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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/personal-protection/
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LEARNING TASK 1 : Describe safety gear and work clothing
Personal protection
On the job site, workers need to wear special personal protective equipment. The equipment you wear will depend on the specific hazards you may expect to encounter. You may be supplied with all or some of the following equipment:
- goggles
- face shield
- gloves
- safety lock
- hard hat
- welder’s apron
- coveralls
- respirator
- hearing protection
- high-visibility vest
- body harness
Protective equipment can be divided into the following categories:
- head protection
- eye protection
- hearing protection
- respiratory protection
- hand and skin protection
- foot protection
- fall protection
Selecting PPE
All PPE clothing and equipment should feature a safe design and construction and should be well maintained. Workers should consider the fit and comfort of PPE when selecting appropriate items for their workplace. Most protective devices are available in multiple sizes, and care should be taken to select the proper size. If several different types of PPE are worn together, make sure they are compatible. PPE that does not fit properly can make the difference between being safely covered or dangerously exposed. It may not provide the level of protection desired and may discourage use.
Head protection
Hard hats protect workers where there is a hazard of head injury from falling, flying, or thrown objects, or other harmful contacts. The headband made of webbing inside the hat (also known as a hard hat’s suspension system) provides a space between the shell and your head, which lessens the impact of anything falling on your head. The headband is adjustable.
Most job sites require that hard hats be worn at all times while on the site. The shells of most hard hats are now almost always made from high-impact plastic, but a few are still made from metal alloys. Do not wear a metal alloy hard hat when working on electrical equipment.
Hard hat types
The proper type or class of hard hat required will vary for specific areas or for specific jobs. Different hard hats protect against different types of hazards, such as:
- banging your head on a sharp or hard object
- being hit by a falling object
- receiving a shock when working near electrical apparatus
Hard hats must have either CSA- or ANSI-approval. These standards are similar but not exactly the same. Many manufacturers have their head protection tested to meet both standards. These standards are divided into two types:
- Type 1 for top protection only
- Type 2 for top and lateral protection
Hard hats are also divided into three industrial classes:
- Class A hard hats provide impact and penetration resistance along with limited voltage protection (up to 2200 volts).
- Class B hard hats provide the highest level of protection against electrical hazards, with high-voltage shock and burn protection (up to 20 000 volts). They also provide protection from impact and penetration hazards by flying/falling objects.
- Class C hard hats provide lightweight comfort and impact protection but offer no protection from electrical hazards.
Another class of protective headgear on the market is called a “bump hat,” designed for use in areas with low head clearance. Bump hats are recommended for areas where protection is needed from head bumps and lacerations. They are not designed to protect against falling or flying objects.
Periodic cleaning and inspection will extend the useful life of protective headgear. A daily inspection of the hard hat shell, suspension system, and other accessories for holes, cracks, tears, or other damage that might compromise the protective value of the hat is essential. Paints, paint thinners, and some cleaning agents can weaken the shells of hard hats and may eliminate electrical resistance. Consult the helmet manufacturer for information on the effects of paint and cleaning materials on their hard hats. Never drill holes, paint, or apply labels to protective headgear, as doing so may reduce the integrity of the headgear’s materials. Do not store protective headgear in direct sunlight, such as on the rear window shelf of a car, since it can be damaged by sunlight and extreme heat.
Hard hats with any of the following defects should not be used and should be replaced:
- perforation, cracking, or deformity of the brim or shell
- any indication of exposure of the brim or shell to heat, chemicals, or ultraviolet light and other radiation (in addition to a loss of surface gloss, such signs include chalking or flaking)
Always replace a hard hat if it sustains an impact, even if damage is not noticeable. It is not necessary to replace the entire hard hat if just the suspension system is damaged. Suspension systems are available as replacement parts if they are damaged or show excessive wear.
Some workers are more comfortable wearing their hard hats backwards. This still meets WorkSafeBC requirements if the hat’s suspension is also reversed, but if you can’t reverse the suspension, you must not reverse the hard hat.
Eye protection
Eye protection is one of the most important safety concerns of people on the job site. Eye hazards include:
- splashes from liquids, such as acids and caustics
- sparks flying off of a grinder
- dust kicked up by compressed air
- “flash” from a welder working nearby
- exposure to laser pointer light
There are many types and styles of eye protection available. Some of the most common types include:
- safety glasses
- goggles
- face shields
- welding helmets
- laser safety goggles
Safety glasses
These protective eyeglasses have safety frames constructed of metal or plastic and impact-resistant lenses. Side shields are available on some models.
Wear specially designed and manufactured safety glasses to protect your eyes in activities such as:
- working on any live electrical equipment
- using cutting pliers to cut material
- soldering or de-soldering
- using an electric hand drill
- hammering
- working with tool steel
Goggles
Goggles are a type of tight-fitting eye protection that completely cover the eyes, eye sockets, and the facial area immediately surrounding the eyes. They provide protection from impact, dust, and splashes. Some goggles will fit over corrective lenses.
Wear goggles to protect your eyes when doing activities such as:
- drilling or chipping, hammering, and working with steel
- using a powder-actuated tool
Face shields
These transparent sheets of plastic extend from the eyebrows to below the chin and across the entire width of the head. Some are polarized for glare protection. Face shields protect against nuisance dusts and potential splashes or sprays of hazardous liquids, but they will not provide adequate protection against impact hazards. Face shields used in combination with goggles or safety glasses will provide additional protection against impact hazards.
Wear a face shield to protect your face in activities such as:
- using a grinder
- using a drill press
- using compressed air for cleaning
Welding helmets
Constructed of vulcanized fibre or fibreglass and fitted with a filtered lens, welding helmets protect eyes from burns caused by infrared or intense radiant light. They also protect both the eyes and face from flying sparks, metal spatter, and slag chips produced during welding, brazing, soldering, and cutting operations. Filter lenses have a shade number appropriate to protect against the specific hazards of the work being performed and against harmful light radiation.
Laser safety goggles
These specialty goggles protect against intense concentrations of light produced by lasers. The type of laser safety goggles a worker chooses will depend on the equipment and operating conditions in the workplace.
Never assume that regular prescription glasses, sunglasses, or contact lenses can provide adequate eye protection. Dust particles, wood chips, sparks, or welding flash may still cause eye damage if eyes are not properly protected.
Regardless of the job, whether grinding, chipping, drilling, or welding, always use adequate eye protection (welding goggles or helmets are not acceptable for grinding). Choose a type or style of eye protection that will protect you in the job that you are doing (e.g., goggles when chipping concrete, a welder’s helmet when welding). Also, always use safety-approved eye protection. Improper or faulty protection devices can also be hazardous.
Hearing protection
Noise on the job site can affect you in different ways. Being exposed to high noise levels and moderate noise levels over a long period of time can impair your ability to hear specific types of sounds. For example, the noise from diesel-powered vehicles such as trucks can permanently damage your hearing. High noise levels can affect your state of mind, making you easily annoyed, irritable and mentally fatigued, and can decrease your ability to concentrate and stay alert.
Hearing protection noise reduction ratings (NRR) are given in decibels (dB). If the noise level is 90 dB and a worker is wearing expandable foam plugs rated at 29 dB, the actual noise exposure will be 90 – 29 = 71 dB. When choosing hearing protection devices, you should choose a device that will reduce the noise exposure to a maximum of 85 decibels.
There are four main points to remember when choosing hearing protection:
- Choose a type or style of protection suitable to the job you are doing.
- Ear plugs should be pliable, fit each ear tightly, and be kept clean and free from damage.
- Earmuffs make it easier to hear certain signals in noisy environments.
- Headphones designed for listening to music do not offer suitable protection.
Single-use earplugs
These earplugs are made from material like expandable PVC or urethane foam. They are self-forming and, when properly inserted, they work as well as most moulded earplugs.
Pre-moulded earplugs are made from biocompatible silicon, plastic, or rubber and are manufactured as either “one-size-fits-most” or in several sizes to fit small, medium, or large ear canals. Advantages of pre-moulded plugs are that they are relatively inexpensive, reusable, washable, convenient to carry, and come in a variety of sizes.
Custom-fitted hearing earplugs
Made from impressions taken of an individual’s ear, custom-fitted earplugs completely fill the ear canal and match the ear shape of the wearer. Some custom-fitted plugs are designed to let the wearer hear conversations in noisy environments. Others have a communication speaker installed into them.
Canal caps
Canal caps resemble earplugs on a flexible plastic or metal band. The earplug tips of a canal cap may be made of a formable or pre-moulded material. These have the convenience of being easily removed and replaced as needed.
Earmuffs
Earmuffs come in many models designed to fit most people, and some styles can be connected to a hard hat. They work by blocking out noise by completely covering the outer ear.
To work properly, earmuffs must be perfectly sealed around the ears. Their effect may be reduced if glasses, facial hair, or long hair compromise the seal. Facial movements such as chewing may also affect the seal.
Respiratory protection
Workers must be aware of any airborne hazards present on the job and must take the necessary precautions to protect the respiratory system. Examples of hazards include airborne particles such as body filler, asbestos, or dust, as well as toxic gases or fumes. All of these are harmful if inhaled, but workers can protect themselves by wearing an approved respirator.
If you are required to use a respirator, you will need the appropriate training to select, test, wear, and maintain this equipment. Always use the appropriate respirator for the hazard involved and the extent and nature of the work to be performed, which includes choosing the correct type of cartridge and filter. Respirators must be kept clean and sterilized according to the manufacturer’s instructions. It is very important to check a respirator carefully for damage and proper fit. All respirators must be properly fitted to your face, and the seal must be checked each time the respirator is used.
There are three types of respirators commonly used for various atmosphere conditions in the workplace. These are:
- air-line or supplied air respirators
- self-contained breathing apparatus
- air-purifying respirators
Air-line respirators
Air-line or supplied air respirators have a mask or hood with a remote air supply available through a connected hose. This type of respirator is used where there is not enough oxygen or there are toxic gases or fumes in the air.
Self-contained breathing apparatus (SCBA)
An SCBA draws air from a compressed-air cylinder, which is strapped to the worker’s back. This style of respirator is used when there is not enough oxygen on the work site or there are toxic gases or fumes in the air. An SCBA has the added advantage of an independent air supply without any length of hose to be concerned with. This is the main reason why this type of respirator is more commonly used in rescue and emergency situations.
Air-purifying respirators
There are two common types of air-purifying respirators:
- dust/mist masks
- cartridge respirators
These types of respirators cannot be used in an oxygen-deficient environment. The full facepiece mask with a chemical canister can be used to protect against short exposure to dangerous gases or fumes, such as an emergency escape situation, as the cartridge in the respirator is able to neutralize the gases for a very short time only.
Dust/mist masks
Dust masks are made of paper or soft non-woven fibre and simply fit over the mouth and nose. These generally offer protection against nuisance dusts and fine mists only. Some models have a built-in exhaust valve for more comfort.
Cartridge respirators
Cartridge respirators are commonly used in conditions where there are low concentrations of organic gases, pesticides, and paint vapours. These come in “half-mask” or full facepiece” designs. Both of these designs are also made in one- or two-cartridge styles. Do not use these types of respirators to protect against highly toxic gases.
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2025-03-22T05:09:09.396932
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05-23-2023
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/hand-and-skin-protection/
|
LEARNING TASK 1 : Describe safety gear and work clothing
Hand and skin protection
WorkSafeBC accident statistics indicate that over 30 percent of work injuries involve fingers, hands, and arms. Many of these accidents could be avoided by using appropriate hand protection. As a trades worker, you are ultimately responsible for ensuring that you use the correct hand protection for each hazardous situation.
Gloves
Gloves are manufactured from materials such as cotton, leather, rubber, metal, and other synthetics and are tailored to meet every need for hand protection in every trade area:
- Leather or vinyl-coated gloves should be used when handling lumber or steel.
- Gauntlet-type welder’s gloves should be used when welding or flame cutting.
- Special heat-resistant gloves should be used when handling hot metal.
- Rubber or approved plastic-treated gloves should be used when handling acids and cleaning solutions.
Barrier creams
If you are exposed to chemicals that can strip oils from your skin, you are susceptible to developing dermatitis. Avoid this condition by using proper gloves along with a barrier cream if you notice your skin drying out.
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pressbooks
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2025-03-22T05:09:09.407486
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05-23-2023
|
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/foot-protection/
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LEARNING TASK 1 : Describe safety gear and work clothing
Foot protection
Your feet deserve as much consideration as your eyes, ears, or hands.
Potential hazards to your feet include:
- heavy objects falling on them
- stepping on sharp objects
- having hot sparks or slag fall inside your shoes
You must wear safety footwear appropriate to the job you are doing. For example, leather boots are required in the welding shop, where there are specific hazards from sparks and molten slag. Leather is not impervious to all chemicals, and therefore is not a good choice when walking in wet concrete as it is being poured. In that case, rubber boots with steel toe and sole protectors would be better. Footwear should be inspected regularly and replaced if worn out.
CSA standards
Due to the dangers listed above, you must wear safety footwear that is CSA approved. Look for the green triangle with the CSA logo.
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2025-03-22T05:09:09.416869
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05-23-2023
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{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/foot-protection/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/fall-protection/
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LEARNING TASK 1 : Describe safety gear and work clothing
Fall protection
One subset of personal protective equipment includes the various types of fall protection
systems and their components. This category is covered in detail in Learning Task 2: Describe fall
protection systems.
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2025-03-22T05:09:09.425170
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05-23-2023
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{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/fall-protection/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/general-care-ppe/
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LEARNING TASK 1 : Describe safety gear and work clothing
General care of PPE
Remember that PPE is the last line of defence against personal injury, so using it properly and taking care of it are very important. Be sure to do all of the following:
- Regularly inspect it.
- Properly care for it.
- Use properly when it is needed.
- Never alter or modify it in any way.
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2025-03-22T05:09:09.433349
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05-23-2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/general-care-ppe/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/self-test-1/
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Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Acknowledgments and Copyright
Creative Commons Attributions
Foreword
Preface
Symbols Legend
Introduction
Objectives
Resources
WorkSafeBC regulations
Personal apparel
Personal protection
Hand and skin protection
Foot protection
Fall protection
General care of PPE
Learning Task 1 Self-Test
Fall restraint system
Fall arrest system
Fall protection equipment
Learning Task 2 Self-Test
General rules for lifting and moving objects
Procedures for lifting and moving objects
Back maintenance
Learning Task 3 Self-Test
The British Columbia Open Textbook Project
Versioning History
LEARNING TASK 1 : Describe safety gear and work clothing
Previous/next navigation
Trades Access Common Core | Line A: Safe Work Practices | Competency A-4 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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2025-03-22T05:09:09.456987
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05-23-2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/self-test-1/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-4",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/slips-trips-and-falls/
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LEARNING TASK 2 : Describe fall protection systems
Fall restraint system
Fall restraint systems prevent a worker from falling from a work position, or travelling to an unguarded edge from which the worker could fall. Examples are guardrails or a personal fall protection system.
Watch the WorkSafeBC video on Fall Protection: Fall Restraint.
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pressbooks
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2025-03-22T05:09:09.465656
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05-23-2023
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/slips-trips-and-falls/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/working-around-vehicles-and-heavy-equipment/
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LEARNING TASK 2 : Describe fall protection systems
Fall arrest system
Fall arrest systems stop a worker’s fall before the worker hits the surface below.
Watch the WorkSafeBC video on Fall Protection: Fall Arrest.
LEARNING TASK 2 : Describe fall protection systems
Fall arrest systems stop a worker’s fall before the worker hits the surface below.
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2025-03-22T05:09:09.475824
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05-23-2023
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/elevated-work/
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LEARNING TASK 2 : Describe fall protection systems
Fall protection equipment
A worker’s personal fall protection system will have different equipment depending on whether it is a fall arrest or fall restraint system. It will include:
- a safety belt or full body harness
- a lanyard, lifeline, and any other connecting equipment that is used to secure the worker to an individual point of anchorage or to a horizontal lifeline system
Harness and belts
When using personal fall protection equipment, wear a full body harness if you are at risk of falling. A full body harness consists of straps passed over the shoulders, across the chest, and around the legs. It also has a D-Ring or support point at the rear between the shoulder blades.
In a fall, a full body harness will protect you more than a safety belt because the harness distributes the force of impact over a greater area of your body. A belt should be used only as a part of a fall restraint system. It is important to adjust the harness to fit your body. A poorly fitting harness is uncomfortable and may not protect you.
Connecting equipment
There are various types of equipment that can be used to connect the harness to the anchor point.
Lanyard
A lanyard is a flexible line of webbing, or a synthetic or wire rope, used to secure a safety belt or full body harness to a lifeline or anchor.
Deceleration device or shock absorber
A common method of reducing the impact strain on the body and the anchorage system is to use a deceleration device. These devices are designed to slowly allow a release of energy and absorb the initial shock. The device may be a spring or tear webbing design. It is important to know that this shock absorber may increase the length of the lanyard during a fall by as much as 1.2 m (4 ft.), which must be allowed for in the design of your personal fall protection system.
Lifeline
Lifelines are used to extend the connection of a lanyard to an anchor point. They can be vertical, horizontal, or retractable. A retractable lifeline works like a seat belt in a car. The line is under constant tension, and the moment you fall the lifeline locks.
