Capstone includes a very powerful video analysis feature which can be used for comprehensive analysis of moving objects as well as to improve understanding. Short video clips from your smartphone can be easily imported and analysed with a range of tools. The movement of objects with a high contrast to a uniform background can be automatically tracked by the software.
A ball will be thrown in a parabolic arc and various tools will be used to analyze the motion. Note that the vertical and horizontal axes have been marked and a distance of 4.00 m has been measured. This will enable the software to translate from pixels to m:
As part of the analysis, the position of the ball in each frame is marked and the result is as shown below:
It is now possible to have the software generate various graphs such as position vs time and velocity vs time.
A graph of vertical position vs time is as shown below:
A graph of horizontal position vs time yields the following:
A graph of the vertical component of velocity vs time yields the following result:
Capstone also includes tools that improve understanding. For example, in the screen below, the vertical and horizontal components of velocity are shown for the ball as it flies through the air.
To make the display less cluttered and less confusing it is possible to mark the vectors at an interval other than every frame. Below the vectors are shown every third frame:
It is also possible to have a single vertical vector and a single horizontal vector appear and move with the ball as it goes through the air.
It is also possible to show the acceleration vector as shown below:
The fact that a few vectors do not point directly down is likely due to minor errors made when marking the position of the ball in various frames with a mouse.
Your students will be amazed at how the PASCO strobe light instantly and dramatically freezes the motion of a vibrating string – appearing as if it’s stopped in time.
By slightly adjusting the strobe’s frequency, the string’s frozen wave will appear as if it is moving slowly forwards or backwards. This wave freezing demonstration approaches absolute zero on the ‘cool’ factor scale!
It was the shot heard across Canada. There were a lot of factors that made Kawhi’s buzzer beating basket so remarkable. Aside from there being no time left on the clock and the weight of a sport’s nation on his shoulders, Kawhi had to overcome the backward momentum that is inherent in a ‘fadeaway’. The purpose of a fadeway is to create space between the shooter and defender(s), which was a necessity for Kawhi as there were several seriously tall 76ers trying to screen his shot.
Over-coming the fadeway’s backwards momentum is no easy feat as it requires players to quickly calibrate in their minds the additional force that is required to successfully sink a basket, which for most mere mortals is not intuitive. The shot is so challenging that only a handful of NBA basketball players have been able to reliably make this shot; and we’re talking the great players such as Michael Jordan, Lebron James, Kobe Bryant and of course Kawhi Leonard.
The video below provides an extreme example of backwards momentum with a soccer ball shot from the back of a truck
Investigating Kawhi Leonard’s shot in the lab
In addition to backwards momentum there were many additional physical factors at play such as the angle of the shot and gravity. Investigating all these forces in a single activity would not be practical. Fortunately most of these forces can be isolated and explored in the lab using PASCO sensors, software and/or equipment.
Exploring The fadeaway’s negative momentum using PASCO
PASCO offers an intriguing and affordable solution to model the dramatic effect of a fadeaway’s negative momentum on projectile distance. PASCO’s mini launcher will consistently launch projectile balls the same horizontal distance for a set angle, assuming that the launcher is stationary. If however, the launcher is placed on PASCO’s frictionless cart, the force of pulling the trigger will cause the cart to move backwards at a velocity that can be measured using the motion sensor. Students will be surprised to see that even though the cart travels just a few centimeters, the overall projectile distance is significantly reduced. This can be a very simple demonstration or an in-depth quantitative analysis that factors in the projectiles initial angle and velocity, the time of flight and even the k-constant of the spring.
Other Forces Affecting a Basketball Shot
Momentum and Explosions
When a basketball player takes a jump shot (as with a fadeway), the player and the ball could be viewed as 2-object linear system if you ignore other outside forces such as gravity. What’s interesting, and perhaps not apparent to many students, is that the basketball will exert an equivalent force to the player as the player is exerting on the basketball (Newton’s 3rd Law). Of course because of the very significant inertia (mass) difference between the two objects, the basketball will accelerate at a much fast rate than the player. The player however will experience some acceleration in the opposite direction to that of the basketball.
Using Smart Carts to explore Momentum and Explosions (Free Lab)
The Wireless Smart Carts are equipped with an exploding plunger. Multiple 250g bars can be added to one cart to skew the masses. The velocities of both carts are measured using the cart’s internal position sensors enabling students to determine that momentum is conserved in a linear exploding system.
The player’s force on the basketball will be equal to the opposing force of the basketball onto the player. Of course most students will consider this a ridiculous proposition until they prove this for themselves.
Using Smart Carts to explore Newton’s Third Law
There are several ways the carts can be used. The simplest activity is for two students to have a tug-of-war using the internal force sensors of two Smart Carts and an elastic band as depicted in the image. The equal but opposite forces will be confirmed, however in relation to a basketball player taking a shot, it has some shortcomings as the forces are pulling as oppose to pushing.
