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INTRODUCTION:

Everything is spinning. Right now, you are spinning around on the Earth at over 600 miles an hour. The Earth is spinning around the Sun at about 67,000 miles per hour. The entire Solar System is spinning around the center of the Milky Way Galaxy at 558,000 miles per hour. And this is nothing compared to the unbelievable speed that the electrons of every atom in the universe are spinning around their nuclei. From the galactic to the atomic scale, scientists have discovered everything is spinning. The gyroscope is one of the most remarkable and widely recognized toys in the world, yet few people realize it was originally developed by scientists to study spin and demonstrate that the Earth is rotating. Close observation of the astonishing behavior of gyroscopes led scientists to a much better understanding of spin and the development of a vast number of practical applications including the gyrocompass, flight instruments, the autopilot, gyroscopic stabilization and navigation for ships, airplanes, space stations and satellites. The hands-on lessons in this guide are designed for you and your students to have fun while conducting experiments with gyroscopes and discovering the amazing power of spin.

HOW DOES IT FIT WITH YOUR CURRICULUM REQUIREMENTS?


This Teachers Guide addresses the following National Science Education Standards.

CONTENT STANDARD

K-4

5-8

Standard A Science as Inquiry

Abilities necessary to do scientific inquiry Understanding about scientific inquiry

Abilities necessary to do scientific inquiry Understanding about scientific inquiry

Standard B Physical Science

Position and motion of objects Light, heat, electricity and magnetism

Motions and forces

Standard D Earth and Space Science

Objects in the sky Changes in earth and sky

Earth in the solar system

Standard E Science and Technology

Abilities of technological design Understanding about science and technology Abilities to distinguish betweennatural objects and objects made by humans

Abilities of technological design Understanding about science and technology

Standard G History and Nature of Science

Science as a human endeavor

Science as a human endeavor Nature of science History of Science

LESSON ONE:
The Power of Spin: The Gyroscopic Effect
Objectives: Students will conduct an experiment to discover the gyroscopic effect. Students will learn about friction Students will observe and record the results of their experiment. Students will share and discuss their results with others. Introduction: Invite your class to think of things that spin. Quickly elicit as many spinning things as they can think of. You should be able to come up with quite a list. Explain that scientists have discovered that spinning things have very special behaviors that they are going to study and explore during the next five days.

Lets Be Scientists
BASIC EXPERIMENTAL PROCEDURE
1. Ask Questions. (Why? How? How Long? etc.) 2. EXPERIMENT : Look for answers. T ry new things. 3. OBSERVE CAREFULLY! 4. Record data and your observations. 5. Repeat your experiments to confirm your results. 6. Summarize and analyze your results. 7. Draw conclusions! REMEMBER: Scientists often work in teams. Scientists share and discuss their results.

Lets Be Scientists Tell your class they are going to explore spin by becoming scientists. Ask them for their ideas about what a scientist is and does. Discuss their ideas and talk about how scientists seek to discover how and why things work by doing experiments and making careful observations. Give everyone a Lets Be a Scientist handout and go over the basic procedures for experiments. Explain that scientists usually create their own experiments to answer questions they have about the way things work. As junior scientists, they will be conducting many fun experiments to explore the power of spin.

Experiment #1: The Effect of Spin Materials: (for each small group) a CD (or old LPs can be used for more effect if you can find some) a crayon a piece of string

Procedure: 1. Divide the class into small groups and give everyone a handout. 2. Have students tie a crayon to one end of their string and slip the string through the hole in the disk (CD or LP). 3. Hold the end of the string and let the disk hang free at the other end. Have them swing it gently back and forth. They will observe how the disk is unstable and wobbles. 4. Now have the students give the disk a good spin. As it is spinning, have them swing the string again. They will observe how the disk now stays level with the floor as it swings back and forth. 5. Have them repeat this experiment and this time have them record their observations. Have them write a description of what they saw as well as draw pictures of their results (i.e. not spinning and spinning). Make the point that recording observations is one of
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the most important jobs of a scientist. Another important part of being a scientist is sharing their results with other scientists and comparing their data. Discussion: Your students have just demonstrated the gyroscopic effect or principle, which very simply stated is that any wheel or body rotating tends to stay in its plane of rotation unless an outside force is applied. Repeat the experiment in front of the class to reinforce this concept and lesson. Tell them the gyroscopic principle is very useful. In the coming days, they are going to conduct a series of experiments to explore and study this remarkable behavior and learn how the gyroscopic principle is used in everything from toys to airplanes to satellites. Before exploring spin further, it is useful to introduce a very important force working to slow spinning objects down. Ask students what caused the disk to stop spinning? This next experiment seeks to answer this question.

Experiment #2: The Effects of Friction


Materials: a CD a rubber band a ruler various surfaces

Procedure: 1. Tell students they are going to compare how well a CD slides across different surfaces (i.e. the table top, the floor, a magazine, a notebook, wax paper, aluminum foil, newspaper, sandpaper.) Set up different surface stations around the class and have the groups rotate between them to save on materials. 2. Emphasize that to do this scientifically, the force they use should be the same on each slide. Before beginning, have them practice sliding the CD on their desk by flicking it with their index finger. Have them do it a number of times until it goes about the same distance each time. Have them measure how far it goes with the ruler. (Measure from where the front edge of the disk is to where it ends up.) Tell them to be careful to use the same force every time.

