ESSAY

SPORE* SERIES WINNER

Physical Phenomena in Real Time The use of videos allows teachers to tame the
vagaries of experimentation while engaging
students in the process of physics.
David Brookes† and Eugenia Etkina‡

T
here is a growing realization that nur- to college in the process of physics. It con- patterns. If possible, students can then devise
turing scientists for the 21st century tains more than 200 videos of real-life phys- explanations or mechanisms for these pat-
requires engaging students in the pro- ics experiments that students can view and terns. Next, students can test their explana-
cesses of doing science (1). For students to be analyze as they learn new material, perform tions by using them to predict the outcomes
engaged in the process of doing physics, they labs, carry out independent projects, or do of new experiments, through a testing exper-
need to learn to think like a physicist. Physics homework. Videos allow them to see physi- iment video (sometimes there are multiple
is more than the final content that we assess cal phenomena in real time and then again in testing experiments), with the goal of rul-
in a traditional exam. Much of its richness is slow motion for data collection. The videos ing out the explanation instead of proving it.
the process through which physicists acquire do not contain tools for quantitative analysis. Finally, students can apply their new knowl-
knowledge and those specific “habits of mind” Instead, students need to decide themselves edge to solve real-world problems through
that are necessary to practice physics. For what data to collect and how to collect them. an application experiment video.
example, when solving an experimental prob- The goal is to engage students in actions and Many application experiments are also
lem, a physicist needs to decide what features decisions similar to those of real physicists by reprised in a special section titled “Surprising

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of the problem are relevant and which features working with simple experiments. data and puzzles.” Each puzzle has a video
can be ignored, how to represent the prob- Physicists observe physical phenom- that contains two experiments from which a

A screen shot from the “table height” experi- ena, collect data, find patterns in the data, particular quantity can be determined. Stu-
ment. The orange ball rolls off the table and falls and devise multiple explanations or mecha- dents must reconcile different outcomes by
to the ground. The small metal ball on the right is nisms behind the patterns, test those expla- analyzing experimental uncertainties and
attached to a string that is connected to a bar rest- nations with more experiments, and apply theoretical assumptions. For example, one
ing on the tabletop. The resulting pendulum swings their theories to solve real-world problems puzzle requires students to determine the
back and forth, exhibiting simple harmonic motion.
(4). Although it is a complex and nonlin- height of a table in two different ways (see
The length of the pendulum is roughly the height
of the table. ear process, its logic can be used in physics the first figure). Both experiments use many
instruction. A physics learning system called of the advantages afforded by a video for-
Investigative Science Learning Environment mat—such as the lack of markers, measuring
lem in different ways, including mathemati- (ISLE) models this process for the students instruments, and peripheral technology—and
cal expressions, how to use available equip- (4). In ISLE, all experiments that students few instructions beyond the statement “find
ment to collect necessary data, how to analyze encounter can be placed into one of three the height of the table in two different ways.”
the data, and how to evaluate the results (2, categories according to their roles: observa- Students have to decide what to measure,
3). Investigations are subject to the variability tional (experiments that are used to generate how to measure it, and what assumptions
of experimental conditions and unanticipated explanations), testing (used to test explana- to make, while the camera frame helps con-
complications. What if we could guide stu- tions), or application (experimental problems strain their attention and focus on the table,
dents so that they can make progress in a short to solve for which one needs to synthesize the falling ball, and the swinging pendulum.
amount of class time, yet still be engaged in multiple explanations and/or relations). The Additionally, students can step through the
the process of doing physics? video Web site follows this scheme, helping video frame by frame to measure how long
The Rutgers Physics Teaching Tech- an instructor form a learning progression that it took for the orange ball to hit the floor and
nology Resource (http://paer.rutgers.edu/ mirrors the process of doing physics. the period of the pendulum’s oscillation, as
pt3/) engages students from middle school To learn a new concept, students can start both would be difficult to record in real time.
with a carefully selected set of observational Finally, having the falling ball and the swing-
Graduate School of Education, Rutgers University, New experiment videos. They do not make any ing pendulum next to each other encourages
Brunswick, NJ 08901, USA.
predictions of their outcomes before view- students to compare their two methods. After
*SPORE, Science Prize for Online Resources in Education; ing but describe what they see or collect finding that the height results obtained from
www.sciencemag.org/special/spore/. †Present address: data. Students then use such representations the two experiments are not exactly the same,
Department of Physics, Florida International University,
Miami, FL 33199, USA. ‡Author for correspondence. E-mail: as motion diagrams, force diagrams, and ray students can identify and estimate sources of
[email protected] diagrams to analyze collected data to find instrumental uncertainty and then compare

www.sciencemag.org SCIENCE VOL 330 29 OCTOBER 2010 605

Published by AAAS
ESSAY

the two height results taking those uncertain- To help instructors, the Web site explains A series of screen shots of E. Etkina on in-line
ties into account. If the two numbers still do how to use the videos, describes the underly- skates being pulled by D. Brookes. Students are
not match, they may think about sources of ing teaching philosophy, and provides exam- asked to observe Eugenia’s motion, draw a motion
systematic uncertainty and how they might ples of how students can work with the vid- diagram, and decide if she is moving at a constant
rate or at an increasing rate.
affect calculations. eos. All videos work with any curriculum
“Surprising data” experiments have situ- and with any textbook and are supported by
ations whose outcomes are difficult to pre- questions, all of which allow students to work tially attracts a pith ball toward it. However,
dict correctly if one does not examine aux- independently at their own pace. In addition, when the two touch, the pith ball is suddenly
iliary assumptions. These experiments help there is a teacher component only available repelled. After watching this video, students

