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Anyone can learn physics. We help! Designed to assist high school and college physics students, APlusPhysics is a free online resource that focuses on problem solving, understanding, and real-world applications in the context of courses such as NY Regents Physics, Honors Physics, and AP* Physics courses (AP Physics 1, AP Physics 2, AP Physics C - Mechanics, and AP Physics C - Electricity & Magnetism).

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Physics Forums | Science Articles, Homework Help, Discussion

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I find physics classroom demonstrations of centripetal force dishonest, they often resort to trickery to demonstrate this apparent "inward pull" on a body in circular motion. Two examples follow

1, Centripetal force "pulling" a candle flame towards the center of a spinning turntable

2, Centripetal force "pulling" cork/bob floating in water towards the center of a spinning

In the first demonstration air is being centrifuged outwards and the displacement of air is causing the flame to point inwards, it is actually being pushed inwards not pulled inwards.

In the second demonstration its the same basic principle, water is centrifuged outwards causing the bob or cork to point inwards.

In actual fact all demonstrations to demonstrate this apparent inwards force have resorted to trickery. We know that in practice there is no inward force if there were our clothes would be projected inwards whilst spinning in a spin dryer, we know that in actual fact the opposite is true.

Is it ok to resort to misdirection and trickery to demonstrate the apparent "inward pull" on a body in circular motion?

Related Other Physics Topics News on Phys.org

This is exactly the same mechanism that causes a stationary candle flame to rise straight up.... It's being pushed upwards by the pressure of the air around it being drawn down by gravity.

We know that in practice there is no inward force if there were our clothes would be projected inwards whilst spinning in a spin dryer, we know that in actual fact the opposite is true.

You'll find a better example in the spin cycle of the washing machine, where the clothes are forced inwards by the basket while the water escapes through the holes in the basket.

I agree the verbal explanations in the first two videos were poor. But the physics doesn't change because it is explained badly.

If you want to understand the candle and fishing float demos better, you can eliminate "rotation" with this experiment. Get a helium balloon and hold it on its string inside a car, so it is free to move in the air. Watch how it moves when the car accelerates and brakes in a straight line, and then how it moves when cornering at constant speed if possible. Close all the windows and air vents and turn off the aircon, to seal up the air space inside the car as much as possible.

The candle flame, fishing float, and balloon are all lighter than the surrounding air or water. That's the reason they appear to move "the wrong way" compared with "common sense".

Frankly, what I find dishonest is misquotes. The video doesn't say that the flame is being pulled toward the center, it says that the air is being pulled into a circle, simulating gravity, making the flame point in the direction it thinks is "up". That descriptions just fine.

The second video says an "object" being pulled toward the center, but glosses over the fact that the "object" in question is the jar full of water, not the bobber. It isn't wrong per se (the sentence sounded straight out of a textbook), it is just not fully explained.

Nothing is in fact being "pulled" towards the center, there is no real pulling force. When a candle burns in normal conditions the reason the flame points upwards is because the hot vapor of the candle is less dense then the surrounding air thus it rises. In the case of the candle put into the centrifuge the air in the bell jar is being compressed (forced to the outside). The air being more dense at the outside the hot vapor expands in the opposite direction. Nothing is being "pulled" inwards, there is no inward pull.

The spin cycle of a washing machine again nothing is pulled inwards towards the center of the drum, both the clothes and water is centrifuged to the outside of the drum.

The only time there is an illusion of the clothes being pulled into the center of a drum is in a tumble dryer when the drum changes direction of rotation however that is due to other factors and again there is no real pull towards the center of the drum.

Only in the non-inertial frame of reference rotating with the drum.
In an inertial frame, there's no centrifugal force, and clothes are most definitely accelerated towards the centre of the drum by the drum walls, as otherwise they'd travel in straight lines as per the Newton's 1st law of motion.

What would be the resultant of the combined vectors, the tangential and the supposed centripetal force added, it would be an inwards spiral and we most definitely do not observe this in a spin cycle of a washing machine.

If we now change the vectors, one tangential as before and the other pointing outwards away from the center of the drum (centrifugal) we have a resultant force which is a spiral outwards ie compressing the clothes against the side of the drum, this fits in reality closer to what we observe.

There is tension in the devices pictured: they most certainly are pulling on the "objects" to keep them in "orbit" around the center.

The spin cycle of a washing machine again nothing is pulled inwards towards the center of the drum, both the clothes and water is centrifuged to the outside of the drum.

The drum is arranged so that it pushes the clothes toward the center, but in its structure underneath is tension, pulling the parts of the drum toward the center.

The tension is only in the turntable/rotor between pivot and outer extremity of the mass, tension is caused by an outward force, were it an inward force it would be in a state of compression which again we do not observe

You mean the drum wall is slightly conical? in any case still there is no centripetal inwards force. Look at the last video of the spinning fish tank and state where this inward force is observed.

The wall of the tank exerts a force on the water. In which direction is this force acting?

There is no tangential force. The only tangential vector is that of the tangential velocity, which the centripetal acceleration(via the force) is constantly changing(direction only) to keep the clothes moving in circles. There's nothing to add.

From your description, i.e., the drum is moving rather than stationary, I gather you use an inertial reference frame. In such a frame there is no centrifugal force.

You are dodging your own statement in the OP, not just what I said. You said " inward pull" in the OP and I said "pulling" in my post. The tension means the center is pulling the object toward it and the object is pulling back. Draw a free body diagram if you don't believe it.

No one has said that the object is pushing toward the center. That doesn't even make any sense.

You mean the drum wall is slightly conical? in any case still there is no centripetal inwards force.

No, I mean the base of the drum is a disk just like the setup in the first video. It is that disk that is in tension.

Look at the last video of the spinning fish tank and state where this inward force is observed.

The base of the fish tank is in tension (edit: so are the sides).

Part of your issue here is that you don't seem to be grasping that all forces come in pairs. The center axis pulls the object towards it (inward) and the object pulls away from the center (outwards).

The walls of the tank "resist" an outward force, if you spin the tank fast enough and had a lid the tank walls would explode. There is no inward push that I can see, the system is in tension not compression.

It doesn't rise just because it is less dense. In zero gravity burning products just stay there, and extinguish the fire.

Either you are truly not seeing this, or you are purposely being difficult and refusing to learn.

Here's a challenge for you. We already have well-known solutions to the central force problem. They are written in books, they are part of students' homework assignment, etc.

Now, if you disagree with this, then please show me the solution for an outward force problem, and derive the same equation of motion that we arrive at for the central force problem. After all, the central force problem has shown ALL the equation of motion that fits very well with our observations. So go ahead, show me that you can actually get the same trajectory and motion of your system with this outward force alone.

Otherwise, this scenario of yours remains nothing more than a misguided handwaving argument.

Zz.

By tangential I am talking about the inertia of the spinning objects that would want to move in a straight line. add that to the inward centripetal and you should have an inward spiral but we don't see this.

Instead lets consider a satellite orbiting the Earth Vs a wagon wheel spinning at high speed.

In the case of the satellite orbiting the earth we have the inward pull of gravity and the tangential inertia of the satellite curving around the Earth, add those vectors and the resultant is an inward spiral so that eventually the satellite crashes to earth (lets not get into escape velocity here).

In the case of the spinning wagon wheel are the spokes of the wheel in a state of compression or tension? If they are in a state of compression we can talk about an inward centripetal force but if (and they are) in a state of tension it makes no sense to talk about inward force, tension could only be the result of an outward force (centrifugal).

Remember Newton's third law, the one about equal and opposite forces; the "resisting" to which you refer is the centripetal force.

the system is in tension not compression.

The water directly adjacent to the edge of the tank is in compression from the force the tank wall is exerting on it. The tank wall is in tension from the equal and opposite force the water is exerting on the wall.

Either you are truly not seeing this, or you are purposely being difficult and refusing to learn.

Here's a challenge for you. We already have well-known solutions to the central force problem. They are written in books, they are part of students' homework assignment, etc.

Now, if you disagree with this, then please show me the solution for an outward force problem, and derive the same equation of motion that we arrive at for the central force problem. After all, the central force problem has shown ALL the equation of motion that fits very well with our observations. So go ahead, show me that you can actually get the same trajectory and motion of your system with this outward force alone.

Otherwise, this scenario of yours remains nothing more than a misguided handwaving argument.

Zz.

I truly do not see the inward force, if I did this discussion would not exist. In the case of the fish tank I see the base of the tank in a state of tension (the result of an outward force) and I see the two walls in a state of compression (resisting the pressure exerted by the centrifuged water). I cannot see any inward force

The problem here is that in many of your examples, you are picturing yourself in that rotating frame! You keep talking about the "outward force", which really isn't there when you are not in that frame. It is easy to make that mistake because we all have been in a car when it curves around the corner and "feel" the outward force. But we forget that we want to go in a straight line, and the side of the car and the friction between the seat and our butts provide the inward force that pushes us in.

I suggest you look again at each of your example without trying to picture yourself in the rotating system. Look at what is pulling the objects inwards. It is there! I guarantee it! Your intuition does not match, even remotely, to the mathematical derivation of the equation of motion for a circular motion. That should mean something to you!

