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Autor/inMcGlynn, Enda
TitelIntroducing Gyroscopes Quantitatively without Putting Students into a Spin
QuelleIn: European Journal of Physics, 28 (2007) 3, (8 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0143-0807
DOI10.1088/0143-0807/28/3/008
SchlagwörterMechanics (Physics); Motion; Science Instruction; Undergraduate Study; College Science; Scientific Principles; Scientific Concepts; Engineering Education; Equations (Mathematics)
AbstractThe uniform precession of a simple form of gyroscope is analysed via a direct application of Newton's laws, using only concepts generally taught to physics and engineering students in the first two years of an undergraduate programme, with an emphasis on understanding the forces and torques acting on the system. This type of approach, in the middle ground between qualitative descriptions and detailed mathematical analysis of gyroscopic motion, provides a suitable vehicle to enable motivated students to bridge this gap later. The particular system analysed here, though basic, enables many important concepts and techniques of mechanics to be highlighted and utilized. The analysis enables students to arrive at a quantitative understanding of fast and slow gyroscopic precession and thus goes beyond previous treatments in this middle ground of qualitative/quantitative analysis and appears to be the reasonable upper limit of the capability of such analyses. The simple system analysed is also quite amenable to construction and demonstration as part of a wider project-based approach. (Contains 1 footnote and 3 figures.) (As Provided).
AnmerkungenInstitute of Physics Publishing. The Public Ledger Building Suite 929, 150 South Independence Mall West, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: info@ioppubusa.com; Web site: http://www.iop.org/EJ/journal/EJP
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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