PowerPoint Presentation
Enhancing Students Understanding in Simple Harmonic Motion by
Using Video AnalysisJiraporn Boonpo1, Wiwat Youngdee2, and
Chaiyapong Ruangsuwan2*
1Department of Education in Science and Technology, Faculty of
Education, Khon Kaen University, Khon Kaen, Thailand2Department of
Physics, Faculty of Science, Khon Kaen University, Khon Kaen,
ThailandSiam Physics Congress 2015Krabi, Thailand, 20th May 2015,
16:45-17:00
- Good afternoon. My name is Jiraporn Boonpo, a masters student
from Department of Education in Science and Technology, Khon Kaen
University. Today, Id like to present Enhancing Students
Understanding in Simple Harmonic Motion by Using Video Analysis
1
Outline2- There are five main parts for my presentation. First,
Ill give you introduction of the work, which can tell you Why we
study students understanding in SHM? And why we used video analysis
to improve it? . Then the objective and the method, following by
the results and discussion. And finally, Ill finish with
conclusion.
2mathematical calculation make student shy awaymost students
have difficulties in relating concepts with graphical
representation
Introduction: Why we study SHM?3
Simple Harmonic Motion (SHM)SHM concepts are important in
physics and several applications. Students should understand both
theoretical representations and calculations to effective
understand.
But- Now. Id like to start with introduction. Concepts of simple
harmonic motion (SHM) are not only important in physics but also
essential for several applications. SHM concepts consist of content
knowledge and calculation. Students should understand both
theoretical representations and calculations to effective
understand in SHM concepts. The studies have found that the
mathematical calculation make student shy away from this topic.
Moreover, most students have difficulties in relating concepts with
graphical representation 3Video analysis:
Introduction: Why we use video analysis?4The cost of equipment
is minimal.
Allows for the study of motions that not easy to do in the
traditional lab.
Allows real-world situation analyzed.
Multiple representations (Graphs, diagrams, tables and strobe
picture) are support students understanding by building a link
between theory and experimentation.
Students can analyze complex situation even if they dont have
strong mathematic skill.
(Desbien, 2011) (Klein, Grber and Mller, 2014)- Many
technologies were used for support students understanding in SHM.
One is video analysis which widely used for learning physics
especially mechanic. It uses only one camera and commercially
available or free software, thus the cost of equipment is minimal.
It allows for the study of motions that not easy to do in the
traditional lab and also allows real-world situation analyzed. The
multiple representation such as graphs, diagrams, tables and strobe
picture produced by video analysis are support students
understanding and help students to build a link between theory and
experimentation. Moreover, students can analyze complex situation
even if they dont have strong mathematic skill 4
Introduction: POE approach White and Gunstone (1992) have
promoted the predictobserveexplain (POE) procedure as an efficient
strategy for eliciting students ideas and also promoting student
discussion about their ideas.Predict
Students are predicting the result of a demonstration and
discussing the reasons for their predictions.Explain
Observe
Students are explaining any discrepancies between their
predictions and observationsStudents are observing the
demonstration.
POE(Kearney, Treagust, Yeo and Zadnik,
2001)5Predict-Observe-Explain (POE) is based on constructivist
learning theory which elicits students existing ideas and also
promotes discussion of their ideas. It has 3 steps including
predict, observe and explain. The previous researchers have
reported positive outcomes for use POE tasks in several physics
topic.5To enhance students understanding of velocity, acceleration
and restoring force of SHM by using POE approach integrated with
video analysis.
Objective6- So, the purpose of this work is to enhance students
understanding of velocity, acceleration and restoring force of SHM
by using POE approach integrated with video analysis.6Six items SHM
conceptual test
Materials and methodsParticipantsInstruments37 ten grade
students at Satrichaiyaphum school, Chaiyaphum province,
Thailand.
Worksheet and two lesson plans based on POE approachMass
attached springSimple pendulum7- And then turning to the materials
and method. The participants is 37 ten grade students at
Strichaiyaphum school, Chaiyaphum province. The instrument are six
items SHM conceptual test as pre-test and post-test, Worksheet and
two lesson plans based on POE approach. One is mass attached spring
and another is simple pendulum.