Rope grab
A rope grab is used to connect the lanyard to a vertical lifeline. The rope grab travels along the lifeline with you and will lock onto it if you fall.
Snap hook or carabiner
Snap hooks are used to connect lanyards to rope grabs, harnesses, and horizontal lifelines. Snap hooks must be self-locking so that the hook can’t be open unless you depress a separate locking mechanism before opening the keeper.
A carabiner is an oblong-shaped connecting device also used to attach different components of a personal fall protection system. A carabiner should have gates that are both self-closing and self-locking with a breaking strength of at least 22 kN (5000 lb.). It should also have the manufacturer’s identity and load capacity clearly marked on it.
Inspection, storage, and maintenance
To maintain service life and performance, all fall protection equipment should be inspected frequently. Damage can include burns, hardening due to chemical contact, and excessive wear. The fall protection equipment must be inspected by a qualified person and replaced or recertified if any damage is found. Always store fall protection equipment in a dry location away from any substances that could cause deterioration.
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pressbooks
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2025-03-22T05:09:09.488099
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05-23-2023
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/self-test-2/
|
LEARNING TASK 2 : Describe fall protection systems
License
Trades Access Common Core | Line A: Safe Work Practices | Competency A-4 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:09.499622
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05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/self-test-2/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-4",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/airborne-hazards/
|
LEARNING TASK 3 : Lift and move objects safely
General rules for lifting and moving objects
Always follow these rules, even for lifting light objects:
- Place your feet apart for good balance.
- Bend your knees.
- Hold the object as close to your body as possible.
- Lift smoothly and slowly.
- Pivot with your feet; don’t twist your back.
- Push, rather than pull the load.
- Share the load; work with a partner.
- Get mechanical assistance for heavy loads.
Many of the objects you may have to lift and move can be heavy and awkward, including beams, planks, plywood and panel products, ladders, and wheelbarrows. The following safe lifting procedures are recommended for most tasks.
Feet
Your feet should be spaced apart, one slightly ahead of you and the other slightly behind, in a normal standing position.
Back
Your back should be straight, not bent. If your back is arched or twisted, you may injure yourself.
Chin
Keep your chin in toward your chest. This will help to keep your back straight.
Palm
Use a palm grip. Your fingers should be close together so that both the palm and fingers do the lifting. Your palm is more than twice as strong as your fingers.
Body weight
Maintain your balance and distribute your weight evenly over both feet.
Arms
Tuck your arms into your sides. This will allow you to carry more weight with less chance of injuring yourself than if you held the item away from your body.
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/musculoskeletal-injury/
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LEARNING TASK 3 : Lift and move objects safely
Procedures for lifting and moving objects
Before moving anything, make sure your path is clear of obstacles and that there’s space to put the object or material down. Depending how you have to move the object, your vision may be blocked on one side. Be sure you can see where you’re going.
Plywood
To pick up and carry a sheet of plywood, wear leather gloves and use this procedure:
- Stand the plywood on its narrow edge in a vertical position. If the plywood is lying flat on the ground, go to one end and pick up the narrow edge, then lift and walk toward the plywood until it is standing vertically on its narrow edge. This method requires you to lift only half the weight of the plywood from the ground.
- Place your hands at the midpoints of the long edges of the plywood. Roll the sheet onto your right or left hand. The sheet should be balanced in the carrying hand. This avoids straining your back when you try to keep the sheet from dropping at one end.
- If your grip feels uncomfortable, put the sheet down on its narrow edge, and take a new grip. If you lean the sheet of plywood into your shoulder, some of the weight will transfer from your hand. Figure 1 shows the correct way to hold and carry a large, lightweight panel product.
Always ask for help if you need it. For example, if there are obstacles to negotiate around, get someone to help you carry the sheet. In this situation, there should be one person at each end of the sheet. If it is windy, you may have difficulty carrying large sheets, so again, ask for help.
Planks and beams
If they are not too heavy, planks and beams can be carried on your hip or shoulder. If the plank or beam is too heavy for you to carry, get help or use mechanical assistance such as a hoist or forklift. The plank or beam should be up off the floor on blocking so that you can easily get your hands under it. To place blocking under the plank or beam, you may have to turn it on its edge or use a crowbar to lift it up.
The following is the procedure for carrying a beam:
- Bend down, keeping your back straight and your feet slightly apart, pointed in the direction that you want to move.
- Place one hand on each side of the beam near the middle, one hand slightly forward and the other slightly behind.
- Lift slightly to check the weight and the balance, then relocate your hands until you have the proper balance.
- Stand up slowly, keeping your back straight and using your leg muscles.
- Hold the plank or beam close to your body and let your hip carry some of the weight.
If you want to carry the plank or beam on your shoulder, pick it up from one end and walk and lift it toward the other end until it is on your shoulder. With the beam on your shoulder, adjust the balance so that slightly more of the weight is behind than in front. This way you can pull the plank or beam down in front of you to keep your balance.
Before you move a plank or beam, make sure that the way is clear and that there is a space to place it. Both planks and beams should be put down on blocking if they are not put directly into place in the building structure.
Do not twist your back when moving heavy weights, and use your feet to change direction of travel. Do not carry any more than you can comfortably handle and control at all times. If you are forced to drop your load or if you lose control of it, you risk injuring yourself or a co-worker.
Steel pipe and rebar
Steel pipe can be carried in the same manner as the beams or planks. If there is more than one pipe to carry at the same time, bundle and tie them together at each end and in the middle. If you try to carry more than one pipe at a time, you can easily lose control of them as they will want to go in different directions.
Ladders
Extension ladders come in various lengths, and the longer the ladder, the heavier it is. Most trades workers should be able to handle a 5 m (16 ft.) ladder by themselves. Longer ladders should be handled by two people.
A ladder is usually carried on the shoulder, with one arm placed between the rails and the other hand used to balance it. The ladder should be picked up in the same manner as beams or planks.
Do not drop a ladder or let it hit anything. You could crack the side rails and make the ladder unsafe for anyone to use.
Wheelbarrows
One worker can carry a very heavy load (up to 300 kg) in a wheelbarrow. Before using a wheelbarrow, check to ensure that the wheel of the barrow is properly inflated and centred on its axle.
When you use a wheelbarrow, always maintain your balance. Keep the bulk of the weight in a wheelbarrow toward its front for greater control, and make sure it’s not overfilled. When you turn a corner, tilt the barrow slightly in the direction of the turn just as you would tilt a bicycle—not too sharply or you may tip the load. When you go downhill, hold back the barrow to prevent losing control.
In the construction industry, wheelbarrows are primarily used to place concrete and gravel. They have a narrow spout to direct the concrete into the forms, and there is an extension of the handrails past the front wheel. This allows the barrow to be tipped and the contents dumped. Be sure to protect any surfaces that may break or chip from coming into direct contact with the handrail extensions when pouring.
When you move a wheelbarrow, use the following technique:
- Bend your knees, keeping your back straight, your chin in, and your feet slightly apart.
- Lift in a smooth motion and push the barrow in the direction you want to go, tilting the barrow to make the turns.
- <When you take a wheelbarrow up a ramp and you need help to move the barrow, only one person should do the pushing. The other should use a long hook on the front of the barrow and pull it up the ramp. If two people try to push the barrow, balance will be lost and the contents will spill.
Shovelling
Shovelling may seem like a simple task that couldn’t harm you, but if you shovel materials in the wrong manner, you may subject yourself to injury. There are basic rules for using a shovel comfortably and safely:
- Keep your back as straight as possible.
- Bend at the hips and keep your feet slightly apart, with one ahead of the other.
- Place yourself in a comfortable position and have a cleared area to work in. You will find that a long-handled shovel is easiest to work with. Not only will it provide more leverage, but it will not require you to bend very far.
- If you are right-handed, your left hand should grip the shovel just above the metal ferrule, and the right hand should be nearer the top of the shovel handle.
- Slide or push the shovel into the material.
- Drop the end of the shovel slightly to catch the material. Then draw the shovel toward you, allowing it to slide on the ground.
- When the shovel is near you, you can then lift with your left hand and steady your right hand to move the material by tossing it off to the side or behind you.
You can also use your knee for leverage to help lift up a shovel. The motion of using the shovel should feel comfortable without any strain. If the load on the shovel is too heavy, take smaller loads.
Learn to pace yourself. If you start too vigorously, you will quickly tire and be unable to maintain a steady work pace.
The best shovelling method depends on the material to be moved. Drain rock or gravel should be picked up from the bottom edge of the pile, rather than from the middle or top. Sand can be picked up from any part of the pile.
Soil that has been dumped by truck can be taken near the bottom of the pile. Soil that has to be dug out of the ground may have to be loosened with a pick or maddock before it can be easily picked up.
Barrels and drums
Large barrels or drums are moved by rolling them on their rims. If a barrel is lying on its side, it must be placed in the upright position by using the following procedure:
- Stand at the top end of the barrel and bend your legs (but keep your back straight) so that you can get a good grip on each side of the rim near the bottom.
- Lift the barrel toward the upright position and, as it reaches the balance point, be ready to change your grip so that you can prevent the barrel from dropping on its end.
If the barrel is full, you will need the help of a second person or the use of a barrel dolly, which is designed to pick up and move barrels.
Small pails
Small pails (20 to 25 L, or 5 to 6 gal.) used for paints, adhesives, coatings, and the like are quite heavy, so you need to be careful when moving them.
Check that the handles are properly inserted into the holders at the sides of the containers. If the handle slips, the rim of the container could fall and land on your foot.
To pick up a heavy container, bend your legs, keeping your back straight. Reach down and grip the handle and then stand erect and carry the container to the desired location. To keep your balance, you may find it easier to carry two pails at the same time.
Containers to be moved up to a scaffold platform should be raised with a rope-and-pulley system. They are usually too heavy to be pulled up by a rope only.
Boxes
Many items come in heavy boxes or sacks. To pick up boxes from the floor or ground safely:
- Bend your legs, keeping your back straight and your feet apart, one foot slightly ahead and the other slightly behind.
- Move close to the box. Place your left hand on the top left corner away from you and place your right hand on the lower right corner next to you.
- Tilt the box away from you, keeping the weight of the box on the floor. Then tilt the box to judge its weight.
- Using the palm grip, grasp the bottom edges of the box (Figure 3) and use your leg muscles to stand up. Turn your feet in the direction you want to move.
- When carrying a heavy object, do not twist your back to change direction.
The instructions for lowering the box are the reverse of the directions for lifting. If the box is too heavy, get someone to help you. If it is too heavy for two people to lift, use a mechanical lift such as a forklift.
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/occupational-skin-diseases/
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LEARNING TASK 3 : Lift and move objects safely
Back maintenance
Strong, flexible muscles are essential to a healthy back. They support the spinal column and determine posture, which is the key to a healthy back. If your muscles are weak or tight, back injuries are more likely and recovery is more difficult.
Exercise and your back
Stay fit by exercising regularly to maintain a proper balance of flexibility, strength, and endurance. If you are receiving professional back care, do only those exercises you have been instructed to perform.
Stretching
Athletes warm up and do stretching exercises before practices and events to limber up the joints and get blood flowing to muscles. The same principles apply to lifting. By stretching and warming up, along with taking basic precautions and following proper lifting techniques, the chances of serious injury are greatly reduced.
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/chapter/learning-task-3-self-test/
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Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Acknowledgments and Copyright
Creative Commons Attributions
Foreword
Preface
Symbols Legend
Introduction
Objectives
Resources
WorkSafeBC regulations
Personal apparel
Personal protection
Hand and skin protection
Foot protection
Fall protection
General care of PPE
Learning Task 1 Self-Test
Fall restraint system
Fall arrest system
Fall protection equipment
Learning Task 2 Self-Test
General rules for lifting and moving objects
Procedures for lifting and moving objects
Back maintenance
Learning Task 3 Self-Test
The British Columbia Open Textbook Project
Versioning History
LEARNING TASK 3 : Lift and move objects safely
Previous/next navigation
Trades Access Common Core | Line A: Safe Work Practices | Competency A-4 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelineaa4/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-4",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/introduction/
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Competency A-2: Describe WorkSafeBC Regulations
Introduction
In most provinces, one or more agencies are responsible for safe, healthful working environments at job sites. These organizations normally have names such as the Workers’ Compensation Board (WCB) or the Occupational Health and Safety Department. WorkSafeBC is the provincial organization that promotes workplace health and safety for workers and employers in BC. When a work-related injury, disease, or death occurs, WorkSafeBC collaborates with those involved to provide return-to-work rehabilitation, health-care benefits, compensation, and a range of other services. WorkSafeBC also consults with and educates employers and workers on safe work practices. This includes monitoring workplaces within its jurisdiction.
There are a number of documents that are covered in this Competency, as listed below. All of these must be complied with to ensure a safe work environment.
- The Workers Compensation Act (WCA) is the provincial legislation that authorizes and guides WorkSafeBC (the Workers’ Compensation Board of BC). The WCA also explains the rights and responsibilities of employers and workers concerning health and safety.
- The Hazardous Products Act is federal legislation that defines the materials that are to be included in the Workplace Hazardous Materials Information System (WHMIS). This information will be covered later in this line as a separate competency.
- The OHS Regulation contains the legal requirements that all workplaces must meet under the inspection jurisdiction of WorkSafeBC. WorkSafeBC regularly reviews the requirements of the OHS Regulation based on experience and on changes in knowledge, technology, and work practices.
- The OHS Guidelines are intended to help provide ways to comply with legislation, not to provide exclusive interpretations. They can supply information on technical matters necessary to effectively and consistently apply the Act and Regulations. As the OHS Guidelines are dynamic documents, with regular updates and additions, they are best maintained and accessed online.
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/1060/
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Competency A-2: Describe WorkSafeBC Regulations
Objectives
You must be familiar with the Workers Compensation Act (WCA) and Workers’ Compensation Board of BC (WorkSafeBC).
When you have completed the Learning Tasks in this Competency, you should be able to:
- define terms used in the Workers Compensation Act
- describe the conditions under which compensation will be paid and the benefits available
- describe the workplace responsibilities of WorkSafeBC (the Workers’ Compensation Board), the employer, and the worker
- describe the WCA requirements for reporting accidents
- use the Occupational Health and Safety Regulation
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/1060/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/1065/
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Competency A-2: Describe WorkSafeBC Regulations
Resources
The OHS Regulation mobile app allows you to search and browse the Workers Compensation Act and the OHS Regulation, Policies, Guidelines, and WCB Standards on your mobile device. Because it loads directly onto the device, you can access the information even if there is no cell phone or Internet service available — for example, on a ferry, on a construction site, on a remote worksite, or in the basement of a building. You will also receive notifications when regulatory updates are available so you can stay up to date.
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/1065/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/slips-trips-and-falls/
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LEARNING TASK 1 : Define terms used in the Workers Compensation Act
Definitions in the Act
At the start of the WCA, there is a section dedicated to definitions; this ensures that the reader has a reference to the context of specific terms used within the document. If a word is not defined in this section, then the regular dictionary definition applies.
Search WorkSafeBC to find the full electronic version of the WCA.
Review the definitions of the following words in the Act:
• accident
• board
• compensation
• construction
• dependent
• employer
• employment
• industry
• member of family
• person
• reconsider
• regulation
• retirement benefit
• worker
• board
• compensation
• construction
• dependent
• employer
• employment
• industry
• member of family
• person
• reconsider
• regulation
• retirement benefit
• worker
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/slips-trips-and-falls/",
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"institution": "",
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/self-test-2/
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LEARNING TASK 1 : Define terms used in the Workers Compensation Act
License
Trades Access Common Core | Line A: Safe Work Practices | Competency A-2 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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05-23-2023
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/self-test-2/",
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/airborne-hazards/
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LEARNING TASK 2 : Describe WCA conditions of compensation
Workers who are covered
In most provinces, all workers, whether permanent or casual, in the industries listed below are covered by the legislation (casual workers are those not on the regular payroll or in steady employment with a particular industry):
- communications
- lumbering
- fishing
- mining or quarrying
- manufacturing
- retail sales
- public utilities
- wholesale supply
- transportation
- government agencies
- construction
Check the provincial legislation to determine exactly what occupations are covered.
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/musculoskeletal-injury/
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LEARNING TASK 2 : Describe WCA conditions of compensation
Compensated injuries and job-related illness
Workers’ compensation is a “no-fault” insurance policy. This means that in most cases a worker who is injured during work will be eligible for compensation. The Act outlines the compensation for personal injury claims in Part 4 Division 1. Workers normally receive compensation if they are covered under the legislation and “if, in the course of employment” they:
- suffer personal injury or death
- suffer a mental disorder
- contract an occupational disease such as mercury or lead poisoning, silicosis, asbestosis and other lung ailments, heart attack, radiation sickness, cancers of various kinds, asthma, tendonitis, and heat stress
- suffer from a loss of hearing
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2025-03-22T05:09:09.624476
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05-23-2023
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/occupational-skin-diseases/
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LEARNING TASK 2 : Describe WCA conditions of compensation
Circumstances for compensation
If a worker is injured or becomes ill “in the course of employment,” that worker will normally receive compensation. The phrase “in the course of employment” does not mean the person has to be at work: it means the worker must be doing something that is connected with the employment.