3. Have the groups go to surface stations. Tell them to conduct at least three trials on each surface and record the distance of each. Give them a couple of minutes at each station and have them switch when it looks like everyone has conducted at least three trials. 4. Have them find the average distance for each surface and determine which surface was best for sliding. Discussion: Compare results by asking which surface was the best for sliding. Which was the worst? Did the CD always stop? Why? Discuss how two surfaces rubbing against each other create a force that slows movement called friction. Have everyone rub their palms together quickly. Ask what they feel. Explain that the heat is caused by friction. Friction is a force that slows things down. As they discovered in the experiment, friction depends on the materials that are rubbing together. Some materials create a lot of friction. Have them predict what will happen when they put a rubber band around the CD and try to slide it. Have them try it. Tires are made from a similar material so they wont slide. Some materials (called lubricants) are used to reduce friction, like oil or soap. You can demonstrate this by having them wash their hands and feeling the difference when they rub their soapy hands together. Discuss how friction between the crayon and the disk slow down and stop the spin. Point out that friction itself is not good or bad. It depends on what you are trying to do. Friction is not good when you are trying to go fast or keep something moving, but very useful when you want to stop or slow something down. A car is an excellent example of both cases. Friction is used when braking to stop the car, but in the motor and many moving parts is not good because it slows them down and causes wear so oil is used as a lubricant to reduce friction. Summary: Scientists conduct experiments to discover how and why things are as they are. Spinning objects have interesting behaviors that need to be explored! The gyroscopic principle says any wheel or body rotating tends to stay in its plane of rotation unless an outside force is applied. Two surfaces rubbing against each other cause friction, a force that slows down movement.

LESSON ONE:
The Power of Spin: The Gyroscopic Effect

NAME:

DATE:

Experiment #1: The Effect of Spin


Procedure: 1. Tie a crayon to one end of the string. 2. Slip the string through the hole in the CD. 3. Hold the loose end of the string and let the CD hang free at the other end. 4. Swing it gently back and forth. Observe the disk carefully. 5. Give the disk a good spin. 6. As it is spinning, swing the string back and forth again. Observe the disk. 7. Repeat the experiment and record your observations below. Draw pictures that show the difference between spinning and not spinning.

Observations:

not spinning

spinning

LESSON TWO:
The Magnificent, Mysterious Gyroscope
Objectives: Students will conduct experiments with the gyroscopic effect. Students will learn about gravity Students will learn to spin a gyroscope. Students will learn about the axis of spin. Materials: Pencils or Pens (Hexagonal are best.) CDs Black electrical tape Duncan Gyroscopes

Introduction: Hold a pencil up over your head. Ask what will happen if you let go of it. Ask why. Most of the students will be familiar with the concept of gravity, so discuss what they know about it. Some points about gravity to discuss: Gravity is a force of attraction between objects discovered by Isaac Newton. The strength of the force is related to the size (mass) the larger (more massive) the object, the stronger its gravity. The Earth is the largest local object, so we notice its gravity most. Earths gravity pulls things toward the center of the Earth. The moon is held in orbit around the Earth. The moon has gravity, too, but it is weaker because the moon is smaller than the Earth. Its gravity causes tides on the Earth. The largest planet, Jupiter, has many moons (16 at last official count and more being discovered all the time.) All of the planets in our solar system are held in orbit around the Sun by its gravity. We feel the Earths gravity more than the Suns, even though the Sun is bigger, because the Sun is so far away.

Experiment #3: Balancing a Pencil on its Tip Procedure: 1. Have students attempt to balance their pencils on their tip. 2. Ask if anyone can think of a way to balance their pencil on its tip. 3. Remind them of the last lesson and the gyroscopic effect as you hand out
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CDs and tape. 4. Have them cover the hole in the CD with black electrical tape and poke the pencil through the tape to create a simple spin top. (They may need to tape the pencil to stop it from slipping.) 5. Have them spin the pencil with the disk at the bottom, parallel to the table and observe what happens. Questions: 1. Could you balance the pencil on the tip by itself? 2. What force caused it to fall? 3. Could you get it to stand with the disk spinning? Why? 4. What happened when the disk stops spinning? Why? 5. Why did it stop spinning? 6. Does anyone know the name of the toy they just made? 7. How many have a toy top or have played with one? Discussion: Discuss how toy tops work. Review the gyroscopic principle: a spinning wheel or body tends to stay in its plane of rotation unless an outside force is applied. Talk about how the spinning tops they have made demonstrate this principle. The gyroscopic effect counters the force of gravity and prevents the top from falling while it is spinning. Talk about how the friction between the table and the pencil tip slows the spinning top until the force of gravity is stronger than the effect of spin and it falls over. Spinning tops have fascinated people around the world for thousands of years. It was not until the late 1700s and early 1800s that scientists started to pay careful attention to spinning tops remarkable behavior and developed a very useful new toy. Introducing the Gyroscope Take out a gyroscope and ask if anyone knows what it is. Chances are that someone will know what it is called. Write GYROSCOPE on the board. Divide the word into gyro and scope. Ask if anyone knows what either of these root words means. Most will know scope means to look or watch. Elicit other words that use scope. [It comes from the Greek word scopein which means to look.] Ask them what they think gyro might mean.
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Explain it means to turn or spin in a circle. [It comes from the Greek word that means circle.]