7
Data collectionPre-testStudents did the activity based on POE
approachPost-test
PredictMass attached springSimple pendulum
Explain
by using VDO analysisObserve
Students did experiment and collect data. Students analyzed
data.8The method of this study is one group pretest-posttest
design. Students did pre-test, after that they did the activity
based on POE approach which has 3 steps. Firstly, students
predicted velocity, acceleration and restoring force of SHM at five
points. Secondly, students did the experiment, recorded VDO to
collect data by using a mobile phone camera and analyzed their VDO
by Tracker program. Lastly, students explained their results and
compared the similarity and different of their prediction and
observation.When students completely studied both two lesson plans,
they have done post-test.8Five levels of student understanding
following Westbrook and Marek, 1991 :
Data analysis9NU incorrect information+ dont explain anythingAC
incorrect informationPS understand concept +misconceptionPU not
completely scientific understanding CU completely scientific
understanding
misconception understandingscientific understandingstudents
understanding was developedmisconception understanding in
pre-testscientific understanding in post-test=The pre-test and
post-test was analyzed and classified students understanding into
five levels consist of NU, AC, PS, PU and CU. The NU, AC and PS
were misconception understanding while PU and CU were scientific
understanding. The amount of students in each concept was
calculated in percentage and compared to determine students
understanding. If misconception understanding in the pre-test were
changed to scientific understanding in post-test, the students
understanding was developed.
. 9Misconception in pre-test:velocity of SHM is constantvelocity
equals zero at equilibrium point magnitude of velocity direct
proportion to displacement and restoring force
Results and discussion10Students understanding in magnitude of
velocity
Misconception in post-test:velocity equals zero at equilibrium
point and maximum if displacement is maximum magnitude of velocity
depend on restoring force and no restoring force at equilibrium
point The students understanding was developed 29.74%. My next
point is the results and discussion. Firstly, Id like to start with
the students understanding of velocity. This graph showed students
understanding in magnitude of velocity. The blue bar is pre-test
and the red bar is post-test. In the pre-test, students have
preconception from NU to PU. Most students understanding was AC.
The misconception consist of (1) velocity of SHM is constant, (2)
velocity equals zero at equilibrium point and (3) magnitude of
velocity direct proportion to displacement and restoring force. In
post-test, it appeared CU while NU disappeared. Students still have
AC more than other levels. They still have misconception in (1)
velocity equals zero at equilibrium point and maximum if
displacement is maximum and (2) magnitude of velocity depend on
restoring force and no restoring force at equilibrium point . When
we compared pre-test and post-test, the students understanding was
developed about 29% in the magnitude of velocity. 10
Results and discussion11Students understanding in direction of
velocity
The students understanding was developed 55.06%. Misconception
in pre-test:direction of velocity same as direction of force act to
mass attached spring direction of velocity is opposite with the
direction of object movement. Misconception in post-test:direction
of velocity similar to object movementit is the same direction both
objects go away and returnThis graph showed the students
understanding in direction of velocity. Students have understanding
from NU to PU in pre-test. Most students understanding was PS. The
misconception in a pre-test comprised of (1) direction of velocity
same as direction of force act to mass attached spring and (2)
direction of velocity is opposite with the direction of object
movement. In the post-test, most students understanding was PU. The
misconception is the direction of velocity similar to object
movement and it is the same direction both objects go away and
return. It clearly seen students understanding in the direction of
velocity was developed up to 55%.
11
Results and discussion12Students understanding in magnitude of
acceleration
43.25% of student was developed to scientific
understandingMisconception in pre-test:
Acceleration is zero at maximum displacement.Acceleration is
constant. Acceleration depends on force and mass.Acceleration is
diverse portion with displacement. also found in
post-test-Secondly, Id like to show you about students
understanding in acceleration. For the magnitude of acceleration,
students have the understanding all level in pre-test. The most
understanding was AC and the misconception were (1) acceleration
equals zero at maximum displacement. (2) acceleration is constant
(3) acceleration depends on force and mass and (4) acceleration is
diverse portion with displacement. - In post-test, some students
still understand the acceleration is zero at maximum displacement.
