The quality of the recording and/or playback was so poor that the basketball was just one big blur as it fell. I placed the tape in the player, put the overhead over the screen, and hit Play. I don't know about the students, but I was excited when we returned to the classroom to view the video of the falling basketball. I found the specifications for the video camera so that we could know how much time passed between successive frames. Another student stood on the floor below and held a meter stick in view to use for scaling when analyzing the distances the ball fell between each frame. At the appropriate time, I took my AP Physics students to the gym, set up the camera, and had one student take a basketball to the top bleacher and drop it while being filmed.
I was eager to try out this new data-collection method once school started that fall. Projectile motion, relative velocity, circular motion, collisions, and energy conservation of falling objects and pendulums were only some of the situations I had planned for my class to study using video recordings. Over the course of that summer, I made plans for my AP Physics students to analyze most, if not all, of the same types of motion they had done the year before in the introductory physics course. I even figured that we could analyze the motion of more than one object in the same video. They would then measure changes in the object's position with time and calculate velocities and accelerations just like they had done before with other position and time data sets. Then, using the pause and frame-advance features of the VHS player, my students could mark the transparency to indicate the object's location in each frame and obtain a data source of successive dots similar to what they obtained when using the dot timers, carbon, and paper tape. Whatever the case, the idea was that I could film an object's motion, place the recording in the VHS player, and place an overhead transparency over the television screen. I may have read about it in a teaching journal or heard about it from some other person, or I may have actually generated the idea by linking my experiences using carbon tape "dot timers" in class and playing around with the pause and frame-advance features on my VHS player. My first encounter with using video to teach high school physics concepts occurred one summer in the early 1990s while I was teaching at a large suburban high school. Learning Opportunities for AP Coordinators.AP World Language and Cultures Webinars.AP History and Social Sciences Webinars.AP Computer Science Female Diversity Award.Score Reports and Services for Colleges.
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