An equally simple activity, and one more relevant to the basketball shot scenario, is to collide two Smart Carts (with magnetic bumpers attached to their force sensors). As both carts have equivalent masses, students may not be surprised to see the impact forces are identical. However, what will probably surprise your students, are the force measurements that occur during a collision when one cart is weighed down with one or more 250g masses. Using their intuition, most students will speculate that one of the carts will experience a much greater force than the other. Of course, Newton’s 3rd Law will triumph and the forces will be identical.
What goes up must come down. This is true of course for all earth bound objects (including basketballs) due to the ever present force of gravity. Without gravity the trajectory of a basketball player’s shot would be straight to the ceiling of the arena, where most of the fans would be viewing the game.
Exploring the accelerating force of gravity using the Motion sensor
PASCO offers several technologies and techniques for measuring gravity including the Wireless Smart Gate and Picket Fence and the new Freefall apparatus. Both of these techniques are accurate and precise means to measure gravity. A third technique and one more appropriate for relating to a basketball shot is to measure the position of a vertically tossed ball and then have the software derive an acceleration graph from this data. Statistics, including the Mean of the acceleration plot can be calculated by the software for the period when the ball was in freefall as shown in the graph.
Originally posted on PASCO’s Blog. Blog is written by Bruce Taterka a teacher at West Morris Mendham High School in New Jersey
PASCO’s Wireless CO2 Sensor provides a powerful opportunity for students to explore the effects of photosynthesis and respiration in their local environment. This blog will describe how students can use a “Pretzel Barrel CO2 Chamber” to design experiments to measure rates of photosynthesis and respiration in a wide variety of settings and circumstances.
Soil plays an important role in the carbon cycle and global climate because it acts as a carbon sink, sequestering CO2 from the atmosphere in the form of organic matter. The upper layers of soil contain organic matter that is actively decomposed by the soil community: microbes, insects, worms and other animals.
While respiration by soil organisms decomposes organic matter and releases CO2, the plant community is photosynthesizing and taking in CO2 from the atmosphere. So in this part of the earth’s carbon cycle, CO2 is moving in two directions – into the atmosphere from soil, and out of the atmosphere into plants. We refer to this transfer of carbon as “CO2 flux.” With PASCO’s Wireless CO2 Sensor, students can explore the carbon cycle, plant and soil biology and climate change by measuring CO2 flux.
The rate of CO2 flux depends on a wide variety of factors. For soil, the rate of CO2 production may be affected by:
The content and type of organic matter in the soil
For the plant community, the rate of CO2 production may be affected by:
Type and density of plants
Carbon flux will vary with the weather, throughout the day, and throughout the year as the seasons change. Measuring CO2 flux provides an excellent jumping-off point for engaging in NGSS practices regarding the earth’s carbon cycle.
Figure 1. Collect data, and construct explanations. Integrating a range of analytical results can form the basis for creating a model of the earth’s carbon cycle and designing solutions to problems such as climate change and food production.
Students can define their own research questions and problems, analyze the results, and generate designs to conduct a variety of controlled experiments using the chamber. Most experiments will identify the CO2 concentration inside the chamber as the dependent variable and will test the effect of an independent variable of students’ choice.
On land students can compare CO2 flux on soil, lawn, forest, sunny vs. shady areas, and in a wide variety of other situations. In general, when the chamber is on bare soil or leaf litter, the CO2 concentration inside the chamber will be expected to increase, usually within a short time period such as 5 or 10 minutes. Figure 1. For longer investigations the sensor can be placed in logging mode (storing data to internal memory) and left for ~24hrs before the batteries will be depleted.
The chamber can be placed over plants that can fit inside it, in which case CO2 concentration inside the chamber should decrease, although it may be counteracted by respiration. The chamber can even be used on water by wrapping a piece of foam insulation around it, allowing it to float.
In any type of environment, students can design their own studies to investigate the effect of different variables on CO2 flux.
How to make a Pretzel Barrel CO2 Chamber
The chamber is made of a plastic pretzel container available in supermarkets.
Draw a straight line around the container, then cut it in half using a razor knife to form two large plastic chambers open at the bottom and closed on top.
You have two options here. You can cut a hole in the top for a CO2 sensor using an electric drill or a razor knife. The hole should allow the CO2 sensor to fit snugly, keeping the container airtight; the hole can be adjusted with tape if necessary to create a tight seal around the sensor. Alternatively, the sensor can be placed inside the container since it’s wireless!
The chamber is now ready to be used by placing it on top of soil and measuring CO2 flux.
For aquatic environments, wrap a piece of foam pipe insulation around it.
