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Newton’s Cradle Experiment Using Video Tracking Analysis with Multiple Representation Approach
Anissofira A.a, Latief F.D.E.b, Kholida L.b, Sinaga P.a
a Program Studi Pendidikan Fisika, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia
b Departemen Fisika, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Institut Teknologi Bandung, Bandung, 40132, Indonesia
[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_separator css=”.vc_custom_1624529070653{padding-top: 30px !important;padding-bottom: 30px !important;}”][/vc_column_inner][/vc_row_inner][vc_row_inner layout=”boxed”][vc_column_inner width=”3/4″ css=”.vc_custom_1624695412187{border-right-width: 1px !important;border-right-color: #dddddd !important;border-right-style: solid !important;border-radius: 1px !important;}”][vc_empty_space][megatron_heading title=”Abstract” size=”size-sm” text_align=”text-left”][vc_column_text]© Published under licence by IOP Publishing Ltd.This paper reports a Physics lesson using video tracking analysis applied in Newton’s Cradle experiment to train student’s multiple representation skill. This study involved 30 science high school students from class XI. In this case, Tracker software was used to verify energy conservation law, with help from data result such as graphs and tables. Newton’s Cradle is commonly used to demonstrate the law of energy and momentum conservation. It consists of swinging spherical bobs which transfers energy from one to another by means of elastic collisions. From the video analysis, it is found that there is a difference in the velocity of the two bobs of opposite ends. Furthermore, investigation of what might cause it to happen can be done by observing and analysing the recorded video. This paper discusses students’ response and teacher’s reflection after using Tracker video analysis software in the Physics lesson. Since Tracker has the ability to provide us with multiple means of data representation way, we conclude that this method could be a good alternative solution and might also be considered better than performing a hands-on experiment activity in which not every school have suitable laboratory equipment.[/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Author keywords” size=”size-sm” text_align=”text-left”][vc_column_text]Alternative solutions,Data representations,Elastic collision,Energy conservation law,High school students,Laboratory equipments,Momentum conservations,Multiple representation[/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Indexed keywords” size=”size-sm” text_align=”text-left”][vc_column_text][/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Funding details” size=”size-sm” text_align=”text-left”][vc_column_text][/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”DOI” size=”size-sm” text_align=”text-left”][vc_column_text]https://doi.org/10.1088/1742-6596/895/1/012107[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Widget Plumx[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][/vc_column][/vc_row]