Vol. 42 No. 2 (2025), Original Articles
Vol. 42 No. 2 (2025)

Problem-based Learning with Video Analysis: The Case of the Variable-Mass Atwood Machine

Original Articles
Published 2025-12-16
J. L. Saquinaula-Brito
Universidad Estatal de Milagro, 091050 Milagro, Ecuador
https://orcid.org/0000-0003-2080-2548
J. J. Plaza-Santillán
Universidad Estatal de Milagro, 091050 Milagro, Ecuador
https://orcid.org/0000-0003-4641-4420
J. D. Ortiz-Mata
Universidad Estatal de Milagro, 091050 Milagro, Ecuador
https://orcid.org/0000-0003-0466-4093
E. A. Lamilla-Rubio
Escuela Superior Politécnica del Litoral, 2025 Guayaquil, Ecuador
https://orcid.org/0000-0002-1644-9465
PDF

Keywords

Teaching methods and strategies
Research in Physics education
Formalisms in classical mechanics
Problem-based Learning
Variable mass systems

How to Cite

(1)
Problem-Based Learning With Video Analysis: The Case of the Variable-Mass Atwood Machine. Rev. Cubana Fis. 2025, 42 (2), 87-95.
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

This study applies Problem-Based Learning (PBL) to teaching advanced mechanics in undergraduate physics, focusing on variable mass systems through the Atwood machine with chains. Using the Hmelo-Silver PBL model, a structured sequence guided students in problem analysis, hypothesis generation, self-directed study, experimentation, and reflection. The case study combined Newtonian and Lagrangian modeling with experimental validation via Tracker video analysis, enabling students to connect theoretical derivations with accessible empirical data. Results showed strong consistency between theoretical predictions and experimental measurements, despite minor discrepancies from chain oscillations, link impacts, and video resolution limitations. The approach demonstrated how low-cost tools can effectively support experimental inquiry in physics education. Beyond content knowledge, PBL fostered research-oriented skills such as autonomous planning, problem-solving, and collaborative inquiry. The proposed framework provides a replicable model for integrating abstract theory with experimental practice, strengthening active learning and advancing the role of inquiry-based methodologies in STEM curricula.

PDF

References

[1] E.H. Yew and K. Goh, Health Prof. Educ. 2, 75 (2016)

[2] S. Nargundkar, S. Samaddar, and S. Mukhopadhyay, Decision Sciences Journal of Innovative Education 12, 91 (2014)

[3] F.A. Ikhsan, S. Sumarni, and S. Utaya, J. Educ. Learn. 19, 169 (2025)

[4] T.X. Zou, J.C. Lee, K.S. Yu, K.L. Chow, T.J. Barry, and L.Y. Leung, Higher Educ. 88, 1205 (2024)

[5] B. Gaßler, L.E. Briese, B.P. Acquatella, P. Simplício, S. Bennani, and M. Casasco, Conference: The 9th European Conference for Aeronautics and Space Sciences (2022)

[6] M. Thomaz, Revista Brasileira de Ensino de Física 43, e20210090 (2021)

[7] C.A. de Sousa, Phys. Educ. 47, 169 (2012)

[8] J.E. Hurtado, J. Guid. Control. Dyn. 41, 701 (2018)

[9] J.E. Trinidad, J. Furth. Higher Educ. 44, 1013 (2020)

[10] M. Moradi and N.F.B.M. Noor, IEEE Access 10, 8339–8349 (2022)

[11] S.F. Rivas, C. Saiz, and C. Ossa, Frontiers in Psychology 13, 913219 (2022)

[12] C. Fernández-Espínola, M.T. Abad Robles, D. Collado-Mateo, B.J. Almagro, E. Castillo Viera, and F.J. Gimenez Fuentes-Guerra, Int. J. Environ. Res. Public Health 17, 4451 (2020)

[13] M.S.J. Maftuh, U.S. Lawal, M. Ade, A.V. Lama, and A.F. Adzim, J. Educ. Learning 1, 54 (2023)

[14] M.F.R. Savio, C.A. Glusko, and G.N. Dima, Revista de Enseñanza de la Física 27, 511 (2015)

[15] C.A. Glusko, M.F.R. Savio, and G.N. Dima, Revista de Enseñanza de la Física 27, 519 (2015)

[16] G.N. Dima, M.F.R. Savio, and C.A. Glusko, Revista de Enseñanza de la Física 27, 63 (2015)

[17] W.J.P. Valdez, J.J.L. Cedeno, A.C.A. Chávez, and C.I.E. Cordero, Suplemento CICA Multidisciplinario 6, 62 (2022)

[18] J.A.O. Diaz and G.F.C. Lozano, Revista Tecnología, Ciencia y Educación, 155 (2022)

[19] R. Tytler, An international perspective, 21 (2020)

[20] Y. Dong, J. Wang, Y. Yang, and P.M. Kurup, Int. J. STEM Educ. 7, 1 (2020)

[21] X. Gao, P. Li, J. Shen, and H. Sun, Int. J. STEM Educ. 7, 1 (2020)

[22] K. Morrissey, J. Fraser, and T. Ball, Museums & Social Issues 16, 78 (2022)

[23] K.D. Su and H.Y. Chen, In Proceedings of the International Conference on Innovative Technologies and Learning (Springer, 2022) pp. 355

[24] D. Brown, Tracker Video Analysis and Modeling Tool (Open Source Physics, 2009). https://physlets.org/tracker/

[25] A.A. Hernandez Fereira, Y. Hernández Ramírez, and E. Quintana Cabrera, Revista Conrado 20(104), e4317 (2025)

[26] D.A. Kolb, Experiential learning: Experience as the source of learning and development (Pearson, 2014)

[27] C.E. Hmelo-Silver, Educ. Psychol. Rev. 16, 235 (2004)

[28] Servicio de Innovación Educativa de la UPM, Aprendizaje Basado en Problemas (Innovación Educativa, Madrid, 2008)

[29] J.A. Fredricks, P.C. Blumenfeld, and A.H. Paris, Rev. Educ. Res. 74, 59 (2004)

[30] G.R. Norman and H.G. Schmidt, Med. Educ. 50,793 (2016)

[31] M. Sahin, J. Sci. Educ. Technol. 19, 266 (2010)

[32] A.S. Argaw, B.B. Haile, B.T. Ayalew, and S.G. Kuma, Eurasia Journal of Mathematics, Science and Technology Education 13, 857 (2016)

[33] H.S. Atwa, W.A. Nasr El-Din, A.P. Kumar, B.K. Potu, Y.I. Tayem, A.M. Al-Ansari, A.S. Deifalla, and M.H. Shehata, In Proceedings of the Frontiers in Education (Frontiers Media SA, 2024) Vol. 9, p. 1354494

[34] L. Marcinauskas, A. Iljinas, J. Cyviene, and V. Stankus, Ed. Sci. 14, 154 (2024)

[35] M.B. Gomez-Millán and I.C. Esquiva, REDU. Revista de Docencia Universitaria 17, 197 (2019)

[36] N. Suryanti and Nurhuda, Int. J. Instruction 14, 665 (2021)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright (c) 2025 Cuban Physical Society & Faculty of Physics of the University of Havana