I’ve been a theorist and an experimentalist at different times throughout my career. When at university, theory won out over experimental but now, as a teacher of high school, experimental easily wins. There is nothing like watching students figure out problems, deduce scientific laws and test theories. The old problem was the equipment.
What can I do with ticker-tape?
How responsive are the thermometers?
How reliable is the data?
How big are the errors?
Is it going to work?
But now, with my PASCO equipment, things are changing. I’m more excited and so are my colleagues. The students are picking up on that excitement too. The labs we’ve done for decades are being updated. However, the real joy is in designing new ones.
Since September I’ve created three new labs besides updating the other eight I do. One for kinematics, one for gravity and one for momentum. The momentum one is great because we were never able to do a reliable lab before. Using the Smart Carts and Sparkvue the kids are designing safe barriers and analyzing crashes. My favourite part of that lab is having the students figure out if movies are lying to you when they show a person getting shot, flying backwards through a window, and landing a few metres on the other side of it. We can recreate the situation with the Smart Cart acting as the bullet and looking at the forces involved.
This screenshot represents a head-on collision between two smart carts. They were released at different times to offset v-t graphs.
As I was working on the design of the labs and testing them out, my colleagues and administration stopped by. They all wanted to see what I was up to. They could see my excitement. They were infected. Two team members went away and started designing their own labs. We are talking more, sharing more and the kids benefit from it.
We can ask deeper questions because the data is more reliable and relatable. We can do so much with the carts and are figuring out more each time. Labs in physics 12 were hard because of analysis to 2-D. We are creating labs for them. The goal is a least two new labs a month. The labs are also not so cookie-cutter. They don’t always have to be quantitative. They are exploring more and, hopefully, learning more.
All of this is possible because of the Smart Carts, Sparkvue and the joy of lab design.
Inquiry and Devices and Probes, oh my! Inquiry and data collection in the 21st Century Science Classroom – Clayton Ellis
2:00pm – 3:00pm Room: Montreal A
Take a journey through a 21st Century Science Classroom. Through the use of various PASCO sensors and integration of a variety of apps, an inquiry-based classroom becomes an engaging and authentic place to collect and share data.
Redesigning Labs For Inquiry – Melanie Ball
2:00pm – 3:00pm Room: Peel
Learn how to take old “cook-book” labs and redesign them to meet the needs of a diverse 21st century classroom. By making small, easy changes to existing labs to increase student engagement through student voice and allowing students to differentiate labs to their own level of learning. This promotes collaboration & communication in the class resulting in greater learning and retention of topics.
“Connecting” with Generation Z using sensor-based labs – John Fittler
3:30pm – 4:30pm Room: Windsor
Are you frustrated with the lack of accuracy in your science lab results? Using a variety of Pasco sensors and I-pads, we can motivate and utilize the skills of Generation Z during our lab periods. Interactive work stations will allow you to collect data with sensors used in chemistry, physics and biology. As well, we will examine how to get this program started in your classes with projects.
Friday, November 9, 2018
iPads, Datalogging and Deep Thinking in Science – Melanie Ball
12:30pm – 1:30pm Room: Paris
We will describe how we used TLLP funds to access PASCO datalogging sensors and then describe how we use them in the science, biology, chemistry and physics classroom to engage students and promote inquiry based learning. Participants will get to use the sensors and discuss best practices with our team. Classroom ready resources will also be shared.
Saturday, November 10, 2018
An inquiry approach to teaching kinematics using wireless technology and strategies for increasing time for hands-on learning – Rick DeBenedetti
11:00am – 12:00pm Room: Peel
A crowded curriculum and limited time often drives us toward teacher-directed activities. Participants will explore position, velocity and acceleration, using free software and sensor-equipped dynamics carts. In addition, strategies for increasing time for hands-on activities will be proposed and discussed as a group.
SPARKvue 4.0 is here to make data collection and analysis even easier, whether you use Chromebooks, Computers, iPads & iPhones, Android devices, or our standalone dataloggers, the SPARK LX and SPARK LXi.
Watch this video for a quick run-through of all the new features.
Improvements included in version 4.0
A new menu for frequently used features
A revamped Welcome Screen (see below)
Share experiment files directly to cloud services such as Google Drive or OneDrive.
Show only the most recent run data by default.
Calibrate and configure sensors through the new hardware setup features.
A new Live Data Bar has been created for experiments.
The new Welcome Screen gets you up and running even faster.
About the new Welcome Screen
Choose the type of experiment you want to perform:
When using Sensor Data, SPARKvue will also guide you to a configuration panel, help you select measurements for display, and let you choose from a range of templates.
You can also build your own experiments, open a saved experiment, or open any of the many PASCO built activities.
