the integration of visual basic programming language into physics ...

THE INTEGRATION OF VISUAL BASIC PROGRAMMING LANGUAGE INTO
PHYSICS DISCIPLINE
Catalin CHITU
University of Bucharest, Faculty of Physics, Atomistilor Street, Bucharest-Magurele, Romania
catalinchitu@yahoo.com
Razvan Constantin INPUSCATU, Alexandra VINTILA
Energetic High School, No. 1, Grivitei Street, Campina, Romania
razvan92ctin@yahoo.com, alexandra92fish@yahoo.com
Abstract: This article discusses the use of Visual Basic programming language in the experimental
laboratory lessons. Thus, alternative experimental methods used to determine certain physical
parameters can be found in an integrated manner, in a single application of educational software.
Basically, through a single graphical interface, users can select the desired experiment and its
corresponding computer will provide values for physical parameters searched.
We believe that integration of software calculating application in the experimental laboratory teaching
is a useful element to enhance the quality of Physics discipline.
Keywords: Visual Basic software, Graphic User Interface, Integration treatment, The calculators.
I. INTRODUCTION
This article presents the manner of realization of an educational soft using Visual Basic
language [8]. This software, together with other software realized in the same language, forms a unity
which is the base for a graphic user interface (GUI). This GUI represents the main part which is used
in the laboratory physics lessons.
Visual Basic is a programming language produced by Microsoft, derived from the Basic
language. Visual Basic is popular due to its graphic interface which is relatively simple compared to
other similar programs [9, 3].
Visual Basic is a part of Microsoft‟s Visual Studio pack and , like any other „visual‟ language
from Microsoft (excepting C++), it is based on the program‟s graphic interface, the programmer being
able to easily design standard Windows interfaces (windows, buttons, lists and so on) without having
to write a code for it. Visual Basic contains a library of visual components (lists, schedules, menus and
so on) whose components (graphical and functional) are already implemented within the program,
giving the user the opportunity to introduce and use his own components or components made by other
programmers [10].
Visual Basic is a language based on objects, already having implemented a list of classes with
general use. Until the 6th version, Visual Basic was using and developing COM/COM+ and ActiveX
components and classic libraries of DLL functions. With the advent of version 7, with the advent of
.NET technology, Visual Basic (now Visual Basic.NET) is able to use and create .NET components
with all the advantages they offer. Visual Basic is a high level language having implemented multiple
levels of abstraction of developing an application and also the possibility of compiling in Windows
EXE or 16 bit or 32 bit DLL formats [10].
Visual Basic is an interpreted language, which means every code written in the Visual Basic
language must be translated into a lower level language and after that executed (unlike native

languages like C++). This thing has advantages (such as running the applications without compiling or
the portability across platforms) and disadvantages (such as the need of a virtual machine to interpret
the code) [10].
One of the primary roles of the Visual Basic language is that the user can create complex
applications in a short period of time and he can use relatively simple dedicated computer systems
(such as data bases – Visual Basic can use any systems of data base management known so far,
directly or by using ODBC).
The use of the Visual Basic language is a general one, being used for simple, educational
applications but also for complex ones (such as games). Theoretically anybody (more or less
experienced) can use Visual Basic because it‟s a simple programming language [10].
The primary role of the calculators is decreasing the working time. By taking out the time
spent on doing calculations of the experimental data, the working time is decreased.
The calculators made in Visual Basic are easy to use. The user types in the experimental data
and by pressing a button he receives the final value instantly [3].
Another major role of these applications is that the user is able to save the experimental data
and export it into an Excel table. By doing this he can use it later for other projects.
We think that integrating this software in the laboratory physics lesson increases the lesson
quality and develops the motivation for the experimental methods of matter investigation.
II.
BUILDING THE APPLICATIONS
We will use one of the calculators (the “Minimum Deviation Experimental Method”
calculator) in order to show you how it was created. The Graphic User Interface is presented below
(Figure 1).
Figure 1. The GUI for the “Minimum Deviation Experimental Method”
2.1 Designing the GUI (Graphic User Interface)
We start by setting the window size in Visual Basic. Next we can edit the title, icon and the
window properties (Figure 2).

Figure 2. The properties window. The toolbox.
Any changes made in the “Properties” window will be written with bold font. The next step is
using the Toolbox control (Figure 2).
Insert one Picture Box (where we place a picture of the main formula – Figure 3) and add a
picture in it: click on the picture box, go to properties (they‟re placed on the lower right corner of the
screen, they look like the window properties where we changed the title - Figure 2) and then look for
Background Image and browse the picture.
Add six more Picture Boxes (for the other formulas – Figure 3). We use them instead of
writing the formulas directly because they are all fractions. To write such a formula in Visual Basic
means to draw lines. If we do this we end up having our application not working. It will not run on any
other computer which doesn‟t have Visual Basic installed because Windows lacks some files (DLL
files) needed to read the lines we‟ve drawn.
Figure 3. The main formula. The other formulas.