In deciding if an injured worker is eligible to receive compensation for injury or illness, WorkSafeBC considers the following questions:
- Did it occur on the employer’s premises?
- Did it occur in the process of the worker doing something for the employer?
- Did it occur during an activity done in response to instructions from the employer?
- Did it occur while using equipment or materials supplied by the employer?
- Did it occur while receiving payment or other consideration from the employer?
- Was the risk that the worker was exposed to the same as the risk a worker is normally exposed to?
- Did it occur during a time period for which the worker was being paid?
- Was it caused by some activity of the employer or a co-worker?
After considering the questions listed above, the Board allows claims that are not directly related to “work” but are related to “employment.”
The examples below describe the types of decisions WorkSafeBC has made:
- A truck driver was hit by a car while crossing the street to return to their truck. They had been cashing a paycheque on company time. They were compensated for their injury.
- A mine worker in a remote mining camp fell down the bunkhouse steps in their leisure hours after their shift. They received compensation.
- A carpenter hired in Vernon was travelling to Vancouver to a new job. That person was killed in an automobile accident. Their spouse received compensation.
- A worker was staying in a hotel while on company business. That person fell in the bathroom and fractured an ankle. They received compensation.
- A worker contracted a lung disease many years after working with asbestos fibres. They were compensated.
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pressbooks
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2025-03-22T05:09:09.634900
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05-23-2023
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https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/1269/
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LEARNING TASK 2 : Describe WCA conditions of compensation
Worker benefits
When a worker’s claim is accepted, he or she will begin receiving benefits from WorkSafeBC.
Wage-loss benefits
Health care benefits
Permanent disability and death benefits
Services for families coping with a work-related death
WorkSafeBC benefits begin immediately. Note that:
- The employer is responsible for a worker’s wages on the day of injury.
- Wage-loss benefits from WorkSafeBC start the first scheduled shift lost after the day of a work-related injury or disease.
- Health-care costs are covered on the day of injury.
A worker receives wage-loss benefits until the case manager concludes the worker is able to return to work or has recovered from the injury. If an employer can provide light or modified duties, and it’s safe for the worker to do them, he or she can return to work to conduct those duties.
WorkSafeBC benefits can be suspended if:
- The worker does not attend or does not co-operate in a medical examination or program arranged by WorkSafeBC.
- The worker participates in any activity that might delay recovery.
- The worker refuses treatment recommended by WorkSafeBC.
- The claim is fraudulent.
Compensation benefits, also known as wage-loss benefits, are based on 90% of a worker’s average net earnings. Therefore, WorkSafeBC must determine both the average earnings of a worker as well as the worker’s net earnings. Also, there are rules for short-term average net earnings (compensation up to 10 weeks) and special rules for long-term average net earnings (when the worker is disabled beyond 10 weeks).
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pressbooks
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2025-03-22T05:09:09.645801
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05-23-2023
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"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/learning-task-3-self-test/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Acknowledgments and Copyright
Creative Commons Attributions
Foreword
Preface
Symbols Legend
Introduction
Objectives
Resources
Definitions in the Act
Learning Task 1 Self-Test
Workers who are covered
Compensated injuries and job-related illness
Circumstances for compensation
Worker benefits
Learning Task 2 Self-Test
Employers' workplace responsibilities
Workers' workplace responsibilities
Supervisors' workplace responsibilities
Owners' workplace responsibilities
Suppliers' workplace responsibilities
Learning Task 3 Self-Test
Worker report
Employer report
Learning Task 4 Self-Test
OHS Regulation organization
Rights and responsibilities
OHS Guidelines
Using the OHS Regulation
Learning Task 5 Self-Test
The British Columbia Open Textbook Project
Versioning History
LEARNING TASK 2 : Describe WCA conditions of compensation
Previous/next navigation
Trades Access Common Core | Line A: Safe Work Practices | Competency A-2 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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2025-03-22T05:09:09.666189
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05-23-2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/learning-task-3-self-test/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/employers-workplace-responsibilities/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
Employers’ workplace responsibilities
The WCA identifies responsibilities that are common to all places of employment. To ensure health and safety, the employer must:
- remedy workplace hazardous conditions
- ensure that workers:
-
-
- are aware of known or foreseeable hazards of their work
- comply with the Act and Regulation
- are made aware of their rights and duties
-
- establish occupational health and safety policies
- provide and maintain protective equipment, devices, and clothing as required
- provide information, instruction, training, and supervision to workers in carrying out their work
- make a copy of the Act and Regulation available for review by workers
- co-operate with workplace safety representative and WorkSafeBC
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pressbooks
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2025-03-22T05:09:09.676695
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05-23-2023
|
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/employers-workplace-responsibilities/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/workers-workplace-responsibilities/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
Workers’ workplace responsibilities
According to the WCA, the worker is responsible for his or her own safety on the job as well as the safety of others. The Act states that every worker must:
- carry out work in accordance with established safe work procedures
- use and wear protective equipment, devices, and clothing as required
- not engage in horseplay or similar conduct that endangers the worker or others
- ensure that the worker’s ability to work is not impaired by alcohol, drugs, or other causes
- report to the supervisor or employer:
-
- issues contravening the Act or Regulation
- defects in or absence of protective equipment, devices, and clothing
- existence of any hazards that the worker considers potentially dangerous
-
- co-operate with workplace safety representatives and WorkSafeBC
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pressbooks
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2025-03-22T05:09:09.687087
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05-23-2023
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/supervisors-workplace-responsibilities/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
Supervisors’ workplace responsibilities
To ensure the health and safety of the workers under their direct supervision, a supervisor must:
- be knowledgeable about the Act and any regulations that apply to their workplace
- ensure workers are made aware of all known or reasonably foreseeable health or safety hazards in the area where they work
- consult and co-operate with workplace safety representatives and WorkSafeBC
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pressbooks
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2025-03-22T05:09:09.695985
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05-23-2023
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"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/owners-workplace-responsibilities/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
Owners’ workplace responsibilities
Every owner of a workplace must:
- provide and maintain the owner’s land and premises that are being used as a workplace in a manner that ensures the health and safety of persons at or near the workplace
- give to the employer or prime contractor at the workplace the information known to the owner that is necessary to identify and eliminate or control hazards to the health or safety of persons at the workplace
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pressbooks
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2025-03-22T05:09:09.704725
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05-23-2023
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/suppliers-workplace-responsibilities/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
Suppliers’ workplace responsibilities
Every supplier must:
- ensure that any tool, equipment, machine, or device, or any biological, chemical, or physical agent supplied by the supplier is safe when used according to the directions provided by the supplier
- ensure that any biological, chemical, or physical agent supplied by the supplier is labelled according to the applicable federal and provincial legislation
- maintain any tool, equipment, machine, or device in safe condition if the supplier has responsibility under a leasing agreement to maintain it
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pressbooks
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2025-03-22T05:09:09.714094
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05-23-2023
|
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/self-test-4/
|
LEARNING TASK 3 : State the Responsibilities of Employers, Workers, and Others at the Workplace
License
Trades Access Common Core | Line A: Safe Work Practices | Competency A-2 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:09.726580
|
05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/self-test-4/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/worker-report/
|
LEARNING TASK 4 : Describe the WCA requirements for reporting workplace accidents
Worker report
The worker must inform the employer of the incident as soon as reasonably possible after it occurs. The report must include the name of the worker, the time and place the injury occurred, and the nature of the injury. Informing the supervisor, first aid attendant, or superintendent will comply with the requirement to report to the employer. If requested by the employer, the worker must also provide the details of the injury by filling out a WorkSafeBC form. This information will also assist the employer in filling out the Form 7 injury and incident report.
When applying for compensation and reporting a work-related injury or occupational disease, the worker can go to the WorkSafeBC website to find a number of reporting options under the Claims tab. A worker will need details of the incident that caused the injury, the earnings information for any missed work, and health-care provider information for any medical treatment.
Option 1: Call Teleclaim
If a worker has missed work because of an injury, the first step is to start a claim by calling Teleclaim at 1 888 WORKERS (1 888 967-5377), Monday to Friday from 8 a.m. to 6 p.m. The claims representative will provide the worker with a user ID and password to check claim details.
Option 2: Submit the form online
If a worker has missed work because of an injury and has a user ID and password, he or she can submit a Form 6 online. The advantage of having this type of online account is that the worker can log on later to see more details about the claim, including correspondence, claim decisions, and payment information.
Option 3: Report injuries not resulting in loss of time from work
If a worker has not missed work because of an injury, all that is required is to report the details about the incident to the employer as soon as possible.
|
pressbooks
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2025-03-22T05:09:09.736350
|
05-23-2023
|
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"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/employer-report/
|
LEARNING TASK 4 : Describe the WCA requirements for reporting workplace accidents
Employer report
An employer must report to WorkSafeBC within three days of every injury or disabling occupational disease occurring to a worker that is—or is claimed to be—one arising out of and in the course of employment.
An employer must immediately report to WorkSafeBC the death of a worker whether the cause of death is claimed to have arisen from the work or outside the workplace.
The employer’s report must be on the proper form supplied by WorkSafeBC. Failure to report an injury is an offence and could result in penalties.
You can find WorkSafeBC’s Form 7 Employer’s Report of Injury or Occupational Disease here.
For employers, the quickest and easiest way to report a worker’s injury or illness is online. Instructions can be found on WorkSafeBC’s website at “How employers report a workplace injury or disease” page.
|
pressbooks
|
2025-03-22T05:09:09.746390
|
05-23-2023
|
{
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/learning-task-5-self-test/
|
LEARNING TASK 4 : Describe the WCA requirements for reporting workplace accidents
License
Trades Access Common Core | Line A: Safe Work Practices | Competency A-2 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:09.757368
|
05-23-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/learning-task-5-self-test/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/job-site-safety-meetings/
|
LEARNING TASK 5 : Use the Occupational Health and Safety Regulation
OHS Regulation organization
The OHS Regulation has 33 parts. Each Part covers a particular topic related to safety in the workplace (see Figure 1).
The titles of the Parts are grouped as follows:
- Parts 1–4: Core Requirements apply to all workplaces
- Parts 5–19: General Hazard Requirements deal with general hazards found in a number of workplaces, usually higher-hazard operations
- Parts 20–32 and 34: Industry/Activity-Specific Requirements deal with specific industries or specific hazardous activities
Note: Part 33, Occupational First Aid, was repealed by B.C. Reg. 348/2003, effective March 30, 2004.
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pressbooks
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2025-03-22T05:09:09.767139
|
05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/job-site-safety-meetings/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/reporting-accidents/
|
LEARNING TASK 5 : Use the Occupational Health and Safety Regulation
Rights and responsibilities
In Part 3 of the Regulation, “Rights and Responsibilities” Section 3.12, “Procedure for refusal” explains that you have the right to refuse to do any act or operate any tool, appliance or equipment when you have reasonable cause to believe that to do so would put you in danger.
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pressbooks
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2025-03-22T05:09:09.775579
|
05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/reporting-accidents/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/investigations/
|
LEARNING TASK 5 : Use the Occupational Health and Safety Regulation
OHS Guidelines
When you read the language in the Regulation you may sometimes find wording that could be interpreted differently.
For example, the “Procedure for refusal” section uses the wording “reasonable cause to believe” and “undue hazard”. In many situations, the “reasonable cause” and “undue hazard” can be straightforward. However, in some situations it can be more difficult to determine that the worker has reasonable cause to believe there is an undue hazard. It is for reasons similar to these that many parts of the OHS Regulation have associated OHS Guidelines, which are used to help interpret and apply sections of the OHS Regulation.
If you are looking at a section of the Regulation on the WorkSafeBC website or app, you can consult guidelines that explain the test for determining whether a worker has a “reasonable cause to believe” that an undue hazard exists or would be created, and what constitutes an “undue hazard.” The guidelines also explain the process for investigation into a work refusal, where completion of the procedure under section 3.12(3) of the Regulation has not resolved the work stoppage.
|
pressbooks
|
2025-03-22T05:09:09.784546
|
05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/investigations/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/first-aid/
|
LEARNING TASK 5 : Use the Occupational Health and Safety Regulation
Using the OHS Regulation
The Occupational Health & Safety (OHS) Regulation exists to protect workers and other persons present at workplaces from work-related risks to their health, safety, and well-being. It is important that a worker can locate and interpret regulations that deal with situations that commonly arise in the trades. Familiarity with the contents of the OHS Regulation is essential for all tradespersons. Using the online search tool is a good resource for identifying or confirming regulations that govern specific situations you may encounter on your job site.
|
pressbooks
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2025-03-22T05:09:09.793289
|
05-23-2023
|
{
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"url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/first-aid/",
"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
"title": "Trades Access Common Core | Line A: Safe Work Practices | Competency A-2",
"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
}
|
https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/chapter/learning-task-6-self-test/
|
LEARNING TASK 5 : Use the Occupational Health and Safety Regulation
License
Trades Access Common Core | Line A: Safe Work Practices | Competency A-2 Copyright © 2021 by Camosun College is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:09.806454
|
05-23-2023
|
{
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"book_url": "https://pressbooks.bccampus.ca/tradesaccesscommoncorelinea2/front-matter/acknowledgments-and-copyright/",
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"author": "Olaf Nielson, Rod Lidstone, Brian Coey, Mark Siljander with 2021 edits",
"institution": "",
"subject": "Traditional trades, crafts and skills"
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|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/chapter-1/
|
Trigonometry
Angles
What’s the deal with angles anyway?
Before we even get into trigonometry, we need to discuss angles. Don’t worry. Things are not going to get too crazy. I promise.
Let’s go over the basics first.
Degree. One-three-hundred-and-sixtieth of the circumference of a circle. It is also the unit by which we measure angles.
Angle. This is the space between two intersecting lines.
Complementary angles. These are two angles whose sum equals 90 degrees.
Supplementary angles. These are two angles whose sum equals 180 degrees.
Acute angle. An angle that is less than 90 degrees.
Obtuse angle. An angle that is greater than 90 degrees.
Similar angles. It is possible for triangles to each have different sized sides but share the same sized angles. These are called similar angles.
Right angle. This is an angle that is 90 degrees.
There is a ton of information about angles that we don’t need to get into. Remember: Try not to overcomplicate things. Just focus on the basics and you’ll be fine.
Next up: Triangles
|
pressbooks
|
2025-03-22T05:09:09.817713
|
06-1-2020
|
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/chapter-1/",
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
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"subject": "Trigonometry, Mathematics,"
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|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/triangles-three-sides-and-the-truth/
|
Trigonometry
Triangles
Why triangles are important
Learning about electrical theory necessitates the study of triangles. More specifically: right triangles. Before we dig too much into the right triangle, let’s go over two key points about triangles.
- All triangles have three sides. (File this fact under the “thank you Captain Obvious” category.)
- All triangles contain 180 degrees.
Different triangles
The right triangle is the most common triangle that will be used in electrical theory. It is a good idea to have a basic understanding of other triangles as well. Here are some common triangles you will come across in trigonometry.
Isosceles triangle. This triangle has two sides that are equal, and two angles that are equal.
Equilateral triangle. All three sides of this triangle are equal, and all three of its angles are equal too.
Similar triangles. These triangles each have different sized sides, but they share the same sized angles.
So what about these right triangles you were talking about?
A right triangle is a triangle that has one right angle (equal to 90 degrees). This means that the other two angles are complementary, that is, they must add to 90 degrees.
Ok, so what does a right triangle have to do with electrical?
Quite a bit actually.
In the world of electrical theory, we will have to add up values. We call these units vectors (more on the concept of vectors in a later chapter). These vectors each head in a different direction. In fact, they are 90 degrees to each other. When we add them, the sum of these two vectors ends up being the point between the two sides.
Because they are not heading in the same direction (they are heading in directions that are 90 degrees to each other) we can’t add them up normally. They have to be added vectorially. How do you do this? I’m glad you asked.
Up next: Pythagoras’ theorem
|
pressbooks
|
2025-03-22T05:09:09.828872
|
06-1-2020
|
{
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/triangles-three-sides-and-the-truth/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/pythagoras/
|
Trigonometry
Pythagoras
Who is this Pythagoras and why does he matter?
Pythagoras was a Greek philosopher who lived around 500 BC. He is credited as being a philosopher and mathematician. Much of what we know of Pythagoras is from writings that were copied down hundreds of years after his death, so the validity of what we do know is questionable. He is credited with Pythagoras’ theorem when actually it has been proven that Babylonians and Indians were using variations of it for hundreds of years before he even came along. You can read more about Pythagoras in this article.
Thanks for the history lesson, but get on with it!
The Pythagorean theorem, also known as Pythagoras’ theorem, is a relation in Euclidean geometry among the three sides of a right triangle. ‘It states that the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.
Huh?
It’s not as bad as it seems. Basically, the Pythagoras’ theorem says that you can figure out any side of a right triangle as long as you have the other two sides, using the equation:
Important Formula!
A2 + B2 = C2
When we look at the formula, there is one important thing to remember: C is always the longest side.
A and B can be swapped around, but when using this formula, C is always the longest side (which is also the side opposite the 90-degree angle).
Video!
This video walks through how to apply Pythagoras’ theorem on a right triangle.
