Demonstrations and laboratory experiences have always been considered essentials for the reinforcement and understanding of physics concepts. Visualization of phenomena through such techniques as demonstrations, simulations, models, real-time graphs, and video is an important component of learning physics, and these techniques can contribute to students' understanding of physic concepts by attaching mental images to these concepts.

Laboratory experiences provide students with the important experience of meeting "nature as it is, rather than in idealized form" (Hershey, 1990), and with the opportunity to develop their skills in scientific investigation and inquiry. Laboratory experiences that utilize "hands-on" inquiry have been considered one of the most effective methods for learning about science and developing the higher order thinking skills necessary to "do science." The Shymansky group found that students in such courses generally had better attitudes towards learning about science and scientists; better higher-level intellectual skills such as critical and analytical thinking, problem solving, creativity, and process skills; as well as, a better understanding of scientific concepts when compared to students in courses that do not utilize "hands-on" inquiry.

Laboratory experiences that utilize various forms of visualization techniques would provide excellent opportunities for students not only to develop the understanding and reinforcement of physics concepts, but also to develop scientific investigation and inquiry skills at the same time. Incorporating visualization techniques into the laboratory experience would provide an excellent opportunity for students to become involved in the "active process" of learning science as described by the Standards.