In undergraduate physics education, integrating computer models with real-world experiments has strong potential to become a method for deepening students' understanding of physical phenomena. This paper explores using a real-world experiment - examining the cooling of a hot beverage cup - and how computer simulations help students develop better mathematical models and conceptual understanding. Students can connect theoretical physics concepts with practical, observable outcomes by working with experimental data and computational tools. Computer models are powerful tools for visualizing and analyzing dynamic processes, such as temperature changes, while enhancing the comprehension of crucial physics terms and ideas. Additionally, recent cognitive psychology and neuroscience insights, such as the Five Pillars of the Mind (Symbols, Patterns, Order, Categories, and Relationships), provide a framework for understanding how students engage with and retain complex physics concepts. These new trends suggest that students can more effectively internalize abstract terms and principles by stimulating different cognitive processes through interactive modeling and hands-on experiments. By leveraging students' attention and creativity, computer simulations allow for more personalized and meaningful learning experiences, which align with how the brain best processes new information. The iterative process of combining real-world experiments with computer models promotes concept formation and long-term retention, enhancing problem-solving and critical thinking skills in physics. In this context, we argue that integrating real-world experiments and computer simulations, supported by emerging cognitive principles, represents a powerful approach to modern physics education. This method facilitates deeper learning by enabling students to iteratively build and refine their understanding of physical systems, improving both theoretical insight and practical application.

Keywords: Undergraduate physics, computer models, real-world experiments, cooling process, cognitive psychology, concept learning.