Zz.

If we spin the tank and the water mounded up in the center of the tank I would agree it makes sense to talk about an inward centripetal force. However the opposite is true so it makes more sense to talk about an outward centrifugal force pushing the water out from the center.

Which force is more primary, the inward resistive force offered by the walls of the tank you speak of is a reactive force ie a reaction

the outward force is more primary in this situation

By tangential I am talking about the inertia of the spinning objects that would want to move in a straight line. add that to the inward centripetal and you should have an inward spiral but we don't see this.

Instead lets consider a satellite orbiting the Earth Vs a wagon wheel spinning at high speed.

In the case of the satellite orbiting the earth we have the inward pull of gravity and the tangential inertia of the satellite curving around the Earth, add those vectors and the resultant is an inward spiral so that eventually the satellite crashes to earth (lets not get into escape velocity here).

You can't add inertia and centripetal force vectors, because inertia is neither a force nor a vector. Momentum is a vector, and the force acts to change it, but you still can't add them together.

The inward spiral in the case of satellites that leads to de-orbit is caused by the drag force of the diffuse molecules of the Earth's atmosphere acting against the satellite's motion. If you eliminate drag(and other such additional forces, like tidal forces), so that the only force acting is the centripetal one(gravity) you end up with an eternal orbit.

I don't have difficulty in seeing the centripetal force in the case of an orbiting satellite that's why I said Vs a wagon wheel. Explain to me instead why the spokes of the wheel are in tension and not compression.

The (elements of the)rim wants to go in a straight line.(N's 1st law)
The spokes pull the rim towards the centre.(i.e., apply centripetal force)

If they are in compression, then there will be forces pushing IN at both ends of it. This makes no sense, and such a force doesn't exist.

What exists is the spokes pulling in the rim. Do a free body diagram of the RIM, not the spokes. The element on the rim is being pulled in, and this force is provided by the spokes.

Still, why are we talking about the spokes and rim? The simplest case that can be illustrated clearer is a body in a circular motion around a central force, be it gravity, magnetic field, a string, etc. I can show you a CONSISTENT mathematical description of the motion of this object that causes it to move in a circular motion. Period!

You, on the other hand, can't say the same thing with your outward force. And for that, I will criticize you for it because after all this, you somehow have neglected completely the mathematical aspect of this situation. If you feel THAT strongly about this, then you need to come up with an mathematical description of the equation of motion. Go ahead and apply either Newton's laws, or Lagrangian dynamics, and show me that with an outward force, you are able to arrive at such a circular motion (or a conic section in general).

The fact that you are somehow unperturbed that your idea has no mathematical support makes this whole thing rather hollow.

Zz.

Do you agree/understand that all forces come in pairs? Try this: hold up a string in front of you and pull it into tension with both hands. Both are pulling, but in opposite directions: Do you recognize that one hand is pulling to the left and the other is pulling to the right?

I don't have difficulty in seeing the centripetal force in the case of an orbiting satellite...

Earth's gravity, pulling on the satellite, right?

Now consider the same scenario with a YoYo on a string. You are pulling on the string with your finger, to keep it moving in a circular path, right?

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I find physics classroom demonstrations of centripetal force dishonest, they often resort to trickery to demonstrate this apparent "inward pull" on a body in circular motion. Two examples follow 1, Centripetal force "pulling" a candle flame towards the center of a spinning turntable 2...

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Activities for Electricity and Magnetism exploration

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Bernard and Barbro Osher Gallery 1: Human Phenomena

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Multimedia Gallery | NSF - National Science Foundation

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NSF's mission is to advance the progress of science, a mission accomplished by funding proposals for research and education made by scientists, engineers, and educators from across the country.

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alternating current - current that reverses direction multiple times per second.

commutation - the electromechanical process by which direct current is turned into alternating current.

direct current - current that runs in only one direction.

electromagnetic induction - a phenomenon that creates a current in a circuit when there is relative motion between the wire and the magnetic field.

Faraday's Law - a law that predicts how a magnetic field will interact with an electric circuit to produce an electromotive force.

generators - devices that convert mechanical energy into electrical energy.

motors - devices that convert electrical energy into mechanical energy.

rotor - a moving component of an electromagnetic system in an electric motor or generator. Its rotation is due to the interaction between the windings and magnetic fields which produces a torque around the rotor's axis.

stator - the stationary component of an electric motor or generator.

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Physics in Motion Unit 5: Electricity & Magnetism | Segment K: Generators and Motors

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alternating current - current that reverses direction multiple times per second. commutation - the electromechanical process by which direct current is turned into alternating current. direct current - current that runs in only one direction. electromagnetic induction - a phenomenon that creates a current in a circuit when there is relative motion between the wire and the magnetic field.

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electromagnetism - the interaction of electric currents or fields with magnetic fields.

magnetism - an effect produced by the motion of electric charge, resulting in attractive and repulsive forces between objects.

magnetic field (B) - a region around a magnetic material or a moving electric charge within which the force of magnetism acts.

magnetic force (FB) - a push or a pull exerted on a moving charge that is equal to the magnitude of that charge multiplied by the velocity of the charge multiplied by the strength of the magnetic field where the charge is located.

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Physics in Motion Unit 5: Electricity & Magnetism | Segment J: Magnetism

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electromagnetism - the interaction of electric currents or fields with magnetic fields. magnetism - an effect produced by the motion of electric charge, resulting in attractive and repulsive forces between objects. magnetic field (B) - a region around a magnetic material or a moving electric charge within which the force of magnetism acts.

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Teacher resources - Videos and other supports

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Explore carts and weights of different mass. Click the double sided arrow in the upper left corner to expand the simulation.

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Using the Interactive

The Atwood's Machine Interactive is shown in the iFrame below. There is a small hot spot in the top-left corner. Clicking/tapping the hot spot opens the Interactive in full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot allows you to change the size of iFrame to whatever dimensions you prefer.

Using the Interactive

This Interactive will open in a separate browser window on your device. Click the Launch Tool button to open the Interactive. Close the window to return to this page.

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The Atwood's Machine Interactive is shown in the iFrame below. There is a small hot spot in the top-left corner. Clicking/tapping the hot spot opens the Interactive in full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

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Using the Concept Builder

The Match That Graph Concept Builder is shown in the iFrame below. There is a small hot spot in the top-left corner. Clicking/tapping the hot spot opens the Concept Builder in full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot allows you to change the size of iFrame to whatever dimensions you prefer.

Using the Concept Builder

This Concept Builder will open in a separate browser window on your device. Click the Launch Tool button to open the Concept Builder. Close the window to return to this page.

Matching a p-t graph to a v-t graph (and vice versa) can be difficult. Mr. H shows you how to do it in this 5-minute video:

View on Website || View on YouTube.

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Each interactive concept-builder presents learners with carefully crafted questions that target various aspects of a discrete concept. There are typically multiple levels of difficulty and an effort to track learner progress at each level. Question-specific help is provided for the struggling learner; such help consists of short explanations of how to approach the situation.

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Using the Concept Builder

The Name That Motion Concept Builder is shown in the iFrame below. There is a small hot spot in the top-left corner. Clicking/tapping the hot spot opens the Concept Builder in full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot allows you to change the size of iFrame to whatever dimensions you prefer.

Using the Concept Builder

This Concept Builder will open in a separate browser window on your device. Click the Launch Tool button to open the Concept Builder. Close the window to return to this page.

Having trouble with dot diagrams and how to determine the direction of the velocity and acceleration? Try this 2.5-minute video that adresses the details of this Concept Builder:

View on Website || View on YouTube.

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Each interactive concept-builder presents learners with carefully crafted questions that target various aspects of a discrete concept. There are typically multiple levels of difficulty and an effort to track learner progress at each level. Question-specific help is provided for the struggling learner; such help consists of short explanations of how to approach the situation.

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Dot Diagrams, Velocity, and Acceleration

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Roller Coaster (Work, Energy Conversion, Conservation of Energy) | Physics | Interactive Simulation | CK-12 Exploration Series

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Learn about the conservation of energy in the context of a roller coaster using our interactive simulation.

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Using the Interactive

The Roller Coaster Model Interactive is shown in the iFrame below. There is a small hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot allows you to change the size of iFrame to whatever dimensions you prefer.

Using the Interactive

This Interactive will open in a separate browser window on your device. Click the Launch Tool button to open the Interactive. Close the window to return to this page.

Our Roller Coaster Model simulation is now available with a Concept Checker. Do the simulation. Then follow it up with the Concept Checker.

Our Roller Coaster Model simulation is now available with a Concept Checker. Do the simulation. Then follow it up with the Concept Checker.

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Physics Simulation: Roller Coaster Model

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Design a track. Create a loop. Assemble a collection of hills. Add or remove friction. And let the car roll along the track and study the effects of track design upon the rider speed, acceleration (magnitude and direction), and energy forms.

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Funderstanding: Education, Curriculum and Learning Resources - Just another WordPress site

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Roller Coaster Game - Funderstanding: Education, Curriculum and Learning Resources

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This Funderstanding-original game simulates the application of physics by using an exciting interactive tool and is a wonderful reference source for educators.

