New Functions and Evaluation for Learning Effects of Acceleration Experiment Support Software

Takahiro Hoshino, Yuki Ota, Kohei Tomaru, Yoshio Hamamatsu, Takafumi Komuro


In Japan, junior high and high school students typically learn the concept of velocity by experiments with a timer and recording tape. To promote more intuitive understanding and provide a flexible lesson length, we developed the AES (Accelerated Motion Experiments Support) software and experimental system. To verify the effectiveness of the experimental system, we observed students conducting experiments of descending motion on a slope using the system. This paper reports newly implemented functions for displaying mechanical (kinetic and potential) energy and improving operability. We show example applications using these functions: accelerated motion on a horizontal rail. In the experiments, it is clear that the measuring values measured using AES have accuracy that is the same as or better than the values measured using a traditional recording timer. We conducted a comprehension test for the theory relating to the experiments before and after the experiments. From the results, we discuss educational effects about the experiment system using AES and the experimental procedure. Learning comprehension tests find that the correct answer rate of almost questions is improved after the experiments. However, the correct answer rate does not increase in the question about the change in acceleration values. The displayed values are lower than actual sensor values because of filtering process which makes reduce the influence of errors due to the sensitivity. This may cause students to make the wrong choice. Questionnaire results indicate that the system is easy to operate and promote active participation in the experiments.


physics experiment; smart device; acceleration experiment support software.

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