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

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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.

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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%.

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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.

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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.

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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

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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