Experiment #4: The Amazing Balance of a Gyroscope Procedure: 1. Pass out gyroscopes to the entire class. (Dont hand out the string or Rip cords yet.) 2. Have them attempt to balance the gyroscope on the pointed tip. [Note: One tip is pointed and one is more flat with string groove.] 3. Ask how they think they can get it to balance on the tip. 4. Hand out the string and the Gyro Basics handout. Let them experiment and learn how to wind and spin a gyroscope. Allow them to play and get accustomed to spinning their gyroscopes. 5. While the gyroscope is spinning on its tip have them try to push it over with their finger. 6. Demonstrate the amazing balance of a spinning gyroscope by having them balance their spinning gyroscopes on: Their finger A pen or pencil tip (use the indented end) On the string (This will take teamwork.)

Questions: 1. Could you balance the gyroscope on the tip when it wasnt spinning? 2. Could you balance it when it was spinning? Why? 3. What happened when the gyroscope stopped spinning? Why? 4. Could you push over the gyroscope while it was spinning? 5. Which spins longer, the CD top or the gyroscope? 6. Spin gives the gyroscope and top incredible stability. Can you think of other things that use spin for stabilization? (i.e. yo-yos, Frisbees, footballs, bullets)

ROTOR AXIS

FRAME

BEARINGS

Discussion: AXIS OF SPIN (Rotational Axis) As students answer the questions, be sure to point out the remarkable ability to balance is the result of the gyroscopic effect. Discuss the different parts of a GYROSCOPE. Use the diagram to identify all of them. Explain that the rotation of the disk (rotor) is centered around the Axis of Spin (also called the Axis of Rotation, rotational axis). Point out that the CD tops they made also have an axis of spin. Ask what it was. Discuss how the axis of the top and gyroscope are different. Point out that there are bearings where the axis meets the frame of the gyroscope. Ask what they are for. The tip of spinning tops touch the surface they are spun on. What is the result of two surfaces rubbing together? Gyroscopes have a frame that isolates the rotor on an axis. The bearings reduce friction so the gyro spins longer. (The frame still spins due to some friction in the bearings.) Note that axle comes from the same root word as axis and discuss their similarity. Point out that all wheels have an axis of spin. Ask if they know of anything else with an axis of spin. (i.e. yo-yos, propeller, helicopter, Frisbee, a figure-skater, the Earth)

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Expand: The Earth is a Big Spinning Top Use a globe to show that the Earth is actually a big spinning top flying through space. Give it a good spin and ask for a volunteer to point out the axis of spin. Ask what the points at the end of the axis are called. The North and South Poles are actually just opposite ends of the Earths axis of spin. The Earths rotation is responsible for an enormous range of effects including global weather patterns, winds and ocean currents, but most dramatic is the difference between night and day.

Night and Day Ask how long it takes for the Earth to make one rotation on its axis. Discuss how the Earth makes one complete rotation on its axis every 24 hours which causes night and day. Demonstrate by rotating the globe slowly counterclockwise in front of a bright light. (This is most effective when you turn out all of the lights and shut the curtains.) Point out the way that the Earths rotation is what causes different areas to move into the light and then out of it. Talk about how night is actually just caused by being in the Earths shadow. Point to the lines of sunrise and sunset. Talk about the 24 time zones and lines of longitude. Point out that it is the same time in the Northern and Southern Hemisphere. Calculation: How Fast Are You Spinning? There is an easy formula to figure out how fast you (and your students) are spinning around the Earths axis. The circumference of the Earth is approximately 25,000 miles. Since the Earth makes a complete rotation each day, at the equator it is rotating at just over 1000 miles/hour. To calculate how fast the earth is spinning where you are, multiply the speed at the equator by the cosine of your latitude. Heres an example:
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If you are in New York City, your latitude is about 41. The cosine of 41 is .755 1040 m/h miles/hour Speed at equator x .755 cosine of latitude = 785.2 speed at your latitude

Find out the latitude of where you are and figure out how fast you are spinning. So if you are spinning so fast, why dont we notice? Explain that it is because everything around us is also moving fast. It is like being in a car moving down the highway. Since everything in the car is moving at the same speed, we only notice that we are moving if we look out the window. We only notice that the Earth is spinning by the changing position of the Sun and stars.

History The invention of the gyroscope is often attributed to Leon Foucault, a French scientist who gave it the name and conducted many experiments using gyroscopes. In 1852, he used a gyroscope to demonstrate the Earth is rotating.

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LESSON TWO:
The Magnificent, Mysterious Gyroscope

NAME:

DATE:

Gyro Winding - The basics


Hold the gyroscope (often called a gyro) in one hand. Put the end of the string through the hole in the axis. Turn the axis with the thumb of the hand holding the gyro and continue to hold the string with your other hand to keep it snug while you wind. Leave about 2-3 inches of at the end to allow you to pull. Make sure the string is tight around the axis. Hold the gyro by the outer frame and pull the string with one hard, smooth motion.

Time how long you can keep it spinning! TRIAL 1. 2. 3. TOTAL AVERAGE
(To get the average, divide the total by the number of trials.)

Label the different parts of the gyroscope!

SECONDS

TRY THESE TRICKS!


