MOBILE LAB MANUAL FOR APPLICATION OF BYOD IN TEACHING & LEARNING PHYSICS IN STEM EDUCATION

Applications and Procedures Analyzing Videos Using Tracker
Software to Determine Earth Gravitational Acceleration.

Introduction

This module is provided as a guide and reference to new users that will apply the virtual
laboratory system or virtual labs as a better choice in learning science laboratory, especially
the subject of science and physics. Use of this system begins with the preparation of the
necessary equipment like a camera that has the function of video recording, laptops that were
equipped with software Tracker and object will be analyzed its motion in terms of mechanical
parameters such as velocity and acceleration. This virtual laboratory system users have to
provide video recording containing the object movement will be reviewed. Exploration of
phenomenon of nature using this program can be unusual for students because educational
software is active illustration, interactive, inspire them to think creatively, increasing their
performance and it can help in reviewing the science and physics.

With the help of cameras and Video Tracker programs or students can learn specific
movements in detail. Students can see the various features of this movement and learn the
basics of classic physics and physics in a fun way. Video analysis gives students a simple
and easy way to understand the process of movement. This activity is performed by
integrated ICT tools used for measuring through video recording. Detailed, the list of
required equipment is

i.. camera or mobile phone that has video recording function. For example, the
illustration in this usage module uses the iPhone 6 smartphone that has 30 frame /
instant video recording speed. Recorded videos can be provided in the avi, mov or
mpg format;

ii. Computer or laptop that has been equipped with downloadable Tracker software
from OpenSource Physics. Operation software This Tracker also requires Java
applications.

iii. meter rule
iv. Any object that is easy to move to measure its motion parameters kinematic. This

project uses a tennis ball which is an object to be analyzed from velocity and
acceleration. The color of the object used should have a clear color contrast with the
background involved in the video recording.

Applications And Procedures Analyzing Videos Using Tracker
Software To Determine Earth Gravitational Acceleration.

i) Open the Tracker software as shown in Figure 1

ii. Click on the File button and then import the video from the file containing the video
recording to be analyzed as in Figure 2.

iii. The video as shown in Figure 3 will be displayed. A frame showing a complete
movement needs to be selected. Object movements must be clear and detectable in
a single movement.

iv) The meter ruler is required as a callibrator used to identify the scale of the size used
in the video. Then click on the calibration stick button and place it in the center of the
object or the tennis ball while in the equilibrium position as shown in figure . The scale
chosen is according to the suitability of the recording video used.

v) Click Axes to select an axis that refers to the movement of the selected object. The
axial selection refers to the direction of movement of the object being analyzed. Figure
shows the y-axis is selected to show the object being analyzed moving on the y-axis

vii) Then click on create and next point mass. The aim is to identify object movement

vii) Once the object is identified, click the Autotracker button as shown in Figure 7. The object
movement will be tracked and analyzed by the tracker automatically and the graph will be
plotted.

ix) The graph will automatically generate. Select graph v against t. Then the gradient of the
graph against t will be analyzed to obtain the value of gravity acceleration, g. Figure 8 shows
the function Autotracker has detected the complete movement of objects at each successive
position

COMPARISON BETWEEN CONVENTIONAL AND VIDEO TRACKER
EXPERIMENT RESULTS

Method Gravitational Acceleration, g (ms-2 ) % Error
Video Tracker 9.84 0.30
Conventional 9.32 8.32

1.80 Displacement (m ) Vs Time , t2(s2)
1.60
1.40 y = 4.659x + 0.0455
1.20
1.00 masa, t(s)
0.80
0.60 0.05 0.10 0.15 0.20 0.25 0.30 0.35
0.40
0.20
0.00

0.00

Applications and Procedures SPARKvue
to Determine Earth Gravitational Acceleration.

Introduction

STEM Education is an approach in education that explores, teaches and studies
between two or more STEM subjects, and or between STEM subjects and one or more
other school subjects. This is an integration of STEM subjects with other subjects
(Brown, 2012).

