Smartphones in the teaching of Physics Laws: Projectile motion

New technologies are called upon to play an important role as beneficial tools for meaningful learning in the classroom. In particular, smartphones can be regarded as pocket computers that, in addition to a remarkable memory and computing capacity, incorporate sensors such as accelerometers, gyrosco...

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Detalles Bibliográficos
Autores: Martin-Ramos, P., Silva, M.R., da Silva, P.S.P.
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2017
País:España
Institución:Universidad de Zaragoza
Repositorio:Zaguán. Repositorio Digital de la Universidad de Zaragoza
OAI Identifier:oai:zaguan.unizar.es:78792
Acceso en línea:http://zaguan.unizar.es/record/78792
Access Level:acceso abierto
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spelling Smartphones in the teaching of Physics Laws: Projectile motionMartin-Ramos, P.Silva, M.R.da Silva, P.S.P.New technologies are called upon to play an important role as beneficial tools for meaningful learning in the classroom. In particular, smartphones can be regarded as pocket computers that, in addition to a remarkable memory and computing capacity, incorporate sensors such as accelerometers, gyroscopes, magnetometers, light sensors, etc., which turn them into easily available measurement instruments for practical classes in an educational environment. In this study, the suitability of these devices for demonstrating Classical Mechanics, minimizing the use of resources and class time, has been assessed in two real classrooms (with 16 to 19 year-old students) by conducting experiments related to projectile motion (vertical free fall and parabolic motion). A simple methodology that only involves a mobile phone, a free burst camera application and open-source tools (GIMP and OpenOffice Calc) for data processing is presented. The results obtained in non-perfected conditions led to an estimate of the acceleration of gravity with an error lower than 2%. Further analyses and alternative procedures are also suggested in the discussion section. No major difficulties were encountered with the high school students or with the first year university ones, and a high degree of satisfaction was found.2017info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://zaguan.unizar.es/record/78792reponame:Zaguán. Repositorio Digital de la Universidad de Zaragozainstname:Universidad de ZaragozaInglésinfo:eu-repo/semantics/openAccessoai:zaguan.unizar.es:787922026-05-29T13:59:51Z
dc.title.none.fl_str_mv Smartphones in the teaching of Physics Laws: Projectile motion
title Smartphones in the teaching of Physics Laws: Projectile motion
spellingShingle Smartphones in the teaching of Physics Laws: Projectile motion
Martin-Ramos, P.
title_short Smartphones in the teaching of Physics Laws: Projectile motion
title_full Smartphones in the teaching of Physics Laws: Projectile motion
title_fullStr Smartphones in the teaching of Physics Laws: Projectile motion
title_full_unstemmed Smartphones in the teaching of Physics Laws: Projectile motion
title_sort Smartphones in the teaching of Physics Laws: Projectile motion
dc.creator.none.fl_str_mv Martin-Ramos, P.
Silva, M.R.
da Silva, P.S.P.
author Martin-Ramos, P.
author_facet Martin-Ramos, P.
Silva, M.R.
da Silva, P.S.P.
author_role author
author2 Silva, M.R.
da Silva, P.S.P.
author2_role author
author
description New technologies are called upon to play an important role as beneficial tools for meaningful learning in the classroom. In particular, smartphones can be regarded as pocket computers that, in addition to a remarkable memory and computing capacity, incorporate sensors such as accelerometers, gyroscopes, magnetometers, light sensors, etc., which turn them into easily available measurement instruments for practical classes in an educational environment. In this study, the suitability of these devices for demonstrating Classical Mechanics, minimizing the use of resources and class time, has been assessed in two real classrooms (with 16 to 19 year-old students) by conducting experiments related to projectile motion (vertical free fall and parabolic motion). A simple methodology that only involves a mobile phone, a free burst camera application and open-source tools (GIMP and OpenOffice Calc) for data processing is presented. The results obtained in non-perfected conditions led to an estimate of the acceleration of gravity with an error lower than 2%. Further analyses and alternative procedures are also suggested in the discussion section. No major difficulties were encountered with the high school students or with the first year university ones, and a high degree of satisfaction was found.
publishDate 2017
dc.date.none.fl_str_mv 2017
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url http://zaguan.unizar.es/record/78792
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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instname:Universidad de Zaragoza
instname_str Universidad de Zaragoza
reponame_str Zaguán. Repositorio Digital de la Universidad de Zaragoza
collection Zaguán. Repositorio Digital de la Universidad de Zaragoza
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