{"id":118,"date":"2020-01-06T19:37:18","date_gmt":"2020-01-06T19:37:18","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/1172\/"},"modified":"2023-03-24T15:03:19","modified_gmt":"2023-03-24T15:03:19","slug":"1172","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/1172\/","title":{"raw":"Pendulums and the Energy Lens on Motion","rendered":"Pendulums and the Energy Lens on Motion"},"content":{"raw":"<h1><b><a href=\"https:\/\/forms.gle\/tp3KLMJRdXdmQAtJA\">Formative Assessment<\/a><\/b><\/h1>\n<b>What is a Pendulum?<\/b>\n\nA pendulum is a weight suspended from a fixed point that can swing freely. Pendulums swing back and forth in a regular motion.\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">What are some pendulums in real life?<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>Swings<\/li>\n \t<li>Wrecking ball<\/li>\n \t<li>Grandfather clocks<\/li>\n<\/ul>\n<\/div>\n<\/div>\n&nbsp;\n\nA period is the time it takes a pendulum to swing across and back to its original starting point. One period is shown in the video, below.\n\nhttps:\/\/vimeo.com\/27907742\n<h5>Video credit: \"<a href=\"https:\/\/vimeo.com\/27907742\">2D Animation-Pendulum<\/a>\" by <a href=\"https:\/\/vimeo.com\/melissag\">Melissa Gableman<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\">CC BY-NC-SA 3.0<\/a><\/h5>\nWhy does a pendulum continue to swing for some time after you let it go? It all has to do with it's energy.\n\n&nbsp;\n\n&nbsp;\n\nAs seen in the image, below, a pendulum has potential energy (PE) and kinetic energy (KE):\n\n[caption id=\"attachment_117\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-111 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-1024x686.png\" alt=\"\" width=\"1024\" height=\"686\"> \"P<a href=\"https:\/\/www.youtube.com\/watch?v=BSWl_Zj-CZs\">otential and Kinetic Energy<\/a>\" (screenshot) by <a href=\"https:\/\/www.bozemanscience.com\">Bozeman Science<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/us\/\">CC BY 3.0<\/a>[\/caption]\n<ul>\n \t<li>At the starting point of its swing, the pendulum has [pb_glossary id=\"327\"]potential energy[\/pb_glossary].<\/li>\n \t<li>As the pendulum swings downward, its potential energy is converted into\u00a0[pb_glossary id=\"328\"]kinetic energy[\/pb_glossary].<\/li>\n \t<li>As the pendulum swings upward, its kinetic energy is converted back into potential energy.<\/li>\n \t<li>Newton's First Law says that objects in motion tend to stay in motion, and objects at rest tend to stay at rest, unless acted upon by an outside force. Therefore, this energy conversion will allow the pendulum to continue swinging back and forth. Eventually, its energy will be lost to forces like friction and the pendulum will come to a stop.<\/li>\n<\/ul>\nFor more explanation of potential and kinetic energy, watch the first few minutes of the video, below.\n\nhttps:\/\/www.youtube.com\/watch?v=BSWl_Zj-CZs\n<h5>Video credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=BSWl_Zj-CZs\">Potential and Kinetic Energy<\/a>\" by <a href=\"https:\/\/www.bozemanscience.com\">Bozeman Science<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/us\/\">CC BY 3.0<\/a><\/h5>\n&nbsp;\n\nIf a wrecking ball was knocking down a building, where in its swing would you want the ball to connect to the building? Where in its swing does it have the most destructive power? Why?\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n&nbsp;\n\nWrecking ball in action by\u00a0 <a title=\"User:Stefan K\u00fchn\" href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Stefan_K%C3%BChn\">Stefan K\u00fchn<\/a> is licensed under\u00a0<a class=\"mw-mmv-license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY-SA 3.0<\/a>\n\n&nbsp;\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n&nbsp;\n\nWatch the video below to see a wrecking ball in action.\n\n&nbsp;\n\n[embed]https:\/\/www.youtube.com\/watch?v=VP8KjbXuP8Y[\/embed]\n\nThe wrecking ball connects to the building\u00a0<strong>at the bottom of its swing<\/strong>.\n<p style=\"text-align: left\">The video, below, shows 15 pendulums swinging from the same bar. Although the pendulums are released at the same time, they swing at different speeds. This creates the visual effect of a wave. If you focus on one pendulum at a time, you can see that each pendulum is in fact swinging back and forth in a consistent motion.<\/p>\nhttps:\/\/www.youtube.com\/watch?v=yVkdfJ9PkRQ&amp;feature=youtu.be\n<h5>Video credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=yVkdfJ9PkRQ&amp;feature=youtu.be\">Pendulum Waves<\/a>\" by <a href=\"https:\/\/sciencedemonstrations.fas.harvard.edu\/catalog\">Harvard Natural Sciences Lecture Demonstrations<\/a> is used with permission<\/h5>\nIn lab, we modeled a playground swing by creating a simple pendulum from a string with a weight attached at the end. As a class, we asked:<strong><span style=\"color: #000080\">\u00a0How does the [pb_glossary id=\"326\"]period[\/pb_glossary] of a pendulum depend upon weight, the angle of release, and\/or the length of the string?