非常规自由落体 g 测量:涉及勾股定理和反切函数

Q3 Social Sciences
Unofre B Pili
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引用次数: 0

摘要

本文介绍了一些非常规但对教学有用的数据分析和建模方法,这些方法可以利用自由落体运动和流行的 Tracker 软件测量重力加速度 g。本文详述的两种技术说明了勾股定理和反切函数在自由落体运动建模中的可用性,同样,这两种技术也可以测定重力加速度 g。这些模型得出的重力加速度值与传统技术(直接基于垂直位置-时间数据)得出的重力加速度值相当。此外,本文介绍的非常规自由落体数据分析为学生们提供了额外的、有启发性的活动,最多是在电子表格(MS Excel)上进行非线性曲线拟合的练习。最终,通过将与直角三角形相关的熟悉数学概念应用到自由落体等非传统环境中,这种实验室或讲座活动被认为能激发学生的更大兴趣,并通过统一理论和实验数据来提高学习效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unconventional free fall measurements of g: involving the Pythagorean Theorem and inverse tangent function
The current work presents unconventional but instructionally useful approaches to data analysis and modelling that allow for measurements of the acceleration due to gravity, g, using free-falling motion and the popular Tracker software. The two techniques detailed in this article illustrate the employability of the Pythagorean Theorem and the inverse tangent function in modelling free-falling motion that likewise, expectedly, permit for the determination of g. These two mathematical concepts are brought to relevance by strategically situating the origin of the coordinate system at an appropriate point. The models returned values of the gravitational acceleration that are comparable to that by the traditional technique, the one directly based on the vertical position-time data. Additionally, the unconventional free-fall data analyses presented in this paper suggest extra and insightful activities for the students, exercises on a notably less-automated nonlinear curve fitting on a spreadsheet (MS Excel) at most. Ultimately, by applying familiar mathematical concepts associated with a right triangle to nontraditional contexts like free-fall, this laboratory or lecture activity is perceived to spark greater interest of the students and enhance learning by unifying theory and experimental data.
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来源期刊
Physics Education
Physics Education Social Sciences-Education
CiteScore
1.50
自引率
0.00%
发文量
195
期刊介绍: Physics Education seeks to serve the physics teaching community and we welcome contributions from teachers. We seek to support the teaching of physics to students aged 11 up to introductory undergraduate level. We aim to provide professional development and support for teachers of physics around the world by providing: a forum for practising teachers to make an active contribution to the physics teaching community; knowledge updates in physics, educational research and relevant wider curriculum developments; and strategies for teaching and classroom management that will engage and motivate students.
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