Visualization of Accelerated Movement Using Stroboscopes and Digital Cameras Jun-Hyun Park Department of Science Education, Graduate School of Education Kumho National Institute of Technology Abstract Recently, with the rapid development of technology, people are more frequently using digital camera...
Visualization of Accelerated Movement Using Stroboscopes and Digital Cameras Jun-Hyun Park Department of Science Education, Graduate School of Education Kumho National Institute of Technology Abstract Recently, with the rapid development of technology, people are more frequently using digital cameras at the expense of film cameras. Since the year 2000, with the remarkable spread of computers in school classrooms, educators and students have easy access to using various technologies, like digital cameras. With such an increased access to computers and technology in general, not using computers, in some form, in the classroom is almost unimaginable. There are numerous methods to measure rapid object motion. Methods include using a stop watch, using already established methods, using speed measurement instruments, using motion video, using GPS, or using stroboscopes. The method usually used in middle school classes is time recording. This method involves using a time recorder (stop watch) and measuring object movement in small pieces. Unfortunately, this method is prone to error and difficult. Although students find it interesting using a variety of multimedia equipment, as mentioned, it is a difficult procedure to follow. However, many students already have access to digital cameras and are surrounded and know how to use many multimedia products in their science experiments. In my opinion, using these tools interests students and makes for a more enjoyable learning environment. Also, currently, in middle schools, there is no reliable source of quality stroboscope instruction material and no good resources to obtain common experiment equipment. In conclusion, in my observation, in order to interest students in science, students need the opportunity to use better experiment tools. By allowing more exposure to higher quality equipment, this would help in the active development of middle school level science. Part II - Background: Speed experiments mentioned can be found in the currently used middle school science textbooks. Also, for a basic introduction of various speed experiments, search the internet for instructions and procedures to use stroboscopes and graphic and motion video programs. Part III - Main: The main experiment used, from the textbooks, is the motion of freefalling objects and the parabolic path that it follows. There are many benefits of using this practical experiment and is difficult to suggest improvements. Hopefully, as a result of the instruments and experiments used, we will thoroughly address and correct the problems of science education that we face together as educators.
Visualization of Accelerated Movement Using Stroboscopes and Digital Cameras Jun-Hyun Park Department of Science Education, Graduate School of Education Kumho National Institute of Technology Abstract Recently, with the rapid development of technology, people are more frequently using digital cameras at the expense of film cameras. Since the year 2000, with the remarkable spread of computers in school classrooms, educators and students have easy access to using various technologies, like digital cameras. With such an increased access to computers and technology in general, not using computers, in some form, in the classroom is almost unimaginable. There are numerous methods to measure rapid object motion. Methods include using a stop watch, using already established methods, using speed measurement instruments, using motion video, using GPS, or using stroboscopes. The method usually used in middle school classes is time recording. This method involves using a time recorder (stop watch) and measuring object movement in small pieces. Unfortunately, this method is prone to error and difficult. Although students find it interesting using a variety of multimedia equipment, as mentioned, it is a difficult procedure to follow. However, many students already have access to digital cameras and are surrounded and know how to use many multimedia products in their science experiments. In my opinion, using these tools interests students and makes for a more enjoyable learning environment. Also, currently, in middle schools, there is no reliable source of quality stroboscope instruction material and no good resources to obtain common experiment equipment. In conclusion, in my observation, in order to interest students in science, students need the opportunity to use better experiment tools. By allowing more exposure to higher quality equipment, this would help in the active development of middle school level science. Part II - Background: Speed experiments mentioned can be found in the currently used middle school science textbooks. Also, for a basic introduction of various speed experiments, search the internet for instructions and procedures to use stroboscopes and graphic and motion video programs. Part III - Main: The main experiment used, from the textbooks, is the motion of freefalling objects and the parabolic path that it follows. There are many benefits of using this practical experiment and is difficult to suggest improvements. Hopefully, as a result of the instruments and experiments used, we will thoroughly address and correct the problems of science education that we face together as educators.
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