This monograph highlights the use of video analysis in the teaching of collisions. How can we
handle cases where the collision is not perfectly elastic (or inelastic) and describe the
phenomenon? The real cases commonly observed are not those with = 0 or 1. We consider
that the collision between two objects in which a ball falls to the ground is frontal and that the
masses of the objects are known; the initial and final speeds of the ball will be determined with
the Tracker software and with them we could know the restitution coefficient. The objective of
this research was to evaluate how the use of computer simulators, through the one-dimensional
collision problem (for cases in which the restitution coefficient assumes values 0 < <1), can
be significant (or not) for teaching Physics. The research presented here is of a descriptive
qualitative and quantitative approach, which, in the quantitative part, seeks to involve obtaining
descriptive data about people, places and interactive processes by the direct contact of the
researcher with the studied situation, seeking to understand the phenomena from the perspective
of the subjects , that is, of the participants in the situation under study. When framed as a
qualitative research, the approaches used for such purposes were the action research that can be
labeled in such a way when there is really an action on the part of the people involved in the
investigative process, seen from a social action project or from the solving collective problems
and being centered on participatory action and the ideology of collective action. Six moments
are worked on, in which the first moment refers to the students' previous content. The second
moment is about the presentation of the collision content. The third moment will be the
presentation of the Tracker. The fourth step is the application of action research to the collision
problem. The fifth moment was video analysis. The sixth and final moment was the application
of the final questionnaire. Despite the efforts the students did not obtain a significant learning
due to lack of previous knowledge to understand the subjects taught in the classroom and with
the use of the Tracker.
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