NTNUJAVA Virtual Physics Laboratory
Enjoy the fun of physics with simulations!
Backup site http://enjoy.phy.ntnu.edu.tw/ntnujava/
October 18, 2017, 07:00:33 am *
Welcome, Guest. Please login or register.
Did you miss your activation email?

Login with username, password and session length
 
   Home   Help Search Login Register  
Never too late. Never too early. ...Wisdom
Google Bookmarks Yahoo My Web MSN Live Netscape Del.icio.us FURL Stumble Upon Delirious Ask FaceBook

Pages: [1]   Go Down
  Print  
Author Topic: Tracker Free Video Analysis & Modeling Tool by Douglas Brown  (Read 60741 times)
0 Members and 1 Guest are viewing this topic. Click to toggle author information(expand message area).
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
on: August 17, 2009, 11:00:29 am » posted from:Singapore,,Singapore

I am very impressed by this Tracker Free Video Analysis & Modeling Tool by Douglas Brown. It allows for learning in the context of real life video captured by the learners, analyze the video, even do a modeling of the equations to test their hypothesis of the equations that closely model the real life physics.

go to the website for the main program Download Tracker http://www.cabrillo.edu/%7Edbrown/tracker/webstart/tracker.jar
and the library of video clips Download mechanics videos http://www.cabrillo.edu/%7Edbrown/tracker/mechanics_videos.zip
and start exploring, i liked the ball up and down

if you are not clueless how to explore, get this package Web Start sample video experiments http://www.cabrillo.edu/%7Edbrown/tracker/webstart/tracker_sampler.jar
 

Tracker Free Video Analysis & Modeling Tool by Douglas Brown
http://www.cabrillo.edu/~dbrown/tracker/
Tracker is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License.

Video modeling is a powerful new way to combine videos with computer modeling--and only Tracker can do it! For more information on video modeling.

Thanks Douglas Brown dobrown@cabrillo.edu for his amazing tool.


* parachute_monkey.gif (33.4 KB, 660x503 - viewed 692 times.)
« Last Edit: August 17, 2009, 01:24:38 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #1 on: January 11, 2010, 03:53:06 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

Douglas Brown has made Tracker better by releasing 3.1 version which has auto tracking function. I emailed him about the possibility of adding it and you know what, he is the man! He added it about 3 months time. cool!

anyway, my friends in school wanted me to conduct PD on the use of this wonderful tool.
so i am exploring it again, the other time was Oct-Nov 2009.

I realised to get all the videos in his website,
just unzip the http://www.cabrillo.edu/~dbrown/tracker/webstart/tracker_sampler.jar
and in the folder video
You can find everything, including the parachute_monkey.mov







I will be making a youtube to explain how to use it for video modeling purposes.


*** There are 1 more attached files. You need to login to acces it!
« Last Edit: January 11, 2010, 04:38:47 pm by lookang » Logged
Fu-Kwun Hwang
Administrator
Hero Member
*****
Offline Offline

Posts: 3080



WWW
«
Embed this message
Reply #2 on: January 11, 2010, 04:20:11 pm » posted from:Taipei,T'ai-pei,Taiwan

It is great to know that tracker include the auto tracking function. I  am going to try it. :-)
Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #3 on: January 11, 2010, 04:59:25 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

it is fantastic.!

not only does it autotrack, if it can't due to poor fitness of track object, you can also manually assign new objects in different time frame.

so far it has been great!

Hi prof hwang, can enable file extension? Grin
parachute_monkeywee01.trk.
You cannot upload that type of file. The only allowed extensions are gif,jpg,mpg,pdf,png,txt,xml,java,html,jar,ip,avi,swf,zip,doc,mov,jpeg,htm,jqz,rar.


