A recent paper in this journal1 presented a set of innovative uses of video analysis for introductory physics using Tracker. In addition, numerous other papers have described how video analysis can be a meaningful part of introductory courses.2–4 Yet despite this, there are few resources for using video analysis in introductory astronomy classes. In this paper we describe the use of Tracker in introductory astronomy to analyze a “video” consisting of a series of still images of star fields and sunspots. Because astronomy focuses on concepts unfamiliar to most students, the visualization that video analysis provides can be especially valuable.
REFERENCES
1.
Douglas
Brown
and Anne J.
Cox
, “Innovative uses of video analysis
,” Phys. Teach.
47
, 145
–150
(March 2009
).2.
Michael R.
Gallis
, “Artificial video for video analysis
,” Phys. Teach.
48
, 32
–34
(Jan. 2010
).3.
Fábio Saraiva da
Rocha
, Fabio Fajardo, Maric armen Grisolía, Julio Benegas, Robert Tchitnga, and Priscilla Laws, “Using ‘student technology’ in introductory physics: A comparison of three tools to study falling objects;”
Phys. Teach.
49
, 165
–167
(March 2011
).4.
DwainM.
Desbien
, “High-speed video analysis in a conceptual physics class
,” Phys. Teach.
49
, 332
–333
(Sept. 2011
).5.
The Tracker homepage can be found at: www.cabrillo.edu/∼dbrown/tracker/.
6.
M.
Belloni
, “Measurement of the Sidereal Day with Tracker
,” www.compadre.org/osp/items/detail.cfm?ID=11614 (2012
).7.
M.
Belloni
, “Measurement of the Solar Rotation Rate with Tracker
,” www.compadre.org/osp/items/detail.cfm?ID=11617 (2012
).8.
See, for example,
Anne
Cox
, “Projectile Motion with Angry Birds
,” www.compadre.org/osp/items/detail.cfm?ID=11562 (2011
).© 2013 American Association of Physics Teachers.
2013
American Association of Physics Teachers
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