Project-based learning shows that projects can increase students' interest in
science, technology, engineering, and mathematics (STEM) as they involve students
in solving problems, working with others, and building real solutions (Laboy-Rush,
2011). Learning like this is the same as teaching methods available in STEM
education. According to (Barcelona, 2014), results indicate that the curriculum reform
in the STEM field that creates a shift towards a more integrated approach in the
curriculum design has improved student achievement. The reform of the curriculum is
a response to growing needs to educate future innovators who can continue to
preserve our world forward.

In this study, a STEM module will be constructed based on NGSS, the Next
Generation Science Standard. This module focuses on Force namely Newton First
Law and Newton Second Law. Within NGSS, there are 8 practices to be implemented
in the effort to shape students' thinking and direction towards science and engineering.
8 practices that need to be implemented in NGSS are:
1) 1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations

7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

These eight practices are also translated into STEM modules. The built-in STEM
module is integrated with Bring Your Own Device (BYOD) for Force topic. In the digital
age, mobile technology has become embedded and always in student life. It is
reported that by the end of 2011, there are 6 billion mobile subscriptions worldwide
(Song, 2014). BYOD method is one of the methods used to make mobile learning
successful. Students need to bring their own tools like smartphones to access all the
information that the lecturer has downloaded. So in this module, students will use their
smartphones to download the materials in the module and to implement the
experiment and studies contained in this module.

The android application used in this module is SPARKvue. Application can be
downloaded from the google playstore available on lecturers and student
smartphones.

SPARKvue

SPARKvue is an android application that can be installed for free through
google playstore. It is an application that can be used for hands-on acvtiviti. It can
also be used as an accelerometer sensor to perform experiments that involve
movement to measure the acceleration. This application is easy to use as it is user-
friendly interface and it is easy to get automatically generated data graphs.
How to use SPARKvue:

1) Download SPARKvue via google playstore

2) Open SPARKvue mobile apps
3) Select "On-board Acceleration Sensor
4) Select "Accelerometer (Resultant)" to launch this application (Figure 2)
5) Set periodic to 50 Hz
6) Press the start button to start the experiment
7) The data will be automatically plotted in the form of acceleration-time graphs
8) Press the stop button to end the experiment.
9) Press the home button and to save your data

Figure 1: Screen display of SPARKvue application

Figure 2: Screen display of SPARKvue application
Figure 3: Screen display of SPARKvue application

Figure 4: SPARKvue Flowchart
Activity: Free Fall by an object (Smart Phone)

Objective: To determine the value of gravitational acceleration

Hypothesis: If the smart phone fall from the top in a long pipe, the acceleration is
equal to gravitational acceleration (9.81ms-2).
Apparatus/ Material:

i) Smartphone installed with SPARKvue

ii) Long pipe diameter 10.5 cm Length of pipe (falling distance)
iii) Sponge Acceleration
Variables: gravitational acceleration

Manipulated Variable
Responding variable
Constant

Procedures:

1) Download and install SPARKvue free mobile apps.
2) Set up apparatus.
3) Click start button at smartphone.
4) Release smartphone inside the long pipe vertically.
5) When the smartphone reach and land on the sponge, takes off the pipe and click the

stop button.
6) Get the data through SPARKvue apps.

Results/Findings: Acceleration – resultant (ms-2)
9.3
Distance of free fall = 0.9 m 9.3
9.5
Data: 9.6
9.4
Time (s) 9.1
0.46 8.9
0.48 8.8
0.5 8.6
0.52 6.6
0.54 5.3
0.56 1.0
0.58 1.0
0.6 0.3
0.62 0.3
0.64 0.5
0.66 0.5
0.68 0.5
0.7 0.5
0.72 0.5
0.74 0.5
0.76 0.5
0.78 0.5
0.8 0.5
0.82 0.5
0.84 0.5
0.86 1.8
0.88 0.6
0.90 2.7
0.92 2.8
0.94
0.96
0.98
1.0
1.02
1.04

Graph of acceleration vs time:

Calculation:

Use g = final acceleration – initial acceleration

= 0.5 – 9.6

= 9.1 ms-2

Percentage Different, % = │9.1−9.81 │

9.81

= 7.24%
The percentage difference of experimental value and the actual acceleration value
due to gravity is equal to 7.24%.

