Being able to facilitate effective hands‐on laboratory experiences in introductory physics courses is a challenging task, even when contemporary laboratory facilities, equipment, and new technologies for data collection and analysis are available. At institutions without adequate resources, especially those in developing countries, we have found that the problem of providing effective laboratory experiences is especially daunting for at least two reasons: 1) the lack of equipment and contemporary measuring devices; and 2) even at institutions that have some laboratory equipment, students who have access to cell phones with digital timing and video capabilities or inexpensive digital cameras are bored with trying to use “old‐fashioned” apparatus for measurements.
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March 2011
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March 01 2011
Using “Student Technology” in Introductory Physics: A Comparison of Three Tools to Study Falling Objects
Fábio Saraiva da Rocha;
Fábio Saraiva da Rocha
Universidade Federal do Pampa, Brazil
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Fabio Fajardo;
Fabio Fajardo
Universidad Nacional de Colombia, Bogotá, Colombia
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Maricarmen Grisolía;
Maricarmen Grisolía
Universidad de Los Andes, Mérida,Venezuela
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Julio Benegas;
Julio Benegas
Universidad Nacional de San Luis, Argentina
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Robert Tchitnga;
Robert Tchitnga
University of Dschang, Cameroon
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Priscilla Laws
Priscilla Laws
Dickinson College, Carlisle, PA
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Phys. Teach. 49, 165–167 (2011)
Citation
Fábio Saraiva da Rocha, Fabio Fajardo, Maricarmen Grisolía, Julio Benegas, Robert Tchitnga, Priscilla Laws; Using “Student Technology” in Introductory Physics: A Comparison of Three Tools to Study Falling Objects. Phys. Teach. 1 March 2011; 49 (3): 165–167. https://doi.org/10.1119/1.3555504
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