Attributions
Pythagoras Theory. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.840288
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06-1-2020
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/pythagoras/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
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https://pressbooks.bccampus.ca/trigforelectricians/chapter/naming-the-sides-of-the-right-triangle/
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Trigonometry
Naming Right Triangle Sides
What is this big fancy word, trigonometry?
Trigonometry is the study of the relationship that exists between the sides and the angles of a triangle.
That sounds complicated and scary.
It can be, but lucky for us we are only dealing with right triangles. This makes it very simple and almost fun. (Nerd alert!)
First steps
We have already learned how to determine the sides of a triangle using the Pythagoras’ theorem. Next up is using those sides to determine the angles. Lucky for us we know that in a right triangle we already have one 90-degree angle. We also know that if we can solve any of the other two angles, the third one is easy. (All triangles have 180 degrees.) Our next step is to name the sides of the triangle. The names of these sides are dependent on something called the designate angle or theta. Theta is an angle that you determine or is determined for you.
Now once you have figured out which angle is your theta, we can get to business naming the sides.
Adjacent. This is the side that sits adjacent to the designate angle.
Opposite. This is the side that sits opposite to the designate angle.
Hypotenuse. This is the side that sits opposite the 90-degree angle.
The hypotenuse is always the longest side of the triangle and doesn’t care where the designate angle is. It only cares that it is opposite the 90-degree angle.
And if we switch the designate angle, the names of the sides change as in Figure 19.
The next chapter tells us what to do with these names.
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pressbooks
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2025-03-22T05:09:09.851452
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06-1-2020
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/naming-the-sides-of-the-right-triangle/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
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https://pressbooks.bccampus.ca/trigforelectricians/chapter/trigonometry-functions/
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Trigonometry
Trigonometry Functions
When determining the designate angle we can use different ratios of sides.
- We can use a ratio of the opposite to the hypotenuse.
- We can use a ratio of the adjacent to the hypotenuse.
- We can use a ration of the opposite to the adjacent.
Each ratio has a trigonometric function that helps turn the ratio into an angle. They are:
- sin θ = opposite/hypotenuse
- cos θ = adjacent/hypotenuse
- tan θ = opposite/adjacent
One way of remembering the ratios are these mnemonics:
- SOH – Sine is opposite/ hypotenuse
- CAH – Cosine is adjacent/hypotenuse
- TOA – Tangent is opposite/ adjacent
By the way,
- sin is short for sine
- cos is short for cosine
- tan is short for tangent
Video!
This video walks through how to determine the angle of a right triangle when you have two sides.
Video!
This video walks through how to determine the other sides of a triangle when you have an angle and one side.
Attributions
Trigonometry (Part one).video by The Electric Academy is under a Creative Commons Attribution Licence.
Trigonometry (Part two).video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.868549
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06-1-2020
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/trigonometry-functions/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
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https://pressbooks.bccampus.ca/trigforelectricians/chapter/50/
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Trigonometry
Power and Impedance Triangles
What is going on here?
This is the point where I am going to ask you to take my hand and to trust me. Okay, you don’t have to take my hand, but you do have to trust me. We are going to start using some terms before totally going into the theory behind them. I promise that we will get more in-depth into these concepts in future lessons.
Impedance triangles
When dealing with DC circuits the only thing that opposes current is the resistance in the circuit.
As we will learn in later units, AC adds a component that opposes current as well. This is called reactance and it runs 90 degrees to the circuit resistance. This means it is not possible to add them together arithmetically; it has to be done using the Pythagoras’ theorem. When you add these two together, you get a total opposition to current flow called impedance.
The triangle that is created when adding the resistance to the reactance is known as an impedance triangle.
In an impedance triangle, the resistance (r) is always on the bottom of the triangle, the reactance (x) always goes on the side and the hypotenuse is always the impedance (z).
Power triangles
When dealing with a purely resistive circuit, the power being dissipated is in the form of heat or light and is measured in watts and is known as true or active power. It is a product of I2R.
In an AC circuit with inductance, watts are still present. There is also a reactive power present as current passes across the reactance. This power is called reactive power and is also called wattless or quadrature power. Its unit is the Vars.
Much like the impedance triangle, we can not just add the two powers together to get overall power. They must be added using the Pythagoras’ theorem. Their sum is equal to the apparent power (VA).
When calculating for reactive power, we are still able to use the power formulas. We just have to use them with reactance instead of resistance.
- I2X = Vars
- E2 (inductor voltage) /X = Vars
- I x E (inductor voltage) = Vars
Remember
When building an impedance or power triangle, the resistive component always goes on the bottom of the triangle and the reactive component always goes on the side.
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pressbooks
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2025-03-22T05:09:09.881894
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06-1-2020
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/50/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
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https://pressbooks.bccampus.ca/trigforelectricians/chapter/a-vector-primer/
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Vectors
A Vector Primer
What is a vector?
A vector is a quantity that possesses magnitude and direction. As an example, let’s say I roundhouse kicked you in the head. The magnitude of the force and the angle at which I kicked you would be a vector. I know what you’re thinking: “This electrical stuff sounds cool.” And you’d be right.
Aside from helping me become a fighting machine, how do vectors have anything to do with electricity?
AC values are constantly changing magnitude and direction. We will talk about this more in-depth in the AC generation portion of the course. Eventually, we will be required to add these values together. The sum of the vectors is called the resultant. This is all well and good when vectors are heading in the same direction…
… because you can just add them together.
It isn’t even bad if they are heading in the opposite direction. You can just subtract them. The only thing when adding them in opposite directions is that you have to pay attention to which vector has the greatest value. This will become the new direction of the sum of the vectors.
The problem arises when they are heading in completely different directions.
How did you do that?
Trust me, it is not difficult. In order to figure out how to add vectors, we first have to talk about the quadrant system.
Up next: Quadrants
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pressbooks
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2025-03-22T05:09:09.893586
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06-1-2020
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
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https://pressbooks.bccampus.ca/trigforelectricians/chapter/quadrants/
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Vectors
Quadrants
Like a Star Trek quadrant?
First off: Nerd alert!
Secondly, yes, a quadrant is a circle cut into four parts.
What does this have to do with electricity?
Voltage and currents are constantly changing magnitude and direction. When changing direction, they actually rotate in a counterclockwise direction. They are tethered to a point of origin.
Each quadrant contains certain directions.
- Quadrant 1 has 0 to 90 degrees.
- Quadrant 2 has 90 to 180 degrees.
- Quadrant 3 has 180 to 270 degrees.
- Quadrant 4 has 270 to 360 degrees.
This is very important as it helps us to determine which vectors belong in which quadrant.
Polarity
It is also important to understand polarity when dealing with quadrants. A quadrant system is basically an X-Y graph. We use the point of origin as a reference point. On the X axis, anything to the right of the point of origin is positive and anything to the left is negative. On the Y axis, anything above the point of origin is positive and anything underneath it is negative. This means each quadrant has its own polarity, as shown in Figure 30.
This too is extremely important when it comes to adding vectors.
Are you getting excited yet? This is all going to come together in one magical dance.
Video!
This video goes into greater detail about the specifics of all four quadrants.
Attributions
Quadrants and vectors. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.904574
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06-1-2020
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/quadrants/",
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/polar-form-vs-rectangular-form/
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Vectors
Polar vs. Rectangular Form
Polar form
When dealing with vectors, there are two ways of expressing them. Up to this point, we have used a magnitude and a direction such as 30 V @ 67°. This is what is known as the polar form. It is more often the form that we like to express vectors in.
Rectangular form
Rectangular form breaks a vector down into X and Y coordinates. In the example below, we have a vector that, when expressed as polar, is 50 V @ 55 degrees. The first step to finding this expression is using the 50 V as the hypotenuse and the direction as the angle. Next, we draw a line straight down from the arrowhead to the X axis. What does this look like to you? If you said right triangle, give yourself a pat on the back. We then can use the angle and the hypotenuse to determine the X axis with these equations:
- cos 55°×50 = 28.7 for the X axis
- sin 55°×50 = 41 for the Y axis
This is accomplished just by transposing the ratios from what we learned previously in trigonometry.
We then can express the same vector as 28.7, j 41.
Where did that j come from?
The letter j is put in front of the y component to indicate the difference between the X and the Y. The reason j is used is this.
As a way of telling the difference between X and Y, it was decided that a letter should be put in front of the Y. The X and Y components don’t really exist, and are referred to as imaginary numbers. Because each is an imaginary number, the letter i was suggested. However, the letter i is also used as a symbol for current, so it was decided to go with the letter j instead.
Why polarity is important
Let’s look at another example. The polar form is 60 V @ 140 degrees. This puts the vector in the second quadrant.
In the second quadrant, X is – (negative) and Y is + (positive). The angle of 140 degrees is used from the 0-degree point. To use trigonometry, we need to determine what the angle is in reference to the X axis. In this example, it is 40 degrees (the supplement of 140 degrees). After that, we can use trigonometry to determine the X and Y components.
- cos 40°×60 = 46 for the X axis
- sin 40°×60 = 39 for the Y axis
If we are going to express it in rectangular form, use -46, j39. Remember that the X component is negative and the Y component is positive as they are in the second quadrant.
Video!
This video walks through how to convert from polar form to rectangular form.
Rectangular to polar
Up to this point, we have been converting the polar form to rectangular. It is possible–and even important–to convert from rectangular to the polar form. If you have been given the rectangular coordinates, the best thing you can do is chart them out.
For instance, if you are given the coordinates 50, j80, then:
Step 1. Draw them out on an X-Y chart.
Step 2. Draw in the resultant and use Pythagoras’ theorem to determine its size.
Step 3. Use trigonometry to determine the angle.
Step 4. Using the resultant and the angle, go ahead and express it in polar form: 94 @ 58°
Congrats, you did it!
Video!
This video walks through how to convert from rectangular form to polar form.
Heed the quadrant!
There is one thing you need to watch. You need to be aware of what quadrant you are in. This is especially important when dealing with the direction (angle). When we work out the angle using the Pythagoras’ theorem, we use the angle in relation to the X axis but not the direction of the vector. Confused? Look at the example below where the coordinates -36, j29 are given.
Using Pythagoras and trigonometry, we worked out that the resultant was 46 and the angle, in reference to the X axis, was 38.4 degrees. However, the polar form would not be 46 @ 38.4 degrees. We have to take into account that it is in the second quadrant. That means the direction must be somewhere between 90 and 180 degrees. In order to work out the actual direction in this example, we take 180 degrees and subtract 38.4 degrees from it to get 141.6 degrees.
In the third quadrant, we calculate the angle in reference to the X axis and add 180 degrees to it. In the fourth quadrant, we calculate the angle and subtract it from 360 degrees.
Something cool about the fourth quadrant
When we are dealing with the fourth quadrant, there are two ways we can express the direction. We can work out the angle relative to the X axis and subtract it from 360 degrees as previously stated. Or, another way to express it is to work out the angle and then throw a negative sign in front of it. Mathematically it is the same thing. In this example, it can be expressed as 80 V @ 340° or 80 V @ −20°.
Didn’t someone mention something about adding vectors?
Attributions
Converting Polar to Rectangular. video by The Electric Academy is under a Creative Commons Attribution Licence.
Converting Rectangular to Polar form. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.922828
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06-1-2020
|
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"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/vector-addition/
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Vectors
Vector Addition
A quick recap
There was a fair bit to wrap our heads around before we finally got into vector addition.
Here are some of the key points:
- Vectors contain magnitude (resultant) and direction (angle).
- Each vector can be broken into X and Y coordinates.
- We must use a quadrant system to chart the X and Y coordinates.
- Pay attention to the polarity (what quadrant is it in?).
- Vectors can be expressed in the polar form (resultant and angle) or rectangular form (X and Y coordinates).
- Base your angle off of the X axis.
- When converting from rectangular to polar, it is extremely important to pay attention to what quadrant you are in.
- Quadrant 1 is the angle you calculate.
- Quadrant 2 is 180 minus the angle you calculate.
- Quadrant 3 is 180 plus the angle you calculate.
- Quadrant 4 is either 360 minus the angle you calculate, or, put a negative in front of the angle you calculate.
Okay, let’s learn how to add vectors.
Adding vectors
When adding vectors, we have to find some common ground. This is why we focus on the X and Y coordinates. Each vector can be broken down into X and Y coordinates. This allows us to find some common ground as the X coordinates are heading in the same direction and the Y coordinates are heading in the same direction. Let’s look at the example in Figure 39.
In this example, we have one vector that is 38 V @ 20 degrees and another that is 100 V @ 135 degrees.
The first step is to draw in the X and Y axes. (See Figure 40.) This will help provide us with a reference when determining our X and Y coordinates.
Next we will work out the X and the Y for each vector, in Figure 41.
Next add an X-Y chart and enter the coordinates (Figure 42).
Add up your X coordinates and your Y coordinates and you have your answer in rectangular form (Figure 43).
Take your rectangular form and chart it on its own (Figure 44).
Take the resultant and the angle, and convert it to polar form: 90.6 @ (180°−68°)90.6 @ 112°.
There you have it. If you have more vectors, you just keep adding other rows to your X-Y chart.
Video!
This video walks through how to add vectors heading in completely different directions.
Attributions
Vector addition. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.936886
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06-1-2020
|
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/vector-addition/",
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/electromagnetic-induction/
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AC Generation
Electromagnetic Induction
What is this electromagnetic induction of which you speak?
Electromagnetic induction is when a voltage is created by passing a conductor through a magnetic field.
The size of the voltage can be varied by three factors:
- The size of the magnetic field. The more flux lines there are, the more flux lines there are for the conductor to cut. The strength of flux is directly proportional to the induced voltage.
- The active length of the conductor. Active length meaning the part of the conductor that actually passes through the field. The active length is directly proportional to the induced voltage.
- The speed at which the conductor passes through the field. The faster the conductor passed through the field, the greater the voltage induced. The speed is directly proportional to the induced voltage.
These relationships to voltage can be broken into this formula: e = βlv.
Where:
e = peak voltage induced in the inductor (volts)
B = field strength between the poles (Tesla)
l = active length of conductor (meters)
v = velocity of the conductor through the field (m/sec)
Here is an example.
A conductor that has an active length of 4 meters passes through a field of 5 Tesla at a speed of 15 meters per second. Determine the peak voltage induced on this conductor.
(4 m)(5 T)(15 m/sec) = 300 volts peak
That’s crazy! Who discovered that?
The discovery of electromagnetic induction is attributed to Michael Faraday who discovered that when he passed a magnetic field through a conductor a current would flow.
As long as there was motion between the field and the conductor, a voltage could be induced. This could mean the conductor passes through a field or a field passed through a conductor.
Next up: The alternator
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pressbooks
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2025-03-22T05:09:09.947327
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06-1-2020
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/the-alternator/
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AC Generation
The Alternator
How do we keep the voltage coming?
We have established that if we have a conductor pass through a field or a field through a conductor a voltage is established. This means that voltage is only established when there is constant motion. Instead of having someone passing a conductor through a field rapidly, it was discovered that the conductor could be formed into a loop and rotated through the field to maintain a voltage. This would be an example of what is known as a simple alternator.
A simple alternator has two magnetic poles that establish a magnetic field. The conductor (armature) rotates through this field to establish a voltage.
A practical alternator has a stationary conductor and the field rotates.
What are the parts of the alternator?
Armature. This part is what the voltage is induced on to. It can be rotating (simple alternator) or stationary (practical alternator).
Slip rings. Made of brass, they rotate and either bring current to the load (simple alternator) or excitation to the field (practical alternator).
Brushes. Made of graphite carbon, they are stationary and either pass current to the load (simple alternator) or current to the field (practical alternator).
Field poles. They are either stationary (simple alternator) or rotating (practical alternator).
Prime mover. This part spins the armature (simple) or the field (practical). Examples include:
- combustion engine
- hydro dam
- hand crank
- windmill
Which is better the simple or the practical?
If you guessed the practical, you would be right. The brushes of a simple alternator have to be sized for the load. If you have a large load that draws a lot of current, then your brushes would have to be sized accordingly. Whereas, with the practical alternator the brushes bring current to the field and can be small yet still allow enough current to adjust the field. With either alternator, the easiest way to adjust the voltage is by varying the field strength. It is possible to vary the speed on the alternator to adjust the voltage, but this will also change the frequency.
Next up: How an alternator creates a sine wave
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pressbooks
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2025-03-22T05:09:09.958087
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06-1-2020
|
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/the-alternator/",
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"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
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|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/how-a-waveform-is-generated/
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AC Generation
How a Waveform Is Generated
AC generation with an alternator
If Faraday has taught us anything it is this: Any time you pass a conductor through a magnetic field, you induce a voltage. If we take that conductor and turn it into a loop and spin it continually through that magnetic field, we have created an alternator.
This means that a voltage will constantly be induced. However, this is not a flat line voltage like direct current. It creates an oscillating voltage that rises and falls.
Is this what you mean by sine wave generation?
Yup, this is exactly what I mean. As the conductor spins through the field, there will be times that it does not cut any lines of flux. There will be times when it cuts some of the lines of flux, and there will be times that it is cutting the maximum amount of flux lines that it can. This means that at some point during the sine wave generation there will be no voltage generated. Then there will be some voltage generated, and then there will be a maximum voltage generated. This creates this thing of beauty. A sine wave.