*** There are 1 more attached files. You need to login to acces it!
« Last Edit: January 11, 2010, 06:33:41 pm by lookang » Logged
Fu-Kwun Hwang
Administrator
Hero Member
*****
Offline Offline

Posts: 3080



WWW
«
Embed this message
Reply #4 on: January 11, 2010, 05:16:02 pm » posted from:Taipei,T\'ai-pei,Taiwan

I just added trk extension for upload file.
It should work fine now.
Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #5 on: January 12, 2010, 11:24:41 pm » posted from:Singapore,,Singapore

preparation for youtube
from EOM
x = ux.t
from data analysis
x = 1.772t

from EOM
y = uy.t + 0.5.a.t^2
from data analysis
y = 2.436.t -5.202.t^2
imply
y = 2.436.t - 0.5*10.404.t^2

there appears to be an error of |(9.81-10.404)/9.81| = 0.06
i guess it is due to the ruler, perhaps i didn't choose 1 meter correctly. Reply if you know why.thx!


*** There are 1 more attached files. You need to login to acces it!
« Last Edit: January 18, 2010, 01:57:58 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #6 on: January 14, 2010, 08:59:17 pm »

Free Video Analysis and Modeling Tool for Physics Education by Douglas Brown
Youtube Professional Development video by lookang.
Video modeling is a powerful new way to combine videos with computer modeling--and only Tracker can do it!
Use to analyze or model your own video experiments.
http://www.cabrillo.edu/~dbrown/tracker/ to download the tracker.jar

* Tell me. I may not get it, I'm sure to forget it.
* Show me. I may get it, I'll remember it for a little while.
* Have me do it. I'll understand it, it may stick for a while.

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/
« Last Edit: January 18, 2010, 01:38:30 pm by lookang » Logged
Fu-Kwun Hwang
Administrator
Hero Member
*****
Offline Offline

Posts: 3080



WWW
«
Embed this message
Reply #7 on: January 14, 2010, 09:53:10 pm » posted from:Taipei,T\'ai-pei,Taiwan

It is just great! I like the youtube movie you have created.  Grin
Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #8 on: January 17, 2010, 05:05:11 pm » posted from:Singapore,,Singapore

part 2/2 for the series of professional sharing.

Video modeling is a powerful new way to combine videos with computer modeling--and only Tracker can do it!
Use to analyze or model your own video experiments.
http://www.cabrillo.edu/~dbrown/tracker/ to download the tracker.jar

* Tell me. I may not get it, I'm sure to forget it.
* Show me. I may get it, I'll remember it for a little while.
* Have me do it. I'll understand it, it may stick for a while.
the video is made using the software
http://www.techsmith.com/camtasia.asp
Camtasia 6

this video is licensed under Creative Commons Attribution-Share Alike 3.0 Singapore.
http://creativecommons.org/licenses/by-sa/3.0/sg/
« Last Edit: January 17, 2010, 08:58:17 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #9 on: February 24, 2010, 07:03:34 pm »

A write up for a website about our ICT journey.

Lesson Idea Synopsis
Sport science is a discipline that studies the application of scientific principles and techniques with the aim of improving sporting performance. Sport science incorporates physiology, psychology, motor control, bio-mechanics, nutrition, etc.
Sports scientists and performance consultants are growing in demand and employment numbers, with the ever-increasing focus within the sporting world on achieving the best results possible. Through the study of science and sport, researchers have developed a greater understanding on how the human body reacts to exercise, training, different environments and many other stimuli.
Instructional Objectives
Candidates should be able to:
1. conduct a scientific inquiry under the physics of sport science (Physics 9646 (2011) syllabus pp8 – 12.) using
a. suitable video taking techniques and strategies for capturing sports video suitable for 2 dimensional analysis.
b. construct valid basic physics principle(s) in the sport science activities as chosen by the group of three students.
c. within the time frame of 1 holiday week with 2 school week for preparation and consultation with the teachers.
d. able to collaboratively work in teams and summarize their scientific findings in a written report of less than 10 pages with their general strategy, based on scientific knowledge and understanding, detailed procedure, data collected and how it is processed, conclusion, recommendations and evaluation of their investigation.