After you get the hang of spinning your gyro, balance your gyro on:
a string

your finger

another spinning gyro


(hold the bottom frame until the top gyro is mounted)

a pencil

(you will need some help)

Experiment
1. Get your gyro spinning fast. 2. Put your finger on the top. 3. Try to push it over. 4. Observe what happens. 5. Repeat the experiment. 6. Record your observations. Could you push it over? What happened when you pushed it?

(Note: Depending on variation of spin top in your classroom, you may or may not have the version that includes the t-stick launching system (shown in some illustrations).

LESSON THREE:
Gyroscopic Inertia and the Gyrocompass
Objectives: Students will learn about inertia Students will learn the gyroscopic effect is also called gyroscopic inertia. Students will observe and demonstrate the principle of Gyroscopic Inertia Students will learn how a gyroscope can be used as a compass Materials: Gyroscopes CDs A magnetic compass A bar magnet Iron filings or Wooly Willy type toy A piece of paper

Introduction: Ask for a volunteer. Have them come up and attempt to push your desk or a heavy table. Point out that it remains at rest until a force acts on it. This is a demonstration of Newtons First Law of Motion (often called the Law of Inertia), which states that objects at rest will stay at rest, and objects in motion will stay in motion unless acted upon by an unbalanced outside force. Inertia is the resistance an object has to a change in motion. Stopping suddenly in a car is a good example of inertia of moving objects and explains why we need seatbelts.

Experiment #5: Gyroscopic Inertia Materials: Duncan Gyroscopes

Procedure: 1. Have the students balance their gyroscope on the ring of the frame that goes around the rotor where it meets the frame that is in the plane of the axis. (Where the two rings of the frame meet See the picture) 2. Have them grip the x that is formed at the intersection on top and give the frame a spin with their hand. They will notice it spins easily. 3. Have them predict what would happen if the gyroscope were spinning. 4. Have them get the gyroscope spinning and do it again. Be careful not to
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touch the rotor. Remind them to repeat the experiment. 5. Have the students record their observations. Questions: 1. What happened? Discussion: One of the important results of the gyroscopic effect is that the axis of spin resists change; it holds its orientation. This property makes gyroscopes very useful. It is sometimes called gyroscopic inertia, which is really just a more descriptive name for the gyroscopic effect. Inertia means a resistance to change. Recall moving the desk or table. It resists being moved, but if you apply enough force you can move it. Tell them this ability to hold their position has made gyroscopes very useful. In the next experiment they are going to learn how a gyroscope can be used as a compass.

Expand: The Gyrocompass Ask: Which way is West? Why do you think so? How about North? (Why?) South? (Why?) East? (Why?) How can you be sure? Is there a way for us to check?

Magnetic Compasses Take out a magnetic compass and ask if anyone knows what it is. What does a compass do? Ask if anyone knows how it works. All magnets have magnetic fields surrounding them. This field is not uniformit is polar. Magnetic force is concentrated at the ends (poles). This can easily be demonstrated and the fields shape and lines of force illustrated by putting a bar magnet under a sheet of paper and covering it with iron filings. (A Wooly Willy type toy is a neat and easy way to do this.)
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The Earth has a magnetic field. Scientists theorize that this magnetic field is caused by the difference in spin between the Earths solid inner iron core and a liquid iron shell surrounding it, which creates circulating electric currents through the dynamo effect (like an electric generator.) Electric currents create magnetic fields which are always in flux. A compasss magnetic needle, when allowed to orient itself (usually by balancing it on a point or in a liquid to create a nearly frictionless bearing), aligns itself with this field and points to the magnetic poles. The magnetic field of the Earth can be pictured by imagining a bar magnet inside of the Earth, slightly tilted (by 11.5 11) from axis of spin. The magnetic pole is currently about 600 miles from the North Pole. The exact locations of the magnetic S poles vary from day to day and year to year due to movements and turbulence within the Earths liquid iron core. The magnetic north pole has been moving every year since it was discovered in 1831. Scientists have found that it is currently moving about 25 miles to the northwest every year. Demonstration: Create a Compass You can easily demonstrate this very practical use of a magnet by suspending a bar magnet by its midpoint so it can swing freely. Watch how it orients itself and holds its orientation. Check it with a real compass. Ask: Who uses compasses? What do they use them for? What are magnets attracted to? What will happen if you move the compass near the magnet? (Try it.) What will happen if you put it next to a big piece of iron? What problems might you have with a magnetic compass? Explain that when they started to make ships out of iron (in the late 1800s), they started to have trouble using magnetic compasses. You can demonstrate the problem with a compass and a piece of iron.
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The Gyrocompass In the early 1900s a number of inventors realized that a gyroscopes ability to keep pointing in the same direction could be used as a compass that would not be affected by metal. The following is a simplified demonstration of the basic concept behind a gyrocompass.

Experiment #6 : Make a Basic Gyrocompass Make sure everyone has a CD, a handout and Gyroscope. Procedure: 1. Have everyone orient the arrow on their handout so it is pointing north. 2. Have them place the CD on the handout. 3. Have them balance the gyroscope on the frame going around the rotor in the hole of the CD so that the axis is parallel to the tabletop. (See picture on handout.) 4. Have them orient the frame it is balancing on so it lines up with the arrow pointing north. 5. Have them carefully turn the CD without touching the gyroscope with their hands and observe what happens. Tell them not to turn it too quickly. 6. Have them predict what will happen when they repeat this experiment when the gyroscope is spinning. 7. Have them repeat with the gyroscope spinning and record their observations. It is important that they keep the rotor perpendicular to the tabletop. Questions: 1. What does a compass do? 2. What happened when the gyroscope wasnt spinning? 3. What happened when the gyroscope was spinning? 4. What is needed for the gyroscope to keep pointing in the same direction?