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A repository of Animated GIFs by Flipping Physics

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1D Motion & Kinematics - Physics 101 / AP Physics 1 Review with Dianna Cowern

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Dianna's Intro Physics Class/ Physics 101/ AP Physics 1 Review with Physics Girl

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Never taken physics before? Want to learn the basics of physics? Need an AP Physics 1 review before the exam? This course is for you! In this class we will c...

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Explore vectors in 1D or 2D, and discover how vectors add together. Specify vectors in Cartesian or polar coordinates, and see the magnitude, angle, and components of each vector. Experiment with vector equations and compare vector sums and differences.

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PhET Simulations work around for Java based simulations

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PhET Simulations work around for Java based simulations

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Innovative Technology in Science Inquiry

The Innovative Technology in Science Inquiry project engages students in STEM activities through the integrated use of technologies that include modeling, computational thinking, and real-time data acquisition. This comprehensive project will assist teachers in preparing diverse students for STEM careers by engaging them in exciting, inquiry-based science projects.

Create ITSI Activity

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The Innovative Technology in Science Inquiry project engages students in STEM activities through the integrated use of technologies that include modeling, computational thinking, and real-time data acquisition. This comprehensive project will assist teachers in preparing diverse students for STEM careers by engaging them in exciting, inquiry-based science projects.

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This discovery lab lets students discover how to interpret position vs. time and velocity vs. time graphs by experimenting with the virtual motion detector. They simply drag the caterpillar, and they see the resulting graph as soon as they release the mouse button. Eight example graphs let them see the essential features of both types of graphs, and the questions in the activity guides help them distinguish the two. Feel free to reproduce the activity guide below for your classroom.

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This discovery lab lets students discover how to interpret position vs. time and velocity vs. time graphs by experimenting with the virtual motion detector. They simply drag the caterpillar, and they see the resulting graph as soon as they release the mouse button.

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Explore the rhythm of solar systems in our Celestial Jukebox!

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Simulation: Position, velocity and acceleration

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Simulation: Position, velocity and acceleration

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Topics

Description

Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior.

Sample Learning Goals

Draw motion vectors (position, velocity, or acceleration) for an object moving in 2D. Interpret position, velocity, and acceleration vectors for an object moving in 2D.

Explain how velocity affects position.

Explain how acceleration affects velocity.

Explain why the velocity and acceleration vectors behave as they do for linear, circular, and elliptical motion.

Teacher-Submitted Activities

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Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior. Draw motion vectors (position, velocity, or acceleration) for an object moving in 2D.

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Welcome to Physics in Motion - a new digital series for high school physics from Georgia Public Broadcasting! The series is comprised of seven units of study divided into segments. Under each segment, you will find support materials designed to provide practice and reinforce concepts. A teacher toolkit is available and can be requested using this form. You only need to submit the form once. The toolkit provides instructions and answer keys for study questions, practice problems, and labs. GPB offers the teacher toolkit at no cost to Georgia educators.

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Welcome to Physics in Motion - a new digital series for high school physics from Georgia Public Broadcasting! The series is comprised of seven units of study divided into segments. Under each segment, you will find support materials designed to provide practice and reinforce concepts.

# data[].attributes.attachment_link.readable_text
Welcome to Physics in Motion - a new digital series for high school physics from Georgia Public Broadcasting! The series is comprised of seven units of study divided into segments. Under each segment, you will find support materials designed to provide practice and reinforce concepts. A teacher toolkit is available and can be requested using this form. You only need to submit the form once. The toolkit provides instructions and answer keys for study questions, practice problems, and labs. GPB offers the teacher toolkit at no cost to Georgia educators.

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Welcome to Physics in Motion - a new digital series for high school physics from Georgia Public Broadcasting! The series is comprised of seven units of study divided into segments. Under each segment, you will find support materials designed to provide practice and reinforce concepts.

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SPARKvue Chrome App https://chrome.google.com/webstore/detail/sparkvue/iimbdmgkimpbhimdjnmiffmeefbppijo
SPARKvue on Chromebooks You Tube Play List
https://www.youtube.com/playlist?list=PLx8Xm8sCiICOn7Lvfcke2Mc1J0Arshn68

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Product Summary

The Wireless Motion Sensor connects via Bluetooth or USB to your device, and uses ultrasound to measure the position, velocity, and acceleration of objects. This enables students to take turns measuring their own distance to the sensor, while the class observes their motion materializing as a graph in real time. The sensor can detect objects ranging from 15 cm to 4.0 m away, and without cables to get in the way, students can explore handheld and ceiling-mounted applications.

How It Works

The Wireless Motion Sensor uses echolocation, similar to a dolphin or bat. In order to determine the distance to an object, an ultrasonic pulse is emitted from the sensor. The sensor listens for a signature 'echo' which reflects off the object's surface. The object's distance is calculated by determining the elapsed time between the ultrasonic pulse and detected echo, then, this value is used with the speed of sound to calculate the object's distance. Measurements of velocity and acceleration are derived algorithmically using numerical methods. This provides a balanced approach to calculating numerical derivatives, which reduces noise and minimizes smoothing effects on high frequency peaks.

What's Included

Product Specifications

Battery & Logging

¹ Minimum # of data points with all measurements enabled, actual results depend on enabled measurements.

² Continuous use in a connected state until battery failure, actual results will depend on sample rate, active measurements, and battery condition.

³ Logging until battery failure, actual results will depend on sample rate, active measurements, and battery condition.

* Normal classroom use is the sensor in active use for 20min/lab for 120 lab periods/yr.

Software Required

This product requires PASCO software for data collection and analysis. We recommend the following option(s). For more information on which is right for your classroom, see our Software Comparison: SPARKvue vs. Capstone "

Connectivity Options

This product can connect directly to your computer or device with the following technologies. No Interface required. See the following guide for details regarding device compatibility: Wireless Bluetooth Product Compatibility "

Dedicated Datalogging with SPARK LXi

Consider an all-in-one, touchscreen data collection, graphing, and analysis tool for students. Designed for use with wired and wireless sensors, the SPARK LXi Datalogger simultaneously accommodates up to five wireless sensors and includes two ports for blue PASPORT sensors. It features an interactive, icon-based user interface within a shock-absorbing case and arrives packaged with SPARKvue, MatchGraph!, and Spectrometry software for interactive data collection and analysis. It can additionally connect via Bluetooth to the following interfaces: AirLink, SPARKlink Air, and 550 Universal Interface.

Buying Guide

Experiment Library

Perform the following experiments and more with the Wireless Motion Sensor.
Visit PASCO's Experiment Library to view more activities.

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The Wireless Motion Sensor connects via Bluetooth or USB to your device, and uses ultrasound to measure the position, velocity, and acceleration of objects. This enables students to take turns measuring their own distance to the sensor, while the class observes their motion materializing as a graph in real time.

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Centripetal Force - Cool Science Experiment

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Uniform Circular Motion and Centripetal Force

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Centripetal Force Penny - Sick Science! #157

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Centripetal Force Board | Experiments | Steve Spangler Science

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According to Newton's First Law of Motion, objects in motion tend to remain in motion unless acted upon by an external force. In this case, Newton's Law requires the water to continue moving along a tangent to the circle. Thus, a force is required to keep it always turning toward the center of the circle.

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Uniform Circular Motion: Crash Course Physics #7

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How a Smartphone Knows Up from Down (accelerometer)

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Spring Lab

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﻿ Paul Hewitt is famous for his clear, witty, down-to-earth style of presenting hard-core physics. Likewise, his cartoon-style artwork enagages and delights both students and teachers alike. All of these screencasts are on YouTube and on hewittdrewit.com.

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﻿ Paul Hewitt is famous for his clear, witty, down-to-earth style of presenting hard-core physics. Likewise, his cartoon-style artwork enagages and delights both students and teachers alike. All of these screencasts are on YouTube and on hewittdrewit.com.

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Students explore the phenomenon of electricity as they learn about current electricity and necessary conditions for the existence of an electric current. To make sense of this phenomenon, students construct a simple electric circuit and galvanic cell to help them understand voltage, current, and resistance. They also use the disciplinary core ideas of energy and electric current to better understand the crosscutting concept of energy transfer.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Learning Objectives

Photovoltaic cells, or solar cells, arranged in panels so they can be placed on buildings and used to store electricity.

After this lesson, students should be able to:

Understand the concept of current electricity, and the relationship between current, voltage and resistance.

Recognize that electrical energy in an electric circuit can be converted to different forms of energy, such as motion, thermal and light energy.

List alternative sources of electricity.

Recognize that engineers apply their understanding of how electricity works to design appliances and equipment that are important in our everyday lives.

Educational Standards
Suggest an alignment not listed above

Pre-Req Knowledge

Students should be familiar with the concepts of atoms, electrons, and electric charge.

Introduction/Motivation

Ask the students: Have you ever had to replace the batteries in a flashlight? (Many will answer yes.). Why did you have to replace the batteries? (Possible answers: The batteries were dead, the flashlight did not work or the light was dim.) Once you place new batteries in the flashlight, you complete an electric circuit and the flashlight operates and the light shines brightly. Remind students that atoms are made of smaller parts called protons, neutrons and electrons. The electrons can carry a negative electric charge and can move from atom to atom and create current electricity. Tell students that during this lesson, they will learn how the electrons' charge can help light a bulb in a flashlight and what is trying to stop charge from lighting the bulb!