2. Use the video analysis and modeling software http://www.cabrillo.edu/~dbrown/tracker/, to support their investigation of one sport activity or event and able to perform an in-depth study of the science (especially physics) of sports.
Overview

How was the lesson carried out? (Please include level, ICT equipment & resources needed, pedagogy or strategies used, thinking skills taught, if any, duration of lesson, etc)
How was the lesson carried out?
First 1 hour lesson is to introduce the video analysis and modeling software to the students. Teacher explains the affordances of the technology tool and demonstrate step by step how to get the software to run on a computer. A second (Technology-Pedagogy-Content Knowledge) TPCK experienced teacher serves as facilitator to support the help students who have difficulties operating the computer and software. The main teacher goes through the sequence of conducting an in-depth video analysis of a bouncing basketball ball video and the various groups of students learn by doing on their own computers the sequence of steps. The second teacher has to go round very frequently between the groups to support their learning journey.
This lesson sequence covers launching of software, importing of video, set axis, set ruler, manual tracking of point mass being analyzed, using the plot graphs to visualize the motion (sy, vy, ay) with respect to the time axis, defining own variables to investigate on etc.
An second video on the collision of two carts can be used as a hand-on activity to allow to explore the newly learned steps and tools and apply it on the new video. Students will perform a 2 mass analysis and visualize the own selected graphs to verify the principle of conservation of momentum and deduce the type of collision (perfectly elastic, partially inelastic or perfectly inelastic) depicted in the video.

After the activities, the teacher can then explain the rubrics used to assess the student's learning and written report, and provide a sample report conducted by a model group of student's sample written report as reference also available in the schools online learning portal. Highlight to the students that this assignment contribute to 4% of the 1/2 yearly grade so that the tasks and expectations are communicated clearly.

By another 7 days time to monitor and set the students into the learning tasks, students are to submit a a summary, no more than two A4 pages, of your investigation aim and procedures to their physics teacher.
In addition, they will attach a school available equipment request list for their investigation, for example a meter rule etc.

A holiday assignment task list should be given, clearly pointing the download link of the video analysis software http://www.cabrillo.edu/~dbrown/tracker/, some video taking specification 30 frames per seconds and digital file output of .avi or .mov are supported.

Level?
The whole Year 5 (JC1) physics students will need to perform this assignment.

ICT equipment?
video analysis software http://www.cabrillo.edu/~dbrown/tracker/
Any video capturing device, like camera phone or digital videocam or digital camera
Digital video in .avi or .mov format, readily available video on science of sports are acceptable.
Computer in the Lab to introduce the assignment and hand on using the software
Computer in schools and student's personal computer to perform the video analysis and written assignment
Java run time update 18
Meter rule
Online discussion forum for consultation with teachers and peer support.
Word Document or Google Doc

Pedagogy or strategies?
Video modeling pedagogy (Douglas Brown, 2009) http://www.cabrillo.edu/~dbrown/tracker/AAPT_video_modeling_2009.pdf
1. Compare videos of the real world to simulations of theoretical models.
2. Students define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law.
3. Model simulations synchronize with and draw themselves right on the video.

Understanding by Design Writeup
The framework outlined in Understanding by Design (Wiggins & McTighe, 1998) offers a three-stage, backward design process to assist teachers in centering their curriculum and assessments on big ideas, essential questions, and authentic performances. This framework works for both curriculum design and school and district improvement efforts. Through this unified process, school teams
*Determine learning goals;
- overarching vision is to prepare students more for life than for examinations.
*Collect, analyze, and summarize evidence from multiple sources of data to determine how well students are doing on external accountability tests and the extent to which they really understand what they are learning;
- students have been doing well in external accountability examinations but multiple sources of data points to a lack of deep understanding, critical thinking due to lack of more holistic and performance based assignments. Holiday week is a good opportunity to test out the intervention assignment, ample time to reflect on the real life learning in authentic situations (sport analysis), riding on the event Singapore 2010 Youth Olympic Games.
*Consider the root causes of present achievement, and then—and only then—implement systemic actions to address root causes, promote enduring learning, and increase test scores.
-systemic actions includes refocusing on student centered pedagogy with skillful teachers as facilitators of learning journey. A suitable blended of teacher centered lectures with demonstrations coupled with much needed students centered pedagogy and activities to give the experiences in the students to situate their understanding.
In this way, RVHS has identify priorities, monitor results, and target actions that improve student learning.

Thinking Skills?
Students conduct real life physics projects on a personally motivating sports activity of their choice and make sense of the science involved.

