SINC™ Technology

(S)imultaneous (I)mage and (N)umeric Data (C)apture

SINC™ Technology (SINC)was developed to allow the user to simultaneously record motion data (with an EduForce™ Module) along with video capture (with a Bluetooth enabled device) of the motion, then automatically merge the two files into a singular graphic output so the user can see and analyze both the data and the motion. SINC™ is the patented process by which this is accomplished.

In the classroom, students will now “see” the physics they are conducting. They will learn the properties of physics through experimentation, but also be able to see the data represented in a way never before achievable in a classroom due to the limitations of sonic rangers and photogates. The purpose of this guide is to show the steps necessary for preparing the Module and Device, recording the data, and using the SINC™ Graph to see and analyze the data.

The advantage of using SINC™ Technology is the user can watch the experiment while the corresponding motion data is displayed. SINC™ adds a new layer of understanding to the motion data, providing visual clues to variances or unexpected results in data. Also, in the education environment students all too often only encounter or study “ideal” situations (the “massless” string, “perfect” harmonic motion, no outside effects during a collision, etc.) In reality, there are often small nuances that occur during an experiment which impact the final results. With the EduForce™ Module, operating with SINC™, students and other users can now actually see and analyze the motion along with the corresponding data, at the same time.

As an example, when studying conservation of angular momentum, the effect of a student “tucking their head” while rotating changes their Momentum of Inertia. This appears in the graph as a “blip” or “hiccup” in the data. When the student reviews the graphed motion data, they will actually see the corresponding motion in the video. The value is in observing what actions during the motion caused unexpected variations in motion data and, in being able to relate “real world” circumstances to the “ideal” physics classroom.