Digital Video for Studying 2-D Mechanics
This Innovation in Teaching project (2007) was developed by Philip Krasicky and Erich Mueller to address the challenge of how to illustrate two-dimensional motion of objects. This project developed a computer-based digital video capture and analysis system for a series of laboratory experiments in which students recorded and analyzed the two-dimensional motion of objects. The Faculty Innovation in Teaching (FIT) team worked with them to create a hands-on, interactive lab with computers, air tables, and video cameras.
In the lab, students can produce stroboscopic motion diagrams (”strobe diagrams”) that illustrate the two-dimensional motions of a selected object or collections of objects. A strobe diagram is a picture that shows the location and/or orientation of an object at successive intervals of time, much like a multi-exposure photograph. This offers a valuable opportunity for students to gain both an intuitive and quantitative understanding of challenging yet universal concepts in physics. This project was implemented in Physics 112 which is a mechanics course with 250-400 students each semester.
Project Evaluation
Throughout the fall course, baseline data was gathered in Physics 112 prior to the launch of a 2-D digital video capture and analysis system. Beginning in January, 2008, mechanics undergraduates utilized the innovation and conducted live experiments involving real objects such as pendulums and projectiles. Pre-innovation data indicated that respondents’ experience with then “current” methods were lack luster and “Neutral”. Post innovation data (spring of 2008) included classroom (lab) observations and video clips that observed students at 90-100% engaged. Students exiting the labs reported a positive experience and recommended the technology’s use in other physics labs.
Similar positive findings were reflected in survey instruments (pre/post) which included five “physics knowledge base” items provided by the faculty. The percentage of correct answers increased between 8 and 41% on four out of five item. In addition, 61.9% of post-innovation respondents agreed that digital video helped them to understand course concepts compared to 36.8% pre-innovation. Teaching staff concur that stroboscopic diagrams created by the technology clearly helped learners gain both intuitive and quantitative understanding of some of the most challenging concepts in physics.
Faculty Presentation
To hear the faculty discuss their project and its impact on teaching, you can view their archived presentation about the project (December 3, 2008) at: http://blogs.cornell.edu/innovation/fit-speaker-archives/