Discussion: Explain that what they made is a very simplified demonstration of the primary idea behind a gyrocompass. The CD represents their ship or airplane. When the gyroscope is spinning, gyroscopic inertia will keep it pointing in the same direction, no matter which direction their ship turns. Explain that this is just a demonstration so that they can get the idea. Actual gyrocompasses are much more complex.
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First, they have to keep the gyroscope spinning. Ask how they could keep it spinning. Explain that they used an electric motor that keeps the rotor of a gyrocompass spinning. Second, they need a way to mount the gyroscope to prevent outside forces from acting on them. Since the ocean is often rough, magnetic compasses had long been mounted in a set of swiveling rings called gimbals, so that they would remain unaffected by the movement of the ship at sea. The rings are connected to each other by bearings. A gimbalmounted gyroscope keeps its orientation no matter how the mounting is turned. It is often called a universally mounted gyro. (See diagram)
INNER GIMBAL OUTER GIMBAL

ROTOR

Third, real gyrocompasses, when properly mounted, use the force of friction, precession (see lesson 5) and the rotation of the Earth to orient themselves to its rotational poles, making them north-seeking and especially useful for navigation.

Elmer Sperry: American Inventor Elmer Sperry is one of the most prolific and important inventors to have ever lived. He received over 360 patents during his life in a wide variety of technologies including the development of electrical light and power industries, but it was his work with gyroscopes that changed the world. He began working with gyroscopes in 1896. In 1908, he invented and introduced his first Courtesy of the Hagley Museum and Library north-seeking gyrocompass. Sperry developed a wide range of inventions utilizing gyroscopes, including the first autopilot (for ship and airplanes), gyrostabilizers for ships and flight instruments for airplanes. He is remembered as the Father of Modern Navigational Technology.
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LESSON THREE:
Gyroscopic Inertia and the Gyrocompass

NAME:

DATE:

Experiment #1: A Basic Gyrocompass


Procedure: 1. Orient this page so that the arrow is pointing to the North. 2. Put the CD on the circle below. It represents your ship. 3. Balance the gyroscope on its rotor frame in the hole of the CD so that it is perpendicular to the table top and the axis frame is parallel with it. 4. Orient the gyroscope so that the axis is pointing North. (Note: gyro should not be spinning at this point) 5. Slowly turn the CD without touching the gyroscope. (If the gyroscope falls over you are turning too fast.) 6. PREDICT: What will happen when the gyroscope is spinning?

7. Repeat the procedure with the gyroscope spinning. (Important: Keep the rotor frame perpendicular to the table top.) 8. Record your observations.

Observations:
1. What happened when you turned the CD and the gyro was not spinning?

2. What happened when the gyro was spinning?

3. Did the axis remain pointed in the same direction?


arrow should point north

4. What happened as the gyro slowed down?

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LESSON THREE:
Gyroscopic Inertia and the Gyrocompass

NAME:

DATE:

Gyroscopes: A History of Invention


Johann Gottlob Frederick von Bohnenberger
is credited with inventing the first known gyroscope in Germany in 1810. Instead of using a disk for a rotor, he used a large metal ball. He was also an important developer of early electrical devices and is also remembered for his invention of the electroscope.

Leon Foucault
The invention of the gyroscope is often attributed to Leon Foucault, a French scientist who gave it the name and conducted many experiments using gyroscopes. In 1852, he used a gyroscope to demonstrate the Earth is rotating. The year before, he used a pendulum to prove the same. He hypothesized that a gyroscope properly mounted could be used as a compass.

Elmer Sperry: American Inventor


Elmer Sperry is one of the most prolific and important inventors to have ever lived. He received over 360 patents during his life in a wide variety of technologies including the development of electrical light and power industries, but it was for his work with gyroscopes that he is remembered. He began working with gyroscopes in 1896. In 1908, he invented and introduced his first north-seeking gyrocompass. Sperry developed a wide range of inventions utilizing gyroscopes, including the first autopilot and gyrostabilizers for ships and airplanes. He and his son Lawrence developed gyroscopic flight instruments. He is often remembered as the Father of Modern Navigational Technology.

Courtesy of the Hagley Museum and Library

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Lesson Four:
Gyroscopes and Flight
Objective: Students will see how gyroscopes stay rigid in space. Students will learn pilots usually refer to gyroscopic inertia as rigidity in space. Student will learn how gyroscopes are used in airplanes, space ships and satellites. Students will learn how seasons are due to the rigid angle of the Earth. Introduction: Review that in the last lesson they learned one of the important uses of the gyroscope. Ask if they remember what it was. Review the reason that it worked. Discuss how not only sailors, but also pilots and astronauts put gyroscopes to good use. Have them think and talk about the problems of using a magnetic compass in an airplane. Now think about a space ship. What problems would astronauts face?

Experiment #7: Rigidity in Space Explain that aviators usually refer to gyroscopic inertia as rigidity in space, which is just another way to describe the gyroscopic effect.

