Translations

Code	Language		Translator	Run

Credits

weelookang@gmail.com; Francisco Esquembre; Felix J. Garcia Clemente; Jonathan

Main Themes:

1. Explanation and Understanding of Magnus Force: Both sources implicitly aim to explain the Magnus force and its effects, particularly in the context of sports. The OER platform explicitly does this through a simulation and accompanying explanations in the form of frequently asked questions.
2. Application of Magnus Force in Sports: A significant focus is on the practical application of the Magnus force in sports, specifically mentioning softball and basketball. The examples highlight how spin affects the trajectory of a ball.
3. Relationship Between Velocity, Pressure, and Spin: The sources touch upon the fundamental physics behind the Magnus force, connecting the velocity of air around a spinning object to pressure differences that result in a force.
4. Educational Resources and Tools: The OER platform provides a JavaScript simulation applet as a tool for learning and visualizing the Magnus force. It is presented within a broader context of open educational resources for physics and physical education.
5. Open Source and Collaborative Development: The authorship and licensing information suggest a collaborative, open-source approach to developing and sharing these educational materials.

Most Important Ideas and Facts:

• Definition of Magnus Force (Implied): While not explicitly defined in these short excerpts, the context strongly indicates that the Magnus force is the force exerted on a rotating object moving through a fluid (like air), which causes a deviation in its trajectory. This deviation is due to pressure differences created by the spinning motion interacting with the fluid flow.
• Velocity and Pressure Relationship: The OER platform directly addresses a common misconception: "Question 1: A student claims that when there is higher velocity between the motion of the ball and wind, there is a higher pressure zone created. True or false? False. Higher velocity leads to lower pressure zone created." This is a fundamental principle underlying the Magnus effect (Bernoulli's principle).
• Effect of Top Spin: The OER platform explains the effect of top spin on a softball: "Question 2: A softball pitcher wishes to ground the ball as fast as possible. Should the pitcher throw the ball with no spin, top spin or backspin? Top spin. The ball will experience a downward force which causes the ball to reach the ground faster." This demonstrates a practical application of understanding how spin alters trajectory.
• Effect of Back Spin: The OER platform clarifies the trajectory of a ball with backspin: "Question 3: When a backspin is applied to the ball, what is the trajectory of the ball? Explain your answer. Upwards. A higher pressure zone is created below the ball whereas a lower pressure zone is created above the ball." This provides a clear explanation linking the spin direction to the pressure distribution and resulting upward force.
• JavaScript Simulation Applet: The OER platform hosts a "Magnus force for sports and science JavaScript Simulation Applet HTML 5". The embed code provided (<iframe width="100%" height="100%" src="https://iwant2study.org/lookangejss/physicaleducation/ejss_model_magnusforce/magnusforce_Simulation.xhtml " frameborder="0"></iframe>) indicates the availability of an interactive tool for users to explore the Magnus force visually.
• Open Educational Resources: The platform is explicitly identified as "Open Educational Resources / Open Source Physics @ Singapore", highlighting its commitment to freely accessible educational materials. The content is licensed under a "Creative Commons Attribution-Share Alike 4.0 Singapore License", promoting sharing and adaptation.
• Credits and Authorship: The authors of the underlying work are identified as "weelookang@gmail.com; Francisco Esquembre; Felix J. Garcia Clemente; Jonathan". The OER platform also credits these individuals. Francisco Esquembre and Félix Jesús Garcia Clemente are further associated with the "Easy Java/JavaScript Simulations Toolkit".
• Related Resources: The OER page includes links to external video resources like "Backspin Basketball Flies Off Dam by Veritasium" and "Physics of toys- Cup Flyers // Homemade Science with Bruce Yeany by Bruce Yeany", suggesting a connection to real-world demonstrations and engaging content related to the Magnus force.
• Broader Context of OER Platform: The extensive list of other simulation applets and resources on the OER platform indicates a wide range of topics covered, including physics, mathematics, chemistry, and even language learning, all utilizing interactive JavaScript simulations. This positions the Magnus force applet within a larger ecosystem of open educational tools.

Quotes from Original Sources:

• (OER Platform, Question 1): "Higher velocity leads to lower pressure zone created."
• (OER Platform, Question 2): "Top spin. The ball will experience a downward force which causes the ball to reach the ground faster."
• (OER Platform, Question 3): "Upwards. A higher pressure zone is created below the ball whereas a lower pressure zone is created above the ball."
• (OER Platform, License): "Contents are licensed Creative Commons Attribution-Share Alike 4.0 Singapore License ."

