Teacher Demonstration
Use the live model as a shared screen demonstration before students try their own predictions and observations.
Measurement
For Teacher
Explore For Teacher as an interactive EJS simulation for Measurement.
1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
2. Big Ideas
Key idea Spring and damper systems show how forces can depend on displacement and velocity. A spring force tends to restore the object toward equilibrium, while damping removes mechanical energy from the motion.
What Students Can Learn
- Relate spring force to extension or compression.
- Identify equilibrium as the position where resultant force may be zero.
- Recognise damping as a resistive effect that reduces oscillation amplitude.
- Use force and motion evidence to distinguish restoring force from damping.
Guiding Question
How do spring stiffness and damping change the motion after the object is displaced?
3. Try the Investigation
Displace the System
Move the object away from equilibrium and predict the restoring direction.
Change Spring Stiffness
Compare the motion for a weaker and stronger spring.
Add Damping
Increase damping and observe how the amplitude changes over time.
Explain Energy Loss
Use the motion pattern to explain how damping affects mechanical energy.
4. Teacher Notes
Lesson Use
Use the model to connect force laws to time-dependent motion.
Discussion Prompts
Ask: Where is equilibrium? Which direction is the restoring force? What does damping change?
Teaching Moves
Ask students to sketch force direction at several positions before running the model.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
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Answer each question once to build your streak.
1. What does a spring force usually try to do?
2. What happens to oscillation amplitude when damping is increased?
3. In a simple spring model, what does greater extension usually produce?
4. Why identify the equilibrium position?
5. What should students use as evidence for damping?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. A balance gives 10.42 g, 10.43 g, and 10.42 g for a 10.00 g standard. What is the best diagnosis?
2. A ruler has a zero mark worn away and every length is read 2 mm too large. What improvement targets the main problem?
3. Which evidence best separates random error from systematic error?
4. A set of readings has a small range but its mean is far from the accepted value. Which statement is strongest?
5. Which change is most likely to improve precision rather than accuracy?
7. Learning Pulse
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