Re: using cinematography to anchor kinematics

[Richard Hake <rrhake@EARTHLINK.NET>]

Please excuse this cross-posting (so detested by some - they are
urged to hit DELETE), in pursuit of inter- and intra-disciplinary
synergy to discussion lists with archives at:

AP-Physics
<http://lyris.collegeboard.com/cgi-bin/lyris.pl?site=collegeboard&enter=ap-physics>,

Math-Teach <http://mathforum.org/epigone/math-teach>,

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Phys-L <http://lists.nau.edu/archives/phys-l.html>,

PhysLrnR <http://listserv.boisestate.edu/archives/physlrnr.html>.

In his PhysLrnR post of 26 May 2003 of the above subject title,
Robert Beichner (2003) wrote:

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On Sunday, May 25, 2003, at 06:28 PM, Kirby Urner . . . [2003]. . . wrote:

>  For some time, I've been experimenting with cinematography as a
>  technology amenable to communicating some basic ideas in kinematics.
>  Of course I'm not unique in this regard, and one point of this thread
>  might be to garner some sense how my pedagogical approach overlaps
>  what's already in the literature, given many here have greater
>  awareness of the literature than I.

Might I so humbly suggest:

Beichner, R. and Abbott, D. (1999).  Video-Based Labs for Introductory
Physics Courses. J. Coll. Sci. Teaching, 29, 101-104.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
[Beicher lists nine excellent Beichner et al. references on video-based labs
   and kinematics].
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Not to be outdone in humility by the self-effacing Bob Beichner, may
I so modestly suggest a quick scan of Hake (1998a,b) and references
therein. In Socratic Dialogue Lab #0.2 "Introduction to Kinematics,"
phonons from the sonic ranger reflected from students' own moving
bodies [see e.g. Thornton & Sokoloff (1990), Steinberg et al. (1997)]
substitute for the photons of cinematography reflected from moving
objects.

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
<rrhake@earthlink.net>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>

"Of all the intellectual hurdles which the human mind has confronted
and has overcome in the last fifteen hundred years the one which
seems to me to have been the most amazing in character and the most
stupendous in the scope of its consequences is the one relating to
the problem of motion."
    Herbert Butterfield in "The Origins of Modern Science"

REFERENCES
Beichner, R. "Re: using cinematography to anchor kinematics,"
PhysLrnR post of 26 May 2003 05:24:29-0400; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0305&L=physlrnr&O=D&X=4C61E24243DB54488B&Y=rrhake@earthlink.net&P=7552>.

Paradoxically, PhysLrnR attempts to improve education while at the
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Hake, R.R. 1998a. "A Microcomputer Based SDI Lab Emphasizing the
Graphical Interpretation of the Derivative and Integral," AAPT
Announcer 28(2), 101 (1998), see SDI Lab #0.2, "Introduction to
Kinematics," available at <http://www.physics.indiana.edu/~sdi>." A
Teacher's Guide is available at the Harvard Galileo site
<http://galileo.harvard.edu/> / "Socratic Dialogue Inducing Labs"
/"Resources for SDI" / "Teacher's Guides", where "/" means "click
on." A less scenic direct route is via
<http://galileo.harvard.edu/galileo/hom/sdi/docs.html>.

Hake, R.R. 1998b. "Re: Understanding rate-of-change," PhysLrnR post
of 20 Aug 1998 15:54:41-0800; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind9808&L=physlrnr&P=R1646&I=-3&X=1D0C7E23A16B1562B5&Y=rrhake@earthlink.net>:
"Although I know of no research-based rate-of-change evaluation,
Mathematics Education Researchers (MER's) have addressed student
understanding of the rate-of-change concept. Examples are refs. 1 -
6. For entry into the MER literature see refs. 7-10. For examples of
the introductory physics perspective on the derivative and integral
see refs. 11 and 13."

Steinberg, R., J. Saul, E. Redish. 1997. "On the effectiveness of
active-engagement microcomputer-based laboratories, Am. J. Phys. 65
(1), 45-54 (1997), online at
<http://www.physics.umd.edu/perg/perow.htm> / "Steinberg" where "/"
means "click on": "One hour active-engagement tutorials using
microcomputer based laboratory (MBL) equipment were substituted for
traditional problem-solving recitations in introductory
CALCULUS-BASED mechanics classes for engineering students at the
University of Maryland. The results of two specific tutorials, one on
the concept of instantaneous velocity and one on Newton's third law
were probed by using standard multiple choice questions and a
free-response final exam question. A COMPARISON OF THE RESULTS OF
ELEVEN LECTURE CLASSES TAUGHT BY SIX DIFFERENT TEACHERS WITH AND
WITHOUT TUTORIALS SHOWS THAT THE MBL TUTORIALS RESULTED IN
A SIGNIFICANT IMPROVEMENT COMPARED TO THE TRADITIONAL RECITATIONS
when measured by carefully designed multiple choice problems." (My
CAPS.)

Thornton, R.K. & D. R. Sokoloff. 1990. "Learning motion concepts
using real-time microcomputer-based laboratory tools." Am. J. Phys.
58(9): 858-867.

Urber, K. Using cinematography to anchor kinematics," PhysLrnR post
of 25 May 2003 15:28:06-0700; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0305&L=physlrnr&O=D&X=4C61E24243DB54488B&Y=rrhake@earthlink.net&P=7437>.