MPTL 16 HSCI 2011

Ljubljana 15 -17 September 2011

SIMULATING WHAT YOU SEE: COMBINING COMPUTER MODELING WITH VIDEO

ANALYSIS
Douglas Brown, Cabrillo College
Wolfgang Christian, Davidson College

Abstract
The Tracker video analysis and modeling program enables students to create particle model simulations
based on Newton's laws and to compare their behavior directly with that of real-world objects captured on
video. Tracker's "model builder" provides a gentle introduction to dynamic modeling by making it easy to
define and modify force expressions, parameter values and initial conditions while hiding the numerical
algorithm details. Because the model simulations synchronize with and draw themselves right on the video,
students can test their models experimentally by direct visual inspection, a process that is both intuitive and
discerning. A digital library browser enables users to open videos and models directly from web-based
collections such as the ComPADRE National Science Digital Library. Tracker is part of the Open Source
Physics project and is available for the Windows, Mac and Linux platforms from
<http://www.cabrillo.edu/~dbrown/tracker/> or from the ComPADRE Open Source Physics collection at
<http://www.compadre.org/OSP/>.

Introduction
The value of video analysis in physics education is well established (Beichner 1996, Laws 1998)
and both commercial and free educational video analysis programs are readily available (Tracker
2011, Logger Pro 2011, Coach 6 2011, VideoPoint 2011, Alberti's Window Motion Visualizer DV
2011). The video format is familiar to students, contains a wealth of spatial and temporal data, and
provides a bridge between direct observations and abstract representations of physical
phenomena. This has made video analysis attractive in many areas of physics including
mechanics, E&M, optics and even thermal physics (Brown 2009).
Interactive computer modeling has also been shown to be an effective learning tool (Christian
2007, Jackson 2008). This approach actively engages students in the design, implementation and
analysis of mathematical models of physical phenomena. With simulation tools such as Easy Java
Simulations (EJS 2011, Esquembre 2004), students can easily vary model parameters and
expressions, visualize model behavior, and communicate results with others. The design and
analysis of computer simulations is in many ways similar to laboratory experimentation and often
leads the student to discover new insights into the behavior of a system.
This paper describes how computer modeling and video analysis are combined in Tracker, a free
video analysis and modeling tool produced by the Open Source Physics Project (Tracker 2011,
OSP 2011, Christian 2011, Brown 2007, Brown 2009) .

Video Modeling
Computer modeling can be combined with video analysis in more than one way. For example,
model-generated data can be compared with video data graphically (Heck 2007, Heck 2010) or by
driving side-by-side animations (Kedzierska 2009). Both of these examples involve gathering video
data and then comparing the model with that data.
Tracker takes a different approach: the model simulations are drawn directly on the videos (Figure
1). Because the simulations and videos share the same time base and coordinate system,
students can test their models experimentally by direct visual inspection, a process that is both
intuitive and discerning. In effect, the videos make the models come alive while the models give
the videos a concrete object for comparison. Additional views of model-generated data such as

plots and tables are also available for analysis, and a tabbed page view enables authors to include
html documentation, instructions, or exercises.

Figure 1: Dynamic particle model of a cart bouncing on a tilted air track: video overlay

Tracker defines two basic types of particle models: (1) analytic and (2) dynamic. Dynamic particle
models in turn may be cartesian, polar or two-body systems that experience both internal and
external forces. All models are constructed using Tracker's "Model Builder" as shown in Figure 2.
The model builder provides controls for defining and varying parameters, initial conditions, and
position or force expressions. The expression parser used by the model builder accepts all
common mathematical functions. Unlimited undo/redo and instant visual feedback encourage
interactive exploration of models, and even small visual discrepancies can illustrate the limitations
of overly simplified models or video distortions.

Figure 2: Analytic particle model of a projectile: model builder

Analytic Models
The analytic particle model builder (Figure 2) has input fields x and y that allow students to specify
the position of the particle with time when the motion has a known analytic solution. When the
video is played, the particle is drawn on the video and its associated motion data are displayed in
the plot and table views. In addition to position and time, the user can choose to plot other
variables including velocity, acceleration, momentum and kinetic energy. Velocities and
accelerations are derived from position data using finite difference approximations.
Analytic modeling produces perfect data and helps students make the connection between the
motion of a particle and its mathematical description. Students learn to read graphs, estimate initial
conditions, and compare models with the real world. They also learn that analytic solutions can be
used in only a very limited number of situations.

