Student learning experiences from drag experiments using high-speed video analysis

Abstract

Drag is rarely taught in most undergraduate physics laboratory because it requires fairly sophisticated equipment. In this study, we developed a laboratory unit studying both quadratic and linear drag by using high-speed video analysis. The laboratory contains four goals including—(1) improving conceptual understanding on drag, (2) developing technical skills in high-speed video analysis, (3) developing science inquiry skills, and (4) motivating student learning. This laboratory unit was a part of advance laboratory for the third year physics students and there were four students selecting to do this laboratory unit. 30 conceptual questions on drags were administered to students before and after the laboratory unit. Students were interviewed to obtain their learning experiences. After the laboratory, student conceptual understanding on both quadratic and linear drag increased and they reported positive and productive learning experiences.