Tracker Ball Toss Up model by Douglas Brown

 

 

About

For Teachers

- BallTossUp.mov
- Kinematics.docx
- 0031-9120_50_4_436tossuptrackerworksheet.docx
- 0031-9120_50_4_436tossuptrackerbosstossup.trz
- 0031-9120_50_4_436tossuptracker.pdf
- 0031-9120_50_4_436tossuptracker.docx
- 0031-9120_50_4_436tossupejssworksheet.docx
- 0031-9120_50_4_436ioptossuptracker.pdf

Software Requirements

SoftwareRequirements


Android iOS Windows MacOS
with best with no no need Java
need Java
support full-screen? no no Yes Yes
cannot work on no mobile browser  understand Java....
no mobile browser  understand Java.... install Tracker from http://physlets.org/tracker/
install Tracker from http://physlets.org/tracker/

 

Credits

Author: tracker and video doug brown, model lookang
Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

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Worksheets

  1. Link to supplementary data
    Free fall - investigate using tracker-student 2.docx. (5.4 MB, Word doc) hosted by IOP

    Link to supplementary data
    bosstossup.trz. (767 kb, TRZ file) hosted by IOP

     

    This lesson package is crafted in collaboration with Educational Technology Division-Curriculum & Planning Division- Evergreen Secondary-National JC. 

Other Resources

  1. bosstossupmodelwithAirResistancekimkia.trz by alternate model by Tan Kim Kia
  2. http://subjects.opal.moe.edu.sg/sciences/secondary/physics/teaching-n-learning-resources where an initial worksheet was created by MOE 

Research

  1. PAPER • OPEN ACCESS Using Tracker to understand 'toss up' and free fall motion: a case study  and Published 19 June 2015 • © 2015 IOP Publishing Ltd   

    Abstract

    This paper reports the use of Tracker as a computer-based learning tool to support effective learning and teaching of 'toss up' and free fall motion for beginning secondary three (15 year-old) students. The case study involved (N = 123) students from express pure physics classes at a mainstream school in Singapore. We used eight multiple-choice questions pre- and post-test to gauge the impact on learning. The experimental group showed learning gains of d = 0.79  ±  0.23 (large effect) for Cohen's d effect size analysis, and gains with a gradient of <g> total = 0.42  ±  0.08 (medium gain) above the traditional baseline value of <g> non interactive = 0.23 for Hake's normalized gain regression analysis. This applied to all of the teachers and students who participated in this study. Our initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling traditional video analysis with video modelling might be an innovative and effective method for teaching and learning about free fall motion.

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