Dynamic Models
Tracker provides a gentle introduction to dynamical modeling by making it easy to model a particle
that obeys Newton's laws. Students define and modify the force expressions, parameter values
and initial conditions, and the model particle is automatically drawn on the video. At the same time,
user-selected motion data are displayed in the plot and table views. The motion is computed with
an ODE solver using a Runge-Kutta algorithm but the numerical details are hidden from students
so their learning focus is on the forces and resulting behavior.

Figure 3: Dynamic particle model of a falling coffee filter: model builder

Figure 3 shows the parameters and expressions used to model a coffee filter falling from rest in air.
Two forces are assumed to act on the filter: (1) a gravitational force defined by the parameters m
and g and force expression -m*g, and (2) a quadratic drag force defined by the parameter d and
force expression d*vy^2. This model can be shown to match well the motion of a falling cupcake
cup with constant cross section even when its mass varies widely, unlike an alternative model that
assumes a linear viscous force (Brown 2009). Students are able to construct and test both models
convincingly without requiring analytic solutions, just as scientists do in current research.

Data Analysis
The process of identifying pertinent forces, defining appropriate expressions and comparing
models visually by overlaying videos supports the modeling paradigm in a way that is both rigorous
and accessible even to students with no prior computational modeling experience and/or limited
data analysis skills. But since Tracker also provides traditional video analysis functionality,
students can easily analyze the model data with the OSP Data Tool, spreadsheet or other analysis
tool. The data tool makes it easy to compare model data with real-world data obtained from manual
or automatic tracking of video objects. In addition, since it is easy to clone and modify models,
students can visually and/or mathematically compare one model with another (Figure 4).

Figure 4: Data Tool comparing quadratic drag with linear viscous air resistance model.
The area under the vy-t curve (gray) is the distance traveled between t = 0.1 and 1.1 s.

OSP Digital Library Browser

A complete Tracker experiment typically involves a video file, an XML document with extension
.trk and optional html, pdf and/or other documentation files. These files may be compressed into
a single zip file from which Tracker can automatically extract the experiment. The OSP Digital
Library (DL) Browser introduced in Tracker version 4.5 enables users to browse and access
collections of such experiments located locally or on the web. Collections are stored as xml
documents that contain references to the actual resource files.
To open a collection file in the DL browser, the user may choose from a Collections menu or enter
a URL directly, just as with a web browser. Multiple collections may be opened in separate tabs.
Once open, any collection may be added to the Collections menu for easy future access.

Figure 5: OSP Digital Library Browser

An open collection is displayed in a tree as shown in the left pane of Figure 5. Each tree node is a
resource or sub-collection. Clicking a node shows a brief description of the resource, and doubleclicking the node opens the resource in Tracker.
One of the principle Tracker collections is in the ComPADRE National Science Digital Library.
ComPADRE offers the advantage that the authorship, modifications, and use of all resources are
documented and intellectually traceable. But the DL browser also enables users to build and
organize personal collections that can be uploaded to their own server. This gives teachers and
students a powerful mechanism for sharing videos and Tracker experiments.

Summary
Tracker is a free, open source video analysis and modeling tool that enables students to create
particle model simulations based on Newton's laws and to compare their behavior directly with that
of real-world objects captured on video. This offers the following advantages:
1. Students study real objects but focus on identifying forces rather than tracking and
analyzing motion.
2. Visual comparisons are rapid, intuitive and capable of discerning fine differences.
3. Visual agreement may validate models more convincingly than numerical or graphical
comparisons for beginning students.
4. Visual disagreement leads naturally to explorations of limitations and refinements of
models.
5. Quantitative analysis of model and/or video data can support and extend the visual
comparison.
In addition to the modeling capabilities described in this paper, Tracker can be used for traditional
video analysis. Features include manual and automatic point tracking, RGB line profiles, video

filters including perspective correction, and the integrated OSP Data Tool. Tracker is released
under the GNU GPL software license.
The OSP Digital Library Browser is unique because it enables teachers and students to organize,
share and access Tracker experiments and videos via web-based collections such as the
ComPADRE National Science Digital Library. ComPADRE has no registration costs because it is
part of the National Science Digital Library project and is endorsed and supported by the
professional societies.

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