Learning how to create smooth animation on the computer is a two-step process. Step one (discussed in SE 539 133) involves creating shapes. In the second step, students animate their newly created shapes. The programing necessary to accomplish the animation is discussed. (JN)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT (Except for the Evaluation Summary Table): VERSION: Member's Apple Demonstration Kit. PRODUCER: Conduit, P.O. Box 388, Iowa City, Iowa 52244. EVALUATION COMPLETED: June 1982 by the staff and constituents of the Portland Public Schools, Multnomah ESD, Portland, Oregon. COST: $35.00. ABILITY LEVEL:…

Investigated a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Reports that computer simulations exemplifying canonical conceptions facilitate alteration of students' naive conceptions to a significant degree. Suggests…

Analyzes the mathematics of rotational and translational motion and how one can influence the other in the context of cams and cranks. Describes how the individual components can be brought together to simulate a four-stroke engine and how the engine animates again using the same simple macro. (Author/ASK)

Discusses a study which assessed the effect of a brief kinematics unit on: (1) students' ability to translate between a physical event and the graphic representation of it, and; (2) the effect of real-time on graphing skills. Reports the success of the use of a microcomputer-based laboratory with graphing velocity and distance. (ML)

Presented is the use of a microprocessor for mechanics experiments. Described are the experimental set-ups, experimental method, and conclusions. Includes several diagrams and pictures. (YP)

Describes a special camera that can be directly linked to a computer that has been adapted for studying movement. Discusses capture, processing, and analysis of two-dimensional data with either IBM PC or Apple II computers. Gives examples of a variety of mechanical tests including pendulum motion, air track, and air table. (CW)

Describes a computer simulation of the Compton effect designed to lead students to discover (1) the relationship of the electron's final kinetic energy to its angle of scattering and (2) the relationship between the scattering angles of the outgoing electron and photon. (MDH)

Examines the influence of two factors of the process of graphing on rural students' (n=93) ability to comprehend kinematics graphs on constant velocity events. Students exhibited difficulty in constructing and comprehending graphs of derived variables and were unaware of their own graphing skills deficiencies. (34 references) (MDH)

Presents an experiment that measures the acceleration and velocity of a model rocket. Lift-off information is transmitted to a computer that creates a graph of the velocity. Discusses the analysis of the computer-generated data and differences between calculated and experimental velocity and acceleration of several rocket types. (MDH)