Insert one label for the refractive index “n= “. To edit the text inside the label go to properties
and look for “Text” and type in the desired name.
Add seven Text Boxes for each value (it‟s where the user types in the experimental values and
where the final values will be displayed).
Add four labels to display the measurement units.
Add four buttons placed like in Figure 4. They will be used to calculate the data (Calculate
button), save the data (Save button), reset the fields (Reset button) or to return to the main page (Main
page button).To edit the names of the buttons we use the same technique previously used on the
window title, which is by editing its properties.
Figure 4. The buttons of the GUI
2.2 Writing the software code
Writing the code is, sometimes, the tricky part. We have to write code lines for the buttons and
the errors that will be displayed if the user commits a mistake [11, 13].
We start by declaring some variables at the beginning of the page. First double click on the
first button to get to the coding page.
Above “Public Class minimum_dev” write:
Option Explicit On
Option Strict Off
Below it write:
Inherits System.Windows.Forms.Form
We‟ll need these lines mainly for exporting the data into the excel table [11, 13].
Below “Private Sub Button1_Click(ByVal sender As System.Object, ByVal e As
System.EventArgs) Handles Button1.Click” we write the code that‟ll calculate the values.
Because our value is an angle and it‟s limited between 30 and 50 degrees, we have to add a
condition that‟ll check if the value typed in by the user corresponds to the experimental data.
How will the program check for errors
First it checks the field not to be empty. If it is empty, then an error will be displayed. If it‟s
not empty it moves on to the next condition which is the angle‟s value. If it‟s not in the interval
another error message will be displayed (Figure 5). If everything is ok it will move on and calculate
the values.
Next, after checking for any possible errors we move on to the codes that calculate and display
the values. We write them below the error lines [12].

Figure 5. Displaying error message
If TextBox1.Text = Nothing Then
MsgBox("Please type in a value for δmin!", MsgBoxStyle.Exclamation, "Error")
ElseIf TextBox1.Text < 30 Or TextBox1.Text > 50 Then MsgBox("δmin cannot be above 50
or below 30 degrees!", MsgBoxStyle.Exclamation, "Error")
ElseTextBox2.Text = (TextBox1.Text + 60) / 2
TextBox3.Text = 0.01745 * ((TextBox1.Text + 60) / 2)
TextBox4.Text = Math.Sin(0.01745 * ((TextBox1.Text + 60) / 2))
TextBox5.Text = "0.5235"
TextBox6.Text = "0.5000"
TextBox7.Text = (Math.Sin(0.01745 * ((TextBox1.Text + 60) / 2))) / 0.5
End If
All these lines are for calculating the values, for the first button. The reset button will have no
errors to check and will be easier to write. All it does is wiping the data written in the text boxes.
Double click on the “Reset” button. It will take you to the coding page.
We write the reset code between “Private Sub Button2_Click(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles Button2.Click” and the line below it (which is where the code
for this button ends) “End Sub”
The code is like this:
TextBox1.Text = Nothing
TextBox2.Text = Nothing
TextBox3.Text = Nothing
TextBox4.Text = Nothing
TextBox5.Text = Nothing
TextBox6.Text = Nothing
TextBox7.Text = Nothing
Like we said all it does is wiping the values in the Text Boxes. After typing in those lines the
code for the Reset button should be like this [12]:
Private Sub Button2_Click(ByVal sender As System.Object, ByVal e As System.EventArgs)
Handles Button2.Click
TextBox1.Text = Nothing
TextBox2.Text = Nothing