Applications and Procedures of Sound Meter and Frequency Signal
Generator to Determine Speed Of Sound Waves.

Introduction

This module is provided as a guide and reference to replace a conventional method of
experiment sound wave. This method is easier to apply and data collected is more accurate.
For experiment sound wave, the objective is to determine the speed of sound using a
resonance tube. In a conventional method, students must hear a loud sound as a high
frequency to detect resonance with their ears. Data collected is not really accurate because
students cannot hear a loud sound at a right length of resonance tube. By using this method,
students will apply a better choice in learning science laboratory. The advantages of this
method begins with the apps of frequency of the sound generator that has the function of
generate a wider range of frequencies so it can increase manipulative variable values. Apps
of sound meter able to display each of the resonance frequency values and increase the
accuracy of responding variable compared to the reading made by hearing on ears. By using
these two apps, students only need to install it inside their smartphone which most of them
have it and this can reduce cost instead we use a function generator equipment. Another
advantage is faulty apparatus due to wear and tear can be reduced and the accuracy of
responding readings due to sound meter increases compared to the responding readings done
manually. This experiment is not only can be done in laboratory but also can be done during
lecture and tutorial session.

With the help of these apps, students can identify a resonance easily and determine the
accurate value of sound wave. Students can see the various features of frequencies and learn
the basics of wave and physics in a fun way. Video analysis gives students a simple and easy
way to understand the process of movement. Detailed, the list of required equipment and
procedure is a resonance tube, a USB speaker, a metre rule, a retort stand with two clamps,
a rubber tube of at least 1.2 m in length, a plastic bottle (at least 500 ml), a frequency signal
generator (apps), a rubber stopper with glass tube and sound meter (apps).

Procedure:

Figure 1.0

1. Set up apparatus as in Figure 1.0.

2. Set the frequency of the frequency signal generator at 600 Hz and hold the loudspeaker
near the open end of the tube.

3. Adjust the length of the air column inside the resonance tube until resonance occurs which
is marked by increase in frequency using sound meter. Measure the length l of the air column
in the tube.

4. Repeat steps (2) and (3) for at least six different frequencies, 600 Hz to 1200 Hz.
1

5. Construct a table for values of l, f and .
f

6. Plot a graph of l against 1 .
f

7. From the graph, determine the values of v.

8. Compare the speed of sound waves in step (7) with the standard value calculated from v
=(331.5 + 0.6T) m s-1 where T is the room temperature in oC.

Reading of sound meter

COMPARISON BETWEEN CONVENTIONAL METHOD AND USING APPS FREQUENCY
GENERATOR AND SOUND METER EXPERIMENT RESULTS

Conventional Method

No Frequency, 1 (Hz)1 Length, l (± 0.1) cm
f (±0.1) Hz f
11.5
1. 600 1.67x10-3 10.7
2. 700 1.43x10-3 9.3
3. 800 1.25x10-3 8.3
4. 900 1.11x10-3 7.5
5. 1000 1.00x10-3 6.7
6. 1100 0.91x10-3

Gradient, m = 55.4004 m Hz-1
 =221.60 m s-1

Using Apps Frequency Generator and Sound Meter:

No Frequency, 1 (Hz)1 Length, l (± 0.1) cm
f (±0.1) Hz f
7.1
1. 600 1.67x10-3 6.5
2. 700 1.43x10-3 5.2
3. 800 1.25x10-3 5.3
4. 900 1.11x10-3 4.7
5. 1000 1.00x10-3 4.5
6. 1100 0.91x10-3

Gradient,m = 82.6 m Hz-1
 = 330.4 m s-1

Method Speed of sound, v (ms-1 ) % Error
330.4 3.6
Frequency
Generator and 221.6 35.39
Sound Meter

Conventional

 (theory)= 343.0 m s-1