Conclusion:

The provided sources highlight the importance of understanding the Magnus force, particularly in sports. The Open Educational Resources platform offers a valuable tool in the form of a JavaScript simulation applet to visualize and learn about this phenomenon. The inclusion of FAQs directly addresses key concepts and common misunderstandings related to the Magnus force. The open-source nature and collaborative authorship underscore a commitment to accessible and shareable educational materials in physics and related fields. The context within a larger collection of simulations demonstrates a comprehensive approach to interactive science education.

 

Magnus Force Study Guide

Quiz

1. According to the provided text, what is the relationship between the velocity of air around a spinning ball and the pressure exerted by the air? Explain this relationship in the context of the Magnus force.
2. A baseball pitcher wants to throw a fastball that rises slightly as it approaches home plate. Should they impart backspin or topspin on the ball? Explain your reasoning based on the Magnus effect.
3. In the "Backspin Basketball Flies Off Dam" video mentioned in the resources, what causes the basketball to curve upwards and travel a significant distance? Relate this phenomenon to the principles of the Magnus force.
4. The text mentions a simulation applet for the Magnus force. How could such a simulation be beneficial for learning about this physical phenomenon? Provide at least two distinct ways it could aid understanding.
5. Question 2 in the provided FAQ discusses a softball pitcher wanting to ground the ball quickly. What type of spin is recommended, and why does this spin cause the ball to reach the ground faster?
6. Describe the pressure difference around a ball with backspin and how this pressure difference results in an upward trajectory. Use the terms "higher pressure zone" and "lower pressure zone" in your explanation.
7. The resource lists various JavaScript HTML5 Applet Simulation Models related to physics and other subjects. How does the inclusion of the "Magnus force for sports and science" applet within this larger collection highlight its educational relevance?
8. The credits for the "Magnus force for sports and science" resource mention several individuals and an email address. What does this information suggest about the collaborative nature and potential for contact regarding this resource?
9. The "Translations" section is present but empty for the Magnus force applet. Why might translations be valuable for open educational resources like this one?
10. The "Sample Learning Goals" and "For Teachers" sections are marked as "[text]". What kind of information would you expect to find in these sections if they were fully populated, and how would this information enhance the utility of the resource?

Quiz Answer Key

1. Higher velocity of air around a spinning ball leads to a lower pressure zone. According to Bernoulli's principle, faster-moving fluids exert less pressure. The Magnus force arises from the pressure difference created by the spinning motion of the ball as it moves through the air.
2. The pitcher should impart backspin on the ball. Backspin causes the air pressure below the ball to be higher than the air pressure above it, resulting in an upward force that can counteract gravity to some extent, causing the ball to rise or stay aloft longer.
3. The backspin imparted on the basketball creates a higher pressure zone below the ball and a lower pressure zone above it. This pressure difference generates an upward Magnus force, causing the basketball to curve upwards against gravity and travel a greater horizontal distance.
4. A simulation can be beneficial by allowing users to visualize the airflow patterns around a spinning ball and observe how changes in spin rate and velocity affect the ball's trajectory. It can also provide a safe and interactive environment to experiment with different parameters and gain an intuitive understanding of the Magnus force without needing physical equipment.
5. Top spin is recommended. Top spin causes the air pressure above the ball to be higher than the air pressure below it, resulting in a downward Magnus force that adds to the force of gravity, causing the ball to drop to the ground more quickly.
6. A ball with backspin has a higher pressure zone below it and a lower pressure zone above it. This pressure difference creates a net upward force, known as the Magnus force, which opposes gravity and causes the ball to follow an upward trajectory.
7. Its inclusion demonstrates that the Magnus force is considered a significant concept within physics and sports education, warranting its own dedicated interactive learning tool alongside other fundamental physical principles and educational games.
8. This suggests that the resource was developed through the collaboration of multiple individuals who have contributed their expertise. The inclusion of an email address indicates a point of contact for inquiries, feedback, or further information regarding the resource.
9. Translations would make the resource accessible to a wider audience who may not be proficient in the original language (presumably English). This aligns with the goals of open educational resources to maximize their reach and impact globally.
10. The "Sample Learning Goals" would likely outline specific concepts or skills that users should be able to understand or demonstrate after engaging with the resource. The "For Teachers" section would likely provide pedagogical guidance on how to effectively use the resource in a classroom setting, including suggested activities, discussion points, or assessment strategies.