Materials:

Duncan Gyroscopes (with string or pull cord)

Procedure: 1. Have the students hold their gyroscopes in their hand so that the pointed tip of the axis is pointing away from them. 2. Have them toss it up in the air and observe any changes. 3. Now have them toss it up in the air, but this time flip it so it turns end over end. Have them hold the frame at the end of the axis, flip it gently and catch it. (It is best to do this over a table or a carpeted floor.) 4. Have them predict what will happen if they do the same thing while the gyroscope is spinning. 5. Have them repeat the procedure with the gyroscope spinning. Have them repeat it a number of times and record their observations.
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Questions: 1. What happened? 2. Could anyone flip it while it was spinning? 3. Why not? Discussion: The gyroscopic property of staying rigid in space is very useful to aviators and astronauts. Since a spinning gyroscopes axis maintains a fixed direction, it is an essential reference point in space. Give out the Lesson 4 handout and discuss it. Answers for Lesson 4 Handout: 1. The plane is flying North East or East by North East. 2. The plane is flying level. 3. The plane isnt turning. 4. Three gyros are needed to give a clear reference point in space. The axes are arranged perpendicular to each other to form an XYZ reference point. 5. The gyros on the space station spin at 6,600 rpm. 6. The cylinder at the bottom would spin to keep it stable. Answers to Attitude Indicator: 2, 1, 3, 4

Expand: The Earths Axis and the Seasons Like the axis of a spinning gyroscope, the Earths axis remains nearly rigid in space as it orbits around the sun. The angle of the Earths axis is 23.4 from perpendicular to the plane of its orbit around the sun ( the ecliptic.) Seasons
AUTUMNAL EQUINOX
FIRST DAY OF AUTUMN IN NORTHERN HEMISPHERE

AUTUMN

SUMMER

SUMMER SOLSTICE
FIRST DAY OF SUMMER IN NORTHERN HEMISPHERE

WINTER SOLSTICE
FIRST DAY OF WINTER IN NORTHERN HEMISPHERE

WINTER

SPRING

VERNAL EQUINOX
FIRST DAY OF SPRING IN NORTHERN HEMISPHERE

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are caused by the fixed angle of its axis. In the summer, you (and the pole of your hemisphere) are tipped toward the Sun and in winter you are tipped away from it. Demonstrate with a globe by placing a lamp (with no shade) in the middle of the table. Place the globe on the table so the North Pole is pointing away from the Sun. This is the orientation of the Earths axis on the first day of winter. Ask if anyone knows what day that is. You will notice how the globes stand holds the axis at the correct angle of tilt. Point out that the South Pole is tilted towards the sun, so it is the first day of summer in the Southern Hemisphere. Point out the Artic Circle and explain on the first day of winter it is dark for 24 hours because of the angle of the tilt. What is the longitude of the Arctic Circle? Can you explain why? Move the globe in orbit around the sun and stop at a position where the poles do not point at or away from the Sun. Ask if anyone can guess what day it is now. Explain that this is the first day of spring (the equinox) when day and night are equal length. Continue the orbit and stop on the first day of summer when the North Pole is pointing at the Sun. Note how the sun does not set in the Arctic Circle on the first day of summer, the longest day. Continue the orbit to the first day of Autumn.

Experiment #8: Applying Force to the Axis Procedure: 1. Have students spin their gyroscopes so that the axis is straight up and down. Have them observe it until it stops spinning. Tell them to pay special attention to what the axis of spin does as the gyroscope slows down. Have them repeat this and record their observations. 2. Have them spin it again. This time, while it is spinning, have them push the top of the axis with their finger and observe what happens. Questions: 1. What happened to the gyroscope before it fell over? 2. What did the axis of spin do? 3. What happened when they pushed the top of the axis? 4. What is causing the gyroscope to fall over? Discussion: Talk about how the axis wobbles around in a circle when an outside force (torque) is applied . If the axis of a gyroscope is not vertical, the Earths
20

gravity applies torque as it tries to tip over the gyroscope causing the axis to rotate in a circle, tracing a cone. This tilting or turning of the axis caused by an outside force is called precession. Notice that as the gyroscope slows, the precession gets faster and faster until it finally falls over. Tell them they will explore precession in-depth in the next lesson.

SPIN ANGULAR MOMENTUM

DIRECTION OF PRECESSION

DIRECTION OF SPIN

Expand: The Earths Axis is Precessing Even though the Earths axis remains basically rigid in GRAVITY space, it precesses in a circle like the axis of a gyroscope because of the pull of the Sun and the Moons gravity. It takes about 26,000 years for the axis to make one complete circle. Currently, the axis points to Polaris, the North Star, but in 13,000 years, it will be pointing at another bright star, Vega. Because the axis is precessing in a circle, after another 13,000 years it will again be pointing at Polaris. The precession of Earths axis was first noted by Hipparchus, a Greek, in 130 B.C.

