Briefing Document: Becoming Scientists through Video Analysis

1. Project Overview

• Title: Becoming Scientists through Video Analysis
• Objective: To promote scientific inquiry and understanding among secondary and junior college students through the use of video analysis, modeling and open educational resources.
• Core Tool: Tracker, an open-source video analysis and modeling software.
• Collaborators: A collaborative project between several Singaporean educational institutions, including Raffles Girls School, River Valley High School, National Junior College, and Evergreen Secondary School, supported by eduLab learning designers and Educational Technology Division.
• Principal Investigators: A team of physics teachers and educational technologists from the participating schools and the Educational Technology Division (names listed in the source document).

2. Main Themes & Key Ideas

• Video Analysis as a Pedagogical Tool: The central theme is the use of video analysis to actively engage students in the process of scientific investigation. Instead of passively receiving information, students analyze real-world phenomena captured on video. This helps them to:
• Collect data: Students use Tracker to track the motion of objects in videos, generating quantitative data.
• Visualize motion: The software allows for the visual representation of motion through graphs and models.
• Understand concepts: By analyzing real-world situations, students can develop a deeper understanding of physics principles (kinematics, dynamics, etc.).
• Develop critical thinking skills: Students are encouraged to formulate hypotheses, test them using data, and refine their understanding of scientific models.
• "Becoming Scientists" Through Active Learning: The project emphasizes an active, inquiry-based approach to learning. Students are not just learning about science, but they are doing science. This is captured in the title, "Becoming Scientists through Video Analysis." This aligns with an overall goal of promoting the 'practices of science' as mentioned in conference papers.
• Open Educational Resources (OER): The project utilizes and contributes to a growing collection of open educational resources, ensuring that learning materials are freely available to anyone. The platform hosts a digital library of Tracker resources, including:
• Example videos and analyses: These serve as starting points for students and teachers.
• Models and simulations: Pre-built models that students can explore and modify, fostering deeper learning.
• Professional development materials: Resources to support teachers in effectively implementing the approach.
• Emphasis on sharing: The platform contains a 'Tracker Singapore Shared Digital Library', supporting the idea that all resources should be shareable and build on each other.
• Emphasis on Modeling: Students are encouraged not only to analyze data from videos but also to construct models that represent the physics phenomena observed. This helps develop computational thinking as they compare their models to experimental results.
• Real-World Context: The project uses videos of everyday phenomena, making physics concepts more accessible and relevant to students’ lives. Examples cited include: "Tracker reaction time 50 dollars note drop" and "Tracker Cup Cakes With and Without Paper clips".
• Wide Application Across Physics Topics: The materials and resources available cover a broad range of physics topics, including:
• Kinematics (e.g., projectile motion, free fall)
• Dynamics (e.g., forces, collisions)
• Simple Harmonic Motion
• Waves
• Optics
• And a wide variety of other topics ranging from motion in a viscous fluid to the behaviour of gasses.
• Professional Development: The project is committed to teacher training with workshops and resources to enhance their ability to use video analysis and modeling. The 'Tracker YouTube Playlist for Professional Development' is mentioned, implying there are video-based supports for teacher learning.
• Recognition & Awards: The project has received numerous accolades, including the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education, highlighting its innovative and impactful approach to STEM education.

3. Specific Examples of Resources & Activities

The source provides a lengthy list of specific examples of simulations and tracker activities. Some highlights include:

• Free Fall Analysis: Learning Physics of Free Fall through Video Analysis & Modeling (Tracker Evergreen Sec Sch 2014)
• Projectile Motion: Using Tracker as a pedagogical tool for understanding projectile motion.
• Oscillatory Motion: Many examples on the use of Tracker to explore Simple Harmonic Motion, damping and resonance.
• Collisions: Tracker models of elastic collisions, and the analysis of real-world collisions such as car crashes.
• Everyday Phenomena: Examples such as the "Tracker reaction time 50 dollars note drop" and various objects being dropped and moving on inclined planes demonstrate that the technique can be used to investigate everyday phenomena.
• Models and Simulations: The platform contains multiple examples of built models that allow for manipulation by the learner, including "Block and Spring on an Inclined Plane JavaScript HTML5 Applet Simulation Model by Wolfgang Christian" and "Projectile Motion with Y Displacement, Velocity, Acceleration Graph JavaScript HTML5 Applet Simulation Model."

4. Key Quotes & Ideas from Project Publications:

• Wee, Loo Kang, & Leong, Tze Kwang. (2015). The project has produced academic publications which further explain the effectiveness of the project's approach. The source cites this paper: "Video Analysis and Modeling Performance Task to Promote Becoming Like Scientists in Classrooms."
• Wee, Loo Kang, Tan, Kim Kia, Leong, Tze Kwang, & Tan, Ching. (2015): This paper's research was focussed on using Tracker to understand free-fall. "Using Tracker as a Pedagogical Tool for Understanding Toss Up-Free Fall Motion."
• Wee, Loo Kang, Chew, Charles, Goh, Giam Hwee, Tan, Samuel, & Lee, Tat Leong. (2012): This paper explored the use of Tracker to explore projectile motion. "Using Tracker as a pedagogical tool for understanding projectile motion."

5. Impact and Significance

• Empowering Students: The project empowers students to take ownership of their learning by allowing them to explore, analyze and experiment with real-world phenomena.
• Promoting Deep Understanding: By actively engaging with the process of scientific investigation, students develop a more robust and nuanced understanding of physics concepts.
• Fostering Collaboration: The sharing of resources and methods encourages collaboration between teachers and students.
• Scalability: The use of open-source software and OERs makes this approach accessible to a wide range of educational institutions.

6. Software Requirements

• Java is required to run the Tracker software.

7. Conclusion

The "Becoming Scientists through Video Analysis" project represents a significant effort to transform physics education by integrating technology, active learning, and open educational resources. It promotes deep learning, critical thinking, and the "practices of science" by empowering students to analyze and model real-world phenomena.

This detailed breakdown should give you a solid understanding of the project's goals, methods, resources, and overall impact.