I used PhET Circuit Simulations in a classroom of 14-year-olds. Luckily, I had: (1) the freedom to space the tasks over a number of hour-long lessons; (2) plenty of equipment to also build the circuits; and (3) a lab assistant to make sure the multimeters were working. The PhET simulations allowed the students to construct circuits before setting them up with actual wires and resistors. Also, I could see which students completed the PhET simulations first and move them over to setting up the actual circuits. They worked as a couple of groups to build the physical circuits while the slower students kept working on the PhET simulations.

I helped those students who were building physical circuits, helping them to remedy their missteps. Then those students became group leaders once all students moved on to building physical circuits. Each group would always have some difficulty, but having "experienced" group leaders meant there were far fewer problems for me to solve.

A key understanding was that there were always discrepancies between the theoretical results of the PhET and the actual results from the physical circuits. The main source of these discrepancies was simply explained as the extra resistance provided by the wires. Evaluation was accomplished by the students building different circuits that I drew on the whiteboard and writing a report that included a photo of their group with their circuit(s).