The most understanding was PU. When compared pre-test and
post-test, the 43.25% of students was developed to scientific
understanding.
12
Results and discussion13Students understanding in direction of
acceleration
Misconception in pre-test:Direction of acceleration is opposite
when mass turns back. Direction of acceleration is similar to
velocity.Direction of acceleration follows to the direction of the
moving object.Direction of acceleration difference from force.found
in post-test64.84% of student was developed to scientific
understandingFor the direction of acceleration, students have only
three levels from NU to PS in pre-test. It showed that all student
have misconception understanding. It clearly seen the AC was
highest percentage. The misconception were (1) direction of
acceleration is opposite when mass turns back, (2) direction of
acceleration is similar to velocity and (3) direction of
acceleration follows to the direction of the moving object. Two of
misconception still have found in post-test. Moreover, student
misconception is direction of acceleration difference from force.
The graph showed the AC in pre-test developed to CU in the
post-test. The 64.84% of students was developed to scientific
understanding.
13
Results and discussion14Students understanding in magnitude of
restoring forceMisconception in pre-test:Restoring force is
constant. If object is near equilibrium point, restoring force is
increased.Restoring force is decreased when it is near equilibrium
point.Restoring force is direct portion of velocity. Misconception
in post-test:magnitude of restoring force reverses to
displacement.51.35% of student was developed to scientific
understandingThe next slide shows students understanding in
magnitude of restoring force. Students understanding is AC to CU in
both pre-test and post-test. The misconception in pre-test were (1)
restoring force is constant (2) if object is near equilibrium
point, restoring force is increased, (3) restoring force is
decreased when it is near equilibrium point and (4) restoring force
is direct portion of velocity. In post-test, The PU is highest.
10.81% of students still have misconception understanding that the
magnitude of restoring force reverses to displacement. 51.35% of
students was developed to scientific understanding
14
Results and discussion15Students understanding in direction of
restoring forceMisconception in pre-test:Restoring force is
same/difference direction of force used for pulling mass. Direction
of restoring force is difference when mass returned.Direction of
restoring force point to the equilibrium point because of elastic
potential energy.59.45% of student was developed to scientific
understandingrestoring force on the object is on the reverse motion
of object. found in post-test- And let finished with students
understanding in direction of restoring force. Students
understanding is AC to CU in both pre-test and post-test. The
misconception in pre-test were (1) restoring force is
same/difference direction of force used for pulling mass, (2)
direction of restoring force is difference when mass returned and
(3) direction of restoring force point to the equilibrium point
because of elastic potential energy.In post-test, The CU is
highest. Restoring force is difference direction of force used for
pulling mass still have found in post-test. Moreover, student
misconception is restoring force on the object is on the reverse
motion of object. The graph clearly showed the AC in pre-test
developed to CU in the post-test. The 59.45% of students was
developed to scientific understanding.
15The POE approach with video analysis can improve students
understanding of velocity, acceleration and restoring force,
especially direction (>50%).
The magnitude can be compared and studied the relationship of
graph representation from the video analysis.
The direction was clear to see from analysis results by using
video analysis.
Conclusion16
Direction of velocityDirection of acceleration-Now, Id like to
summarize the main findings of the study. The POE approach with
video analysis can improve students understanding of velocity,
acceleration and restoring force, especially direction (>50%).
The magnitude can be compared and studied the relationship of graph
representation from the video analysis. The direction was clear to
see from analysis results by using video analysis.
16The Promotion of Teaching Science and Technology (IPST)
Acknowledgements
Department of Education in Science and Technology, Faculty of
Education, Khon Kaen UniversitySatrichaiyphum School, Chaiyaphum
province17- Lastly, I would like to show my appreciation to all of
our partner for their kind assistance. 17Thank you
Question ?18Thank you very much for your attention.18