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students understand the role of assumptions for registered teachers (registration is free) need to explain what happened using previ-
in physics. For example, a traditional phys- and invisible for the students. These pages ously learned physics concepts. Students first
ics projectile problem may admonish stu- explain why a particular experiment is impor- talk to their neighbors before discussing the
dents to “ignore air resistance.” Correspond- tant, how to analyze data, and so forth. video as a class. Many students comment
ingly, students should predict that a projectile The Rutgers Physics Teaching Technol- that the videos make things clearer and bring
launched at 30° would fly the same distance ogy Resource receives feedback from active everything together.
as a projectile launched at the same speed at users, which helps illustrate the variety of Those who prepare teachers have com-
60°. However, in one of our testing experi- ways in which the videos can be adapted mented that the Web site allows them to share
ment videos in the “surprising data” section, and used in different instructional settings. many experiments regardless of the amount
a projectile launched at 60° falls roughly 8 cm A high school teacher from Nebraska uses of equipment available at schools. In districts
shorter than the distance traveled by the same some of the videos as an introductory dem- with limited funds, videos become great free
projectile launched at the same speed at 30°. onstration to stimulate a discussion. For resources. In addition, electrostatics experi-
Students need to decide if this is just random example, the video titled “David Hits a Ball ments help students observe phenomena
variation, or if air resistance has a different so That It Travels in a Circle” leads to a dis- when the weather is not cooperating.
effect on the two projectiles despite student’s cussion on what type of force is necessary to In summary, the Web site allows access to
calculations suggesting that both projectiles achieve circular motion, whereas the “Euge- a rich experimental environment free of cost
should fly the same distance. nia on Rollerblades” video usually results in and safety concerns. It helps students engage
students bringing in their Roll- in practices similar to those of scientists
erblades to do a demonstration where they have to make decisions on data
About the authors for the class. The videos also collection and analysis and want to explore
support struggling students and phenomena in slow motion. It simplifies
David Brookes is an assistant professor those who have missed a labora- some of the distracting complexity of real-
of Physics at Florida International Uni- tory session. world experimentation. It can be used to help
versity, where he conducts research in A professor at the Physics students of all ages learn physics in a way that
physics education. He views his teach- Department at Oregon State reflects the process of doing physics.
ing and research as two dimensions of University uses the videos for
the same activity: learning. His research an in-class demonstration (see References and Notes
1. P. Chin et al., in Reconsidering Science Learning, E. Scan-
informs his classroom practice and what the second figure). Students lon et al., Eds. (Routledge Falmer, London, 2004), pp.
he learns from his students informs his record data directly from the 118–134.
research. videos, providing “buy-in” that 2. E. Etkina et al.., Phys. Rev. ST Phys. Educ. Res. 2, 020103
they are investigating real sci- (2006).
3. Also see http://paer.rutgers.edu/scientificabilities.
Eugenia Etkina is a professor of sci- entific phenomena. These eas- 4. E. Etkina, A. Van Heuvelen, in Research-Based Reform
ence education at Rutgers University. ily implemented videos lay the of University Physics, E. F. Redish and P. J. Cooney, Eds.
She spent 13 years teaching physics to groundwork for student-gen- (American Association of Physics Teachers, College Park,
MD, 2007); www.compadre.org/per/per_reviews/media/
7th- through 12th-grade students and erated explanations of phys- volume1/isle-2007.pdf.
now runs one of the largest programs ics laws. 5. We thank A. Van Heuvelen, S. Murthy, M. Lawrence,
on physics teacher preparation in the A professor in the Depart- M. Gentile, L. Largo, Y. Sakano, A. Warren, D. Maiullo,
and many others who provided ideas and technical
country. She is engaged in teaching ment of Biology and Physics
assistance for our project. This work would be impossible
reforms for introductory physics and at Kennesaw State Univer- without the funds from the U.S. Department of Education
her research focuses on how students and future teachers sity uses the videos for assess- and the NSF.
learn physics through ISLE. ment. For example, when a
wand is rubbed with fur, it ini- 10.1126/science.1186992

606 29 OCTOBER 2010 VOL 330 SCIENCE www.sciencemag.org

Published by AAAS
Physical Phenomena in Real Time
David Brookes and Eugenia Etkina

Science 330 (6004), 605-606.

DOI: 10.1126/science.1186992

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