Oh yeah, I think I have seen that before
This wave pattern occurs often in nature, including ocean waves, sound waves and light waves. In fact, if you take the hours of daylight in a day and graph it out with the months of the year, guess what? A sine wave is generated. If you’d like to read an interesting article on the seasons and sine wave generation, read Calculus of the seasons. Isn’t nature cool? But I digress. This sine wave is extremely important when it comes to electrical generation. Future postings will discuss its importance and go into in-depth analysis of the waveform.
Video!
This video explains how a sine wave is generated in an alternator.
Sounds like fun
Oh, it’s fun all right. Trust me. If you find this stuff interesting, it becomes a lot easier to learn and understand. (Fatherly lecture over). If you have a foundational understanding of this concept, then single phase and three-phase generation should be a snap.
Attributions
Sine wave generation. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.968682
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06-1-2020
|
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/how-a-waveform-is-generated/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/ac-waveform-analysis/
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AC Generation
AC Waveform Analysis
What fun can we have with that waveform?
Well, it turns out that there is an awful lot going on in that waveform. Most of it is actually useful as well.
Video!
This video shows all that is happening in the sine wave.
To recap
- Average (1 alternation) = .639 × peak
- Instantaneous = sin θ × peak
- Effective (RMS) = .707 × peak
Attributions
AC waveform analysis. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.978358
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06-1-2020
|
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"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/ac-waveform-analysis/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/trigforelectricians/chapter/frequency/
|
AC Generation
Frequency and Alternators
In the last chapter, we learned the term cycle means from the point in a waveform to where the waveform starts to repeat itself. When we discuss the term frequency, we are referring to how many cycles can occur in one second. Frequency is measured in hertz (shout out to Heinrich Hertz) or CPS (cycles per second). Two factors affect the frequency in an alternator: rotation speed and the number of poles.
Rotation speed
As the armature rotates through the field, it starts to create a waveform (as we saw in the last chapter). One full mechanical rotation of the armature creates one full sine wave on a two-pole alternator. If the two-pole alternator spins three complete revolutions in one second, it will create three full sine waves in that one second. We would say that the frequency is at three cycles per second or three hertz (as the cool kids say).
A machine’s rotational speed is measured in rotations per minute or RPM. However, we are not concerned with minutes, but rather, with seconds when dealing with frequency. Therefore, RPM must be converted to rotations per second (RPS). As there are 60 seconds in a minute, all we have to do is to divide the RPM by 60 to convert it to RPS.
For example, if the armature is spinning at a rate of 1800 RPM on a two-pole alternator, we can say that it is spinning at 30 rotations per second. If this alternator has two poles, then in one second it will generate 30 cycles of voltage. It then could be said to have a frequency of 30 cycles per second or 30 Hertz. The frequency of an alternator is directly proportional to the rotational speed of the alternator.
Number of poles
If we add poles to the alternator, we can change the frequency. In a two-pole alternator, Side A of the armature (seen in Figure 53) passes from north to south, and then south to north, to create one complete sine wave. I f we add two more poles, as in Figure 54, then Side A of the armature will move past two north poles and two south poles in one full mechanical revolution.
Two full sine waves are created in one complete mechanical revolution. If a two-pole alternator creates one cycle of voltage in one second (or one hertz of frequency), a four pole alternator will create two cycles of voltage in one second (or two hertz).
The frequency of an alternator is directly proportional to the number of poles in the alternator.
Formula time!
Knowing that rotation speed is directly proportional to frequency and that the number of poles is directly proportional to frequency, we can use a formula. The formula looks like this:
Where…
f = frequency in hertz
P = number of poles
N = rotational speed in RPM
We divide the number of poles by two because there will always be a set of two poles. You can’t have a north pole without a south. We divide the RPM by 60 because we are concerned with rotations per second, not rotations per minute. The formula in Figure 56 can be combined to look like this:
Video!
This video will walk you through how frequency is related to the RPM and the number of poles of an alternator.
Attributions
How RPM and number of poles affect frequency. video by The Electric Academy is under a Creative Commons Attribution Licence.
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pressbooks
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2025-03-22T05:09:09.990356
|
06-1-2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/trigforelectricians/chapter/frequency/",
"book_url": "https://pressbooks.bccampus.ca/trigforelectricians/front-matter/introduction/",
"title": "Trigonometry and Single Phase AC Generation for Electricians",
"author": "Chad Flinn",
"institution": "",
"subject": "Trigonometry, Mathematics,"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-1/
|
Chapter 1
1
How to use this page template:
Write your content here. To create another level of organization, you can use the Heading 1 style in order to create collapsible sections that the reader can navigate through easier.
Chapter 1
How to use this page template:
Write your content here. To create another level of organization, you can use the Heading 1 style in order to create collapsible sections that the reader can navigate through easier.
|
pressbooks
|
2025-03-22T05:09:09.999589
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-1/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-2/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 1
2 Section 1.2
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.013435
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-2/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-3/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 1
3 Section 1.3
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.027189
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-3/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-review/
|
Chapter 1
4 Chapter 1 Review
How to use this page template:
At the end of each chapter, it’s a good idea to include some interactive content so that students can check their learning. This is usually done with H5P.
An example of using H5P for testing at the end of a section can be found in Introduction to Community Psychology.
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pressbooks
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2025-03-22T05:09:10.035232
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05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-review/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-1/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 2
5 Section 2.1
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.049124
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-1/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-2/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 2
6 Section 2.2
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.063013
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-2/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-3/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 2
7 Section 2.3
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.076944
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-2-3/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-review-2/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 2
8 Chapter 2 Review
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.090662
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/chapter-review-2/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-3-1/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Chapter 3
9 Section 3.1
License
To the extent possible under law, Amanda Grey has waived all copyright and related or neighboring rights to UBC Library Pressbooks Template, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:10.104410
|
05-18-2023
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/chapter/section-3-1/",
"book_url": "https://pressbooks.bccampus.ca/ubclibrarytemplate/front-matter/licensing-info/",
"title": "UBC Library Pressbooks Template",
"author": "Erin Fields, Amanda Grey",
"institution": "",
"subject": "Writing and editing guides"
}
|
https://openpress.usask.ca/ucreate/chapter/studioconfiguration/
|
Studio Configuration Options
Popular Use Cases
The UCreate Studio is a standalone technology that outputs high-quality video and audio that is ready to be uploaded and shared on online media platforms and tools in the USask Learning Technology Ecosystem. The UCreate Studio specializes in formalized presentations for lecture capture and research mobilization, demonstrations, interviews and announcements for communications Users are able to show PowerPoint presentations and images during the recording, but the studio also accommodates an interview style set for your recordings and other set-up options. Discuss your ideas with Media Production by emailing media_production@usask.ca today.
Backdrop Options
The UCreate Studio easily configurable to a variety of shooting needs. The dedicated lighting, microphone and camera are situated in front of three paper backdrop options including white, black, and chroma key green as well as a grey curtain that can also be positioned as a background. A Media Production technician will meet you when you arrive for your session to help configure the room to suit your needs.
Chroma Key Options
Presentation slides and other media (images, video, animations, tables, charts, etc.) can be loaded into the UCreate computer console to be chroma keyed behind the presenter in a variety of as picture-in-picture templates.
|
pressbooks
|
2025-03-22T05:09:10.113548
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/studioconfiguration/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://openpress.usask.ca/ucreate/chapter/your-recording-session/
|
Your Recording Session
TECHNICAL SUPPORT
One of our professional technicians will be in studio waiting to greet you when you arrive. Your technician can help you find the right look and configuration for your session on the day, but it’s best to let us know ahead of time if you know what type of set up you’re looking for so we can have it ready to go when you arrive. Technicians will be close at hand during your session and help is just a quick call away should you need some support. There is a phone in the room and you can call 306-966-4285 to get a tech to pop back in anytime.
What you’ll need to bring with you
- Your presentation materials – Bring your slides, images, video files, etc. with you on a USB Drive. These can be loaded onto the UCreate computer console for use during recording. A presentation slide clicker will be provided.
- A USB Drive for your Recordings – Your media will be recorded directly to your USB Drive with should be formatted to a FAT32 standard. 16-32GB drives work best with the studio hardware.
Recording your Media
- Login to the UCreate Computer Console on the right with your NSID.
- Load your presentations onto the console desktop from your USB Drive using the USB Hub on the cabinet.
- Insert your FAT32 USB Drive into the Recording Hardware in the cabinet below the computer console.
- Once you’re ready to go, just press Record on the control box on the cabinet. Once the flashing light turns solid, its Lights, Camera, Action!
Note: Each time you start and stop the recording a new video file will be created on your USB Drive.
Wardrobe Considerations
- Busy patterns on clothing such as thin stripes or checker patterns can cause unwanted Moiré effects on the video. Solid colours or less busy patterns are less likely to cause an issue.
- If you plan to use the chroma key to overlay an image or your slides behind you, you’ll want to avoid wearing green unless you’re looking for that floating head effect.
|
pressbooks
|
2025-03-22T05:09:10.123919
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/your-recording-session/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://openpress.usask.ca/ucreate/chapter/ucreate-media-design-best-practices/
|
UCreate Media Design Best Practices
When developing educational media for your course it’s important to consider HOW this media will connect within the overall course design. Here are a few questions you might want to ask as you begin to plan out your recordings:
- Which course learning outcomes is this media connecting to?
- How/where will I be delivering this media (canvas course, f2f class, etc)?
- Why is video the best format for this learning material (visually present a concept, demonstrate something, enhance engagement)?
- What accompanying learning material will this media connect to (written intro or preamble in Canvas, formative review questions or reflective activity to follow, discussion questions, etc.)?
- How might I assess the students’ learning related to this media.
Designing your Media
Making a plan before you arrive will ensure you get the most out of your recording session time and your media will have the impact you intend. Creating videos is an effective way to deliver presentations to supplement lectures as well as reinforce and emphasizing concepts that are harder to explain. The UCreate Studio is a great facility for creating lectures for use in online and distance education or a for use in a flipped classroom. Like with any curriculum design, its best to have a plan and make sure the anticipated outcomes are clear before you start. Ask yourself, why is it important to present this material using video? How will I use this video along side my other course materials? How will I integrate active learning opportunities into and around this video recording? An Instructional Designer in Media Production can help you think through your media design and come up with a plan to help ensure your media serves the outcomes you intend.
Pre-production
A little pre-production planning can save you a lot of time down the road. Preparing your presentations visual elements as well as giving yourself some talking points for each video can be helpful when it comes time for your session. Making use of the Media Production DIY Script Template can help you organize what you’re going to say and do in your recording.
“Chunking” Best Practices
You may already have a number of presentations and lectures prepared from your face-to-face class, but remember that without the ability to see your audience and without their ability to ask questions, or interact with you in real time you may want to consider “chunking” your presentations into more digestible pieces. A 30 minute lecture can feel a lot longer when students are watching a small screen and have no way to ask questions or show confusion with body language. The recommended length for most educational videos is 5-15 minutes in length. Often the shorter the better, which is why it’s a good idea to look at your presentations for logical places to start and stop a new concept or topic.
It’s recommended to try and create short concise videos that present a single concept at a time. These short segments can then be supplemented with some text, examples, learning activities, and opportunities for formative learning assessment such as review questions, reflection exercises, or check your knowledge quizzes. Canvas provides an excellent platform for mixing written text, embedded readings and interactive components with video and collaborative peer-to-peer discussion tools. Consider how these videos will be delivered along side these other elements of your overall course design.
Here are a few additional resources to help you consider how best to “chunk” your learning materials into effective bite sized segments.
- What is Chunking? WHY Does it matter for online course design?
- A more in-depth look at chunking and sequencing your online course materials
- Organizing Content Overview: Course Design Plan – https://youtu.be/FRGKPX9Yo8o
- Organizing Content Overview: Chunking Content – https://youtu.be/gLvxNOt-qA4
- Organizing Content Overview: Sequencing Content – https://youtu.be/2CRX_O3BafI
|
pressbooks
|
2025-03-22T05:09:10.134527
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/ucreate-media-design-best-practices/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://openpress.usask.ca/ucreate/chapter/you-have-your-ucreate-media-now-what/
|
Editing Your UCreate Recordings
Basic Editing in Panopto
Now that you have your video recordings from the UCreate Studio safely stored on your USB Drive there is likely some minor editing that you’ll want to do before you share your masterpieces.
At a minimum, you’ll likely want to trim the front and back off of each video to give it a clear start and finishing point. This can be easily done in Panopto if you’re not familiar with other video editing platforms. Follow the link below to learn more about the USask supported Panopto software and how to edit and distribute your work using this integrated tool from the USask Learning Technologies Ecosystem.
https://teaching.usask.ca/learning-technology/tools/teaching-guides/panopto-resource.php
|
pressbooks
|
2025-03-22T05:09:10.142867
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/you-have-your-ucreate-media-now-what/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://openpress.usask.ca/ucreate/chapter/active-learning-enhancements/
|
Active Learning Enhancements
Doing more with your UCreate Media
In a face-to-face class students would have the opportunity to ask questions and check their understanding through discussions and interactions with peers and their instructor. Give students the same opportunities to interact as they watch the UCreate media you’ve produced by adding in active learning opportunities through Panopto. Here are 5 great ways to make your media into an interactive learning experience.
- How to add Discussions into Panopto videos– https://support.panopto.com/s/article/How-to-Use-Discussions-in-Videos
- Add quiz questions to any Panopto video– https://support.panopto.com/s/article/How-to-Add-a-Quiz-to-a-Video
- How to embed a YouTube video INTO a Panopto video– https://support.panopto.com/s/article/Embed-a-YouTube-Video-into-a-Panopto-Session
- How to Add a Table of Contents to a Video in the Editor – https://support.panopto.com/s/article/Table-of-Contents
- How to Use Smart Chapters – https://support.panopto.com/s/article/How-to-Use-Smart-Chapters
|
pressbooks
|
2025-03-22T05:09:10.151303
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/active-learning-enhancements/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://openpress.usask.ca/ucreate/chapter/embedding-your-media/
|
Embedding Your Media
Website Embed
Whether your media was designed for curriculum or communications it’s a good idea to have a distribution plan to ensure your creative content is getting seen. If you’re developing media for communications or marketing its a good idea to work with Central Communications to ensure you’re following USask guidelines for websites, social media PAWS Channels and general visual standards. Panopto is a great tool for hosting your media files and providing you the embed codes you need to embed your media into existing web pages.
Step one: Upload video to Panopto
Step Two: Embed Video in Webpage
Embedding in Canvas
If your media was developed for teaching and learning purposes then it’s likely that you’re wanting to incorporate your videos into an online course along side your other learning materials. In this case Canvas and Panopto will work together to ensure students have the access they need and that Banner automatically sets permissions correctly each term.
Proper course provisioning for your Panopto videos is important for several reasons. When copying content into a new Course Build for subsequent terms, for example, you’ll ensure that the videos you want to keep move over properly and that your students can access them without issue. Here are a couple IT Training articles to ensure that the transition to Summer or Fall course builds goes smoothly for your Panopto videos.
Step one: Upload video to Panopto
Step Two: Enable Panopto in Canvas
Step Three: EMBED Video USING THE Canvas Editor
See the Panopto page on the Learning Technologies Ecosystem webpage for more information and support.
|
pressbooks
|
2025-03-22T05:09:10.161720
|
02-28-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openpress.usask.ca/ucreate/chapter/embedding-your-media/",
"book_url": "https://openpress.usask.ca/ucreate/front-matter/introduction/",
"title": "UCreate Studio Guide",
"author": "Jordan Epp",
"institution": "University of Saskatchewan",
"subject": "Digital, video and new media arts"
}
|
https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-1/
|
1 Chapter 1: Understanding Captions, Transcripts, and Audio Descriptions
Accessibility is not just a feature but a necessity, ensuring that everyone, regardless of their abilities or disabilities, can access, understand, and benefit from digital content. Digital accessibility encompasses a wide range of practices and technologies designed to remove barriers that can prevent individuals with disabilities from using digital platforms. This includes people with visual, auditory, motor, and cognitive impairments who require additional support to engage with web content, applications, and multimedia.
Captions, transcripts, and audio descriptions stand at the forefront of this inclusivity effort, serving as essential tools in the quest to create universally accessible content. Captions provide a textual version of the audio content in videos for those who are deaf or hard of hearing, while transcripts offer a written record of both audio and video content, beneficial for people with hearing impairments and those who prefer reading to listening. Audio descriptions fill in the visual gaps by describing significant visual details in videos, ensuring that individuals who are blind or have low vision can fully comprehend the visual content.
Together, these components do more than just comply with legal standards; they embody the spirit of inclusivity, ensuring that all users have equal access to information and educational resources. By integrating captions, transcripts, and audio descriptions into digital content, creators can significantly enhance user experience, making the digital world a more welcoming place for diverse audiences. This chapter delves into the definitions, importance, and impact of these critical accessibility tools, laying the groundwork for a deeper understanding of how to implement them effectively and why they are indispensable in creating inclusive digital environments.
What are Captions?
Captions are textual representations of the audio content in multimedia, such as videos or live broadcasts. They are designed to include dialogue, identify speakers, and describe other auditory cues that might be significant, including background noises or sound effects. Captions make multimedia content accessible to individuals who are deaf or hard of hearing by providing a visual means to understand audio information.