\u00a0<\/span><\/strong>\n\nYou can repeat the lab with this online PhET simulation here.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\nWe found that:\n<ol>\n \t<li>Weight does not affect the period<\/li>\n \t<li>The angle of release does not affect the period for small angles (about 20\u00b0 or less), but for larger angles, larger angles of release means a longer period<\/li>\n \t<li>A longer pendulum has a longer period<\/li>\n<\/ol>\nWatch the <a href=\"https:\/\/www.youtube.com\/watch?v=yVkdfJ9PkRQ&amp;feature=youtu.be\">pendulum waves<\/a> video, above, again and notice each variable.\n<ul>\n \t<li>Each pendulum's weight has the same mass.<\/li>\n \t<li>Each pendulum is released at the same angle.<\/li>\n \t<li>Each pendulum has a different length of string which causes them to swing at different speeds. Focus on the shortest pendulum and you can see that it swings fastest. Focus on the longest pendulum and you can see that it swings slowest.<\/li>\n<\/ul>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaway<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nThe speed of a pendulum's swing is affected by the length of the string.\n<ul>\n \t<li>Longer string=slower swing, fewer [pb_glossary id=\"326\"]periods[\/pb_glossary] in 10 seconds<\/li>\n \t<li>Shorter string=faster swing, more periods in 10 seconds<\/li>\n<\/ul>\n<\/div>\n<\/div>\n&nbsp;\n\n<strong>Why are pendulums important in science?<\/strong>\n\n<span style=\"color: #000080\"><strong>Galileo and Clocks<\/strong><\/span>\n\nIn the early 1600s, Galileo noticed the swinging motion of a chandelier in the Cathedral of Pisa. By watching the chandelier and timing its swings, Galileo found that each swing of the pendulum took the same amount of time, even as the angle of the swings changed (note that the normal swings of a chandelier are much less than 20\u00b0!).\n<div class=\"textbox textbox--sidebar shaded\">Why do you think pendulums made such good clocks?<\/div>\n&nbsp;\n\n[caption id=\"attachment_117\" align=\"aligncenter\" width=\"400\"]<img class=\"wp-image-112\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-225x300.jpg\" alt=\"\" width=\"400\" height=\"533\"> \"<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_(luigi_Sabatelli).JPG#\/media\/File:Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_(luigi_Sabatelli).JPG\">Galileo Fresco<\/a>\" by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Sailko\">Sailko<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\">CC BY-SA 3.0<\/a>[\/caption]\n\nIn 1657, Christiaan Huygens, a Dutch scientist, used Galileo's discoveries to patent the first pendulum clock. Before this, clocks were only accurate within a range of 15 minutes, but Huygens' pendulum clock was accurate within 15 seconds.\n\n[caption id=\"attachment_117\" align=\"aligncenter\" width=\"230\"]<img class=\"wp-image-113\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view.png\" alt=\"\" width=\"230\" height=\"611\"> \"<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Huygens_first_pendulum_clock_-_front_view.png\">Pendulum Clock<\/a>\" is public domain[\/caption]\n\n<strong style=\"color: #000080;text-align: initial;font-size: 1em\">\nFocault's Pendulum<\/strong>\n\n<span style=\"text-align: initial\"><span style=\"font-size: 1em\">In 1851, a Frenchman named L\u00e9on Focault used a pendulum to demonstrate that Earth rotated on its axis, a disputed scientific fact at the time. To do this, a Focault pendulum has a heavy metal weight suspended from a high ceiling. It is\u00a0<\/span>surrounded<span style=\"font-size: 1em\">\u00a0by a circle of pins which are knocked down by the pendulum's swings. Over time, <\/span><span style=\"font-size: 1em\">the pendulum's path swing changes due to the influence of Earth's rotation and pins fall all around the circle.\u00a0<\/span><\/span>\n\n<span style=\"text-align: initial\"><span style=\"font-size: 1em\">As seen in the image, below, Focault pendulums are a familiar sight in science museums around\u00a0the world today.\u00a0<\/span><\/span>\n\n[caption id=\"attachment_117\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-114 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-300x191.jpg\" alt=\"\" width=\"300\" height=\"191\"> \"<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Barcelona_Cosmocaixa_Foucault%27s_Pendulum.jpg#\/media\/File:Barcelona_Cosmocaixa_Foucault's_Pendulum.jpg\">Barcelona Cosmocaixa Focault Pendulum<\/a>\" by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Ad_Meskens\">Ad Meskens<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0<\/a>[\/caption]\n\n<strong>Pendulums in Real Life<\/strong>\n\n<span style=\"color: #000080\"><strong>Wrecking ball<\/strong><\/span>\n\nAs seen in the image, below, a wrecking ball is a large pendulum suspended from a construction crane.