If you look closely at a battery, you will see a small number with the letter "V" next to it. Does anyone know what the letter represents? (Answer: Volts.) Let students know that during this lesson, they will find out what volts have to do with charge in a circuit.

Ask the students: Does anyone know of any alternatives to generating current electricity at a power plant? (Possible answers: Photovoltaic cells/solar cells, wind farms.) Photovoltaic (PV) cells, commonly called solar cells, have been powering satellites in space for decades. Most people have seen solar cells on calculators, and on road signs and lights along highways. Photovoltaic cells use sunlight to make electricity. Using photovoltaic cells to produce electricity does not produce the polluting emissions that conventional power plants produce. Conventional fossil fuels require costly operations to extract, while sunlight is freely available everywhere. Unfortunately, photovoltaic cells are still expensive to manufacture (and require non-solar power to manufacture!). Engineers and scientists are working to make solar electricity affordable for everyone. They're also working on new applications for photovoltaic cells, such as solar-powered roads and wearable solar technology.

Lesson Background and Concepts for Teachers

Electrical Potential Energy and Voltage

The force between any two charges depends on both the product of the charges and the distance between them. The force between two like-charged objects is repulsive, whereas the force between two oppositely-charged objects is attractive. Therefore, it takes energy to push two like-charged objects together or to pull two unlike-charged objects apart. For example, if we were to take two negatively-charged objects and compare the energy required to hold them at different distances from each other, we would find that the amount of energy we need to expend is increased as we bring the two negatively-charged objects closer together. This is analogous to the effect you experience when trying to push the like poles of two magnets together.

The closer together the two like-charged objects are (or the farther apart two oppositely-charged objects are) the more electrical potential energy they have. The amount of electrical potential energy per charge is called the voltage. It may be helpful to present voltage as the "electrical pressure" that causes the electrons to move in a conductor. If electric current is analogous to water moving in a pipe, then electrical pressure (voltage) is analogous to water pressure in a pipe. A pump in a water line would be analogous to a voltage source. Batteries, generators, photovoltaic cells and other voltage sources all provide electrical energy that can be used to do work.

The SI unit (SI is the abbreviation for the International System of measurement from the French Système Internationale) of electrical potential, or voltage, is the volt [V]. Small batteries have voltages ranging from 1.5 V to 9 V. This means that there is a potential difference of 1.5 V across the terminals of the battery. The electric outlets in homes provide electricity at 120 V or 220 V. Power lines are at 10,000 V, or higher, in order to reduce energy losses due to the resistance of the transmission cables.

Charge Moves Due to a Voltage Difference

There is a flow of electric charge, an electric current, if the ends of a conducting wire are held across a voltage source (potential difference). The "electrical pressure" due to the difference in voltage between the positive and negative terminals of a battery causes the charge (electrons) to move from the positive terminal to the negative terminal. The voltage difference, also known as a voltage drop, is produced by attaching, for example, a light bulb or radio to the battery. A voltage source, such as a battery, generator or photovoltaic cell, can provide the sustained "electrical pressure" required to maintain a current. Current is measured in amperes (or amps) [A], in the SI system. One amp is the flow of 6.25 x 10 ¹⁸ electrons per second.

Circuits

Any path through which charges can move is called an electric circuit. If there is a break in the path, there cannot be a current; such a circuit is called an open circuit. However, if the path for movement of charge is complete, then the circuit is closed. There can only be a current in a closed circuit. Electrons cannot pile up or disappear in a circuit. A circuit can be as simple as a wire connected to both terminals of a battery, or as complicated as an integrated circuit in a home computer. Refer to the Completing the Circuit activity to help students illustrate the difference between an open and closed circuit.

Resistance, Conductors and Insulators

Different materials oppose the movement of charge to varying degrees. The resistance of an object is a measurement of the degree of opposition to charge movement within that object. Conductors (such as metals) have lower resistances while insulators (such as wood or plastic) have higher resistances. An object's resistance depends on the materials that make up the object, its length, cross-sectional area and temperature.

If we continue with the water analogy for electric current, we can think of the resistance of a material like the boulders in a river, which slow the flow of water. Two objects made of the same material can have different resistances if their physical dimensions are different. Water in a wide riverbed (or a hose with a large diameter) has less resistance to flow than water in a narrow riverbed (or a hose with a small diameter). The resistance of a thick copper wire is less than the resistance of a thin copper wire. Longer pieces of a material have greater resistances than shorter pieces. Thus, we can see that the resistance to charge movement is cumulative in a material. Finally, lowering a material's temperature decreases its resistance. The SI unit of resistance is the ohm [Ω], which is equal to one volt per amp [V/A].

It is important to note that any material can conduct electricity if there is a high enough voltage across it. This is what happens both in lightning and electrocution. Air is normally an insulator, but during thunderstorms, a very high electrical potential difference between the clouds and the ground forces a current through the air briefly. In the body, the skin acts as an electrical insulator. When there is a high voltage across the body, there is a brief discharge through the body, damaging the tissues and possibly causing death. The likelihood of electrocution is increased if the skin is wet. This is because salts (from perspiration or soils) on the body dissolve in the water, producing a conducting solution.

Current, Voltage and Resistance Relationships

The current in a circuit is directly proportional to the voltage across the circuit and inversely proportional to the resistance of the circuit. This relationship is called Ohm's law. For a given voltage, there is greater current in a circuit element with a lower relative resistance. Also, for a given resistance, there is greater current in a circuit element if there is a greater voltage across it. The following equations, Ohm's law, describe the relationship:

I = V / R

or

V = I * R

Where I is current, V is voltage and R is resistance. For example, if a flashlight with a pair of alkaline batteries at a total of 2 V has a light bulb with a resistance of 10 ohms. What is the current? (Answer: I = V / R = 0.2 A.)

How Do Batteries Work?

In a battery, chemical energy is converted to electrical energy. Whenever a battery is connected in a closed circuit, a chemical reaction inside the battery produces electrons. The electrons produced in this reaction collect on the negative terminal of the battery. Next, electrons move from the negative terminal, through the circuit, and back to the positive battery terminal. Without a good conductor connecting the negative and positive terminals of the battery, the chemical reaction that produces electrons would not occur.

There are many different types of batteries, each using different materials in the chemical reaction and each producing a different voltage. A battery is actually several galvanic cells (a device in which chemical energy is converted to electrical energy) connected together. Every cell has two electrodes, the anode and cathode, and an electrolyte solution. Electrons are produced in the reaction at the anode, while electrons are used in the reaction at the cathode. The electrolyte solution allows ions to move between the cathode and the anode where they are involved in chemical reactions balancing the movement of electrons.

Possibly the most familiar battery reaction takes place in a car battery. This reaction involves the disintegration of lead in sulfuric acid. In a lead-acid battery, each cell has two lead grids, one filled with spongy lead and one filled with lead oxide, immersed in sulfuric acid. The grid with spongy lead is the anode: electrons are produced as the lead reacts with sulfuric acid. These electrons collect on the negative terminal of the battery. The grid with lead oxide is the cathode in a lead-acid battery. Electrons that have gone through the circuit and returned to the cathode are used in a reaction that takes place at the cathode. Each cell produces 2 V. In a car battery, there are six of these lead-acid cells linked together in series to produce a total voltage of 12 V.

The lead-acid cell is called a wet cell because the reaction takes place in a liquid electrolyte. Dry cells have a moist, pasty electrolyte. Most batteries used in consumer electronics are dry cells. Alkaline batteries are dry cells that use zinc and manganese-oxide electrodes with a basic (pH greater than 7) electrolyte. In inexpensive batteries, there is usually an acid electrolyte with zinc and carbon electrodes. Refer to the Two-Cell Battery activity for students to build a two-cell battery and test it using different electrolyte solutions.

Engineers, who design computers, cars, cell phones, satellites, spacecraft, portable electronic devices, etc., must understand batteries because they are integral to a device's functioning. Batteries are also used to store the energy generated from solar electric panels and wind turbines. Many engineers are working to develop batteries that last longer, are more efficient, weigh less, are less harmful to the environment, require less maintenance and/or are more powerful.

Associated Activities

Lesson Closure

Ask students to give examples of devices that use current electricity. Have the students categorize the devices by the source of electricity, whether from solar cells, typical chemical batteries, a wall outlet (ultimately from a power plant) or a portable generator. Ask students to list some advantages and disadvantages of using the different power sources. As a class, discuss the functions of various devices, paying attention to the role of current electricity and the transformations of energy in the device. For example, contrast the use of current electricity to power a lamp and a fan. (The electricity is converted to light in the lamp, and to the movement of the blades in the fan.)