Duration of Lesson?
1 week 1st lesson: introduction 1 hour
2 week : submit brief summary and list of additional equipment needed from school laboratory
3 week : consultation with teachers and discussion on online portal
4 week : school 1 week holiday and discussion on online portal
5 week : consultation with teachers and discussion on online portal
6 week : submit written report
 

How did ICT value-add to the learning process? How did the use of ICT change the learning and teaching process?
ICT value add?
Yes! students compare videos of the real world to simulations of theoretical models. Students need to decide and think how to define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law. The free and open source software allows model simulations to be synchronize with and draw themselves right on the video at the correct frame. The software also provides instantaneous feedback of scientific variables in plot or table form and data analysis (curve fit, area under curve etc) tools are in built the software therefore no need to export the data out to another software like excel spreadsheet to analyze trends.

The online discussion forum provide peer support and promote teacher interactions with the different groups of students can provide the guidance and support to continually provide feedback on the learning tasks.

ICT change the learning?
The video modeling aspect transform the way students learn to be scientists through analyzing sport video, is conducted without computers it will be analyzing many still frame photos.
 

What were the outcomes? (Benefits to pupils or teachers, re-designing of pedagogy, development of staff, etc)
Benefits to pupils?
students are engaged in self-directed learning.
1. Ownership of Learning, students decide on a personally motivating task to conduct inquiry on, use the video analysis software and identify variables to inquiry on, define their own equations to analysis and input their own equations of motion to model the motion.
2. Management and Monitoring of Own Learning, students explore video based experimental data and make logical arguments and findings. Students formulate questions and generate own inquiries when conducting the holiday assignment guided by face to face as well as online teachers and peer support and discussions.
Students use the online feedback form to improve their learning experience using the video analysis software.
3. Extension of Own Learning, students are taught the pedagogical use of the tool and perform similar inquiry on different video of their choice. Learn beyond the curriculum, students are expose different aspects of physics and other subject matters in the sports and figure out like real scientist when to use which concepts to analyze the video.

students are engaged in collaborative learning (CoL)
Effective Group Processes, in groups of three, the students need to negotiate and set common goals to explore a video of their choice.
Individual and Group Accountability of Learning, students learn in groups of three, share their initial findings on the discussion forum, supported by peers evaluation and teacher mentor-ship.

Benefits to teachers?
Most teachers have not used this tool before may expressed some resistance to learn the video analysis software. One professional development session needs to conducted to the teachers to familiarize them with the pedagogical strengths and convinced themselves that this software allows the learning of physics, traditional pen and paper exercises without perform. 2 YouTube video have been prepared and shared to the teachers and students that can be viewed on their handphones, enhancing the accessibility aspects of the professional learning community.
The tool can help the teachers to be more comfortable using technology during lessons. A second teachers could be made available during their lessons to provide additional support and conduct the week 1 introducing the tool lesson.

Re-designing of pedagogy?
Yes! is still teach less, learn more (TLLM), make the learners the centre of learning activities.
Video modeling pedagogy (Douglas Brown, 2009) http://www.cabrillo.edu/~dbrown/tracker/AAPT_video_modeling_2009.pdf
1. Compare videos of the real world to simulations of theoretical models.
2. Students define force expressions, parameters and initial conditions for dynamic particle model simulations based on Newton's Second Law.
3. Model simulations synchronize with and draw themselves right on the video.


Development of staff?
teachers learn to use the video analysis software, design worksheets to implement meaningful ICT lessons.
 

How did you assess student's learning using ICT? (Examples of work produced, etc)
Students will submit their source file .trk with this file, their analysis is saved in the file and assess by the teacher if need. Teacher can also support the students analysis by examining the .trk and check the analysis.
Students will submit a written report in .doc or .pdf which the rubrics for assessment is shared to the students as well.
 

Do you consider the ICT lesson a success? What went well? What would you do differently next time?
Yes.
The richness of the activity and learning is a closer proxy to real life learning, thus we hope will prepare the students better for life, instead of just for examinations.
 