\n\n[caption id=\"attachment_117\" align=\"aligncenter\" width=\"225\"]<img class=\"wp-image-115 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/900px-Abrissbirne-225x300.jpg\" alt=\"\" width=\"225\" height=\"300\"> \"<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Abrissbirne.jpg#\/media\/File:Abrissbirne.jpg\">Wrecking Ball<\/a>\" by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Stefan_K\u00fchn\">Stefan Kuhn<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/\">CC BY-SA 3.0<\/a>[\/caption]\n\n<span style=\"color: #000080\"><strong>Tire swing vs. playground swing<\/strong><\/span>\n\nSwings are an easy way to see pendulums in real life.\n<ul>\n \t<li>In the image on the left, a tire swing is an example of a simple pendulum.<\/li>\n \t<li>In the image on the right, the playground swings are suspended from two chains. As shown in the pendulum lab, the length of a pendulum's string affects the amount of time each period takes. Therefore, both chains on the swing must be exactly the same length or the two sides of the swing will move at different speeds in a jerky motion.<\/li>\n<\/ul>\n[caption id=\"attachment_117\" align=\"alignleft\" width=\"300\"]<img class=\"size-medium wp-image-116\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/barn-1956342_1280-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\"> \"<a href=\"https:\/\/www.needpix.com\/photo\/833516\/barn-tire-swing-free-pictures-free-photos-free-images-royalty-free\">Tire Swing<\/a>\" is public domain[\/caption]\n\n[caption id=\"attachment_117\" align=\"alignright\" width=\"300\"]<img class=\"size-medium wp-image-117\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_.jpeg\" alt=\"\" width=\"300\" height=\"200\"> \"<a href=\"https:\/\/pxhere.com\/en\/photo\/969844\">Swings<\/a>\" is public domain[\/caption]\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n<h2>NGSS Standards<\/h2>\n<strong>Performance Expectations<\/strong>\n<table>\n<tbody>\n<tr>\n<th>3-PS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Planning and Carrying Out Investigations<\/h4><p>Planning and carrying out investigations to answer questions or test solutions to problems in 3\u20135 builds on K\u20132 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.<\/p><ul><li>Make observations and\/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.<\/li><\/ul>\">Make observations and\/or measurements<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4><h4>PS2.A: Forces and Motion<\/h4><ul><li>The patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)<\/li><\/ul>\">of an object\u2019s motion<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Planning and Carrying Out Investigations<\/h4><p>Planning and carrying out investigations to answer questions or test solutions to problems in 3\u20135 builds on K\u20132 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.<\/p><ul><li>Make observations and\/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.<\/li><\/ul>\">to provide evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><ul><li>Patterns of change can be used to make predictions.<\/li><\/ul>\">that a pattern can be used to predict<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4><h4>PS2.A: Forces and Motion<\/h4><ul><li>The patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)<\/li><\/ul>\">future motion.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-PS3-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Analyzing and Interpreting Data<\/h4><p>Analyzing data in 6\u20138 builds on K\u20135 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.<\/p><ul><li>Construct and interpret graphical displays of data to identify linear and nonlinear relationships.<\/ul>\">Construct and interpret graphical displays of data to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Scale, Proportion, and Quantity<\/h4><ul><li>Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.<\/ul>\">the relationships of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer;border-bottom: 1px solid #db711c\" title=\"\" data-original-title=\"<h4>PS3.A: Definitions of Energy<\/h4><ul><li>Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.<\/ul>\" aria-describedby=\"popover200594\">kinetic energy to the mass of an object and to the speed of an object.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"width: 824px\">\n<tbody>\n<tr>\n<th style=\"width: 58.0625px\">MS-PS3-2.<\/th>\n<td style=\"width: 737.063px\"><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in 6\u20138 builds on K\u20135 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.<\/p><ul><li>Develop a model to describe unobservable mechanisms.<\/ul>\">Develop a model<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Systems and System Models<\/h4><ul><li>Models can be used to represent systems and their interactions \u2013 such as inputs, processes, and outputs \u2013 and energy and matter flows within systems.