Vocabulary/Definitions

anode: An electrode at which oxidation occurs, producing free electrons that move to the cathode.

battery: One or more galvanic cells connected in series.

cathode: An electrode at which reduction occurs.

circuit: Any path along which electrons can move.

closed circuit: A circuit with a complete path, which allows for charge movement.

current: The flow of electric charge.

electrolyte: A material that dissolves in water, producing a solution that conducts electricity.

galvanic cell: A device in which chemical energy is converted to electrical energy in a spontaneous oxidation-reduction reaction.

ion: An atom or a group of atoms that has acquired a net electric charge by gaining or losing one or more electrons

open circuit: A circuit with a break in the path.

resistance: Opposition to the movement of electric charge.

semiconductor: A material that is usually insulating, but that becomes conducting through the addition of certain impurities.

voltage: The difference in electrical potential between two points in a circuit.

Assessment

Pre-Lesson Assessment

Brainstorming: In small groups, have students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Encourage wild ideas and discourage criticism of ideas. Ask the students:

From where does electricity come? (Possible answers: A wall outlet, a power plant, photovoltaic/solar cells, batteries, wind, etc.)

Know / Want to Know / Learn (KWL) Chart: Before the lesson, ask students to write down in the top left corner of a piece of paper (or as a group on the board) under the title, Know, all the things they know about electricity. Next, in the top right corner under the title, Want to Know, ask students to write down anything they want to know about electricity. After the lesson, ask students to list in the bottom half of the page under the title, Learned, all of the things that they have learned about electricity.

Post-Introduction Assessment

Discussion Question: Solicit, integrate, and summarize student responses.

Engineers develop alternative sources of energy. Hold your hand up if you have ever used a solar-powered device. What are some different devices that use solar power? List types of devices on the board. (Examples: Calculators, radios, landscape lights, exterior house lights, lights at emergency highway telephones, roof-top collectors that heat household water, satellites, etc.)

Lesson Summary Assessment

Numbered Heads: Divide the class into teams of three to five. Have students on each team number off so each member has a different number. Ask the students one of the questions below (give them a time frame for solving it, if desired). The members of each team should work together to answer the question. Everyone on the team must know the answer. Call a number at random. Students with that number should raise their hands to give the answer. If not all the students with that number raise their hands, allow the teams to work a little longer. Ask the students:

What can carry a negative electric charge, and move from atom to atom to create current electricity? (Answer: Electrons.)

Why do most people not have solar panels on their houses? (Answer: Too expensive.)

There cannot be current in an open circuit or a closed circuit? (Answer: Open circuit.)

On a battery, what does the letter V represent? (Answer: Volts.)

What type of energy in a battery is converted to electrical energy in a circuit: Light, mechanical, chemical or heat? (Answer: Chemical.)

Write the equation V = I * R on the board. The current in a 10 Ω toaster is 11 A. What is the voltage of the circuit? (Answer: V = I * R = 110 V)

Know / Want to Know / Learn (KWL) Chart: Finish the remaining section of the KWL Chart as described in the Pre-Lesson Assessment section. After the lesson, ask students to list in the bottom half of the page under the title, Learned, all of the things that they have learned about electricity.

Lesson Extension Activities

Have students learn more about solar cells by conducting an Internet search. Photovoltaic cells can only be made of certain materials, called semiconductors, which are between conductors and insulators in their ability to conduct electricity. Silicon is the most commonly used semiconductor in photovoltaic cells. Whenever light hits a PV cell, some of the energy is absorbed by the cell. This energy can knock electrons loose from the atoms that make up the semiconductor material. An electrical device on the PV cell forces these loose electrons to move in a particular direction, thus creating an electric current. Metal contacts at the top and bottom of a photovoltaic cell, like the terminals on a battery, connect the PV cell to an electric circuit. This "circuit" may be the electrical system of a building or a single device. PV cells produce direct current (DC), current in one direction only, just like a battery. Most household appliances use alternating current: alternating current (AC) changes direction 60 times per second and is used in the U.S. The direct current from a PV cell can be modified to produce alternating current so it can be used by any electrical appliance. PV cells can be linked together in different ways to make panels for various applications. The photovoltaic system for a home might require a dozen panels while a calculator may have only one PV cell. For more information on photovoltaic cells, see: http://www.howstuffworks.com/solar-cell.htm.

Have students learn more about solar panels and systems by conducting an Internet search to find companies that make or sell photovoltaic (PV) panels. What are the typical costs of a solar panel? What are some applications? (Possible answers: Rural electrification, pumping water, electricity for homes and businesses.) Have students find out which parts of the world are the best for using photovoltaic systems to produce electricity. Where are the largest PV systems?

What is Volta's Pile? (Answer: A famous experiment by Alessandro Volta in 1800 that produced electricity by chemical means and spurred intense research in the field of electricity.) Have students investigate and build a variation of Volta's Pile. See instructions at: http://www.funsci.com/fun3_en/electro/electro.htm

References

Guyton M.D., Arthur, C. and Hall, John E., Textbook of Medical Physiology. 10th Edition. Philadelphia, PA: W B Saunders., 2000.

Hewitt, Paul G. Conceptual Physics. 8th Edition. New York, NY: Addison Publishing Company, 1998.

How Batteries Work, How Stuff Works, Inc., Media Network, accessed March 2004. http://www.howstuffworks.com/battery.htm

How Solar Cells Work, How Stuff Works, Inc., Media Network, accessed March 2004. http://www.howstuffworks.com/solar-cell.htm

Richardson, L. (2019, April 1). Solar Technology: What's the Latest Breakthrough? Retrieved October 02, 2020, from https://news.energysage.com/solar-panel-technology-advances-solar-energy

Copyright © 2004 by Regents of the University of Colorado.

Contributors Xochitl Zamora Thompson; Sabre Duren; Joe Friedrichsen; Daria Kotys-Schwartz; Malinda Schaefer Zarske; Denise Carlson

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: October 2, 2020

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Students explore the phenomenon of electricity as they learn about current electricity and necessary conditions for the existence of an electric current. To make sense of this phenomenon, students construct a simple electric circuit and galvanic cell to help them understand voltage, current, and resistance.

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We are excited to be launching a partnership with STEMteachersNYC, an established, teacher-led community of educators based in NYC! Together we will be developing curriculum materials and launching a series of workshops on those materials.

Access to Curriculum Materials

Unlike other New Visions curriculum, the Physics course is being released on this site while in early development. All of the materials can be accessed by clicking on any of the hyperlinks. However, we invite interested teachers to gain commenting access to by completing the form and joining our Google group. Comments will be used to inform our first round of revisions, and we will keep you updated on the release of new units, workshops, and materials.
Join the Google Group Here!

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Physics - New Visions Science Curriculum

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We are excited to be launching a partnership with STEMteachersNYC, an established, teacher-led community of educators based in NYC! Together we will be developing curriculum materials and launching a series of workshops on those materials. Unlike other New Visions curriculum, the Physics course is being released on this site while in early development.

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HS Earth and Space Science

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HS Physical Science

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Traveling Waves: Crash Course Physics #17

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Summary Students learn the physical properties of sound, how it travels and how noise impacts human health-including the quality of student learning. They learn different techniques that engineers use in industry to monitor noise level exposure and then put their knowledge to work by using a smart phone noise meter app to measure the noise level at an area of interest, such as busy roadways near the school. They devise an experimental procedure to measure sound levels in their classroom, at the source of loud noise (such as a busy road or construction site), and in between. Teams collect data using smart phones/tablets, microphones and noise apps. They calculate wave properties, including frequency, wavelength and amplitude. A PowerPoint® presentation, three worksheets and a quiz are provided.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Many engineers are concerned with noise and its potential to impact human health. Engineers who oversee construction projects make sure that the work does not generate unacceptable noise levels for workers and nearby residents. Engineers who design new equipment make sure that machine noise levels do not exceed designated standards. For example, a power generator may have been designed with acceptable noise levels, but if installed too close to residences, could be considered too loud. Ways to fix the situation include modifying the generator to reduce its noise output, building a noise reduction wall or relocating the generator.

Learning Objectives

After this activity, students should be able to:

Calculate the frequency, wavelength and amplitude of waves.

Describe how sound travels through various media.

Explain the difference between sound and noise.

Devise an experimental procedure to collect data.

Analyze collected data and draw conclusions.

Determine unhealthy noise levels.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. Use a model to predict the relationships between systems or between components of a system.

The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Modern civilization depends on major technological systems.

Suggest an alignment not listed above

Materials List

Each group needs:

smart phone or tablet with a noise monitoring app such as the following:

A free noise-monitoring app for Android devices is Noise Meter

An $8 app for Android devices is Audio Tool, which is optimal if you have a high-quality sound level meter that you can use to calibrate each smart device; this app is purchased for use on school tablets; the app only needs to be purchased once; by logging into the appropriate Google account, the app can be loaded onto all tablets

A $10 app for Apple devices is SPL Graph

(optional) external microphone, to connect to smart phone or tablet

stopwatch

computer with Excel® or other spreadsheet software

Physics of Sound Worksheet, one per student

Observations Worksheet

Data Analysis Worksheet

Physics of Sound Quiz, one per student

To share with the entire class:

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub-1971-monitoring-noise-levels-smart-device-physics] to print or download.

Pre-Req Knowledge

Having basic knowledge of wave properties is useful, but is also covered in the slides and worksheets.

