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*From*: Raacc@aol.com*Date*: Wed, 3 Apr 1996 10:50:25 -0500

I've been using computer-video-analysis software in lecture and lab for about

a year now and have seen improvement in student understanding concerning

motion, graphs of the motion and equations that describe the motion. After

playing a video experiment in lecture, I ask students to write down their

observations. Then I mark positions versus time, ask them to write down

additional observations, and sketch the graph shapes before we look at the

computer generated graphs. This seems to help clear up some misconceptions.

For instance, I get quite a variation on what a velocity versus time graph

will look like for an object that is throw straight up and then comes

straight down. We discuss it, then view the graph. I stress the meaning of

the slopes of various graphs and how to write linear physics equations by

finding the slope and intercept (I've found that even calculus level physics

students need work here). This not only helps with equations of motion for

displacement, velocity, and acceleration, but it is then straight forward to

advance to momentum, force, energy, rotational motion, etc. graphically.

rac

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