Over the last 20 years, ultrasonic sonar technology has become more prevalent in teaching introductory mechanics laboratories. Hence, an awareness of the physics, measurement constraints, classroom limitations, and pedagogic practices underlying these systems is beneficial professional knowledge for introductory mechanics instructors. This article describes the physics behind these systems at length, discusses Polaroid system technical constraints and behaviors, and suggests solutions for common problematic classroom situations. Alternate classroom sonar systems and sonar-related curricula materials are also addressed.
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© 2002 American Association of Physics Teachers.
2002
American Association of Physics Teachers
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