Introduction/Motivation

Have you ever heard something that was too loud? Did you feel that the loud sound was hurting your ears? Did you think that it might affect your hearing? (Listen to student responses.)

What are some noises that you cannot stand, but may not bother someone else? (Direct students to talk amongst themselves in small groups and discuss noises they do not like. After a few minutes, ask students if within their groups they came up with some sounds or noises that bother some students but that other students don't mind. For example, one person may not like the sound of nails on a chalkboard, while another person may not mind it, or the sound of rain may soothe one person and irritate another.)

If you walk by a construction area where a jackhammer is being used, you might cover your ears or walk faster to minimize or avoid the loud noise. Now imagine that instead of walking by the construction site, you live across the street from it. The loud noise might disrupt your sleep if it starts early in the morning or goes on into the night. If the construction hours are set and unchangeable, what might an engineer do in order to reduce the noise level so that you could sleep better? (Listen to student answers. Possible answers: Make/choose/use machinery that is not so noisy in the first place or build noise dampeners around the work area such as sound-absorbing walls and boxes.)

Now that we have discussed what sounds bother some people and not others and how engineers might reduce noise levels, who can describe a time when something physical changed the sound of an object so that it made a different sound? (Listen to student answers; expect them to vary. Possible answer: A friend yelling at them in a swimming pool sounds different than out of the pool. This is a good/correct answer; follow up with an example of trying to talk to a person through a wall.)

We have been hearing and interacting with sound since the moment we were born. Sound is such an important part of our lives, yet we usually take it for granted. We rarely stop to think how sound travels distances to make it to our ears or how sounds affect our well-being.

For example, teaching and learning requires a quiet environment. According to the World Health Organization, a noise level less than 35 dB is considered the optimal classroom level (Forns et al., 2015). Noise levels above 35 dB can impact a person's ability to focus and learn. Some studies suggest that road traffic and aircraft noise heard in school classrooms may have a larger negative impact on cognitive development in children than that of air pollution (Clark et al., 2012; Hygge et al., 2002; van Kempen et al., 2010, 2012).

Today, you are acting as if you are teams of environmental engineers who are given the challenge to make sure that the noise level in our school is within an acceptable range for student learning. To do this, you will experiment with new smart devices as your sound level meters.

Let's first take a look at sound and how to measure it. (At this point, segue into the slide presentation.)

As environmental engineers, it is your job to conduct research to determine if the noise level in the school is acceptable for student learning. Let's get started!

Procedure
Background
Sound is due to vibrations through the air, or other media, that can be heard when the vibrations enter the ear. The difference between sound and noise is subjective. Noise is unwanted or unpleasant sound, which is a perception that varies from person to person.

As the molecules in a medium vibrate, a longitudinal wave is formed that travels through the medium. Sound travels faster in tightly packed media, such as solids, and slower in loosely packed media such as gases. Since wave properties are vital to sound, it is important to understand and have the ability to calculate wave properties. These properties include: frequency, wavelength and amplitude.

F = v/λ

λ = v/f

f = frequency

v = wave velocity

λ = wavelength

T = time or period
Before the Activity

Gather materials, which may include school-supplied tablets and borrowed external microphones, and/or students' smart phones.

Make copies of the worksheets and quiz.

Review the Physics of Sound Presentation slides to make sure you comprehend the concepts. Suggested teacher script and comments are included in the notes section of each slide.

Load the noise app on to the tablets or phones, or have students load the app before class.

Prepare to show the class the Physics of Sound Presentation, a PowerPoint® file.

With the Students

1. (30-35 minutes) Introduce students to the topic of the physics of sound by presenting the Introduction/Motivation section content and the slide presentation.

2. (15-20 minutes) Hand out the Physics of Sound Worksheet and direct students to individually complete the worksheet while working together in student pairs. Provide assistance as necessary.

3. Reiterate the fact that noise hinders a person's ability to focus and perform in school. Organize the class into groups of four students each. Distribute the Observations Worksheet and Data Analysis Worksheet.

4. Introduce the noise monitoring app and equipment. Setup tips for Android devices using Noise Meter:

When the app opens, it starts to measure the noise level but does not log the data (see Figure 1-left).

To start logging, click the three vertical dots in the top right corner to open the options menu, as shown in Figure 1-right. Then click "Start logging" to begin recording the measurements.

Figure 1. The Android noise meter app while measuring noise (left) and its options menu (right).

The app prompts you to input a new file name. Advise students to be specific with file naming. For example, if measuring in a classroom, the filename might be: class101_measurement1_name.

Once the name is saved, the app begins to record the noise measurements.

Remind students to write the times that they start and stop logging on the Observations Worksheet, which aids with data analysis.

Recap of the logging process:

When ready to begin logging, click "Start logging" > save a file name.

When done logging, click "Done logging."

To email the data, click on the three dots at the top right corner of the app. Select "Log List" (Figure 1-right) and when the list of data measurements appears, click on the desired measurement. Then the option to email the data appears.

Pose the problem, for which the environmental engineering teams will follow the scientific method to learn more about, towards solving it: Your research task is to take measurements around the school to determine if the noise level in the classroom is acceptable.

If the classroom noise level is acceptable, then determine where the noise level is unacceptable, for example near a busy road next to the school.

If the noise level next to the busy road is unacceptable, then take measurements 1) at the road, 2) between the road and the school, and 3) in the classroom, to see how the three locations vary in their noise levels.

Guide students through the scientific process to address the problem. To begin, have groups each come up with a hypothesis and write it on the Data Analysis Worksheet.

Discuss and determine the procedure and experiment setup. Suggested prompts and tips:

How can you determine if your noise app/meter is accurate? Have all teams measure noise in the same location at the same time in order to get a baseline/comparison. While taking these measurements, remind students to be quiet so as to not impact the data.

Where will you measure noise? (At three locations: 1] next to the noise source, 2] between the source and school, and 3] in the classroom.) Will you stand in a cluster to measure the noise or a straight line from the source to the classroom?)

How many noise meters will be in each location?

How long will you measure? (At least 5 minutes to gather useful data.)

Will you repeat the measurement? How many times?

When you record the data, use a stopwatch so you know when you have reached 5 minutes.

Inform students that it is important that they all start logging at the same time so that the data can be compared with as little error as possible

Remind students to record on the Observations Worksheet the times they start and stop measuring, as well as notes about any noises that might impact the data. For example, "a garbage truck drives by the source at 2:32."

Log each location as its own measurement. For example, if students measure noise levels in the classroom, next to the school, and next to a road, that's three data streams to log, for example: InClassroom_StudentName, Next2School_StudentName, and AtRoad_StudentName.

After data are collected, (have either the students or the teacher) email the data from the tablet/smart phone to students so that they can analyze the data.

Select the options drop-down menu in the top right corner and select "Log list."

Select the appropriate recordings and select "Send File with email."

On the computer, open the received email and import the data, which is in text format, into Excel®. Only data that were in the saved text document are reported.

Direct students back to the Data Analysis Worksheet.

Based on how students measured the noise, they may need to share the Excel® data in order to compare the noise at different locations. If all students stood in a line from the source to the classroom to record data, then all of the students' data from a specific iteration needs to be shared so that they can compare the data. If they plot the data as a time series line graph, then expect to see that the device closest to the source has the highest dB measurement, with the dB level decreasing as the measurement device gets further from the source.

Have students select the dB column and create a scatter plot.

Right click the data in the scatter plot to select the data.

Name the data and select the time column to be the x-axis.

Repeat this step to get all data onto the scatter plot.

Have students discuss in their groups what the data means, and then as a class. Does the data support their hypotheses?

1. As a class, go over the Investigating Questions.

2. Administer the post-activity quiz.

Vocabulary/Definitions

amplitude: The distance from the center line to the top of a crest or to the bottom of a trough, when measuring a wave.

decibel: The unit used to measure sound pressure. The unit expresses the intensity of a sound wave. The unit symbol is dB.

frequency: The number of waves passing a point during a specific time period.

longitudinal wave: When wave particles vibrate in a direction that is parallel to the wave direction.

noise: An unwanted or unpleasant sound.

transverse wave: When wave particles vibrate in a direction that is at a right angle (perpendicular) to the wave direction.

wavelength: The distance from a particular point on a wave to the next point that is at the same height, going in the same direction.

Assessment
Post-Introduction Assessment
Worksheet: After presenting the introductory information and slides, administer the Physics of Sound Worksheet. Review students' answers to gauge their understanding of wave properties.
Activity Embedded Assessment
Accuracy Observations: Observe students as they collect data. Make sure that they are working collaboratively in their teams and are recording accurate and detailed time notations and observations on the Observations Worksheet.
Post-Activity Assessment
Post-Quiz: Administer the Physics of Sound Quiz to assess students' knowledge of waves, sound and noise. Review their answers to gauge their depth of comprehension.

Investigating Questions

From our collected data, is the noise from the source acceptable for people in our classroom?

If yes, then at what distance or location does the noise level become unacceptable? (Answers will vary; expect the unacceptable noise level to be close to the noise source.)

If no (the noise is too loud), how can it be remedied? (Possible answers: Plant dense shrubs or build a soil berm or thick fence to dampen the noise, move to a classroom farther away, etc.)