Types of Captions
Captions primarily come in two types: closed captions and open captions. Subtitles are a third form of captions.
Closed Captions (CC): These can be toggled on or off by the viewer. Closed captions are not visible until the viewer chooses to display them, offering flexibility for those who do not need them. They are widely supported across various media players, online platforms, and television broadcasts.
Open Captions: Unlike closed captions, open captions are permanently embedded into the video and cannot be turned off. This means that every viewer sees the captions regardless of their hearing ability, ensuring accessibility is always in place but reducing flexibility for viewers who might prefer an unobstructed view of the video.
Subtitles: These are textual representations of the dialogue in multimedia content, primarily intended for viewers who do not understand the spoken language but can hear the audio. Unlike captions, which are designed to provide access to individuals who are deaf or hard of hearing by including non-dialogue audio information (like sound effects or speaker identification), subtitles assume the audience can hear the audio and focuses solely on translating the speech.
While captions and subtitles have distinct purposes—accessibility for the deaf and hard of hearing vs. language translation—their implementation often overlaps in the digital space to serve a broader audience. Modern digital platforms and content creators are increasingly recognizing the need to provide both options, enabling all users to choose according to their preferences or needs.
Importance for the Deaf and Hard of Hearing Community
For the deaf and hard-of-hearing community, captions are more than a convenience; they are a crucial tool for accessing information, entertainment, and educational content. Captions enable individuals with hearing impairments to engage with multimedia fully, participate in cultural and social activities online, and access vital information without barriers.
While captions are indispensable for individuals with hearing impairments, their usefulness extends to a broader audience:
Language Learners: Captions can aid in language learning by providing written dialogue alongside spoken words, helping learners to improve their listening and reading comprehension.
Educational Settings: In educational videos, captions can reinforce understanding by ensuring students catch every word, even in noisy environments or in cases where the audio quality is poor.
Noisy or Sound-Sensitive Environments: Captions enable viewing in environments where audio cannot be heard, such as in crowded places, or in settings where silence is required, such as libraries.
Cognitive and Learning Disabilities: For some individuals with cognitive and learning disabilities, captions can facilitate comprehension by offering an additional pathway for processing information.
Captions exemplify the principles of universal design—creating products and environments to be usable by all people, without the need for adaptation or specialized design. By incorporating captions into multimedia content, creators adhere to accessibility standards and enhance the viewing experience for a diverse audience.
Activity
This H5P activity aims to reinforce your understanding of captions in making content accessible.
|
pressbooks
|
2025-03-22T05:09:10.173799
|
02-23-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/lwilliam/front-matter/introduction/",
"title": "Unlocking Accessibility: Captions, Transcripts, and Audio Descriptions",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-2-creating-accessible-content-with-supported-tools/
|
2 Chapter 2: Creating Accessible Content with Supported Tools
In the digital age, post-secondary institutions heavily rely on a variety of tools and platforms to create, manage, and distribute educational content. These tools facilitate teaching and learning processes and play a crucial role in ensuring that digital content is accessible to all students, including those with disabilities. This section introduces some of the most common tools supported by post-secondary institutions for accessible content creation and distribution.
Learning Management Systems (LMS)
Learning Management Systems, such as Brightspace, Blackboard, Canvas, and Moodle, are central to the digital educational landscape. These platforms provide features for uploading lecture materials, assignments, and quizzes, as well as facilitating discussions and feedback. Most LMS providers have made significant strides in ensuring their platforms are compliant with Web Content Accessibility Guidelines (WCAG) and other standards. This includes keyboard navigation, screen reader compatibility, and customizable text sizes and colours to accommodate accessibility needs.
Video Hosting Platforms
Video hosting platforms like Microsoft Stream, YouTube and Vimeo offer options for educators to upload and share video content. These platforms have integrated features to enhance accessibility, such as automatic caption generation and the ability to add manual captions and transcripts. Auto-generated captions are progressively improving and can provide a foundation that can be edited and refined. Ensuring videos are captioned accurately is crucial for deaf or hard-of-hearing students and benefits learners in noisy or sound-sensitive environments.
Audio Recording Software
Audio content, including podcasts and lectures, is another medium used in educational settings. Audio recording software, such as Audacity and GarageBand, allows creators to produce high-quality audio content. To make these audio resources accessible, it’s essential to provide accurate transcripts, which can be created manually or with the assistance of transcription services and software. Transcripts not only benefit students who are deaf or hard of hearing but also support learners who prefer reading to listening or those who use transcripts as study aids.
Compliance with Digital Accessibility Standards
The accessibility features integrated into these tools are designed to comply with digital accessibility standards, primarily WCAG. Compliance ensures that content is perceivable, operable, understandable, and robust for all users, regardless of their physical or cognitive abilities. Post-secondary institutions often provide training and resources to faculty and staff to promote best practices in creating accessible digital content using these tools.
Step-by-Step Guide to Making Pre-recorded Content Accessible
Creating accessible pre-recorded content involves more than just hitting the record button. It requires consideration of several factors to ensure that the final product is clear, understandable, and accessible to all learners. Follow these steps to create audio content that meets accessibility standards:
Recording Clear Audio Content
1. Choose the Right Microphone: Start with a good quality microphone that can clearly capture your voice without picking up too much background noise. Consider a USB microphone with noise-cancelling features for better sound clarity.
2. Optimize Your Recording Environment: Record in a quiet, enclosed space to minimize echo and background noise. Soft furnishings can help absorb sound and reduce echo. Turn off any unnecessary devices that might cause interference or background noise.
3. Speak Clearly and at a Moderate Pace: Articulate your words clearly and maintain a steady pace. Speaking too fast can make it difficult for some listeners to follow, especially for those who may be processing the information in a second language.
4. Test Your Setup: Before recording the entire content, do a short test recording to check the audio quality, ensuring your voice is clear and there’s minimal background noise.
Adding Transcripts to Audio Content
Transcripts provide a textual version of the audio content, making it accessible to individuals who are deaf or hard of hearing, as well as to those who prefer reading to listening.
1. Create a Transcript: You can manually transcribe the audio or use automated transcription services or software. Manual transcription, though time-consuming, tends to be more accurate, especially for content that contains technical terminology or when audio quality is less than ideal.
2. Use Transcription Tools and Services: There are several tools and services available for transcription, including:
- Automated transcription services: Websites like Otter.ai and Rev.com offer automated options with the ability to edit and refine the transcript.
- Speech-to-text software: Most word processing software now includes speech-to-text features that can assist in creating transcripts.
3. Edit and Format the Transcript: Once you have a draft transcript, edit it for accuracy, clarity, and readability. Include speaker labels if there are multiple speakers, and describe significant non-speech audio (e.g., “[applause]” or “[sound of rain]”). Formatting the transcript with headings, bullet points, or numbered lists can improve its readability and usefulness as a learning resource.
4. Distribute the Transcript Alongside the Audio: Make the transcript easily accessible wherever you’re sharing the audio content. If posting online, consider providing a downloadable PDF or a webpage that contains both the audio player and the transcript.
Activity
This H5P activity is designed to sharpen your listening and note-taking abilities, utilizing the structured and effective Cornell Notes method. This activity aids in mastering transcription techniques and in understanding the critical role of accurate transcriptions in ensuring digital accessibility.
|
pressbooks
|
2025-03-22T05:09:10.186505
|
02-23-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-2-creating-accessible-content-with-supported-tools/",
"book_url": "https://ecampusontario.pressbooks.pub/lwilliam/front-matter/introduction/",
"title": "Unlocking Accessibility: Captions, Transcripts, and Audio Descriptions",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-3-using-microsoft-stream-for-captioned-video-content/
|
3 Chapter 3: Using Microsoft Stream for Captioned Video Content
Microsoft Stream, a video service in Microsoft 365, provides educational institutions with a tool to manage, share, and utilize video content. It’s specifically designed to meet the diverse needs of post-secondary education by offering a platform that simplifies the creation and distribution of video materials. Microsoft Stream supports automatic captioning and enhances learning through transcripts.
Creating accessible video content on Microsoft Stream involves a few key steps to ensure your material is inclusive for all audiences:
Adding Captions: Microsoft Stream allows for the automatic generation of captions for uploaded videos, significantly enhancing accessibility for the deaf and hard of hearing. For higher accuracy, you can manually edit these auto-generated captions or upload a pre-prepared transcript file, which Stream will then synchronize with the video.
Descriptive Audio: Incorporating descriptive audio involves adding a voiceover track that describes visual elements on the screen, making content accessible for visually impaired users. This can be done by creating an additional audio narration that explains key visual components and actions occurring in the video.
Noise Suppression: Stream offers noise suppression features that help prioritize spoken word content over background noise. This is crucial for clear audio delivery, ensuring that speech is easily understandable without being overpowered by ambient sounds.
Microsoft Stream Overview
Understanding Caption File Types
For creating accessible caption content, transcripts play a vital role by providing a text version of the audio tracks in videos or audio recordings. In the context of digital content, a transcript is a written or printed version of material. Transcripts refer to the text version of the audio or audiovisual content, making it accessible to those who are deaf or hard-of-hearing, non-native speakers, and individuals who prefer reading over listening or watching. Common transcript file types include plain text (.txt), which is universally accessible but lacks formatting; Rich Text Format (.rtf), offering more formatting options; and WebVTT (.vtt) and SubRip (.srt), which are specifically designed for online video platforms, supporting time-coded data for captions and subtitles. Each format serves different needs, balancing between compatibility, functionality, and ease of creation.
A subtitle file is a text file that contains dialogue and possibly other auditory information from a video, timed to sync with the video playback. These files enable viewers to read what is being spoken on screen. Subtitle files often come in formats like SRT, SUB, or VTT, each having a specific structure to denote the timing and duration of each subtitle on the screen. They’re primarily used for translating dialogues into different languages or for providing accessible content for individuals who are deaf or hard of hearing.
Activity
This H5P activity will explore your understanding of Subtitle files.
|
pressbooks
|
2025-03-22T05:09:10.197063
|
02-23-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-3-using-microsoft-stream-for-captioned-video-content/",
"book_url": "https://ecampusontario.pressbooks.pub/lwilliam/front-matter/introduction/",
"title": "Unlocking Accessibility: Captions, Transcripts, and Audio Descriptions",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-4-understanding-transcripts/
|
4 Chapter 4: Using YouTube for Captioned Video Content
Like Microsoft Stream, YouTube captioning enhances video accessibility. It allows content creators to add text overlays, and display dialogue or auditory cues, making videos accessible to a wider audience, including those who are deaf or hard of hearing. YouTube offers an automatic captioning feature, utilizing speech recognition technology to generate captions for videos. These auto-generated captions need refinement for accuracy.
To manually add or edit captions, navigate to your video within the YouTube Studio, select “Subtitles” in the left menu, choose the language, and you can then add captions directly in the video timeline. For accuracy, review and adjust the auto-generated captions or upload a custom caption file in formats like SRT or VTT. This approach—leveraging YouTube’s automatic feature and making manual adjustments—ensures your videos are accessible.
How (and why) to add captions to your YouTube videos
YouTube has a blog dedicated to adding captions to YouTube videos. Access the link below to follow their step-by-step guide to add captions to your videos: https://blog.youtube/news-and-events/caption-my-youtube-videos/
Activity
Orient yourself to the subtitle settings in YouTube Studio with this H5P activity.
|
pressbooks
|
2025-03-22T05:09:10.206452
|
02-23-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-4-understanding-transcripts/",
"book_url": "https://ecampusontario.pressbooks.pub/lwilliam/front-matter/introduction/",
"title": "Unlocking Accessibility: Captions, Transcripts, and Audio Descriptions",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-5-live-captioning-tools/
|
5 Chapter 5: Live Captioning Tools
Live captioning tools like Zoom and Teams have revolutionized accessibility in virtual communication, enabling captions in real-time for meetings, webinars, and conferences. These platforms offer built-in automatic captioning features to help participants with hearing impairments or language barriers engage more effectively. Additionally, some tools support Communication Access Realtime Translation (CART) services, allowing professional captioners to provide accurate and instant captions.
Zoom
Zoom is a popular and accessible video conferencing platform. From emoticons, to chat, and pinning presenters, Zoom offers many solutions for users to engage in meetings Zoom offers automatic captioning services and the ability for hosts to add a professional captioner for CART services. Here is a list of some of the accessibility features available in Zoom:
- Screen-reader compatibility
- Keyboard shortcuts
- Ability to export transcripts
- Downloadable recordings with synced captions
- Auditory indicators
- Spotlight ASL/LSQ interpreters
- Use of non-verbal feedback
- Auto-save chat
https://support.zoom.com/hc/en/article?id=zm_kb&sysparm_article=KB0058810
Microsoft Teams
Microsoft Teams supports captioning accessibility features, including live captions and transcription services. It supports automatic captions in various languages, manual captioning, and CART services. Live captions can be translated, offering a wide range of languages.
View live transcription in Microsoft Teams meetings – Microsoft Support
Microsoft PowerPoint
PowerPoint for Microsoft 365 offers a transcription feature that converts spoken words into on-screen captions or subtitles in another language during presentations. This function includes customizable options for caption and subtitle appearance, such as position, size, and colour, to meet various environmental conditions and audience preferences.
Activity
Use this H5P activity to test your knowledge of live captioning tools.
|
pressbooks
|
2025-03-22T05:09:10.217791
|
02-23-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/lwilliam/chapter/chapter-5-live-captioning-tools/",
"book_url": "https://ecampusontario.pressbooks.pub/lwilliam/front-matter/introduction/",
"title": "Unlocking Accessibility: Captions, Transcripts, and Audio Descriptions",
"author": "lwilliam",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/why-use-latex/
|
About Latex
Why Use Latex?
Latex is the standard program for typesetting mathematical equations and is a very popular choice for typesetting multi-lingual works and music. Its plain text commands allow authors to write a variety of symbols quickly without clicking through many menus and allow authors control over formatting and alignment. Additionally, Latex is free, has good documentation, and has a large active community which have developed a range of freely available modifications. Thanks to the community, it is easy to find answers to common questions through Google and the Latex community actively answers new questions.
As a stand-alone program, Latex has a steep learning curve because you need to relearn how to do basic document formatting that is done using the graphical interface of WYSIWYG editors. Using Latex with Pressbooks makes the process easier, as you can use HTML for most of the document, only typesetting elements that are difficult to create without Latex. Latex can be incorporated into Pressbooks using the QuickLaTeX plugin, which allows shortcode to be used to include small snippets of Latex as well as provides a mode to interpret Latex syntax site wide.
|
pressbooks
|
2025-03-22T05:09:10.225211
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/why-use-latex/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/motivating-examples/
|
About Latex
Motivating Examples
Latex is best known for typesetting math equations. However, many packages have been developed to create other difficult to typeset elements including plots, chemical equations, multi-lingual documents, and music. Below are examples of some of the applications of Latex.
Mathematics
Suppose we want to solve the general quadratic equation . If you isolate for x, you derive the well-known quadratic formula:
The default distribution of Latex offers over 10,000 symbols. So, you can easily typeset most equations:
Chemical Equations:
Credit: Stack Exchange
Phonetic Transcription:
Music:
Credit: Musixtex Documentation
|
pressbooks
|
2025-03-22T05:09:10.234503
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/motivating-examples/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/equations/
|
Equations and Symbols
Equations
Commands
Latex allows you to quickly write mathematical equations by specifying characters using commands you can type using the keyboard. For example, we can write using the code
[latex] ax^2 + bx + c = 0 [/latex]
While some common math symbols like +/- and exponentiation have a single symbol on the keyboard, most commands start with “\” and then describe the command. An example of an equation that requires \ commands is , which requires commands for the sine, cosine, and angle:
[latex] \cos^2 \theta + \sin^2 \theta = 1 [/latex]
The table below shows some common “\” commands for symbols, in addition to the trigonometric functions and Greek letters used in the previous example.
| Algebra | Calculus | Logic | |||
| \times | \lim | \neg | |||
| \div | \int | \rightarrow | |||
| \pm | \nabla | \exists | |||
| \approx | \partial | \forall | |||
| \equiv | \sum | \in |
Commands can also take arguments using curly brackets. For example, the fraction and square root in the quadratic formula both take arguments.
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}}{2a} [/latex]
Superscripts and subscripts are also considered arguments. Use ^{} to create a superscript. If, no brackets are used, only the first character will be part of the superscript.
[latex]e^{i \pi} = -1[/latex]
Use _{} to create a subscript. Again, if no brackets are used only the first character will be part of the subscript.
[latex] x_1 + x_2 = 2x_3[/latex]
You can add a subscript and a superscript to the same item. The order of the subscript and superscript does not matter. For example:
[latex]\int_{a}^{b} u dv = u(x)v(x)|_a^b - \int^{b}_a v du [/latex]
Latex is generally not sensitive to white space when typesetting math. Outside of Pressbooks, the commands \;, \:, \,
explicitly add large, medium, and small spaces respectively. However, these commands do not seem to be compatible with the QuickLaTeX plugin. As a workaround, you can use the command \hspace{}
to add a specific amount of horizontal white space. For example, we can add a space between the functions and the differential variable:
[latex]\int_{a}^{b} u \hspace{2pt} dv = u(x)v(x)|_a^b \int^{b}_a v \hspace{2pt} du[/latex]
Errors
If a statement is not entered correctly, the equation may not display as expected or QuickLaTeX may display an error. Errors take practice to read. For example, if I were to try to write the quadratic formula as
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}{2a} [/latex]
I would get the error
Try to spot what is causing the error. The answer is given in the solutions to the exercises for this section.
|
pressbooks
|
2025-03-22T05:09:10.247759
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/equations/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/equationpractice/
|
Equations and Symbols
Equation Practice Exercises
Below are a few commands to practice typesetting. To get started, create a book or make a private chapter in an existing book for practice and make sure that the QuickLaTeX plugin is activated (see the start of the section for instructions). Solutions are in the following section.