TextBox3.Text = Nothing
TextBox4.Text = Nothing
TextBox5.Text = Nothing
TextBox6.Text = Nothing
TextBox7.Text = Nothing
End Sub
Now we move on to the Save button. We‟ve added an error message to be displayed if the user
didn‟t calculate the values and wants to save the results without doing it: it checks if the last Text Box
is empty and if it is the error message will be displayed when the user clicks on Save, if not it will
move on and write all the data into an excel table.
For the last button we only have to write 2 code lines. First double click on the Main Page
button. After writing the code, it should look like this [11, 13]:
Private Sub Button4_Click(ByVal sender As System.Object, ByVal e As System.EventArgs)
Handles Button4.Click
Form1.Show()
Me.Close()
End Sub
2.3 Saving the program
After you‟re done you want to save the application. First you have to build it (go to Build >
Build ~application name~). That will check for any errors made by you in the code (Figure 6). If it‟s
all fine it will display “Build succeeded” in the lower left corner of the program.
Figure 6. Building the application
If there are no code errors you can move on and save the project (Figure 7). It will display
“Item(s) saved” in the lower left corner of the program. If there are errors, Visual Basic will tell you
where to look for.
Figure 7. Saving the application
2.4 The final application (the final GUI)
The final result is binding all the calculators in one interface from which they can be accessed.
In the first drop down box there will be displayed a list of the experimental laboratory projects. The
user will be able to choose the desired project. Even more, each project contains two alternative
experimental methods. Corresponding to that, the application displays the two calculators. Therefore,
Figure 8 presents the determination of the refractive index through the alternative method, “The
minimum deviation of the light”.

Figure 8. The final interface of the calculators
This Graphic User Interface that we made contains the following computers for experimental
laboratory work in physics classes: “Laser Radiations Wavelength Experimental Methods” with two
alternative experimental methods such as: “Young Device Method” and “Grating Diffraction Method”,
“Refractive Index Experimental Method” with two alternative methods such as: “Minimum Deviation
Experimental Method” and “Limit Angle Experimental Method” and finally, “Strip Elastic Constant
Method” with the alternative experimental methods such as: “Static Balance Method” and “Energy
Balance Method” respectively.
By pressing the “Run” button the chosen calculator will open in a new window. The user will
be able to calculate in a relatively short period of time the required physical parameters of the project
[7]. If the user wants extra information, by pressing the “About” button, the team who created the
application will be displayed.
III.
CONCLUSIONS
The Visual Basic language is useful for the teaching process in Physics discipline, but also for
an interdisciplinary discussion of the physical notions and of the natural phenomena. The graphic
interfaces allow the user to be easily integrated in the lesson. He benefits of an interactive training,
obtaining feedback at certain moments [4].
The displayed messages, by the graphic interfaces, represent useful guides for knowledge and
interpretation of the natural phenomena. The application is all about the existent conditions in the
school labs.
Using the GUI develops skills for students on the visual learning style [1, 6, 2]. Also, the
students can be involved in activities of conception and integration of the software for the
experimental lessons. In this way, students are trained in a differentiated manner [5, 2].
By integrating the educational soft during the Physics lessons, the quality of the teachinglearning-evaluation
process will be improved.
Acknowledgements:
This work was supported through the project launched by the Ministry of Education, Research,
Youth and Sport and by the University of Bucharest through the POSDRU/6/1.5/S/24 project.

References
[1] Bostrom, R. P., Olfman, L., and Sein, M. K., 1990. The importance of learning style in end-user training, MIS
Quarterly, Pages 101-109.
[2] Chiţu, C., Antohe, S., Ilisie, G., 2010. Learning styles assessment role in increasing school performance in Physics
discipline. EDULEARN 2010 CONFERENCE, BARCELONA, Proceedings CD, ISBN: 978-84-613-9386-2.
[3] Chiţu, C., Inpuscatu, R. C., Viziru, M., 2010. Visual Basic Applications to Physics Teaching, Proceedings of the 5
th INTERNATIONAL CONFERENCE ON VIRTUAL LEARNINGICVL 2010. Bucharest University Publisher.
Bucharest, Pages 403-409.
[4] Cucos, C., 2006. Pedagogy, Polirom Publisher. Iasi, 6 th edition. Pages 288-289.
[5] Florian, G., 2004. Differential treatment of students in Physics discipline. Else Publisher. Craiova, Pages 23-37.
[6] Fritzsche, D. J., 1976. On the relationships of learning style, perceived learning, and performance. Paper presented
at the Third International ABSEL Conference, Knoxville, TN.
[7] Malinovschi, V., 2003. Teaching Physics, Didactic and Pedagogic Publishing R. A., Bucharest, Pages 111-113.
[8] Miron, C., 2008. Teaching Physics, Bucharest University Publishing House. Bucharest, 1th edition. Pages 89-90.
[9] http://www.microsoft.com/express/Downloads/#2008-Visual-Basic - link to download Visual Basic.
[10] http://ro.wikipedia.org/wiki/Visual_Basic
[11] http://www.vbforums.com/ - forum for support.
[12] http://msdn.microsoft.com/en-us/vbasic/default - Microsoft Development Centre.
[13] http://www.dreamincode.net – Webmaster Scripts & Tutorial Directory.