What actions might you take to get the school to investigate further? (Possible answers: Write a letter to the principal, brainstorm with the teachers about it, etc.)

Have you felt that the noise impacted your learning?

Safety Issues

If collecting data near busy streets or construction sites, make sure that the junior engineers are aware of their surroundings.

Troubleshooting Tips

If the devices go to sleep, they stop recording data. To avoid this, under Settings > select Screen > Keep screen on, which keeps the screen on while taking measurements.

Activity Extensions

If the data measured at the selected locations does not provide enough information for good statistical comparison, then continue taking measurements at new locations to collect additional data.

Activity Scaling

For lower grades, pool all data and create the graphs as a class.

References

Clark, Charlotte, et al. "Does Traffic-Related Air Pollution Explain Associations of Aircraft and Road Traffic Noise Exposure on Children's Health and Cognition? A Secondary Analysis of the United Kingdom Sample from the RANCH Project." American Journal of Epidemiology, vol. 176, no. 4, 2012, pp. 327-337, August 2012; doi:10.1093/aje/kws012. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415279/

Forns, Joan, et al. "Traffic-Related Air Pollution, Noise at School, and Behavioral Problems in Barcelona Schoolchildren: A Cross-Sectional Study." Environmental Health Perspectives, vol. 124, no. 4, April 2015; doi:10.1289/ehp.1409449. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4829987/

Hygge, Steffan, Evans, Gary W., Bullinger, Monika. "A Prospective Study of Some Effects of Aircraft Noise on Cognitive Performance in Schoolchildren." Psychological Science, vol. 13, issue 5, pp. 469-474, September 2002. http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00483?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&

van Kempen Elise, et al. "Neurobehavioral Effects of Transportation Noise in Primary Schoolchildren: A Cross Sectional Study. Environmental Health, vol. 9, no. 25, June 2010; doi:10.1186/1476-069X-9-25. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2898757/

van Kempen Elise, et al. "Neurobehavioral Effects of Exposure to Traffic-Related Air Pollution and Transportation Noise in Primary Schoolchildren." Environmental Research, vol. 115, pp. 18-25, May 2012; doi:10.1016/j.envres.2012.03.002. http://www.sciencedirect.com/science/article/pii/S0013935112000850?via%3Dihub

Copyright © 2016 by Regents of the University of Colorado

Contributors Kent Kurashima; Jana B. Milford

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. DGE 0946502. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: May 12, 2020

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Monitoring Noise Levels with a Smart Device - Activity

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Students learn the physical properties of sound, how it travels and how noise impacts human health-including the quality of student learning. They learn different techniques that engineers use in industry to monitor noise level exposure and then put their knowledge to work by using a smart phone noise meter app to measure the noise level at an area of interest, such as busy roadways near the school.

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Explore the wonderful world of waves! Even observe a string vibrate in slow motion. Wiggle the end of the string and make waves, or adjust the frequency and amplitude of an oscillator.

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CaMSP Cohort 13 - Lesson Modules (Year 1)

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Students begin the lesson series by investigating where energy comes from through a series of sense-making and questioning activities, and then are assigned a specific power plant type to research through guided readings, and internet research. Students then locate and create an engineering design(blueprint) for their own power plant which is aesthetically pleasing, animal/plant friendly, and more green than prior designs.

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Vibrating mass on a spring, slinky, simple wave simulator, standing wave maker, beat patterns.

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Vibrating Mass on a Spring

Pick up a mass and place it on the end of a spring and watch the mass bob up and down. Pull it off the spring and try placing a different mass on the end of the spring. Or use both springs and place different masses on each one of them. Ready to measure? Just click the Start button and the height of the mass, the velocity at which it is moving, and the time will all be measured and plotted on a graph. Values go by too fast? No problem with this Interactive - just drag a slider backwards across the graph and view height, velocity and time values at any point on the graph. As if that were not enough, you can also change the nature of the spring - changing both its stiffness and the amount of damping. This simulation is so realistic it is almost as if you are manipulating the real thing.

Grab a particle on a string and start wiggling it back and forth. Watch as the disturbance you create travels from particle to particle. Explore the result of wiggling more or less frequently or with a smaller or larger amplitude. Change the amount of damping effects and other variables. You'll have so much fun with Slinky Lab that you might forget that you're learning physics.

The Physics Classroom thanks their friends at Nerd Island Studios for contributing this Interactive to the collection.

Simple Wave Simulator

Whether seen in a science museum or inside a physics classroom, everyone is intrigued by a wave machine. One can watch and observe the periodic motion of a mechanical wave machine in amazement without knowing that 30 minutes just passed by. Prepare yourself because you are about to observe a virtual wave machine ... only now you (not the museum official or your teacher) are in control. You can set it vibrating at any frequency and any amplitude you wish. You can even view it simulating a sound wave. Watch it vibrate in slow motion. Watch it in fast motion. Watch it in real time. And watch the clock because you're going to be so captivated that you might be late for your next class.

When two or more waves meet up with each other while moving through the same medium, interference occurs. When you try to observe this phenomenon in real life, the two waves become lost in one another and it becomes difficult to perceive the principles that underlie the phenomenon. But this simulation comes to the rescue, allowing the learner to step through in slow motion and view the individual waves and the resulting shape of the medium. So drop that Slinky for a moment; you can get back to it later. But for now, take some time to explore the Wave Addition simulation and find out what is happening when you and your friend give each end a shake.

Thanks to Physics teacher Martin Kirby for contributing this simulation to our Physics Interactives collection. You can learn more about the Wave Addition app for iOS devices at Mr. Kirby's Google Site.

Standing Wave Maker

If you have ever seen a standing wave demonstration, then you have seen the definition of groovy (excuse the 80s term). And groovy is what you will see when you open this simulation. Make standing waves from several pre-set conditions or set the conditions yourself. View two waves traveling in opposite directions and the standing wave pattern that results from their interference. Don't forget to say Groovy!

Thanks to our friends at Nerd Island Studios for contributing a little bit of groovy to our Physics Interactives collection.

(Need the definition of groovy? Click here.)

Beat Patterns

If you have ever tried to tune an instrument, you likely used the phenomenon of beats. Or if you've observed the orchestra attempting to tune their instruments to one another, you likely observed them utilizing beats. Just exactly what is the concept of beats? And what physics is involved in beats? In this Interactive, you will use two virtual tuning forks to explore the answers to these questions. Give them a tap, set them into vibrations, and observe the result.

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Vibrating Mass on a Spring Pick up a mass and place it on the end of a spring and watch the mass bob up and down. Pull it off the spring and try placing a different mass on the end of the spring. Or use both springs and place different masses on each one of them.

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CA Science Academy Lesson Resources Grades 9-12

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CA Science Academy Lesson Resources Grades 9-12

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It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

Welcome back!

The Academy is now open to the public. All guests, including members, must reserve timed-entry tickets in advance.

We've implemented some new health and safety measures for your protection:

Masks must be worn by all guests ages 3+.

Physical distancing is required at all times.

Some exhibits, including the planetarium, remain temporarily closed.

Click the link below to view complete safety information and reserve tickets. We hope to see you soon!

Ready, Set, Science!

Give science some staying power.

While the Academy is thrilled to reopen, the impact of our 7-month closure will be felt for years to come. You can help us inspire new audiences, protect threatened ecosystems, and bring science to students around the world by making a tax-deductible gift today.

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Lesson plans and worksheets for high school science classrooms: 9th grade, 10th grade, 11th grade, and 12th grade.

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Instructional Segments Overview of Physics of the Universe

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Instructional Segments Overview of Physics of the Universe

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CA Framework author discusses IS contents and rational.

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CA NGSS Framework, 3 Course Model: Physics of the Universe

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Templates, sentence frames, and other resources relating to increasing the use of the domains of language in the classroom.

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Questions, posters and other resources to drive the "big ideas" of science.

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We appreciate your feedback and any suggestions on additional resources. Please complete the google form.

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NGSS-How to plan? What does it look like?

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NGSS-How to plan? What does it look like?

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Phenomenon, CDE Rollout Resources, planning websites and MUCH more.

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How to read standards and other helpful resources relating to the framework and standards.

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Video Explanation

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PS4C - Information Technologies and Instrumentation

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Content aligned with middle school PS4 Content aligned with high school PS4
In middle school, students develop an understanding of the disciplinary core ideas in the physical science domain. The middle school performance expectations build on the elementary performance expectations and allow students to explain concepts that are important not only to physical science, but also to life science and the earth and space sciences. In PS4: Waves and Their Applications in Technologies for Information Transfer, performance expectations allow students to demonstrate an understanding of wave properties and behaviors of and the use of waves to send digital information.

In high school, students continue to develop and refine their understanding of physical science concepts. The high school performance expectations are meant to expand on the middle school performance expectations. The high school performance expectations cover fundamental concepts of chemistry and physics, while leaving room for more expanded and in-depth study in upper level high school courses. As in middle school, physical sciences concepts are also important for understanding life and Earth and space sciences. Performance expectations in high school PS4: Waves and Their Applications in Technologies for Information Transfer require students to demonstrate an understanding of how waves transfer energy and send and store information. By the end of high school, students should be able to demonstrate a quantitative understanding of physical and electromagnetic waves through a variety of models.

MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Exploring Our Fluid Earth, a product of the Curriculum Research & Development Group (CRDG), College of Education. University of Hawaii, 2011. This document may be freely reproduced and distributed for non-profit educational purposes.

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PS4: Waves and Their Applications in Technologies for Information Transfer

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Content aligned with middle school PS4 Content aligned with high school PS4 In middle school, students develop an understanding of the disciplinary core ideas in the physical science domain. The middle school performance expectations build on the elementary performance expectations and allow students to explain concepts that are important not only to physical science, but also to life science and the earth and space sciences.

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May we suggest:

To maximize learning from this Satellite Meteorology course we recommend that students:

Go through each module in the order they are presented

Engage in all hands-on exercises in the modules when they are offered

Tackle "Problems with Solutions" and "Assessments" at the end of each module before moving on to the next one

Note: "Problems and Solutions" and "Assessments" pages are only accessible on the last page of each module)

Meteorology is an excellent topic to introduce middle and high school students to geoscience, physics, chemistry and applied mathematics. Satellite Meteorology learning modules provide scientists and educators with exciting activities and hands-on tools for investigation, inquiry, analysis and stewardship.

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May we suggest: To maximize learning from this Satellite Meteorology course we recommend that students: Go through each module in the order they are presented Engage in all hands-on exercises in the modules when they are offered Tackle "Problems with Solutions" and "Assessments" at the end of each module before moving on to the next one Note: "Problems and Solutions" and "Assessments" pages are only accessible on the last page of each module) Meteorology is an excellent topic to introduce middle and high school students to geoscience, physics, chemistry and applied mathematics.

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Waves and Their Applications in Technologies for Information Transfer

High School students who demonstrate an understanding of Waves and Their Applications to Technologies for Information Transfer can:

HS-PS4-1.
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-2.
Evaluate questions about the advantages of using a digital transmission and storage of information.

Activity: None

(We are really just getting started on this section of the website. We will be adding resources to this category soon.)

HS-PS4-3.
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-4.
Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Activity: None

(We are really just getting started on this section of the website. We will be adding resources to this category soon.)

HS-PS4-5.
Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Activity: None

(We are really just getting started on this section of the website. We will be adding resources to this category soon.)

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The Physics Classroom serves students, teachers and classrooms by providing classroom-ready resources that utilize an easy-to-understand language that makes learning interactive and multi-dimensional. Written by teachers for teachers and students, The Physics Classroom provides a wealth of resources that meets the varied needs of both students and teachers.

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Resources by practice

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Flipping Physics with Billy, Bobby, and Bo

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Learn real physics with Billy, Bobby, and Bo in my Flipping Physics classroom! Physics demonstrated in clear, comedic, concise videos.

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How to test a 9v AA AAA C or D Battery with a Cheap Multimeter

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Oakland Unified

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IMPORTANT UPDATE:Effective July 1, 2020, the EEI Curriculum will be migrated to a password-protected SharePoint site. Here are the instructionsfor how to obtain access to the new EEI SharePoint site, for which you will need to have a Microsoft account(available to anyone). Contact us at eei@calrecycle.ca.gov if you need technical assistance with accessing the site.

The California Education and the Environment (EEI) Curriculum contains a wide array of resources to support your transition to the Next Generation Science Standards (NGSS). The EEI Curriculum uses the environment as an authentic, engaging, and highly effective context in which students can more readily see the relevance of science and engineering to their lives. Although the EEI Curriculum was based on California's 1998 science content standards, it contains diverse instructional resources that, if thoughtfully integrated, can enrich lessons and units of study focused on California's NGSS.

California's new Science Curriculum Framework provides several examples of how the EEI Curriculum can be integrated into NGSS-focused instruction.

New! Inventory of EEI Curriculum Resources Spreadsheet

The EEI Curriculum includes a vast array of readings, photos, maps, information cards, and activities on topics ranging from air to water. While the EEI Curriculum wasn't written for NGSS, you can "harvest" EEI resources for your NGSS lessons. Access this Google Sheet and search for resources to add to your NGSS units of study. For example, if you teach 5 th grade and are looking for a reading about rivers, you could add a filter to search for units at reading level 5. Then add another filter to look for readings. Then search for the term "river." Likewise, you could search for all resources related to the word "woodland" by searching on this term. Keep in mind that photos in a 1 st grade unit may still be useful for high school teachers and vice-versa so feel free to search beyond your grade level. This spreadsheet currently includes resources from the EEI science units. We will add resources from the history/social science units by fall of 2019.

EEI/NGSS Correlation Spreadsheet

Now you can search for EEI Curriculum content to support NGSS Performance Expectations (PE's). Access this Google Sheet and sort by: NGSS grade level, PE, EEI Unit, or unit reading level. The spreadsheet includes a brief EEI unit description and hyperlinks to the EEI unit webpages and correlation guides.

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Next Generation Science Standards Correlation Guides

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The California EEI Curriculum is a natural fit for supporting the Next Generation Science Standards (NGSS). In the summer of 2013, we created a focus group of K-12 teachers and administrators who advised us on the content and format of our correlation guides. We are now posting drafts of the correlation guides upon their completion.

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Resource Padlet

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Phenomenon: Bowling Ball & Feather in Vacuum Chamber

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Phenomenon: Bowling Ball & Feather in Vacuum Chamber

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Brian Cox visits the world's biggest vacuum | Human Universe - BBC

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1-Component Seismogram: Building responds to P, S, surface waves

36s Novice Spanish Chinese

How many different ways can an earthquake shake us?

An earthquake generates seismic waves that (1) penetrate the Earth as body waves (P & S) or (2) travel as surface waves (Love and Rayleigh). Each wave has a characteristic speed and style of motion. Here we exaggerate the motion by bouncing a building to show what sensitive instruments record as seismic waves arrive at the station. Animation to characterize behavior of three seismic waves. The seismogram shows the arrival times of the three generalized waves. This image just shows a single body-wave path through the Earth to avoid cluttering the image. Waves travel in all directions from an earthquake.

CLOSED CAPTIONING: A .srt file is included with the downloiad. Use appropriate media player to utilize captioning.

Keypoints:

This highly simplified cartoon is intended to portray:

Timing of the seismic waves (P fastest)

The time (x-axis on the seismogram) it takes for the seismic waves to travel from an earthquake)

Different ways the seismic waves strike a building (P = bump; S = shear; surface = rolling wobble).

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1-Component Seismogram: Building responds to P, S, surface waves- Incorporated Research Institutions for Seismology

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36s Novice Spanish Chinese How many different ways can an earthquake shake us? An earthquake generates seismic waves that (1) penetrate the Earth as body waves (P & S) or (2) travel as surface waves (Love and Rayleigh). Each wave has a characteristic speed and style of motion.

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LA Unified Instructional Segments and Resources

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LA Unified Instructional Segments and Resources

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NGSS aligned assessments are available on the LAUSD Interim Assessments Portal and on the High School Schoology Group

High School Science Curriculum Maps

The curriculum maps divide the performance expectations (standards) into instructional segments described in the California Science Framework (2017).

The Secondary Science Leadership Team composed of teacher leaders representing all Local Districts added instructional resources and created the curriculum maps.

CLICK ON THE IMAGE BELOW TO ACCESS THE CURRICULUM MAPS
Unit Samples
The Secondary Science Leadership Team (a group of teacher leaders) developed NGSS aligned instructional units for high school science courses:

Resources for teacher collaboration:
Student Resources

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Science / High School Science Instructional Resources

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NGSS aligned assessments are available on the LAUSD Interim Assessments Portal and on the High School Schoology Group High School Science Curriculum Maps The curriculum maps divide the performance expectations (standards) into instructional segments described in the California Science Framework (2017).

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3-Component Seismogram Records Seismic-wave Motion

2min 55s Novice Spanish Greek

How do we capture the motion of an earthquake?

Modern seismometers include three (3) elements to determine the simultaneous movement in three (3) directions: up-down, north-south, and east-west. Each direction of movement gives information about the earthquake. This animation shows both the movement of the three (3) basic waves (P, S, and surface) and the effect of the waves on a building. The three (3) seismograms produced by a modern seismograph station show that the P wave is more visible on the vertical component and the S wave amplitude is larger on the horizontal components.

We emphasize that seismic waves traveling away from an earthquake occur everywhere, not just at seismic stations.

CLOSED CAPTIONING: A .srt file is included with the download. Use an appropriate media player to utilize captioning.

Keypoints:

Following an earthquake:

the ground responds to P, S, and surface waves by moving in all directions

the motion can't be captured by a single seismometer in one direction

three signals are received by the three components to reflect N-S, E-W, and up-down motion.

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3-Component Seismogram Records Seismic-wave Motion- Incorporated Research Institutions for Seismology

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We use exaggerated motion of a building (seismic station) to show how the ground moves during an earthquake, and why it is important to measure seismic waves using 3 components: vertical, N-S, and E-W.

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San Francisco Unified

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Draft 4.0 SFUSD NGSS Scope & Sequence: Physics