Cellular Phones Helping To Get a Clearer Picture of Kinematics

Falcão, A. E. G.; Gomes, R. A.; Pereira, J. M.; Coelho, L. F. S.; Santos, A. C. F.

doi:doi:10.1119/1.3081301

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The Physics Teacher -- March 2009 -- Volume 47, Issue 3, pp. 167

Cellular Phones Helping To Get a Clearer Picture of Kinematics

A. E. G. Falcão, Jr.¹, R. A. Gomes², J. M. Pereira³, L. F. S. Coelho³, and A. C. F. Santos³

¹Colégio Estadual Pedro Álvares Cabral, S. J. de Meriti, RJ, Brazil
²Colégio Estadual Pedro Álvares Cabral, Rio de Janeiro, RJ, Brazil
³Universidade Federal do Rio de Janeiro, Brazil

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Abstract

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The main purpose of this paper is to add to the list of examples of how cell phones may be used as teaching tools in the classroom.¹ One very interesting example of this comes from the study of projectile motion, the classical “cannon ball” problem. This problem is central to the study of kinematics, the very first topic a student meets in physics. Our approach exploits the fact that these days almost all students carry cellular phones and the vast majority of the phones have built-in cameras.

KEYWORDS and PACS

Keywords

physics education, educational technology, kinematics, student experiments, projectiles, photography

PACS

01.40.gb

Teaching methods and strategies
01.50.My

Demonstration experiments and apparatus
01.55.+b

General physics

History

Online Feb 2009

PUBLICATION DATA

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0031-921X (print)

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$abstract.society.value is a Member of CrossRef

American Association of Physics Teachers

ARTICLE DATA

Digital Object Identifier

http://dx.doi.org/10.1119/1.3081301

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See, for example, Dave Van Domelen, “Teaching light polarization with cell phones,” Phys. Teach. 45, 469(Nov. 2007)PHTEAH000045000008000469000001
and, E. C. Hammond and Meron Assefa, “Cell phones in the classroom,” Phys. Teach. 45, 312 (May 2007)PHTEAH000045000005000312000001.
See http://originlabs.com (temporary web address).
David Halliday, Robert Resnick, and Jearl Walker, Fundamentals of Physics, 6th ed. (Wiley, 2001), p. 65.