<\/ul>\">to describe that when<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>PS3.A: Definitions of Energy<\/h4><ul><li>A system of objects may also contain stored (potential) energy, depending on their relative positions.<\/ul><h4>PS3.C: Relationship Between Energy and Forces<\/h4><ul><li>When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.<\/ul>\">the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n&nbsp;\n\n<strong>Disciplinary Core Ideas<\/strong>\n\nThird grade:\n\nPS2.A: Forces and Motion\n<ul>\n \t<li>The patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it<\/li>\n<\/ul>\nMiddle School:<a style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em\" href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\">\nPS3.A: Definitions of Energy<\/a>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\">Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)<\/a><\/li>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\">A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)<\/a><\/li>\n<\/ul>\n<a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">PS3.B: Conservation of Energy and Energy Transfer<\/a>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)<\/a><\/li>\n<\/ul>\n&nbsp;\n\n<strong>Crosscutting Concepts<\/strong>\n\n<a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a>\n<ul>\n \t<li>Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1),(MS-PS3-4)<\/li>\n<\/ul>\nSystems and System Models\n<ul>\n \t<li>Models can be used to represent systems and their interactions \u2013 such as inputs, processes, and outputs \u2013 and energy and matter flows within systems. (MS-PS3-2)<\/li>\n<\/ul>\n<a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">Energy and Matter<\/a>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5)<\/a><\/li>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nLesson Ideas:\n\nBuild a block wall. Can the children make the pendulum smash the wall down?\n\nHave children experiment with mass, length of string, how high they raise the pendulum, etc to see what variables affect period. You can have them set up two pendulums at a time to compare the period.\n\nOn the playground, have the children experiment with swings. How do you make an empty swing go higher? Faster? How about with a friend?\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;","rendered":"<h1><b><a href=\"https:\/\/forms.gle\/tp3KLMJRdXdmQAtJA\">Formative Assessment<\/a><\/b><\/h1>\n<p><b>What is a Pendulum?<\/b><\/p>\n<p>A pendulum is a weight suspended from a fixed point that can swing freely. Pendulums swing back and forth in a regular motion.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">What are some pendulums in real life?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Swings<\/li>\n<li>Wrecking ball<\/li>\n<li>Grandfather clocks<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>A period is the time it takes a pendulum to swing across and back to its original starting point. One period is shown in the video, below.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"2D Animation - Pendulum\" src=\"https:\/\/player.vimeo.com\/video\/27907742?dnt=1&amp;app_id=122963\" width=\"500\" height=\"333\" frameborder=\"0\"><\/iframe><\/p>\n<h5>Video credit: &#8220;<a href=\"https:\/\/vimeo.com\/27907742\">2D Animation-Pendulum<\/a>&#8221; by <a href=\"https:\/\/vimeo.com\/melissag\">Melissa Gableman<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\">CC BY-NC-SA 3.0<\/a><\/h5>\n<p>Why does a pendulum continue to swing for some time after you let it go? It all has to do with it&#8217;s energy.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>As seen in the image, below, a pendulum has potential energy (PE) and kinetic energy (KE):<\/p>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-111 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-1024x686.png\" alt=\"\" width=\"1024\" height=\"686\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-1024x686.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-300x201.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-768x515.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-1536x1029.png 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-2048x1372.png 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-65x44.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-225x151.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2020\/01\/Screen-Shot-2020-01-11-at-8.15.46-PM-350x234.png 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;P<a href=\"https:\/\/www.youtube.com\/watch?v=BSWl_Zj-CZs\">otential and Kinetic Energy<\/a>&#8221; (screenshot) by <a href=\"https:\/\/www.bozemanscience.com\">Bozeman Science<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/us\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<ul>\n<li>At the starting point of its swing, the pendulum has <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_118_327\">potential energy<\/a>.