Electric Force Simulations

Click for a helpful simulation to see how the magnitude of the force between two charges changes with the distance between them.

Electric Force Videos

Click here for a video from Khan Academy on electrostatics!

Electric Force Lectures

Video on Electric Force from MIT

This lecture is by Walter Lewin from MIT, and includes information on Electrical charges, Polarization, Electric Force, and Coulomb’s Law.

Electric Force Images

All rights reserved to Research Media & Cybernetics



All rights reserved to 1 Star Drive.

All rights reserved to 1 Star Drive.


Electric forces exist between charged particles, as shown in the images above. These images depict a single charge (monopole) and the effect of having two particles of opposite charges (dipole). Click on the images for more info!

Forces in a Three-Charge System p.21.2

Consider two point charges located on the x axis: one charge, q_1 = -18.5nC , is located at x_1 = -1.650m ; the second charge,

q_2 = 37.5nC , is at the origin (x=0.0000).  \epsilon_0 = 8.854\times 10^{-12}\;{\rm C^2/(N\cdot m^2)}

What is the net force exerted by these two charges on a third charge q_3 = 46.0nC placed between q_1 and q_2 at x_3 = -1.100m ?

Your answer may be positive or negative, depending on the direction of the force.


We first need to draw the diagram



Random Links

The three courses are here:

And I keep a single support site for all three courses here:
The Quality Matters program is a great rubric for the DESIGN of online courses, but I would hesitate to call it a “global standard for ensuring online course quality.” It does not look at delivery, student retention, or achievement of learning outcomes…just design. There is more to teaching online than just course design – though a good design helps. I also find that the Univ of California Chico State rubric is excellent –
I do suggest that you are clear on the expectations that the school has for you and the time that you have to commit. Many people think that online classes are easier to teach than on ground. I have found that there is often more preparation time for an online class. It is vital that you are able to be efficient and effective with your time.

Another company that is using social media as a platform for student engagement is the New York-based Red Rover. Unlike Inigral which focuses primarily on Facebook, Red Rover taps into several social media channels with its proprietary platform. A prevalent theme for 2011 is how higher education can capitalize on social media as a way to create relationships that enhance student retention and engagement.
Dropbox – when a colleague demoed Dropbox at a faculty brown bag lunch, I though “huh, that might be useful.” Useful?!? Now I have to stop myself from dropping to my knees and kissing the feet of the colleague who introduced me to it. Remembering where I stored that last version of a document (on my computer at work? On my laptop at home?) was always a pain, and remembering to save files on a flash drive or e-mail them to myself didn’t always work when I was downing my last cup of morning coffee while hunting for my shoes or realizing at home that I had to finish preparing a handout for an 8 am class. Now my current files live on both my home and work computers, synced automatically and accessible from any computer with an Internet connection. Life is so much simpler now.
Diigo – I recently signed up for this social bookmarking platform that also lets you highlight and take notes on Webpages. I was a Delicious user, until theGreat Delicious Scare of 2010. I have to admit, I’m fairly anti-social with my bookmarks. I don’t hunt down other people’s saved links. No, I like this tool because I can instantly stash away a link for later, tag it, annotate it, and find it again. As Facebook friends know (probably all too well)

Delicious Links

Delicious links

Educase   Open Education Resources  wolframalpha

science of winter Olympics      Youtube videos 
ECAR report undergraduate and IR 2012
Open CourseWareConsortiumProblem solving paper Redish

Problem solving – Redish 1
Although much is known about the differences between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn physics while solving problems and others do not. A critical issue is how students access the knowledge they have in the context of solving a particular problem. In this paper, we discuss our observations of students solving physics problems in authentic situations in an algebra-based physics class at the University of Maryland. We find that when these students are working together and interacting effectively, they often use a limited set of locally coherent resources for blocks of time of a few minutes or more. This coherence appears to provide the student with guidance as to what knowledge and procedures to access and what to ignore. Often, this leads to the students failing to apply relevant knowledge they later show they possess. In this paper, we outline a theoretical phenomenology for describing these local coherences and identify six organizational structures that we refer to as epistemic games. The hypothesis that students tend to function within the narrow confines of a fairly limited set of games provides a good description of our observations. We demonstrate how students use these games in two case studies and discuss the implications for instruc-tion.



Very cool. There is just one problem. I don’t have one of those soap bubble things. Is it possible to use VPython instead? I don’t know, but I am going to try it out. Instead of using soap, I will use springs. Here is the plan:
Games and Simulations
NAS book
To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.

Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.

Notre Dame open courseware

These ideas serve as a conceptual framework for describing and critiquing multimedia materials. The concepts are not mutually exclusive; they overlap in a number of ways. At the beginning of the course, they are used in the context of reviewing a website. In the last project, students are asked to apply them to Second Life, an entirely different environment. The professor also uses them in the project evaluation rubrics. One of the goals of the course is that students internalize these four concepts, which can be applied in many different situations. The four dimensions are summarized below, in no particular order. Readings and more detailed information are provided on the linked pages.http://ocw.nd.edu/computer-applications/applied-multimedia-technology/four-areas-of-multimedia-analysis

Open Source Video


9x9 logo9×9 is a cloud based video platform which powers the aggregation, hosting, management and distribution of videos to a variety of client devices including PCs, Smart Phones, Smart TVs and Tablet Devices. OCW courses can be transformed into multiple TV-like channels on 9×9, grouped according to user preferences, discovered more easily, and shared virally via social networks. 9×9 services are available for free to end users and selected non-profit organizations.
Bill and Melinda Gates Foundation Grants