Understanding physical phenomena through simulation exercises

Abstract

Traditional lectures and exercises are good for gaining basic knowledge in STEM (Science, Technology, Engineering and Mathematics). If feasible, motivational and deeper learning experiences like laboratory - or work life-related field experimentation are included in studying levels, more concrete learning experiences can be reached. At the National Defence University (NDU), the theoretical part of master’s level studies in STEM relies on earlier basic studies. In order to promote practical skills, a specific simulation and modelling course is aimed at learning how real-world artifacts or models work, how to acquire data, how to visualise the acquired data, and to develop one’s understanding trough simulations. This course ends with a group work, where participating students are asked to produce a working simulation model either from the given list or from their professional context. This study describes two sample cases: The first one is a flight simulator that includes a lot of physics and physical phenomena. The second one illustrates time dependence and statistical nature of targeting. The course’s success is estimated from reports and the feedback given by the students. Observations on motivation and learning goals are included. For military officers learning is practically oriented, while in natural sciences learning is theoretically oriented. In both cases simulation is a natural “bridge” in between theory and practice.