VideoZone
Mechanics experiments
Videoing mechanics experiments, then using the freeze frame and frame advance features of the digital video camera. This allows fairly accurate measurements to be made at 0.04 second intervals (25 frames per second). This data can be used to find velocities and allow comparisons between actual and theoretical situations.
Momentum
One dimension
AQA Mechanics 1
This was done after studying momentum in one dimension. I videoed trucks from the SMP mechanics kit coliding on a track with metre sticks next to it. The video was played back to the class, but was paused and advanced a frame at a time, (0.04 seconds). This allowed the velicity to be calculated before and after the collision. Comparisons could then be made between the theoretical results and the observed results. This allows for good discussion of assumptions made for the model.
An active lesson followed, including a card sorting activity.
Two dimensions
AQA Mechanics 1
This was done before studying momentum in two dimensions. I videoed snooker balls from the SMP mechanics kit coliding on a grid. The video was played back to the class, but was paused and advanced a frame at a time, (0.04 seconds). This allowed the velicity to be calculated as a column vector before and after the collision. The observed results were then used to formulate theories about collisions in two dimensions. Eventually this resulted in the students developing a good understanding of momentum. There was also good discussion of assumptions made for the model.
Again, an active lesson followed, including a card sorting activity. Reinforcement was done for homework.
Conical pendulum
AQA Mechanics 2
After studying uniform circular motion with a group. The next lesson, we videoed a conical pendulum, (made with kite string and bits from a socket set!) The students measured the mass of the pendulum bob and the length of the string. I then played back the video on the whiteboard. Using the freeze frame and frame advance functions we were able to determine the time taken for one revolution.
Using the information we had found, students then calculated the angle at which the string should be to the vertical. We then compared this with the video footage.
As with all these activities, this can lead to good discussion about assumptions made.
Hookes law
AQA Mechanics 2
Same again! Using springs and masses from the SMP mechanics kit, I attached the Spring to the ceiling, then hung masses on it. We made measurements to find &lambda, then we videoed the masses bouncing up and down! We were able to use the video to compare theory and observations!