; knowing this, the circle can now be drawn with radius R and center
C. Distances OD and OE are the principal stresses. The Mohr’s circle for plane strain and for
moment of inertia can also be obtained by using similar procedures.
Although there is other free software available to draw Mohr’s circle4, we selected
Geogebra 4 because teachers are familiar with it and knowledge of programming is not
required.
4 See [16, 17] and www.unalmed.edu.co/∼jmfernan/hp.html.
Interactive simulations in engineering 1003

Figure 11. The Mohr’s circle simulation used for calculating principal axes and moment of inertia.

Figure 11 shows the Mohr’s circle simulation for area moments of inertia. After
introducing the moment and product of inertia in the table, the circle is drawn, the maximum
and minimum values are calculated and the principal axis of inertia is also drawn. Mohr’s
circle simulation provides the maximum and minimum values of the moments of inertia as
well as the angles that the OX–OY axes need to be rotated to obtain the principal moment. In
order to draw Mohr’s circle using the appropriate scale, it is necessary to use a factor. Then,
in figure 11 the values are IX = 460 cm4, Iy = 280 cm4 and Ixy = 150 cm4.
In this figure we can observe that the maximum value of the moment of inertia is Imax =
545 cm4, obtained for the R1-axis, rotating 29.52◦ the x-axis clockwise. The minimum value
of moment of inertia, Imin = 195 cm4 was obtained for the R2 axis, rotating 29.52◦ the y-axis
clockwise.

3.6. Students’ opinion

At the end of the course students were asked to voluntarily complete a questionnaire about the
usefulness of the simulations in the teaching of this part of the subject and in their learning
process and to give their general opinion. Students had to express how much they agreed with
each of the statements of the questionnaire. Scores could vary from 1 (strongly disagree) to
5 (strongly agree). Firstly, they considered the simulations to be a good complement to the
theoretical explanations (average score of 4.50 ± 0.53 standard deviation) and they found the
simulations available through the Moodle platform very useful. In addition, students stated
that they enjoyed watching the simulations in between lectures.
Students who asked their opinion about the use of the interactive simulations to solve
problems, and about the usefulness of simulations in the teaching of the ‘Mechanics and
mechanisms’ course, said that it took them less time to complete exercises when using the
simulations than when using common mathematical methods (4.38 ± 0.74). They considered
that simulations eliminate the tedium of solving equations in favor of a more interactive,
dynamic and user-friendly approach. All of them see simulations as innovative teaching tools
and appreciate the time teachers devote to their creation.
 1004 V Carbonell et al

4. Conclusions

Mechanics teachers have resorted to the use of interactive simulations to explain the properties
of the moment of inertia and to solve problems in face-to-face classes. Teachers interacted with
the simulations by modifying sizes and positions and employed them to verify the enunciated
properties.
Students used the simulations to check the properties taught in the classroom and as an
aid when doing their weekly homework, spending less time than when they used mathematical
methods. Students stated on a questionnaire that they found simulations to be very helpful in
their learning process as simulations make understanding theoretical concepts easier.
We hope other lecturers will employ these resources, which are useful in the development
of critical analysis by students.

Acknowledgments

The authors are grateful to the Universidad Politécnica de Madrid for financial support of
projects Nuevas Técnicas Docentes en la enseñanza de la Fı́sica and Adaptación docente al
Espacio Europeo de Educación Superior: Diseño de asignaturas mediante B-Learning.

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