This lesson presents characteristics of spacecraft models on mars to see how well they meet design requirements and then presents a design challenge for students.
When equations are presented in class or in the context of textbook reading, students first evaluate whether the equation is appropriate for use in the dictionary (is it useful in many situations or specific to one problem? Is it a "final" version of an equation, or can it be simplified? Is it likely to be used in solving geophysical problems?) Once an equation is selected for the dictionary, students add a "definition" that includes (a) a short description of each variable and relevant constants, including appropriate units, (b) a written description of the process or relationships presented within the equation, and (c) any additional notes that help them understand the equation. The dictionary may be used on homework and exams, which encourages students to describe the equations in a manner that is meaningful to them. Thus, rather than simply write down the equation for seismic moment, a student might add "Seismic moment is a function of the size of the fault as well as the rigidity of the rock. The larger the fault or the displacement, the larger the earthquake". This activity allows students to evaluate their understanding of equations and the underlying physical processes.
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions
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Previous mapping exercises have dealt with well-exposed rocks, but this particular area runs into a problem with a thick valley fill on bedrock. We have some good estimates of the density contrast for the valley fill and bedrock. A prelab exercise asks the students to assign realistic densities to the units. In class we develop a model for the expected anomaly size for different thickness, then we go out and measure the anomaly and estimate the thickness.
Uses online and/or real-time data Has minimal/no quantitative component
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Uses geophysics to solve problems in other fields
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This activity shows how an ordinary ruler can measure human reaction time (RT). Learners will convert a standard ruler into a time ruler (relating time and distance) and measure each others RT. They will also calculate means and variances and the RT required to accomplish a specific task. Additional resources and an extension to this activity are available. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.
Students discover fluid dynamics related to buoyancy through experimentation and optional photography. Using one set of fluids, they make light fluids rise through denser fluids. Using another set, they make dense fluids sink through a lighter fluid. In both cases, they see and record beautiful fluid motion. Activities are also suitable as class demonstrations. The natural beauty of fluid flow opens the door to seeing the beauty of physics in general.
During the associated lesson, students have learned about Newton's three laws of motion and free-body diagrams and have identified the forces of thrust, drag and gravity. As students begin to understand the physics behind thrust, drag and gravity and how these relate these to Newton's three laws of motion, groups assemble and launch the rockets that they designed in the associated lesson. The height of the rockets, after constructed and launched, are measured and compared to the theoretical values calculated during the rocket lesson. Effective teamwork and attention to detail is key for successful launches.
The egg-drop activity is designed to help students develop a deeper understanding of the force created by wind resistance and how it interacts with the force due to Gravity. Students will note how surface area affects the resistance of a falling object as Gravity works on it. Students will record and share observations and questions regarding the experiment.
Explore the forces at work when you try to push a filing cabinet. Create an applied force and see the resulting friction force and total force acting on the cabinet. Charts show the forces, position, velocity, and acceleration vs. time. View a Free Body Diagram of all the forces (including gravitational and normal forces).
Explore the forces at work when you try to push a filing cabinet. Create an applied force and see the resulting friction force and total force acting on the cabinet. Charts show the forces, position, velocity, and acceleration vs. time. View a Free Body Diagram of all the forces (including gravitational and normal forces).
Explore the forces at work when you try to push a filing cabinet. Create an applied force and see the resulting friction force and total force acting on the cabinet. Charts show the forces, position, velocity, and acceleration vs. time. View a Free Body Diagram of all the forces (including gravitational and normal forces).
In this lesson designed to enhance literacy skills, students learn how the forces of gravity and air resistance affect the motion of falling objects.
An introduction to Gravity, Weak, Electromagnetic and Strong Forces. Created by Sal Khan.
In this video segment adapted from FETCH!, contestants are challenged to use materials from a garbage dump to build a boat that floats, can be steered, and is propelled by something other than oars.
Gravitational waves are small distortions, or ripples, in the fabric of spacetime. They have been discovered for the first time after scientists managed to observe the warping of spacetime caused by the collision of two black holes over a billion years ago.
Einstein called Galileo the "father of modern physics." This media-rich essay from the NOVA Web site looks at Galileo's quest to understand the mathematics of motion.
Scientists don't always get it right. This video segment adapted from NOVA looks at Galileo's failed theory for the motion of the tides.
Pump gas molecules to a box and see what happens as you change the volume, add or remove heat, change gravity, and more. Measure the temperature and pressure, and discover how the properties of the gas vary in relation to each other.
As a culminating project in Applied Geophysics, students plan, design, deploy and analyze independent geophysical field surveys at the university or within the town. These surveys may be on campus (i.e. using GPR or seismic refraction to investigate the likelihood of landsliding near a campus road), or within the greater community. In many cases, potential projects are brought to the class by community groups such as the local Department of Public Works or environmental firms. Recent projects include looking for evidence of an underground storage tank beneath a downtown sidewalk, using GPR to identify debris flows on a nearby alluvial fan, and documentation of ancient tribal gravesites in a local cemetery). Students work in small (2-4 person) groups and where appropriate collaborate with community members to plan the survey and ensure that the appropriate data are collected. Students first submit a project proposal, which gives them experience in developing a hypothesis and justifying their proposed work. Following data collection and analysis, the students write a summary report of the project, a copy of which is given to the community member or organization (in an unofficial context). Students present their work to the class in a short Powerpoint presentation.
Has minimal/no quantitative component
Uses geophysics to solve problems in other fields
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Learn how to calculate gravitational potential energy when we can no longer assume the gravitational field is uniform.
This resource was created by Kim Francis in collaboration with Lynn Bowder as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.