- A circle of radius 1:
- Period of a simple harmonic oscillator:
- The gravitational force between two masses:
- The solution to Basel problem:
Hint: The symbols is written \sum and is written \infty. - Determine what the error was in the equation for the quadratic formula shown at the end of the last section.
|
pressbooks
|
2025-03-22T05:09:10.255847
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/equationpractice/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/command-solutions/
|
Equations and Symbols
Equation Solutions
Below are solutions to the practice equations. There are multiple ways to express some of the equations, so your solutions do not need to exactly match the answers given.
[latex]x^2 + y^2 = 1[/latex]
[latex]T = 2 \pi \sqrt{\frac{m}{k}}[/latex]
[latex]F_g = \frac{Gm_1 m_2}{r^2}[/latex]
[latex]\sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
If you want the sum to have the limits above and below, like you see in most textbooks, you can use the command \displaystyle.
[latex]\displaystyle \sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
- The equation is missing a bracket to close the numerator of the fraction, shown in bold below.
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}}{2a} [/latex]
|
pressbooks
|
2025-03-22T05:09:10.264525
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/command-solutions/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/environments/
|
Equations and Symbols
Environments
When you use the Latex shortcode in Pressbooks, you start in math mode. When writing Latex outside of WordPress, you need to put ‘$’s around your equation to use math mode. It is helpful to remember this if you are looking at other tutorials or examples online, as their code might not work if you copy and paste it into Pressbooks without removing the ‘$’s.
Latex supports a variety of environments to create equations, tables, figures, and more. Equations are particularly helpful in Pressbooks, as they keep track of numbering.
For example, we can typeset the double-angle trigonometric identities as:
(1)
(2)
[latex] \begin{equation} \sin 2 \theta = 2 \cos \theta \sin \theta \end{equation} [/latex]
[latex] \begin{equation} \cos 2 \theta = \cos^2 \theta - \sin^2 \theta \end{equation} [/latex]
If you type text in math mode, the spacing will look odd as Latex will try to interpret the words as an equation. For example:
[latex]We can typeset the double-angle trigonometric identities as:[/latex]
You can have Latex format text normally in math mode using the command \text{}.
[latex]\text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
Latex also distinguishes between a math mode for typesetting text inline and a display format for stand-alone equations. In the solutions to the practice for commands, we saw that using \displaystyle switched Latex to using the mode for display, which looks nicer for large elements. Using the stand-alone mode will also make our fraction look nicer.
[latex]\displaystyle \text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
In addition to \displaystyle and the equation environment, you will often see people surround an equation with ‘$$’ to begin and end a display environment.
You don’t need to use many of the other Latex environments in Pressbooks, as tables and figures can be added using the WYSIWYG editor. However, if you decide to write stand-alone Latex documents you will use other environments frequently.
|
pressbooks
|
2025-03-22T05:09:10.274326
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/environments/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/accents/
|
Equations and Symbols
Accents and Symbols
Latex’s plain text commands are also convenient for typesetting accents. For example:
– Goethe
[latex]\text{Celui qui ne connait pas les langues \'etrang\`eres ne sait rien sur lui-m\^eme. - Goethe} [/latex]
Note that in Pressbooks, you will need to surround the sentence by \text{}
for the text to format properly. The table below shows the Latex commands for some common accents.
| Grave: | \'a |
Acute: | \`a |
Circumflex: | \^a |
|||
| Umlaut: | \"a |
Tilde: | \~a |
Macron: | \=a |
|||
| Breve: | \u{a} |
Cedilla: | \c{a} |
Dot: | \.a |
Common symbols can also be typeset. Note that some symbols on the keyboard have a “\” command since the regular symbol has a special meaning in Latex. The symbols in the table below can be used in math and text mode.
\$ |
\dag |
\C |
|||
\% |
\ddag |
\texttrademark |
|||
\# |
\P |
\S |
|||
\{ \} |
\dots |
\checkmark |
Additional symbols and alphabets can be typeset by using packages, which are covered in the next section.
|
pressbooks
|
2025-03-22T05:09:10.287058
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/accents/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/non-latin-languages/
|
Packages
More Symbols and Languages
Symbols
Latex can typeset over 14,000 symbols which can be found in their comprehensive symbol list. If a package is needed to use a symbol, the package is specified in the guide. Below is a table of some symbols from the package fontawesome, including logos of popular software and websites. Note that the fontawesome symbols must be used inside of \text{}
.
\faCreativeCommons |
\faFilePDF0 |
\faBookmark |
|||
\faCalendar |
\faShareAlt |
\faInbox |
|||
\faGithub |
\faFileWordO |
\faFilePdfO |
Languages
Latex was developed to typeset American English and makes a variety of choices in spacing, hyphenation, and formatting to conform to American English conventions. If you are typesetting a different language, you can use the Babel package to match typesetting conventions for that language. Babel can handle languages that use the Latin alphabet as well as other systems of characters including Arabic, traditional and simplified Chinese, and Japanese kanji. Here is an example of a document that uses both English and Japanese from the babel-japanese documentation.
|
pressbooks
|
2025-03-22T05:09:10.296556
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/non-latin-languages/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/packages/
|
Packages
Plots
When including equations, it is often helpful to include plots and figures as a visual learning aid. The Tikz package provides a variety of tools for creating figures. The PGFplots package can be combined with Tikz to create simple to code yet elegant plots.
2D Plots
To create a plot, invoke the plot environment and then specify a few parameters including the axes and function to plot.
[latex] |
Code like this can seem overwhelming, but it becomes easier to read if you parse it one line at a time.
\begin{tikzpicture}
starts the tikzpicture environment. Tikzpicture is an environment often used for drawing figures with geometric shapes or plots.\begin{axis}
starts configuring the axes. The ‘[‘ at the end of the line indicates that we are going to enter some parameters for the axes.axis lines = left
, means that the axes will be along the bottom and on the lefthand side.xlabel = $x$
andylabel = {$f(x)$}
specify that the x-axis should be labeled x and the y-axis should be labelled f(x). The brackets around $f(x)$ ensure that the whole group is made into the label. The ‘$’s means that the text will formatted like it is in math mode.- The ‘]’ ends the specifications for the axes.
\addplot
adds a new plot to the figure.domain=-10:10, samples=30, color=blue
configures the line on the figure, specifying it should range from x=-10 to x=10, that the plot should use 30 line segments, and that the color of the line should be blue. As you increase the number of line segments, the line becomes smoother. However, using more line segments uses more memory and results in the page loading slower.{x^2 + 2*x + 1};
is the equation that will be plotted.\end{axis}
and\end{tikzpicture}
end the environments that we started earlier.
Understanding the code, we can modify the plot to show a wider range of values, modify the function, or plot an additional function on the same figure.
[latex] |
|
[latex] |
|
[latex] |
3D Plots
PGFPlots can also create 3D plots. The code for a 3D plot is similar to the 2D plot. Note that in this case we are setting the bounds for the axes in the parameters for addplot3 with the argument ‘domain=0:360’.
[latex] |
Here is another example of a 3D plot where we use all three dimensions to create a spiral.
[latex] |
- The two numbers given as parameters to the axes specify what angle you will see that plot at. The first argument specifies the rotation of the x-y plane and the second argument specifies the rotation in z.
- The
mesh
argument in addplot creates the color gradient. - The
samples = 200
argument says tells the plot how many line segments to generate. Note that in this case we had to use 150 samples in comparison to the 30 samples used for the other examples. The plot below shows what the spiral looks like with 50 and 100 samples.
- The function specifies the spiral with a function for each coordinate in terms of a single variable. This type of function is called a parametric function.
The y samples = 0
specifies that we are defining the line in terms of a single parameter. If you do not include this, Latex will generate an error. It is not obvious that you need this parameter, and the error doesn’t make it obvious what to change:
When doing something new with a package, such as creating a new type of plot, it is often easiest to learn from examples. The package documentation is often a good source of examples and will also help you figure out what arguments can be used. Here is the package documentation for PGFPlot. You can usually find the documentation of a package just by Googling the name of that package and documentation.
|
pressbooks
|
2025-03-22T05:09:10.311982
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/packages/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/plot-practice-exercises/
|
Packages
Plot Practice Exercises
Before starting these exercises, make sure you have added the tikz and pgfplots packages by following the instructions at the beginning of the section. Solutions are included after the exercises.
- First, we’ll make some modifications to the plot from the previous section to get more familiar with the code.
- Change the domain to between -2 and +2.
- Change the label on the y-axis to ‘y’.
- Change the color of the line to green.
- Add a second quadratic function. You may need to adjust the domain to see both functions.
Here is the code for the original plot:
[latex]
\begin{tikzpicture}
\begin{axis}[axis lines = left, xlabel = $x$, ylabel = $f(x)$]
\addplot [domain=-4:4, samples=100, color=blue]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}
[/latex] - We’ll now make the plot more informative by adding a title and legend. Add a title to your plot by adding
title=Your Title
to the axes parameters. Add a legend by adding\legend{function 1, function 2}
after the addplot commands.
Hint: If your legend covers up an important part of your plot, addlegend pos=north/south east/west
to the axis parameters to move it. For example, to move the legend to the upper left uselegend pos=north west
. - Change the color of the plot to a color mapping using by adding the parameters
colorbar, point meta rel=axes wide, point meta=y
to the axis parameters, changing the parameters for each addplot tomesh, marks=none
, and changing theaddplot
command toaddplot+
. What is the difference in color if you setpoint meta res=per plot
?
Note: You need to change addplot to addplot+ because there are parameters for the plot in the axis parameters. Without the +, the style changes would override the axis parameters. - Change the function used in the 3D surface plot from the last section. Try the function
1/x + 1/y
or come up with your own. Note that in pgf plots you usea/b
for division anda*b
for multiplication rather than the regular Latex functions.Depending on the function you choose, you might want to change the domain to see an interesting range for the function. For example, is most interesting near 0, so try a domain like -2:2.Here is the code for the original plot:
[latex]
\begin{tikzpicture}
\begin{axis}
\addplot3[surf, domain=0:360, samples=40] {cos(y) + sin(x)};
\end{axis}
\end{tikzpicture}
[/latex] - PGFPlots can also create bar graphs. Look at page 45 of the PGFplots documentation for some examples. Copy the first example from the top of page 45 and use a second instance of addplot coordinates to add red bars beside the blue, like in the plot below.
Hint: If you are having trouble having the bars start exactly on the x-axis, set the limits individually using
enlarge y limits={0.15,upper},
instead of
enlarge x limits=0.15enlargelimits=0.15
.
|
pressbooks
|
2025-03-22T05:09:10.323293
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/plot-practice-exercises/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://pressbooks.bccampus.ca/introtolatex/chapter/plot-solutions/
|
Packages
Plot Solutions
These answers show one possible solution to each problem. Other ways of solving the problems are also correct.
- The answers below show what portion of the code to change.
\addplot [domain=-2:2, samples=100, color=blue]
\begin{axis}[axis lines = left, xlabel = $x$, ylabel = $y$]
\addplot [domain=-2:2, samples=100, color=green]
\addplot [domain=-2:2, samples=100, color=blue]
{x^2 + 2*x + 1};
[latex]
\begin{tikzpicture}
\begin{axis}[ axis lines = left, xlabel = $x$, ylabel = $y$]
\addplot [ domain=-2:2, samples=100, color=green]
{-x^2 + 3*x + 4};
\addplot [domain=-2:2, samples=100, color=blue]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex] -
[latex]
\begin{tikzpicture}
\begin{axis}[axis lines = left, title=Intersection of Quadratics, xlabel = $x$, ylabel = $y$, legend pos= north west]
\addplot [domain=-2:2, samples=100, color=green]{-x^2 + 3*x + 4};
\addplot [domain=-2:2, samples=100, color=blue]{x^2 + 2*x + 1};
\legend{$-x^2 + 3x + 4$,$x^2 + 2x + 1$}
\end{axis}
\end{tikzpicture}[/latex] - The first plot below uses a colorbar with
point meta rel=axes wide
, which maps the colorbar to the whole y axis. The second plot usespoint meta rel=per plot
which maps the colorbar to each function on the plot.
[latex]
\begin{tikzpicture}
\begin{axis}[axis lines=left, title=Intersection of Quadratics, xlabel=$x$, ylabel=$f(x)$, colorbar, point meta rel=axes wide, point meta=y]
\addplot+[mesh, thick, mark=none]
{-x^2 + 3*x + 4};
\addplot+[mesh, thick, mark=none]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex][latex]
\begin{tikzpicture}
\begin{axis}[axis lines=left, title=Intersection of Quadratics, xlabel=$x$, ylabel={$f(x), g(x)$}, colorbar, point meta rel=per plot, point meta=y]
\addplot+[mesh, thick, mark=none]
{-x^2 + 3*x + 4};
\addplot+[mesh, thick, mark=none]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex] - The plot below shows the behavior of near 0. Note that if you increase the number of samples from 50 to 100, you will exceed the memory allotted for QuickLatex. In general, increasing the number of samples will reduce the responsiveness of your page. So, it is not always desirable to enter larger sample numbers.
[latex]
\begin{tikzpicture}
\begin{axis}
\addplot3[surf, domain=-2:2, samples=40] {1/x + 1/y};
\end{axis}
\end{tikzpicture}
[/latex] -
[latex]
\begin{tikzpicture}
\begin{axis}[ybar, enlarge y limits={0.15,upper},
enlarge x limits=0.15]
\addplot plot coordinates
{(0,3) (1,2) (2,4) (3,1) (4,2)};
\addplot plot coordinates
{(0,2) (1,3) (2,6) (3,0) (4,4)};
\end{axis}
\end{tikzpicture}
[/latex]
|
pressbooks
|
2025-03-22T05:09:10.336572
|
06-2-2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://pressbooks.bccampus.ca/introtolatex/chapter/plot-solutions/",
"book_url": "https://pressbooks.bccampus.ca/introtolatex/front-matter/introduction-2/",
"title": "Using Latex in Pressbooks",
"author": "lgreenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/why-use-latex-2/
|
1 Why Use Latex?
Laura Greenstreet
Latex is the standard program for typesetting mathematical equations and is a very popular choice for typesetting multi-lingual works and music. Its plain text commands allow authors to write a variety of symbols quickly without clicking through many menus and allow authors control over formatting and alignment. Additionally, Latex is free, has good documentation, and has a large active community which have developed a range of freely available modifications. Thanks to the community, it is easy to find answers to common questions through Google and the Latex community actively answers new questions.
As a stand-alone program, Latex has a steep learning curve because you need to relearn how to do basic document formatting that is done using the graphical interface of WYSIWYG editors. Using Latex with Pressbooks makes the process easier, as you can use HTML for most of the document, only typesetting elements that are difficult to create without Latex. Latex can be incorporated into Pressbooks using the QuickLaTeX plugin, which allows shortcode to be used to include small snippets of Latex as well as provides a mode to interpret Latex syntax site wide.
|
pressbooks
|
2025-03-22T05:09:10.344474
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/why-use-latex-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/motivating-examples-2/
|
2 Motivating Examples
Laura Greenstreet
Latex is best known for typesetting math equations. However, many packages have been developed to create other difficult to typeset elements including plots, chemical equations, multi-lingual documents, and music. Below are examples of some of the applications of Latex.