Will you be conducting this lesson again? If so, when will it be? (E.g., Term 3 in 2010; on-going, etc)
Yes.
It is a level wide scaling.
« Last Edit: March 01, 2010, 04:20:45 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #10 on: March 16, 2010, 10:29:03 pm » posted from:Singapore,,Singapore

Sharing Learning Physics through Video Analysis and Modeling @ River Valley High (sg) 2010 v2
http://www.youtube.com/watch?v=NApmV7Pw58I

Tracker Free Video Analysis & Modeling Tool by Douglas Brown
Use the video analysis and modeling software http://www.cabrillo.edu/~dbrown/tracker/, to support their investigation of one sport activity or event and able to perform an in-depth study of the science (especially physics) of sports.

Enjoy!
« Last Edit: April 27, 2010, 12:33:28 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #11 on: April 30, 2010, 12:59:14 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

video used by students to learn.
the video were recoded into mp4 format, frame size same as original using any video converter http://any-video-converter.com/products/for_video_free/

can't figure out where the video came from, trying to attribute the authors, if you know, please post them.
http://jabryan.iweb.bsu.edu/videoanalysis/index.htm






http://jabryan.iweb.bsu.edu/videoanalysis/BouncingBall.doc
Conservation of Energy - Bouncing Ball

Mark the position of this 305 g ball as it falls and bounces four times. Then paste this data into a spreadsheet.

Delete the horizontal position values since they are not relevant to our needs.

Use the meter stick taped to the right door frame in the video for scaling purposes.

Translate the origin to the lowest position marked in any frame so that the floor will be the zero reference point for potential energy.

Plots of position-time, velocity-time, and acceleration-time are useful. Also of interest will be a force-time graph, where force is calculated by applying Newton’s 2nd Law to the acceleration values (F = ma).

The position-time plot will be “piecewise” quadratic and have one-half the value of the acceleration due to gravity as its square term coefficient (i.e., y = 4.9x2).

The velocity-time graph will be “piecewise” linear and have the acceleration due to gravity as the slope of each section.

The acceleration-time plot should be “piecewise” constant, with “spikes” at each bounce.

You can cut and paste portions of this data into new spreadsheet columns and graph the results to obtain equations that give the acceleration of the ball as it rises and falls.

A gravitational potential energy-time plot can be made by direct calculation of the position data (PE = mgh).

Once velocity values are known, a kinetic energy-time plot is easily made (KE = 0.5mv2).

Paste the two energy columns side by side in a new spreadsheet and manipulate the next column so that it gives their sum (Total Mechanical Energy = Gravitational Potential Energy + Kinetic Energy).

You now have data for potential energy, kinetic energy, and total energy of the falling and bouncing ball. Plot each of these on the same graph for emphasis.

You can now evaluate how much energy was either lost or conserved in each bounce.






http://jabryan.iweb.bsu.edu/videoanalysis/InelasticCollisions.doc
Inelastic Collisions

Each of these four video clips shows one moving cart colliding with a stationary cart.

Using DataPoint, you will need to mark one of the carts, copy and paste that data into a spreadsheet, then go back to DataPoint, mark the other cart, and paste that data into the spreadsheet next to the first cart’s data.

Make sure that the times for each cart’s marks correspond to the other’s.

The y values have no use in any of these clips and may be deleted from the spreadsheet since all motion is horizontal.

It is probably best to position your origin at the leftmost position marked.

The meter stick in the foreground should be used for scaling.

Once you have positions marked for each cart, a position-time plot may be made.

Slopes of each line segment may be used to obtain each cart’s velocity before and after the collision.

Data in the spreadsheet should be manipulated in order to determine velocities.

Velocity-time graphs for each cart should also prove interesting.

Once the velocities of each cart are known, it is easy to make kinetic energy (KE = 0.5mv2) and momentum (p = mv) calculations.

For collisions, we always want to compare the total momentum and total kinetic energy before the collision with the totals after the collision. These sums can be easily computed using the spreadsheet.

Momentum is conserved in both elastic and inelastic collisions; kinetic energy is only conserved in elastic collisions. Therefore, the total momentum before the collision should be equal to the total momentum after the collision, but the total kinetic energy after the collision should be less than the total kinetic energy before the collision.

the trk source files are also shared here.
enjoy!