<\/li>\n<li>As the pendulum swings downward, its potential energy is converted into\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_118_328\">kinetic energy<\/a>.<\/li>\n<li>As the pendulum swings upward, its kinetic energy is converted back into potential energy.<\/li>\n<li>Newton&#8217;s First Law says that objects in motion tend to stay in motion, and objects at rest tend to stay at rest, unless acted upon by an outside force. Therefore, this energy conversion will allow the pendulum to continue swinging back and forth. Eventually, its energy will be lost to forces like friction and the pendulum will come to a stop.<\/li>\n<\/ul>\n<p>For more explanation of potential and kinetic energy, watch the first few minutes of the video, below.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Potential and Kinetic Energy\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/BSWl_Zj-CZs?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=BSWl_Zj-CZs\">Potential and Kinetic Energy<\/a>&#8221; by <a href=\"https:\/\/www.bozemanscience.com\">Bozeman Science<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/us\/\">CC BY 3.0<\/a><\/h5>\n<p>&nbsp;<\/p>\n<p>If a wrecking ball was knocking down a building, where in its swing would you want the ball to connect to the building? Where in its swing does it have the most destructive power? Why?<\/p>\n<p>The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<p>&nbsp;<\/p>\n<p>Wrecking ball in action by\u00a0 <a title=\"User:Stefan K\u00fchn\" href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Stefan_K%C3%BChn\">Stefan K\u00fchn<\/a> is licensed under\u00a0<a class=\"mw-mmv-license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY-SA 3.0<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<p>&nbsp;<\/p>\n<p>Watch the video below to see a wrecking ball in action.<\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Wrecking Ball Demolition\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/VP8KjbXuP8Y?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>The wrecking ball connects to the building\u00a0<strong>at the bottom of its swing<\/strong>.<\/p>\n<p style=\"text-align: left\">The video, below, shows 15 pendulums swinging from the same bar. Although the pendulums are released at the same time, they swing at different speeds. This creates the visual effect of a wave. If you focus on one pendulum at a time, you can see that each pendulum is in fact swinging back and forth in a consistent motion.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Pendulum Waves\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/yVkdfJ9PkRQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=yVkdfJ9PkRQ&amp;feature=youtu.be\">Pendulum Waves<\/a>&#8221; by <a href=\"https:\/\/sciencedemonstrations.fas.harvard.edu\/catalog\">Harvard Natural Sciences Lecture Demonstrations<\/a> is used with permission<\/h5>\n<p>In lab, we modeled a playground swing by creating a simple pendulum from a string with a weight attached at the end. As a class, we asked:<strong><span style=\"color: #000080\">\u00a0How does the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_118_326\">period<\/a> of a pendulum depend upon weight, the angle of release, and\/or the length of the string?\u00a0<\/span><\/strong><\/p>\n<p>You can repeat the lab with this online PhET simulation here.<\/p>\n<p>The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<p>We found that:<\/p>\n<ol>\n<li>Weight does not affect the period<\/li>\n<li>The angle of release does not affect the period for small angles (about 20\u00b0 or less), but for larger angles, larger angles of release means a longer period<\/li>\n<li>A longer pendulum has a longer period<\/li>\n<\/ol>\n<p>Watch the <a href=\"https:\/\/www.youtube.com\/watch?v=yVkdfJ9PkRQ&amp;feature=youtu.be\">pendulum waves<\/a> video, above, again and notice each variable.<\/p>\n<ul>\n<li>Each pendulum&#8217;s weight has the same mass.<\/li>\n<li>Each pendulum is released at the same angle.<\/li>\n<li>Each pendulum has a different length of string which causes them to swing at different speeds. Focus on the shortest pendulum and you can see that it swings fastest. Focus on the longest pendulum and you can see that it swings slowest.<\/li>\n<\/ul>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaway<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>The speed of a pendulum&#8217;s swing is affected by the length of the string.<\/p>\n<ul>\n<li>Longer string=slower swing, fewer <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_118_326\">periods<\/a> in 10 seconds<\/li>\n<li>Shorter string=faster swing, more periods in 10 seconds<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>Why are pendulums important in science?