Essay Format Questions

1. Discuss the underlying physics principles, specifically Bernoulli's principle, that explain the Magnus force. How does the rotation of an object moving through a fluid create the conditions necessary for this force to arise, and what are the key factors that influence the magnitude and direction of the Magnus force?
2. Explore the applications of the Magnus force in various sports. Choose at least three different sports and explain how athletes utilize spin to manipulate the trajectory of balls or other projectiles to gain a competitive advantage. Consider the type of spin imparted and the resulting aerodynamic effects in your analysis.
3. Analyze the role of interactive simulations, like the one mentioned in the source material, in enhancing the learning experience of complex scientific concepts such as the Magnus force. What are the pedagogical benefits of using simulations compared to traditional methods of instruction, and how can these tools promote deeper understanding and engagement?
4. Critically evaluate the provided resources as open educational resources. What features or elements contribute to their accessibility and potential for widespread use? What aspects could be further developed or enhanced to maximize their educational impact and reach a broader audience?
5. Consider the relationship between the Magnus force and other aerodynamic forces acting on a spinning projectile, such as drag and gravity. How do these forces interact to determine the overall trajectory of a ball in flight? Provide specific examples to illustrate the interplay between these forces in a real-world scenario.

Glossary of Key Terms

• Magnus Force: A force exerted on a spinning object moving through a fluid (like air or water) that is perpendicular to both the direction of motion and the axis of rotation. It is caused by the pressure difference in the fluid resulting from the object's spin.
• Spin: The rotation of an object around its axis. In the context of projectile motion, spin can be imparted in various directions, such as backspin, topspin, sidespin, affecting the aerodynamic forces acting on the object.
• Bernoulli's Principle: A principle in fluid dynamics that states that an increase in the speed of a fluid occurs simultaneously with a decrease in pressure or a decrease in the fluid's potential energy. This principle is fundamental to understanding the Magnus force.
• Trajectory: The path followed by a projectile moving through space under the influence of forces such as gravity, air resistance, and the Magnus force.
• Pressure Difference: The variation in pressure exerted by a fluid on different surfaces of an object. In the case of a spinning object, the spin causes differences in air velocity around the object, leading to pressure differences that generate the Magnus force.
• Backspin: A type of spin where the top of the object rotates backward relative to its direction of motion. This typically results in an upward Magnus force, causing the object to stay aloft longer or even rise.
• Topspin: A type of spin where the top of the object rotates forward relative to its direction of motion. This typically results in a downward Magnus force, causing the object to drop more quickly.
• Simulation Applet: A computer program, often interactive, that models a real-world phenomenon or system. In this context, it refers to a digital tool that allows users to visualize and experiment with the effects of the Magnus force.
• Open Educational Resources (OER): Teaching, learning, and research materials that are available freely online for anyone to use, adapt, and share with no or limited restrictions. The "Magnus force for sports and science" resource appears to be an OER.
• Aerodynamics: The study of motion of air and how objects move through it. The Magnus force is an aerodynamic force that plays a significant role in the motion of spinning projectiles.

Sample Learning Goals

[text]

For Teachers

[text]

Research

[text]

Video

 Backspin Basketball Flies Off Dam by Veritasium

 

  Physics of toys- Cup Flyers // Homemade Science with Bruce Yeany by Bruce Yeany

 Version

http://weelookang.blogspot.com/2020/03/magnus-force-for-sports-and-science.html

Question 1: A student claims that when there is higher velocity between the motion of the ball and wind, there is a higher pressure zone created. True or false?

False. Higher velocity leads to lower pressure zone created.

Question 2: A softball pitcher wishes to ground the ball as fast as possible. Should the pitcher throw the ball with no spin, top spin or backspin?

Top spin. The ball will experience a downward force which causes the ball to reach the ground faster.

Question 3: When a backspin is applied to the ball, what is the trajectory of the ball? Explain your answer.

Upwards. A higher pressure zone is created below the ball whereas a lower pressure zone is created above the ball.

Other Resources

[text]