Workshops for High School Science Teachers

"An NSF-funded Program to Enhance High School Science
Using Research-Based Computer Modeling Tools"

The Center for Polymer Studies at Boston University offers various Teacher Professional Development workshops for science teachers on the Virtual Molecular Dynamics Laboratory.

There is a startling discrepancy between the mental models of microscopic processes possessed by students and those possessed by research scientists. In many courses, students are asked to learn about and believe in a macroscopic world without any direct information on which to base their belief. Research scientists, on the other hand, have a mental model in which macroscopic events are understood in terms of the microscopic behavior of a huge number of individual particles. Our Virtual Molecular Dynamics Laboratory addresses this problem by providing a set of research-based molecular dynamics software tools and project-based curriculum guides. Our modeling tools enable the student to visualize atomic and molecular motion, manipulate atomic interactions, and quantitatively investigate the resulting macroscopic properties of a range of biological, chemical and physical systems.

If you are interested in workshops or professional development, please email Paul Trunfio.


Molecular Dynamics '18 Summer Workshop. Local high school science teachers who have participated in prior Virtual Molecular Dynamics Laboratory workshops are being invited back to participate in the development and launch of VMDL 2.0! The workshop will be held at Boston University from July 23-24, 2018. [Posted: December 1, 2017]

Teacher-Developed Model Unit Projects, Part I

Teacher-Developed Model Unit Projects, Part II

Boston University
Center for Polymer Studies
590 Commonwealth Avenue
Boston, MA 02215 USA
Phone: 617-353-8000
Fax: 617-353-3783
VMDL Homepage:

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This material is based upon work supported by the National Science Foundation under Grant No. ESI-0101960. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.