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.
REFERENCES
1.
See, for example,
Dave
Van Domelen
, “Teaching light polarization with cell phones
,” Phys. Teach.
45
, 469
(Nov. 2007
), andE. C.
Hammond
and Meron
Assefa
, “Cell phones in the classroom
,” Phys. Teach.
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(May 2007
).2.
See http://originlabs.com (temporary web address).
3.
David Halliday, Robert Resnick, and Jearl Walker, Fundamentals of Physics, 6th ed. (Wiley, 2001), p. 65.
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2009
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