<\/strong><\/p>\n<p><span style=\"color: #000080\"><strong>Galileo and Clocks<\/strong><\/span><\/p>\n<p>In the early 1600s, Galileo noticed the swinging motion of a chandelier in the Cathedral of Pisa. By watching the chandelier and timing its swings, Galileo found that each swing of the pendulum took the same amount of time, even as the angle of the swings changed (note that the normal swings of a chandelier are much less than 20\u00b0!).<\/p>\n<div class=\"textbox textbox--sidebar shaded\">Why do you think pendulums made such good clocks?<\/div>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 400px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-112\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-225x300.jpg\" alt=\"\" width=\"400\" height=\"533\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-225x300.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-768x1024.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-1152x1536.jpg 1152w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-65x87.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1-350x467.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_luigi_Sabatelli-1.jpg 1536w\" sizes=\"auto, (max-width: 400px) 100vw, 400px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_(luigi_Sabatelli).JPG#\/media\/File:Galileo_che_osserva_la_lampada_del_Duomo_di_Pisa_(luigi_Sabatelli).JPG\">Galileo Fresco<\/a>&#8221; by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Sailko\">Sailko<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\">CC BY-SA 3.0<\/a><\/figcaption><\/figure>\n<p>In 1657, Christiaan Huygens, a Dutch scientist, used Galileo&#8217;s discoveries to patent the first pendulum clock. Before this, clocks were only accurate within a range of 15 minutes, but Huygens&#8217; pendulum clock was accurate within 15 seconds.<\/p>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 230px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-113\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view.png\" alt=\"\" width=\"230\" height=\"611\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view.png 328w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view-113x300.png 113w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view-65x173.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Huygens_first_pendulum_clock_-_front_view-225x597.png 225w\" sizes=\"auto, (max-width: 230px) 100vw, 230px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Huygens_first_pendulum_clock_-_front_view.png\">Pendulum Clock<\/a>&#8221; is public domain<\/figcaption><\/figure>\n<p><strong style=\"color: #000080;text-align: initial;font-size: 1em\"><br \/>\nFocault&#8217;s Pendulum<\/strong><\/p>\n<p><span style=\"text-align: initial\"><span style=\"font-size: 1em\">In 1851, a Frenchman named L\u00e9on Focault used a pendulum to demonstrate that Earth rotated on its axis, a disputed scientific fact at the time. To do this, a Focault pendulum has a heavy metal weight suspended from a high ceiling. It is\u00a0<\/span>surrounded<span style=\"font-size: 1em\">\u00a0by a circle of pins which are knocked down by the pendulum&#8217;s swings. Over time, <\/span><span style=\"font-size: 1em\">the pendulum&#8217;s path swing changes due to the influence of Earth&#8217;s rotation and pins fall all around the circle.\u00a0<\/span><\/span><\/p>\n<p><span style=\"text-align: initial\"><span style=\"font-size: 1em\">As seen in the image, below, Focault pendulums are a familiar sight in science museums around\u00a0the world today.\u00a0<\/span><\/span><\/p>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-114 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-300x191.jpg\" alt=\"\" width=\"300\" height=\"191\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-300x191.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-1024x652.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-768x489.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-1536x977.jpg 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-65x41.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-225x143.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum-350x223.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/1600px-Barcelona_Cosmocaixa_Foucaults_Pendulum.jpg 1600w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Barcelona_Cosmocaixa_Foucault%27s_Pendulum.jpg#\/media\/File:Barcelona_Cosmocaixa_Foucault's_Pendulum.jpg\">Barcelona Cosmocaixa Focault Pendulum<\/a>&#8221; by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Ad_Meskens\">Ad Meskens<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0<\/a><\/figcaption><\/figure>\n<p><strong>Pendulums in Real Life<\/strong><\/p>\n<p><span style=\"color: #000080\"><strong>Wrecking ball<\/strong><\/span><\/p>\n<p>As seen in the image, below, a wrecking ball is a large pendulum suspended from a construction crane.