*** There are 4 more attached files. You need to login to acces it!
« Last Edit: May 07, 2010, 04:03:56 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #12 on: May 04, 2010, 01:07:13 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

Taken from http://docs.google.com/viewer?a=v&q=cache:D5CLMRCvqkMJ:www.seab.gov.sg/SEAB/oLevel/syllabus/2010_GCE_O_Level_Syllabuses/5058_2010.pdf+physics+syllabus&hl=en&gl=sg&pid=bl&srcid=ADGEEShRbwY7rIjU3Nv8xTBmYnFKwuhbUsaHwbM2hvduUihX_qEH04cs5DL7tfxCLzDGb5GFfIQvxAjYJvTMlrPm6tdqwflC0_OXbB2aMeekeQ96DZIC3KxkD2e7CORTq6FTEBD2qMcK&sig=AHIEtbTWYycnODGgjPTdD7TuTCw0OeMGjw

need to design a worksheet just from this!

2. Kinematics
Content
• Speed, velocity and acceleration
• Graphical analysis of motion
• Free-fall
• Effect of air resistance
Learning Outcomes:
Candidates should be able to:
(a) state what is meant by speed and velocity
(b) calculate average speed using distance travelled / time taken
(c) state what is meant by uniform acceleration and calculate the value of an acceleration using
change in velocity / time taken
(d) interpret given examples of non-uniform acceleration
(e) plot and interpret a distance-time graph and a speed-time graph
(f)
deduce from the shape of a distance-time graph when a body is:
(i)
at rest
(ii)
moving with uniform speed
(iii)
moving with non-uniform speed
(g) deduce from the shape of a speed-time graph when a body is:
(i)
at rest
(ii)
moving with uniform speed
(iii)
moving with uniform acceleration
(iv)
moving with non-uniform acceleration
(h) calculate the area under a speed-time graph to determine the distance travelled for motion with
uniform speed or uniform acceleration
(i)
state that the acceleration of free fall for a body near to the Earth is constant and is
approximately 10 m/s
2
(j)
describe the motion of bodies with constant weight falling with or without air resistance,
including reference to terminal velocity

To do list:
Bring ICTC Pens to give away
Share ICTC lesson example
Share ICTC Forum


*** There are 1 more attached files. You need to login to acces it!
« Last Edit: May 05, 2010, 04:06:55 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #13 on: May 07, 2010, 08:30:50 am » posted from:SINGAPORE,SINGAPORE,SINGAPORE






this video is licensed under http://creativecommons.org/licenses/by/3.0/sg/
I give permission to use this video for educational purposes even before you need to ask for it! innovative copyright right?
You are free:
   * to copy, distribute, display, and perform the work
   * to make derivative works
 Under the following conditions:
   * Attribution — You must give the original author credit.

Some notes when making video on your own.
video taken by camera which was in some format unreadable by tracker *.MPG.
use Free Video Converter: Any Video Converter Freeware http://www.any-video-converter.com/products/for_video_free/ to convert to *.mp4 a format that tracker can read.
important notes are:
select customized MP4 Movie *mp4
select Frame Size ==Original you don't want a small frame size to analyze motion
select Encode Pass == 2 very important else there may be frames that don't change thus the data from tracker will be poorly tracked!

Good luck!


* settingsanyvideoconverter.png (6.69 KB, 266x265 - viewed 547 times.)

*** There are 3 more attached files. You need to login to acces it!
« Last Edit: May 07, 2010, 04:05:48 pm by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #14 on: May 07, 2010, 03:41:56 pm » posted from:SINGAPORE,SINGAPORE,SINGAPORE

practice video will be a cup and clips videoclips inside
found it also here
http://www.cabrillo.edu/academics/physics/videos/cupclips.mov








* CupsClips.mov (125.58 KB, 4x55 - viewed 8651 times.)
« Last Edit: May 07, 2010, 04:10:13 pm by lookang » Logged
kerryzeng
Newbie
*
Offline Offline

Posts: 1

«
Embed this message
Reply #15 on: February 28, 2011, 10:19:21 am » posted from:Los Angeles,California,United States

