Described herein are propulsive force devices for providing propulsive force to integrated wireless devices for science education (e.g., Newton's laws of motion, kinematics, etc.). A propulsive force device includes a motor to drive a rotating member to generate a propulsive force and a motor driver coupled to the motor. The motor driver controls operation of the motor and at least one processing unit is coupled to the motor driver. The at least one processing unit is configured to receive a control signal from an integrated wireless device to adjust at least one parameter of the propulsive force device. When the propulsive force device is mounted to an integrated wireless device, operation of the propulsive force device may be configured to alter, adjust, or otherwise change dynamic properties of the integrated wireless device during science education experiments.

Described herein are propulsive force devices for providing propulsive force to integrated wireless devices for science education (e.g., Newton's laws of motion, kinematics, etc.). A propulsive force device includes a motor to drive a rotating member to generate a propulsive force and a motor driver coupled to the motor. The motor driver controls operation of the motor and at least one processing unit is coupled to the motor driver. The at least one processing unit is configured to receive a control signal from an integrated wireless device to adjust at least one parameter of the propulsive force device. When the propulsive force device is mounted to an integrated wireless device, operation of the propulsive force device may be configured to alter, adjust, or otherwise change dynamic properties of the integrated wireless device during science education experiments.

An educational tool for teaching principles of parametric resonance, linear force and angular momentum is presented herein. The tool includes a frame having a spindle assembly with a shaft. The upper end of the shaft is connected to an upper coupling and the lower end of the shaft is connected to a lower coupling. A turntable is positioned below the shaft and includes an offset mounting pin extending from a top surface thereof. Furthermore, a weight assembly is positioned through a hole in the shaft via an axle, wherein the axle is rotatable about a longitudinal axis of rotation within the axle hole of the shaft. The upper motor will rotate the shaft in one direction, while the lower motor rotates the turntable in a second, opposite direction causing the weight assembly to rotate and oscillate about the longitudinal axis with a varying moment of inertia.

An educational tool for teaching principles of parametric resonance, linear force and angular momentum is presented herein. The tool includes a frame having a spindle assembly with a shaft. The upper end of the shaft is connected to an upper coupling and the lower end of the shaft is connected to a lower coupling. A turntable is positioned below the shaft and includes an offset mounting pin extending from a top surface thereof. Furthermore, a weight assembly is positioned through a hole in the shaft via an axle, wherein the axle is rotatable about a longitudinal axis of rotation within the axle hole of the shaft. The upper motor will rotate the shaft in one direction, while the lower motor rotates the turntable in a second, opposite direction causing the weight assembly to rotate and oscillate about the longitudinal axis with a varying moment of inertia.

A ballistic device is easily and safely operated and modified by students to change different variables between experiments performed by the students. For example, the ballistic device is configured to facilitate adjusting the number and/or strength of the tensioning members applying a bias to the launching member to facilitate adjusting a location of the launch pad along a length of the launching member. A trigger arrangement is configured to be actuated at a safe distance from the ballistic device.

The disclosure is directed to simulating forces using holographic objects. A method according to embodiments includes: generating an invisible holographic object, the invisible holographic object providing a haptic effect; displaying a visible holographic object; aligning the visible holographic object and the invisible holographic object to provide a visible and touchable combined holographic object, the combined holographic object providing the haptic effect; applying a force to the combined holographic object, the applied force causing a displacement of the combined holographic object and including an amplitude and direction; and adjusting the haptic effect of the combined holographic object to generate an adjusted haptic effect representative of an effect of the applied force on the combined holographic object.

A method of providing stable communication between subsystems in a co-simulation system, including providing a signal S.sub.1 describing an output angular velocity of a rotating body of the first physical system; filtering the signal S.sub.1 using a continuous moving average, CMA, filter; and forming a time discrete first output signal S.sub.1*. In a second subsystem the signal S.sub.1* is received and the angular velocity described by S.sub.1* is applied to the second physical system. A response signal S.sub.2* describes a torque generated by the second subsystem. The response signal S.sub.2* is received by the first subsystem where a time discrete feedback signal S.sub.F* is formed based on the difference between the response signal S.sub.2* and a time discrete damping signal S.sub.D*.

Sets of structural parts (CPE) designed for the composition of Architectural didactic models (MD) for learning or research carried out by students, teachers, engineers, architects or anyone else interested in the subject; (CPE) comprise structural elements vertical and transverse sections (40) forming the pillars and beams and formed by springs (41) and (42) are cylindrical and helical, the traction and compression of which deformations (d1) or displacements (d2) of the structures (MD); (ii) metal cables (50) which comprises bracing and struts; (iii) plates (60) simulating slabs, walls and coverings made of plastic for horizontal locking, vertical and inclined between the elements (40) and (50) so as to simulate slabs, walls and roofs of a building; and (iv) groupings of links (AG), also, formed by labeled bonds (70) comprising balls metallic (71) for receiving the magnets (IM) of the elements (40) and (50) or other magnets (IM) of other structural parts (CPE) and rigid connections (90) configured by trapezoidal-shaped parts (91) where in at least that in three flat faces 91a, 91b and 91c are provided housings (r1) for magnet assembly (IM); the assembly of the parts CPE 30, 40, 50, 60 and (70) and inclusion of the base connection pieces (80), rigid links (90) and links (100) comprises a kit (10) mounted in a compact housing (20) with a hinged lid (21) which includes an instruction manual (T1) where possible structures obtained with the arrangement of the parts Structural Funds (FPC).

Sets of structural parts (CPE) designed for the composition of Architectural didactic models (MD) for learning or research carried out by students, teachers, engineers, architects or anyone else interested in the subject; (CPE) comprise structural elements vertical and transverse sections (40) forming the pillars and beams and formed by springs (41) and (42) are cylindrical and helical, the traction and compression of which deformations (d1) or displacements (d2) of the structures (MD); (ii) metal cables (50) which comprises bracing and struts; (iii) plates (60) simulating slabs, walls and coverings made of plastic for horizontal locking, vertical and inclined between the elements (40) and (50) so as to simulate slabs, walls and roofs of a building; and (iv) groupings of links (AG), also, formed by labeled bonds (70) comprising balls metallic (71) for receiving the magnets (IM) of the elements (40) and (50) or other magnets (IM) of other structural parts (CPE) and rigid connections (90) configured by trapezoidal-shaped parts (91) where in at least that in three flat faces 91a, 91b and 91c are provided housings (r1) for magnet assembly (IM); the assembly of the parts CPE 30, 40, 50, 60 and (70) and inclusion of the base connection pieces (80), rigid links (90) and links (100) comprises a kit (10) mounted in a compact housing (20) with a hinged lid (21) which includes an instruction manual (T1) where possible structures obtained with the arrangement of the parts Structural Funds (FPC).

A free-fall experimental apparatus for high school physics is disclosed. The apparatus includes a base, said base being installed with a negative pressure component for negative pressure pumping within the experimental assembly; said base being installed with a height adjustment component for adjusting the experimental height of the experimental assembly; said base being installed with an experimental assembly for conducting a free-fall experiment; said experimental assembly comprising a pulling type movable assembly, an experimental block, an upper opening self-resetting assembly, a retractable assembly and a lower opening self-resetting assembly.