<\/p>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 225px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-115 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/900px-Abrissbirne-225x300.jpg\" alt=\"\" width=\"225\" height=\"300\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/900px-Abrissbirne-225x300.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/900px-Abrissbirne-768x1024.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/900px-Abrissbirne-65x87.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/900px-Abrissbirne-350x467.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/900px-Abrissbirne.jpg 900w\" sizes=\"auto, (max-width: 225px) 100vw, 225px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Abrissbirne.jpg#\/media\/File:Abrissbirne.jpg\">Wrecking Ball<\/a>&#8221; by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Stefan_K\u00fchn\">Stefan Kuhn<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/\">CC BY-SA 3.0<\/a><\/figcaption><\/figure>\n<p><span style=\"color: #000080\"><strong>Tire swing vs. playground swing<\/strong><\/span><\/p>\n<p>Swings are an easy way to see pendulums in real life.<\/p>\n<ul>\n<li>In the image on the left, a tire swing is an example of a simple pendulum.<\/li>\n<li>In the image on the right, the playground swings are suspended from two chains. As shown in the pendulum lab, the length of a pendulum&#8217;s string affects the amount of time each period takes. Therefore, both chains on the swing must be exactly the same length or the two sides of the swing will move at different speeds in a jerky motion.<\/li>\n<\/ul>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 300px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-116\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/barn-1956342_1280-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-300x200.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-1024x682.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-768x512.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-65x43.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-225x150.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280-350x233.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/barn-1956342_1280.jpg 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.needpix.com\/photo\/833516\/barn-tire-swing-free-pictures-free-photos-free-images-royalty-free\">Tire Swing<\/a>&#8221; is public domain<\/figcaption><\/figure>\n<figure id=\"attachment_117\" aria-describedby=\"caption-attachment-117\" style=\"width: 300px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-117\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_.jpeg\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_.jpeg 1200w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-300x200.jpeg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-1024x683.jpeg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-768x512.jpeg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-65x43.jpeg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-225x150.jpeg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/chains_swing_swing_rock_playground_swing_device_game_device-969844.jpgd_-350x233.jpeg 350w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-117\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/pxhere.com\/en\/photo\/969844\">Swings<\/a>&#8221; is public domain<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2>NGSS Standards<\/h2>\n<p><strong>Performance Expectations<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<th>3-PS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in 3\u20135 builds on K\u20132 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.Make observations and\/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.&#8220;&gt;Make observations and\/or measurements<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PS2.A: Forces and MotionThe patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)&#8220;&gt;of an object\u2019s motion<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in 3\u20135 builds on K\u20132 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.Make observations and\/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.&#8220;&gt;to provide evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns of change can be used to make predictions.&#8220;&gt;that a pattern can be used to predict<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PS2.A: Forces and MotionThe patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)&#8220;&gt;future motion.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-PS3-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Analyzing and Interpreting DataAnalyzing data in 6\u20138 builds on K\u20135 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Construct and interpret graphical displays of data to identify linear and nonlinear relationships.