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Proceedings Paper

The use of high-speed imaging in education
Author(s): H. Kleine; G. McNamara; J. Rayner
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Paper Abstract

Recent improvements in camera technology and the associated improved access to high-speed camera equipment have made it possible to use high-speed imaging not only in a research environment but also specifically for educational purposes. This includes high-speed sequences that are created both with and for a target audience of students in high schools and universities. The primary goal is to engage students in scientific exploration by providing them with a tool that allows them to see and measure otherwise inaccessible phenomena. High-speed imaging has the potential to stimulate students’ curiosity as the results are often surprising or may contradict initial assumptions. “Live” demonstrations in class or student- run experiments are highly suitable to have a profound influence on student learning. Another aspect is the production of high-speed images for demonstration purposes. While some of the approaches known from the application of high speed imaging in a research environment can simply be transferred, additional techniques must often be developed to make the results more easily accessible for the targeted audience. This paper describes a range of student-centered activities that can be undertaken which demonstrate how student engagement and learning can be enhanced through the use of high speed imaging using readily available technologies.

Paper Details

Date Published: 20 February 2017
PDF: 6 pages
Proc. SPIE 10328, Selected Papers from the 31st International Congress on High-Speed Imaging and Photonics, 103281H (20 February 2017); doi: 10.1117/12.2269050
Show Author Affiliations
H. Kleine, The Univ. of New South Wales (Australia)
G. McNamara, Melrose High School (Australia)
J. Rayner, Australian National Univ. (Australia)


Published in SPIE Proceedings Vol. 10328:
Selected Papers from the 31st International Congress on High-Speed Imaging and Photonics
T. Goji Etoh; Hiroyuki Shiraga, Editor(s)

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