Your one-time purchase of a license or download of the app includes free updates. SPARKvue software is constantly being refined with additional features, streamlined processes, and support for our innovative new products. Much of that improvement comes directly from feedback provided by educators.
Award-winning, cross-platform data collection and analysis software
Data collection and analysis is an integral part of any science investigation. Whether graphing manually-entered data, collecting real-time data from a sensor, or remotely logging data, SPARKvue software helps you and your students address important science and engineering practices in your labs.
Easy-to-use and yet powerful, SPARKvue’s collaborative features make this application ideal for use in and out of the science classroom or lab.
Data Collection & Display
Live Data Bar
Multiple plot areas
Graph or plot user entered data
Weather Dashboard (when used with the Wireless Weather Sensor with GPS)
Select a region
Smart tool (coordinates and deltas)
Add a y-axis or a new plot area
Designed for Science Learning
Convenient annotation, snapshot and electronic journaling are among the features supporting peer dialogue, classroom presentations, and assessment.
Create and export electronic student lab journals.
Integrated with cloud-based file-sharing services such as Google Drive, Dropbox and more.
The same user experience across:
Our standalone SPARK LX dataloggers
Compatibility at a glance
Click on your device or devices to see SPARKvue compatibility.
Windows 7 SP1 or later
Mac OS X v 10.10 or later
1 GHz Processor
An Intel Core 2 Duo, Corei3, Core i5, Core i7 or Xeon Processor
2 GB RAM
2 GB RAM
435 MB Free Disk Space (255 MB for SPARKvue, 74 MB for Common Files, and 105 MB for Experiments)
200 MB Free Disk Space (Application Bundle)
1024 X 768 or greater resolution
1024 X 768 or greater resolution
Chromebook running ChromeOS 57 or later, USB and Bluetooth
Requires iOS 9 or later, compatible with iPhone, iPad, and iPod touch.
Android 4.4 or later.
The new Welcome Screen.
Graph data from a sensor and see the results in real time.
A Bar Graph used to investigate absorbance
Boyle’s Law using both manually entered data and sensor data
The new Weather dashboard to monitor atmospheric conditions.
Let me paint you a picture. Not something physicists normally do but I’ll give it a shot.
I teach in a small town in BC. For most of my career it has been lower on the social-economic scale, a true blue-collar place but things are changing. More and more people are being pushed out of the big cities due to high house prices and ending up here where life is more laid back, more affordable, more idyllic?
Again, for most of my career the supplies I have had access to are the same supplies that came with the school when it was built…back in the 1950s. Trying to modernize my lab has been a challenge but just like the city, things are changing.
I’ve used PASCO products since my university days and have always found them to be intuitive and practical. When I had the chance, I purchased some of their GLX data loggers for demo purposes. I started to show the students the power of probeware and they yearned for more. Yes, I used yearn to describe students. I know, almost unheard of.
When I procured the funding to buy a class set of the GLXs after buying one a year for 5 years I was ecstatic. I called PASCO to order and was told that they were discontinued. I was bummed. What now? They told me about their new product, the Spark LX as a tablet data logger. I was intrigued. Many discussions happened, and I started to get on board. PASCO even took some of my suggestions about what I thought the logger should entail. After months of waiting they finally arrived; just in time for the start of a new school year.
I happily got to setting them all up and preparing their first interactions with the devices. I would use the Match-Graph software to give my physics students some hands-on real life to graph interactions. After a few hiccups of the airlinks needing firmware updates which my school computer wouldn’t allow I had the students head out into the school to test out the Spark and the software.
The looks we got from the other students and staff started as bewilderment. “What is his class up to now?” was heard more than once. My students didn’t even hear. They were too engaged to notice. The beginner graphs which were too hard mere seconds ago were now too easy. Harder graphs please. Harder and harder they went and the more competitive they got. “I’m addicted to this!” one student exclaimed. “I get it now.” Yelled another. They were hooked at first use.
I can’t wait to see how the next experiment goes. This is how technology should work in class. Relating physical experience to life experience to learning.
Glenn Grant has been teaching physics, math and science for 20 years in a small town called Mission, BC.
“For most of my career I’ve been using equipment from the 1960s. I was the first person in my district to start using a Smart Board and then started getting into sensors about 10 years ago. Since then I’ve cobbled together whatever I can to give my students access to something from the current century. I believe that technology has a place in the classroom as a tool to further the learning. Using the new PASCO equipment we can do labs 100 times a class and the discussion becomes more in-depth. Why did they choose the data set they are using? What makes that data “better”? Can you replicate the graph on the board using the equipment. It allows for more actual science than just content memorization. As I deepen my understanding of the equipment and its uses, I’ve been teaching the other members of my department and other teachers in the district. I’m not an expert yet but I’m working on it.”