&#8220;&gt;Construct and interpret graphical displays of data to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.&#8220;&gt;the relationships of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer;border-bottom: 1px solid #db711c\" title=\"\">PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.&#8221; aria-describedby=&#8221;popover200594&#8243;&gt;kinetic energy to the mass of an object and to the speed of an object.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"width: 824px\">\n<tbody>\n<tr>\n<th style=\"width: 58.0625px\">MS-PS3-2.<\/th>\n<td style=\"width: 737.063px\"><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in 6\u20138 builds on K\u20135 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.Develop a model to describe unobservable mechanisms.&#8220;&gt;Develop a model<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Systems and System ModelsModels can be used to represent systems and their interactions \u2013 such as inputs, processes, and outputs \u2013 and energy and matter flows within systems.&#8220;&gt;to describe that when<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PS3.A: Definitions of EnergyA system of objects may also contain stored (potential) energy, depending on their relative positions.PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.&#8220;&gt;the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Disciplinary Core Ideas<\/strong><\/p>\n<p>Third grade:<\/p>\n<p>PS2.A: Forces and Motion<\/p>\n<ul>\n<li>The patterns of an object\u2019s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it<\/li>\n<\/ul>\n<p>Middle School:<a style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em\" href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\"><br \/>\nPS3.A: Definitions of Energy<\/a><\/p>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\">Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)<\/a><\/li>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=120\">A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)<\/a><\/li>\n<\/ul>\n<p><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">PS3.B: Conservation of Energy and Energy Transfer<\/a><\/p>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=124\">When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Crosscutting Concepts<\/strong><\/p>\n<p><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/p>\n<ul>\n<li>Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS-PS3-1),(MS-PS3-4)<\/li>\n<\/ul>\n<p>Systems and System Models<\/p>\n<ul>\n<li>Models can be used to represent systems and their interactions \u2013 such as inputs, processes, and outputs \u2013 and energy and matter flows within systems. (MS-PS3-2)<\/li>\n<\/ul>\n<p><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">Energy and Matter<\/a><\/p>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5)<\/a><\/li>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=94\">The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Lesson Ideas:<\/p>\n<p>Build a block wall. Can the children make the pendulum smash the wall down?<\/p>\n<p>Have children experiment with mass, length of string, how high they raise the pendulum, etc to see what variables affect period. You can have them set up two pendulums at a time to compare the period.<\/p>\n<p>On the playground, have the children experiment with swings. How do you make an empty swing go higher? Faster? How about with a friend?<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_118_327\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_118_327\"><div tabindex=\"-1\"><p>The energy held by an object that gives it capacity to do work.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_118_328\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_118_328\"><div tabindex=\"-1\"><p>The energy of an object due to motion.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_118_326\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_118_326\"><div tabindex=\"-1\"><p>The time it takes a pendulum to swing across and back to its original starting point.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":11,"menu_order":3,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-118","chapter","type-chapter","status-publish","hentry"],"part":106,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/118\/revisions"}],"predecessor-version":[{"id":407,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/118\/revisions\/407"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/parts\/106"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/118\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/media?parent=118"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapter-type?post=118"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/contributor?post=118"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/license?post=118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}