I have been used video converter for 3 years, because of my work, an editor of a website, I have to cut many videos a day, and combine, convert, edit them. So, I used various video converter, I think any video converter and leawo video converter are the best ones, for any video converter is very easy to use, and leawo video converter has a good convert speed with high quality. I use them both. -*-
Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #16 on: April 01, 2011, 10:14:57 pm » posted from:Singapore,,Singapore

A modeling attempt on this video needs to change the frame rate to 30frame/s instead of the default 20 f/s

http://weelookang.blogspot.com/2011/03/tracker-scaling-in-yishun-junior.html

no sure this video belongs to who and where.

should be Douglas Brown's


*** There are 2 more attached files. You need to login to acces it!
« Last Edit: April 04, 2011, 09:52:32 am by lookang » Logged
lookang
Moderator
Hero Member
*****
Offline Offline

Posts: 1784


http://weelookang.blogspot.com


WWW
«
Embed this message
Reply #17 on: April 06, 2011, 04:10:59 am » posted from:Singapore,,Singapore

Videos determine the Moon's g using Tracker and The Apollo 15 Hammer-Feather Drop video large version

was reading http://iopscience.iop.org/0031-9120/46/1/F01 by J R Persson and J E Hagen

website: http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html
video: http://ftp://nssdcftp.gsfc.nasa.gov/miscellaneous/planetary/apollo/AS15_Ham_feath_drop3.mov

decided to try it out myself.
if the assumption of the man in space suit is 2.0 m, the value of g on moon is roughly 1.6 to 2.0 m/s^2 from my analysis.

this activity is indeed becoming scientist!
something i thought that could be shared as one of the feedback in YJC tracker scaling, the comment was "he or she or the group did not feel they are thinking like scientist".











*** There are 1 more attached files. You need to login to acces it!
« Last Edit: April 06, 2011, 04:15:51 am by lookang » Logged
boyer1982
Newbie
*
Offline Offline

Posts: 2

«
Embed this message
Reply #18 on: January 15, 2014, 02:41:54 pm » posted from:,,Satellite Provider

Hello, I recently encountered such a problem, and finally a friend introduced me a mts converter software, the effect is very good, I was the first trial, I feel good on the purchase of a long-term use, I think you can try this software and feel the results and then decide or need.

http://www.mtsconverterfree.com/
Logged
AnnieWilliams
Newbie
*
Offline Offline

Posts: 6


«
Embed this message
Reply #19 on: January 30, 2014, 01:13:22 pm » posted from:Makati,Manila,Philippines

Thank you very much My StudyGeek is now on the go!
Logged

“It is a pity that doing one's best does not always answer.”
jimmyjjohn
Newbie
*
Offline Offline

Posts: 3

«
Embed this message
Reply #20 on: August 22, 2014, 11:53:58 am » posted from:Bikaner,Rajasthan,India

It is great to know that tracker include the auto tracking function. I  am going to try it.


Thanks
Logged

Pages: [1]   Go Up
  Print  
Never too late. Never too early. ...Wisdom
 
Jump to:  


Related Topics
Subject Started by Replies Views Last post
Tracker: image and video analysis package and modeling tool
Physics related resources
Fu-Kwun Hwang 2 11271 Last post November 15, 2010, 03:57:54 pm
by casualz
Tracker Modeling in Pendulum: Video By Lim Jit Ning
Collaborative Community of EJS
lookang 6 7363 Last post July 06, 2012, 08:21:13 am
by lookang
Tracker Modeling in Bouncing Ball: Video By Lim Jit Ning
Collaborative Community of EJS
lookang 0 3777 Last post July 06, 2012, 11:05:47 am
by lookang
Tracker Modeling in Light Damping in Shuttle Cock & Ball : Video By Lim Jit Ning
Collaborative Community of EJS
lookang 0 5840 Last post August 28, 2012, 10:25:29 am
by lookang
Tracker Modeling in Bouncing Ball Kinematic Model Tracker Video Analysis:
Collaborative Community of EJS
lookang 0 5294 Last post November 27, 2012, 10:30:07 am
by lookang
Powered by MySQL Powered by PHP Powered by SMF 1.1.13 | SMF © 2006-2011, Simple Machines LLC Valid XHTML 1.0! Valid CSS!
Page created in 0.129 seconds with 24 queries.since 2011/06/15