21

LESSON FOUR:
Gyroscopes and Flight

NAME:

DATE:

Gyros in Flight
Gyroscopes are very important to pilots. Their ability to remain rigid in space is used in different ways. Three of the most important instruments on a plane are gyroscopic. The Heading Indicator is a gyrocompass. Since magnetic compasses are prone to error during turns, speed changes and turbulence, the Heading Indicator is the primary directional instrument used on an airplane, but due to error over time must be corrected against a compass. Look at the Attitude Indicators. What is the attitude of your aircraft? Write the correct number next to each. CHOICES: 1. Right Bank 2. Climbing 3. Diving 4. Left Bank

1. What direction is the plane flying?


The Attitude Indicator is sometimes called the artificial horizon. A gyros rotor holds the horizon bar stable during flight and the plane rotates around it. The miniture airplane wings on the case stay parallel with wings of the aircraft and display the planes position in relation to the earths horizon. It is probably the most important instrument because it tells the pilot if the plane is tilted up, down , right or left (the planes attitude). This is the primary instrument used when visibility is poor.

2. Is the plane climbing, diving or flying level?


The Turn Indicator is another gyro based instrument. It indicates if the plane is banking and its rate of turn.

3. What direction is the plane turning?

Gyros in Space
The Space Shuttle relys on gyroscopes for orientation and navigation.

4. How many gyros do you think are needed to give a clear reference point in space?

The International Space Station uses four 800 pound gyros to maintain its orientation in space.

5. How many rotations per minute (RPM) do you think they are spinning?
Satellites often have internal gyroscopes to keep them pointed in the right direction. Sometimes the entire satellite or a part of it spins to keep a fixed orientation.

6. What part of this satellite do you think spins?

Lesson Five:
Precession
Objective: Students will be introduced to and learn about the concept of precession. Students will conduct a series of experiments to observe and demonstrate precession and gyroscopic inertia. Materials: Duncan Gyroscopes and string

Introduction: Review by asking what the gyroscopic principle says. Remind them it says a spinning wheel or body tends to stay in its plane of rotation unless an outside force is applied. Today we are going to study what happens when you apply an outside force to a spinning gyroscope with a series of experiments.

Experiment #9: Gyros respond to force at 90 Procedure: 1. Have the students spin their gyroscopes on the tip. 2. Have them hold the frame steady with their left hand so that they can position the index finger of their right hand in the middle of the rotor frame. (See picture on handout). 3. Have them let go with their left hand and then push down with their finger and observe what happens. Have them pay special attention to the direction the axis falls. 4. Have them repeat the experiment, but now have them pay special attention to how they wind the gyroscope so that they know the direction of rotation. (If they wind the gyro in a clockwise direction, it will spin in a counter clockwise direction when the string is pulled and vice versa.) Have them repeat it with the gyroscope spinning in the other direction. 5. Have them repeat the experiment, but this time after they have done it once have them flip the still spinning gyroscope over so that it is spinning on the opposite end of the axis and do it again. Have them pay careful attention to the direction that the frame falls. Have them repeat this a number of times. 6. Have them work in pairs. One student closes their eyes. The other spins the gyroscope. The student with their eyes closed must determine the direction of the spin using this method.
22

Discussion: They will observe that the axis will fall towards the table at 90 from their finger (torque) in the direction of the spin. Explain that what they observed is called precession. Basically, if an outside force (torque) is applied to a spinning body, it will compensate by moving its axis at right angles (90) to the direction of the force (torque). This behavior of gyroscopes leads to some very surprising results as the next two experiments will demonstrate.

Experiment #10- The Conservation of Angular Momentum Procedure: 1. Have the students try to balance their gyroscope on the ring of the frame that goes around the rotor. The frame around the axis should be parallel with the table. They should be able to do it but not that easily. 2. Have them push down on the end of the axis and observe what happens. 3. Have them repeat the experiment but push down on the opposite end. 4. Have them predict what would happen if the gyroscope were spinning. 5. Have them repeat the experiment with the gyroscope spinning. Tell them to pay special attention to the direction of spin. 6. Have them push down on one end while it is still spinning. Then, while it is still spinning push down on the other end of the axis. 7. Have the students record their observations. Questions: 1. Could you push down the end of the axis when it was spinning? 2. What happened? 3. What happened when they pushed on the other end? 4. Could you feel the gyroscopic inertia? Talk about how the gyroscopic inertia felt as they pushed down on the end of the axis. Discussion: All moving objects have momentum. Angular Momentum is the momentum of a spinning object. The direction of its force is parallel to the axis of spin. Scientists explain the gyroscopic effect with the principle of the Conservation of
23

DIRECTION OF ANGULAR MOMENTUM

Angular Momentum which says that this momentum must stay constant (you cant destroy momentum).When an outside force (torque) is applied, the gyro reacts by transferring its momentum perpendicular (at 90) to the applied force causing it to rotate. This is called precession. The axis stays horizontal, but the gyroscope responds by rotating at 90 around the applied force.

