The students had one chance to drop their ball (see Day 3). The 3×5 cards had the rebound height in cm. We used a regular digital camera, imported the clip into iMovies and then watched them frame by frame (we figured at 30 fps). The student were able to figure out that the focus was not an issue as the ball’s vertical velocity was zero at the apex! The golf balls actually could be seen “spinning” at the top (slight rotation). The photos show a racquetball 1/10 second before maximum height, maximum height, and then 1/10 second after maximum height. This group actually had the worst results (many nailed it) yet they still enjoyed the activity and got something out of it.
Students in IS II (second year Integrated Science) were give bouncy balls and had to determine the coefficient of restitution (they did not know this at the time). On Monday I will give them a rebound height and they get one chance to determine a drop height and then drop it for the entire class. We actually had small group discussions about independent and dependent variables and linear vs. non-linear relationships, and we have not even handed out books, looked at the syllabus, or reviewed classroom procedures.