http://weelookang.blogspot.com/2011/03/tracker-scaling-in-yishun-junior.html lesson by lookang and jimmy https://dl.dropbox.com/u/44365627/TrackerDigitalLibrarySG/Tracker%20YJC%20PWS5%20IT/projectilemotion.trz author: doug brown video, lookang and jimmy model and worksheet |

Dear YJC Physics Students, Do complete the feedback (questionnaire) so that the teachers in YJC can decide whether to have another similar lesson to promote meaningful learning.

the results summary is here

https://spreadsheets.google.com/gform?key=0AjIvSg-TzZrZdDNiR2RLdWEySlJZWGJVb25Cd2xFSkE&authkey=CKP90P0I&hl=en&pli=1&gridId=0#chart

tracker scaling in yishun junior College Singapore 24th March 2011

as a follow up action of my sharing at Singapore Science Teacher conference 2010 23-24th Nov, http://weelookang.blogspot.com/2010/11/workshop-concurrent-49-workshop.html

Website: http://www.cabrillo.edu/~dbrown/tracker/

Tracker is a free video analysis and modeling tool built on the Open Source Physics (OSP) Java framework. It is designed to be used in physics education.

Tool: http://www.cabrillo.edu/~dbrown/tracker/webstart/tracker.jar

Software: Java 1.5 jre-6u20-windows-i586.exe (the latest is update 24)

QuickTime 7 http://www.apple.com/quicktime/download/ ( as Xuggle may not read mov files, it is recommended to install to read mov files)

Any Video Converter http://www3.any-video-converter.com/avc-free.exe (May not be necessary after Tracker 4.0 with Xuggle video reader )

License and Copyright:

Tracker is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License.

Analysis with Tracker, refresh with youtube video!

Modeling with Tracker! i doubt the workshop of 1.5 hours can do this modeling part, refer to video for tips!

from EOM

x = ux.t

from data analysis

x = 1.772t

from EOM

y = uy.t + 0.5.a.t^2

from data analysis

y = 2.436.t -5.202.t^2

imply

y = 2.436.t - 0.5*10.404.t^2

**there appears to be an error of |(9.81-10.404)/9.81| = 0.06**

i guess it is due to the ruler, perhaps i didn't choose 1 meter correctly. Reply if you know why.thx!

i guess it is due to the ruler, perhaps i didn't choose 1 meter correctly. Reply if you know why.thx!

screenshot of the actual Tracker 4.0 using the Doug's video on projective motion

Jimmy giving tips on how to operate the Tracker 4.0 to other year 1 physics teachers video on projective motion

Simon Koh (left) and Patrick (right) the most helpful and capable Lab supervisor for physics lab in YJC also listening to the use of the tracker on the lesson next week for whole of JC1 on projective motion

surprise cake from jimmy and physics teachers in yjc

surprise cake from jimmy and physics teachers in yjc video taken by jimmy

surprise cake from jimmy and physics teachers in yjc photo taken by jimmy

So far, after 28 March Monday lesson i observe some area for improvement

1. some students are disengaged, 4 students:1 laptop is causing the 3rd or 4th to be disengaged, solution is to have 2 student:1 laptop ratio

2. worksheet has an error of dt = 0.05s, (the default is correct 0.033 s, don't not tell students to change it) corrected the error after students surface inconsistent value for g

3. modeling activity on the special video is problematic, student got vx =1.2 vy = 2.43 g = -9.81 but the model is faster ahead of the real video ball, the video need to change the frame rate to 30 frame/s to be accurate. anyway i suggest to do modeling on the existing video to build up the understanding of the analysis activities.

4. students cannot follow the logic of inferring EOM s = u.t + 0.5*g*t^2 to the parabola fit coefficient of y = a*t^2 + b*t +c, i suggest the future worksheet to have the hint of the EOM.

5. teacher for getting the students to be do task more quickly, should gather the students for a short 5-10 minutes briefing on the affordance of the tool, after which the students should be in self directed/ in control of the learning.

5. teacher for getting the students to be do task more quickly, should gather the students for a short 5-10 minutes briefing on the affordance of the tool, after which the students should be in self directed/ in control of the learning.

Students in action with tracker lesson designed by Jimmy Goh.

my attempt at modeling this video, notice framework = 30f/s, vx = 1.22 m/s, vy = 2.39 m/s, ay = -9.81 m/s^2

Good shot of the students in group of 3 to 4 using the projectile motion video to analyze the motion guided by the worksheet by Jimmy Goh

Good shot of the students in group of 3 to 4 using another to be model projectile motion video to model the motion guided by teacher and me. The answer seems to be vx = 1.2, vy = 2.5, fy = -9.81 but the video chosen seems to have some problem with the increment dt.

to get the correct model, change frame rate to 30 frame/s instead of the default 20 f/s

suggested to use the first video instead of building up of learning analysis to modeling.

the video can be found here http://www.phy.ntnu.edu.tw/ntnujava/index.php?action=dlattach;topic=1177.0;attach=4099

to get the correct model, change frame rate to 30 frame/s instead of the default 20 f/s

suggested to use the first video instead of building up of learning analysis to modeling.

the video can be found here http://www.phy.ntnu.edu.tw/ntnujava/index.php?action=dlattach;topic=1177.0;attach=4099

my attempt at modeling this video, notice framework = 30f/s, vx = 1.22 m/s, vy = 2.39 m/s, ay = -9.81 m/s^2

Good shot of the students in group of 3 to 4 using the projectile motion video to analyze the motion guided by the worksheet by Jimmy Goh

Friday 01 April 2011 Com Lab 4

Good shot of the teacher Hao Kai facilitating the projectile motion video, explaining the affordance of the tracker as well as linking to concepts of equation of motion sy = uy*t+1/2*ay*t^2 to the coefficients of parabola fit y = a*t^2 + b*t +c. by comparing a = 1/2*ay , b=uy, c = 0

comfortable com lab 4 with air-con and fast laptops

modeling the parabolic motion

teacher Hao Kai explaining step by step the learning intent and interpret the meaning of the inputs changes, ux = constant value and observe the model's path versus the real object

student following the modeling approach to projectile motion

a possible solution model by students independent exploration

teacher eugene's lesson guiding the modeling approach to tracker in physics lab.

Alternative software for video analysis only

http://www.vernier.com/downloads/lp3demo.html

example video on the possible analysis on App Store Apple http://itunes.apple.com/us/app/vernier-video-physics/id389784247?mt=8

Friday 01 April 2011 Com Lab 4

Good shot of the teacher Hao Kai facilitating the projectile motion video, explaining the affordance of the tracker as well as linking to concepts of equation of motion sy = uy*t+1/2*ay*t^2 to the coefficients of parabola fit y = a*t^2 + b*t +c. by comparing a = 1/2*ay , b=uy, c = 0

comfortable com lab 4 with air-con and fast laptops

modeling the parabolic motion

teacher Hao Kai explaining step by step the learning intent and interpret the meaning of the inputs changes, ux = constant value and observe the model's path versus the real object

student following the modeling approach to projectile motion

a possible solution model by students independent exploration

teacher eugene's lesson guiding the modeling approach to tracker in physics lab.

Alternative software for video analysis only

http://www.vernier.com/downloads/lp3demo.html

example video on the possible analysis on App Store Apple http://itunes.apple.com/us/app/vernier-video-physics/id389784247?mt=8

# Vernier Video Physics

## By Vernier Software & Technology

letter of appreciation YJC |