As a middle school science teacher, I strive to find ways to help my students experience chemistry through problem-based, hands-on activities. While I generally prefer to use hands-on activities in my classroom, there are certain factors, such as time constraints and budget limitations, that lead me to occasionally use online simulations instead to address or enhance content.

Online simulations have been a great addition to my classroom, enabling me to introduce or reinforce concepts quickly and easily. The simulations are convenient and require little setup and classroom space; most importantly, they allow me to spend more time facilitating student learning. I also use chemistry simulations that are free, which helps me stretch my classroom budget.

Benefits

Figure 1. An example of immediate feedback is provided by the Balancing Chemical Equations simulation by PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).

Figure 2. The Balancing Chemical Equations simulation offers multiple levels of difficulty to help differentiate student learning. PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).

In my teaching experience, online simulations provide each student with an opportunity to take the lead on an activity, which increases student engagement. On more than one occasion, my students became so engaged in an online simulation that they asked if they could continue using it once we finished the activity. Whenever this happens, I encourage students to explore the simulations further during their free time in class.

Because they are taking the initiative to explore beyond the limits of our class sessions, they have opportunities to take ownership of their learning, making it more meaningful to them. My students especially enjoy using a wide range of PhET simulations long after we are finished using them in class.

Another benefit of online simulations is that students can receive immediate feedback. For instance, the Balancing Chemical Equations simulation created by PhET (available on the AACT website through a special partnership) provides students with prompts when an item is correct (see Figure 1) and provides hints when an answer is incorrect. This feedback provides helpful learning reinforcement, making simulations a beneficial component of my students’ review process when preparing for an assessment.

Finally, online simulations have had a positive impact on my classroom because they are adaptable and versatile. Many of the simulations I use in class have different levels of difficulty and detail. The Balancing Chemical Equations simulation (see Figure 2) is a good example of this feature, because it provides students with three levels of difficulty. When partnered with technology features such as text-to-speech and magnification, the simulations are easily adapted to meet IEP and 504 accommodations.

Teaching Considerations

Figure 3. States of Matter: Basics simulation from PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).

I generally use simulations in my classroom for one of three purposes. One purpose is as a vehicle for exploration. I use this approach when I want students to learn content by interacting with a simulation on their own. Throughout the interaction, I ask them to collect data and look for patterns. This strategy is great for introducing new content.

A second way I use simulations is as teacher-guided activities. I open the simulation on my SMART board so the entire class can view the simulation. Then I have student volunteers navigate the simulation, based on guidance from the class. Teacher-guided simulations are great for whole-group activities, ensuring that students have a common, shared experience. I also use simulations as demonstrations when there are complicated directions or when a simulation is difficult to navigate.

Finally, I use simulations to reinforce content. For instance, after my students have completed temperature observations of ice and water, I have them work on the States of Matter: Basics simulation (see Figure 3) from PhET to reinforce their learning and to help them better understand what happens at the molecular level during a phase change.

Once I have determined how I want to use a simulation, I use scaffolding to help students navigate the simulation. These scaffolded activities include step-by-step instructions with screenshots and video instructions. I always create a document that gives a step-by-step overview to help students navigate the simulation. Many times, these instructions include screenshots of the simulations.

I also include questions for students to answer as they work through the activity, to make sure they are thinking critically about the simulation rather than just pressing buttons. Sometimes I include video instructions for an activity. I use free screen recording software and narrate my interactions with the simulation. Then I post the recordings on Google Classroom, so students can refer back to them if they get stuck while working on the simulation. The screen recording is also useful for students who may have been absent when we completed the simulation. In addition to creating a screen recording, I also model the use of the simulation for students right before they use it in class to make sure they understand the basics for navigating it.

In my experience, the most important step I take before using a simulation though is testing the simulation myself. I start by exploring the features of the simulation on the type of device my students use, which is usually a Chromebook. This helps me anticipate any possible problems with the device and helps me know how the simulation will run for students.

If a simulation runs slowly or is difficult for me to navigate, I won’t use it with students. I time myself while working through the simulation as well, so I have an accurate understanding of the amount of time it might take students to complete. I intentionally “get things wrong” while doing the simulation and click on a variety of buttons, to give the students a better understanding of how the simulation works as a whole. I have found a few “Easter eggs” (that is, pleasant surprises) in certain simulations, and students enjoy trying to find them too when I tell them to be on the lookout for them.

For instance, as the user increases the temperature in the States of Matter: Basics simulation, it will eventually cause pressure to reach a maximum — and then the top of the container will pop off! When testing a simulation, I also make sure that I follow the directions of the worksheet I have created for the simulation. Previewing the entire simulation and exploring correct and incorrect answers takes extra time before a lesson, but is definitely worth the effort and preparation.

My favorite simulations for middle school

Figure 4. Build a Molecule simulation from PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).

One of my go-to sources for chemistry simulations is PhET. The site is run by the University of Colorado Boulder, and hosts a wide range of free science and math simulations. It also houses an online community for educators and lesson plans.

I use the Build a Molecule simulation (see Figure 4) to address one of the standards in the Next Generation Science Standards, Matter and its Interactions (MS-PS1-1), Develop models to describe the atomic composition of simple molecules and extended structures. This simulation is useful because it provides students with a variety of ways to explore the information. I use this for initial exploration of ideas and to reinforce learning. In addition, I also regularly use the pH Scale, Concentration, and Build an Atom simulations from PhET with my middle school students.

I also often use the simulation collection from AACT. I know that I can trust the accuracy of these simulations, and I appreciate that the site’s corresponding lesson plans were created to support each of the simulations. One simulation that I use regularly is the Heating Curve of Water. I use this simulation in conjunction with other states of matter activities that we complete in class. Another AACT simulation I use with students is Measuring Volume (see Figure 5), because it gives students good opportunities for practice.

Simulations are very helpful for conveying content, but they can also pose challenges. When I use a simulation with students, we discuss not only the ways that the simulation is accurate, but also ways that it may or may not be to scale. In addition, finding a simulation that meets the needs of a particular group of students can be time-consuming, and preparing the scaffolded instruction necessary for students to use a simulation successfully can also take time. In my view, this investment of time is worth the benefits to student learning. The use of online simulations in the chemistry classroom has provided my students with additional learning opportunities to support and supplement their hands-on learning.



Jennifer Smith
Middle School Ambassador
2024–2025