Experiment #11: Suspending a spinning gyroscope Procedure: 1. Have students hold the gyro so that the axis is horizontal and have them thread the string through the opening between the axis and the frame. Then, have them lift the string up around the axis and grab both ends of the string. (See the pictures.) Have them practice threading the string like this a couple of times while the gyro is not spinning. 2. Have them predict what will happen when they let go of the gyro. 3. Have them predict what it will do when the gyro is spinning. 4. Have them find out. Questions: 1. What happened when they let go of the gyro when it wasnt spinning? 2. What happened when it was spinning? Did anyone predict it? 3. What force is acting on the gyro when they let go? Discussion: This is one of the most impressive demonstrations of precession. Most people expect the end of the gyro to fall due to gravity and are very surprised when it begins to rotate around the string. Discuss how the gyroscope resists the external force of gravity pulling down on the axis by precessing, rotating the axis at 90 to the force of gravity.
24

Try this: Get the gyro spinning, turn it so the axis is horizontal and put the tip on your finger. What do you think it will do? Expand: The Bicycle Wheel Gyro An exciting way to culminate your Week of the Gyro! is to bring out the bicycle wheel gyro. This is a common piece of equipment in many high school science departments. If you dont have one available to you, it is possible to make one or get one from almost any scientific equipment supplier. Basically, it is just a bicycle wheel with handles extending from its axle. There are many websites that show how to make and use one. Some even have movie clips of them in action. There are a number of different experiments usually performed with a bicycle wheel gyro. 1. Experiment #11 can be really reinforced if you demonstrated precession with the bicycle wheel gyro by suspending it by one of the handles when it is spinning. There are a number of good videos of this online. 2. Demonstrate the Conservation of Angular Momentum. This famous demonstration is always a crowd pleaser and a good way to wind up the week. With young kids it is very important to observe safety (if they are allowed to try it.) A. Sit in a chair that swivels (easily) and hold the wheel vertically between both hands. Have someone spin the wheel very fast. B. Twist the axis from horizontal to the vertical (so the wheel is horizontal) and the chair will start to spin. Twist it in the other direction and the chair will spin in the other direction. NOTE: If you are going to use a bicycle wheel gyro, it is recommended that you research their use online. There are many good sites with excellent instructions.

Congratulations!
Upon completion of these lessons your students will have a new understanding of the amazing power of spin.
Answers to Review Quiz: 1. gyroscopic principle, 2. friction, 3. gravity, 4. rotation, 5. inertia, 6. axis of spin, 7. precession, 8. magnetic field, 9. gyrocompass, 10. (clockwise from upperleft) autumn/fall, summer, spring, winter (see page 19)

25

LESSON FIVE:
Precession

NAME:

DATE:

Experiment: How Gyros Respond to Outside Force Procedure: 1. Get your gyro spinning and put it on the tip. 2. Hold the frame steady with your left hand. Put the index finger of your right hand in the middle of the rotor frame. 3. Let go with your left hand and push down with your finger and observe what happens. Pay special attention to the axis. Do it when it is not spinning and notice the difference. 4. Repeat the experiment. This time pay special attention to how you wind the gyroscope so that you know the direction of rotation. (If you wind the gyro in a clockwise direction, it will spin in a counter clockwise direction when the string is pulled and vice versa.) 5. Repeat the experiment with the gyroscope spinning in the other direction. 6. Repeat the experiment, but this time after you have done it once, while the gyroscope is still spinning, flip it over and do it again. 7. Record your observations. Observations: 1. What happened to the axis when you pushed down with your finger? Does it do this every time? 2. What is the relationship between the direction the axis moves and the direction of the spin? 3. What happened when you flipped the gyro over and pushed down? (Step 6) What conclusion can you draw from this?

Experiment: The Conservation of Angular Momentum Procedure: 1. Balance your gyroscope on the ring of the frame that goes around the rotor. The frame around the axis should be parallel with the table. 2. Push down on the end of the axis and observe what happens. 3. Predict what will happen when the gyroscope is spinning. 4. Repeat the experiment with the gyroscope spinning. Pay special attention to the direction of spin. 5. Push down on one end while it is still spinning. Then, while it is still spinning push down on the other end of the axis. 6. Record your observations. Observations: 1. Could you push down the end of the axis when it was spinning? What happened? 2. What happened when you pushed on the other end? 3. Could you feel the gyroscopic inertia when you pushed down? page 1 of 2

LESSON FIVE:
Precession

(continued)
NAME:

Experiment: Suspending a Spinning Gyroscope Procedure: 1. Hold the gyro so the axis is horizontal and put the string through the opening between it and the frame. Lift the string up around the axis. Practice this a couple of times while the gyro is not spinning. (See the pictures.) 2. Predict what will happen when you let go of the gyro. Hang on to both ends of the string and find out. Record the result.

3. Predict what the gyro will do when it is spinning.

4. Get the gyro spinning as fast as you can, thread the string around the axis as you did in step 1, hold on to both ends of the string and let go of the gyro. Be careful not to touch the rotor while you are threading the string. Record you observations. Observations: 1. What happened when you let go of the gyro when it wasnt spinning?

2. What happened when it was spinning?

3. What forces are acting on the gyro when you let go?

page 2 of 2

REVIEW QUIZ:
The Amazing Power of Spin

NAME:

DATE:

Fill in the blanks with words from this vocabulary list.

axis of spin friction gravity


1. The unless an outside force is applied. 2. down. 3. Earths 4. Night and day are caused by the 5.

gyroscopic principle gyrocompass inertia

magnetic field precession rotation

says a rotating body tends to stay in its plane of rotation

is caused by two surfaces rubbing together. It is a force that slows things

pulls things towards the center of the Earth. of the Earth.

is the result of an outside force being applied to a spinning object. .

6. The rotation of an object is centered around its 7. means resistance to change.

8. Scientists think Earths is caused by a difference in spin between the Earths solid iron core and the liquid iron shell surrounding it. 9. A utilizes a gyroscopes ability to keep pointing in the same direction.

10. Label the seasons in the diagram below.

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