Mathematics
Suppose we want to solve the general quadratic equation [latex]ax^2 + bx + c = 0[/latex]. If you isolate for x, you derive the well-known quadratic formula:
[latex]$$ x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}.$$[/latex]
The default distribution of Latex offers over 10,000 symbols. So, you can easily typeset most equations:
[latex]\begin{tabular}{r c l} $\displaystyle |L_\beta(f) - L_\beta(g)|$ &=& $\int_a^b f(x) - g(x) d \beta$\\ &=& $\displaystyle \sup_{P,T} \{ \sum_{i=1}^n f(t_i) - g(t_i) \Delta \beta \}$\\ &=& $\displaystyle \sup_{P,T} \{ \sum_{i =1}^n \frac{\epsilon}{2 (\beta(b) - \beta(a))} \Delta \beta \}$\\ &=& $\displaystyle \frac{\epsilon}{2(\beta(b) - \beta(a))} (\beta(b) - \beta(a))$\\ &=& $\displaystyle \frac{\epsilon}{2}$\\ \end{tabular}[/latex]
Chemical Equations:
[latex]\begin{tabular}{l} \ce{Na2SO4 ->[H2O] Na+ + SO4^2-}\\ \ce{(2Na+,SO4^2- ) + (Ba^2+, 2Cl- ) -> BaSO4 v + 2NaCl} \end{tabular}[/latex]
Credit: Stack Exchange
Phonetic Transcription:
[latex]\begin{tabular}{c | c| c| c | c} {\bf Gloss} & `innate' & `intolerant' & `impolite' & `inconsistent'\\ \hline {\bf UR} & \ipaUR{IneIt} & \ipaUR{IntAl\s{r}\s{n}t} & \ipaUR{ InpAUlAIt} & \ipaUR{Ink@nsIst\s{n}t}\\ \hline {\bf Assimilation} & NA & NA & \ipa{ I{\bf m}pAUlAIt} & \ipa{I{\bf \ipa{N}}k@nsIst\s{n}t}\\ \hline {\bf SR} & [\ipa{IneIt}] & [\ipa{intAl\s{r}\s{n}t}]& [\ipa{ImpAUlAIt}] & [\ipa{iNk@nsIst\s{n}t}]\\ \end{tabular}[/latex]
Music:
[latex]\begin{music} \parindent10mm \instrumentnumber{1} \setname1{Piano} \setstaffs1{2} \generalmeter{\meterfrac44} \startextract ˇˇˇˇˇˇˇ % a single instrument % whose name is Piano % with two staffs % 4/4 meter chosen ˇ ˇˇˇˇ % starting real score \Notes\ibu0f0\qb0{cge}\tbu0\qb0g|\hl j\en \Notes\ibu0f0\qb0{cge}\tbu0\qb0g|\ql l\sk\ql n\en \bar \Notes\ibu0f0\qb0{dgf}|\qlp i\en \notes\tbu0\qb0g|\ibbl1j3\qb1j\tbl1\qb1k\en \Notes\ibu0f0\qb0{cge}\tbu0\qb0g|\hl j\en \zendextract % terminate excerpt \end{music}[/latex]
Credit: Musixtex Documentation
Plots:
[latex]\resizebox{1}{ \tikzpicture \begin{axis}[xlabel=$x$, ylabel=$y$] \addplot3[surf,domain=-180:180,samples=40] {((x-y)/180)*sin(0.5*x)*cos(1.5*y)}; \end{axis} \endtikzpicture}[/latex]
|
pressbooks
|
2025-03-22T05:09:10.354121
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/motivating-examples-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/equations-2/
|
3 Equations
Laura Greenstreet
Commands
Latex allows you to quickly write mathematical equations by specifying characters using commands you can type using the keyboard. For example, we can write [latex]ax^2 + bx + c = 0[/latex] using the code
[latex] ax^2 + bx + c = 0 [/latex]
While some common math symbols like +/- and exponentiation have a single symbol on the keyboard, most commands start with “\” and then describe the command. An example of an equation that requires \ commands is [latex]\cos^2 \theta + \sin^2 \theta = 1[/latex], which requires commands for the sine, cosine, and angle:
[latex] \cos^2 \theta + \sin^2 \theta = 1 [/latex]
The table below shows some common “\” commands for symbols, in addition to the trigonometric functions and Greek letters used in the previous example.
| Algebra | Calculus | Logic | |||
| [latex]\times[/latex] | \times | [latex]\lim[/latex] | \lim | [latex]\neg[/latex] | \neg |
| [latex]\div[/latex] | \div | [latex]\int[/latex] | \int | [latex]\rightarrow[/latex] | \rightarrow |
| [latex]\pm[/latex] | \pm | [latex]\nabla[/latex] | \nabla | [latex]\exists[/latex] | \exists |
| [latex]\approx[/latex] | \approx | [latex]\partial[/latex] | \partial | [latex]\forall[/latex] | \forall |
| [latex]\equiv[/latex] | \equiv | [latex]\sum[/latex] | \sum | [latex]\in[/latex] | \in |
Commands can also take arguments using curly brackets. For example, the fraction and square root in the quadratic formula both take arguments.
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}}{2a} [/latex]
[latex]\displaystyle x = \frac{-b \pm \sqrt{b^2 + 4ac}}{2a}[/latex]
Superscripts and subscripts are also considered arguments. Use ^{} to create a superscript. If, no brackets are used, only the first character will be part of the superscript.
[latex]e^{i \pi} = -1[/latex]
[latex]\displaystyle e^{i \pi} = -1[/latex]
Use _{} to create a subscript. Again, if no brackets are used only the first character will be part of the subscript.
[latex] x_1 + x_2 = 2x_3[/latex]
[latex]\displaystyle x_1 + x_2 = 2x_3[/latex]
You can add a subscript and a superscript to the same item. The order of the subscript and superscript does not matter. For example:
[latex]\int_{a}^{b} u dv = u(x)v(x)|_a^b - \int^{b}_a v du [/latex]
[latex]\displaystyle \int_{a}^{b} u dv = u(x)v(x)|_a^b - \int^{b}_a v du[/latex]
Latex is generally not sensitive to white space when typesetting math. Outside of Pressbooks, the commands \;, \:, \,
explicitly add large, medium, and small spaces respectively. However, these commands do not seem to be compatible with the QuickLaTeX plugin. As a workaround, you can use the command \hspace{}
to add a specific amount of horizontal white space. For example, we can add a space between the functions and the differential variable:
[latex]\int_{a}^{b} u \hspace{2pt} dv = u(x)v(x)|_a^b \int^{b}_a v \hspace{2pt} du[/latex]
[latex]\displaystyle \int_{a}^{b} u \hspace{2pt} dv = u(x)v(x)|_a^b - \int^{b}_a v \hspace{2pt} du[/latex]
Errors
If a statement is not entered correctly, the equation may not display as expected or QuickLaTeX may display an error. Errors take practice to read. For example, if I were to try to write the quadratic formula as
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}{2a} [/latex]
I would get the error
Try to spot what is causing the error. The answer is given in the solutions to the exercises for this section.
|
pressbooks
|
2025-03-22T05:09:10.367345
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/equations-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/equationpractice-2/
|
4 Equation Practice Exercises
Laura Greenstreet
Below are a few commands to practice typesetting. To get started, create a book or make a private chapter in an existing book for practice and make sure that the QuickLaTeX plugin is activated (see the start of the section for instructions). Solutions are in the following section.
- A circle of radius 1:
[latex]x^2 + y^2 = 1[/latex] - Period of a simple harmonic oscillator:
[latex]T = 2 \pi \sqrt{\frac{m}{k}}[/latex] - The gravitational force between two masses:
[latex]F_g = \frac{Gm_1 m_2}{r^2}[/latex] - The solution to Basel problem:
[latex]\sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
Hint: The symbols [latex]\sum[/latex] is written \sum and [latex]\infty[/latex] is written \infty. - Determine what the error was in the equation for the quadratic formula shown at the end of the last section.
|
pressbooks
|
2025-03-22T05:09:10.376039
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/equationpractice-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/command-solutions-2/
|
5 Equation Solutions
Laura Greenstreet
Below are solutions to the practice equations. There are multiple ways to express some of the equations, so your solutions do not need to exactly match the answers given.
- [latex]x^2 + y^2 = 1[/latex]
[latex]x^2 + y^2 = 1[/latex]
- [latex]T = 2 \pi \sqrt{\frac{m}{k}}[/latex]
[latex]T = 2 \pi \sqrt{\frac{m}{k}}[/latex]
- [latex]F_g = \frac{G m_1 m_2}{r^2}[/latex]
[latex]F_g = \frac{Gm_1 m_2}{r^2}[/latex]
- [latex]\sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
[latex]\sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
If you want the sum to have the limits above and below, like you see in most textbooks, you can use the command \displaystyle.
[latex]\displaystyle \sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
[latex]\displaystyle \sum_{n=1}^{\infty} \frac{1}{n^2} = \frac{\pi^2}{6}[/latex]
- The equation is missing a bracket to close the numerator of the fraction, shown in bold below.
[latex] x = \frac{-b \pm \sqrt{b^2 + 4ac}}{2a} [/latex]
|
pressbooks
|
2025-03-22T05:09:10.385104
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/command-solutions-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/environments-2/
|
6 Environments
Laura Greenstreet
When you use the Latex shortcode in Pressbooks, you start in math mode. When writing Latex outside of WordPress, you need to put ‘$’s around your equation to use math mode. It is helpful to remember this if you are looking at other tutorials or examples online, as their code might not work if you copy and paste it into Pressbooks without removing the ‘$’s.
Latex supports a variety of environments to create equations, tables, figures, and more. Equations are particularly helpful in Pressbooks, as they keep track of numbering.
For example, we can typeset the double-angle trigonometric identities as:
[latex]\begin{equation} \sin 2 \theta = 2 \cos \theta \sin \theta \end{equation}[/latex]
[latex]\begin{equation} \cos 2 \theta = \cos^2 \theta - \sin^2 \theta \end{equation}[/latex]
[latex] \begin{equation} \sin 2 \theta = 2 \cos \theta \sin \theta \end{equation} [/latex]
[latex] \begin{equation} \cos 2 \theta = \cos^2 \theta - \sin^2 \theta \end{equation} [/latex]
If you type text in math mode, the spacing will look odd as Latex will try to interpret the words as an equation. For example:
[latex]We can typeset the double-angle trigonometric identities as:[/latex]
[latex]We can typeset the double-angle trigonometric identities as:[/latex]
You can have Latex format text normally in math mode using the command \text{}.
[latex]\text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
[latex]\text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
Latex also distinguishes between a math mode for typesetting text inline and a display format for stand-alone equations. In the solutions to the practice for commands, we saw that using \displaystyle switched Latex to using the mode for display, which looks nicer for large elements. Using the stand-alone mode will also make our fraction look nicer.
[latex]\displaystyle \text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
[latex]\displaystyle \text{fraction} = \frac{\text{numerator}}{\text{denominator}}[/latex]
In addition to \displaystyle and the equation environment, you will often see people surround an equation with ‘$$’ to begin and end a display environment.
You don’t need to use many of the other Latex environments in Pressbooks, as tables and figures can be added using the WYSIWYG editor. However, if you decide to write stand-alone Latex documents you will use other environments frequently.
|
pressbooks
|
2025-03-22T05:09:10.394791
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/environments-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/accents-2/
|
7 Accents and Symbols
Laura Greenstreet
Latex’s plain text commands are also convenient for typesetting accents. For example:
[latex]\text{Celui qui ne connait pas les langues \'etrang\`eres ne sait rien sur lui-m\^eme.}[/latex]
– Goethe
[latex]\text{Celui qui ne connait pas les langues \'etrang\`eres ne sait rien sur lui-m\^eme. - Goethe} [/latex]
Note that in Pressbooks, you will need to surround the sentence by \text{}
for the text to format properly. The table below shows the Latex commands for some common accents.
| Grave: | [latex]\text{\'a}[/latex] | \'a |
Acute: | [latex]\text{\`a}[/latex] | \`a |
Circumflex: | [latex]\text{\^a}[/latex] | \^a |
| Umlaut: | [latex]\text{\"a}[/latex] | \"a |
Tilde: | [latex]\text{\~a}[/latex] | \~a |
Macron: | [latex]\text{\=a}[/latex] | \=a |
| Breve: | [latex]\text{\u{a}}[/latex] | \u{a} |
Cedilla: | [latex]\text{\c{a}}[/latex] | \c{a} |
Dot: | [latex]\text{\.a}[/latex] | \.a |
Common symbols can also be typeset. Note that some symbols on the keyboard have a “\” command since the regular symbol has a special meaning in Latex. The symbols in the table below can be used in math and text mode.
| [latex]\$[/latex] | \$ |
[latex]\dag[/latex] | \dag |
[latex]\copyright[/latex] | \C |
| [latex]\%[/latex] | \% |
[latex]\ddag[/latex] | \ddag |
[latex]\texttrademark[/latex] | \texttrademark |
| [latex]\#[/latex] | \# |
[latex]\P[/latex] | \P |
[latex]\S[/latex] | \S |
| [latex]\{ \}[/latex] | \{ \} |
[latex]\dots[/latex] | \dots |
[latex]\checkmark[/latex] | \checkmark |
Additional symbols and alphabets can be typeset by using packages, which are covered in the next section.
|
pressbooks
|
2025-03-22T05:09:10.407856
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/accents-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/non-latin-languages-2/
|
8 More Symbols and Languages
Laura Greenstreet
Symbols
Latex can typeset over 14,000 symbols which can be found in their comprehensive symbol list. If a package is needed to use a symbol, the package is specified in the guide. Below is a table of some symbols from the package fontawesome, including logos of popular software and websites. Note that the fontawesome symbols must be used inside of \text{}
.
| [latex]\text{\faCreativeCommons}[/latex] | \faCreativeCommons |
[latex]\text{\faLink}[/latex] | \faFilePDF0 |
[latex]\text{\faBookmark}[/latex] | \faBookmark |
| [latex]\text{\faCalendar}[/latex] | \faCalendar |
[latex]\text{\faShareAlt}[/latex] | \faShareAlt |
[latex]\text{\faInbox}[/latex] | \faInbox |
| [latex]\text{\faGithub}[/latex] | \faGithub |
[latex]\text{\faFileWordO}[/latex] | \faFileWordO |
[latex]\text{\faFilePdfO}[/latex] | \faFilePdfO |
Languages
Latex was developed to typeset American English and makes a variety of choices in spacing, hyphenation, and formatting to conform to American English conventions. If you are typesetting a different language, you can use the Babel package to match typesetting conventions for that language. Babel can handle languages that use the Latin alphabet as well as other systems of characters including Arabic, traditional and simplified Chinese, and Japanese kanji. Here is an example of a document that uses both English and Japanese from the babel-japanese documentation.
|
pressbooks
|
2025-03-22T05:09:10.417870
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/non-latin-languages-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/packages-2/
|
9 Plots
Laura Greenstreet
When including equations, it is often helpful to include plots and figures as a visual learning aid. The Tikz package provides a variety of tools for creating figures. The PGFplots package can be combined with Tikz to create simple to code yet elegant plots.
2D Plots
To create a plot, invoke the plot environment and then specify a few parameters including the axes and function to plot.
| [latex]\begin{tikzpicture} \begin{axis}[ axis lines = left, xlabel = $x$, ylabel = {$f(x)$}] \addplot [ domain=-10:10, samples=30, color=blue] {x^2 + 2*x + 1}; \end{axis} \end{tikzpicture}[/latex] | [latex] |
Code like this can seem overwhelming, but it becomes easier to read if you parse it one line at a time.
\begin{tikzpicture}
starts the tikzpicture environment. Tikzpicture is an environment often used for drawing figures with geometric shapes or plots.\begin{axis}
starts configuring the axes. The ‘[‘ at the end of the line indicates that we are going to enter some parameters for the axes.axis lines = left
, means that the axes will be along the bottom and on the lefthand side.xlabel = $x$
andylabel = {$f(x)$}
specify that the x-axis should be labeled x and the y-axis should be labelled f(x). The brackets around $f(x)$ ensure that the whole group is made into the label. The ‘$’s means that the text will formatted like it is in math mode.- The ‘]’ ends the specifications for the axes.
\addplot
adds a new plot to the figure.domain=-10:10, samples=30, color=blue
configures the line on the figure, specifying it should range from x=-10 to x=10, that the plot should use 30 line segments, and that the color of the line should be blue. As you increase the number of line segments, the line becomes smoother. However, using more line segments uses more memory and results in the page loading slower.{x^2 + 2*x + 1};
is the equation that will be plotted.\end{axis}
and\end{tikzpicture}
end the environments that we started earlier.
Understanding the code, we can modify the plot to show a wider range of values, modify the function, or plot an additional function on the same figure.
| [latex]\begin{tikzpicture} \begin{axis}[axis lines=middle, xlabel = $x$, ylabel = {$f(x)$},] \addplot [ domain=-100:100, samples=30, color=blue] {x^2 + 2*x + 1}; \end{axis} \end{tikzpicture}[/latex] | [latex] |
| [latex]\begin{tikzpicture} \begin{axis}[ axis lines = left, xlabel = $x$, ylabel = {$f(x)$},] \addplot [ domain=-10:10, samples=30, color=red] {x^2 - 3*x + 4}; \end{axis} \end{tikzpicture}[/latex] | [latex] |
| [latex]\begin{tikzpicture} \begin{axis}[ axis lines = left, xlabel = $x$, ylabel = {$f(x)$},] \addplot [ domain=-10:10, samples=30, color=blue] {x^2 + 2*x + 1}; \addplot [ domain=-10:10, samples=40, color=red] {20*sin(pi*x^2)}; \end{axis} \end{tikzpicture}[/latex] | [latex] |
3D Plots
PGFPlots can also create 3D plots. The code for a 3D plot is similar to the 2D plot. Note that in this case we are setting the bounds for the axes in the parameters for addplot3 with the argument ‘domain=0:360’.
| [latex]\begin{tikzpicture} \begin{axis} \addplot3[surf,domain=0:360,samples=40] {cos(y) + sin(x)}; \end{axis} \end{tikzpicture}[/latex] | [latex] |
Here is another example of a 3D plot where we use all three dimensions to create a spiral.
| [latex]\begin{tikzpicture} \begin{axis}[view={60}{10}] \addplot3[mesh, domain=0:20*pi, samples=150, samples y=0, line width=2pt] ({x*sin(deg(x))}, {x*cos(deg(x))}, {x}); \end{axis} \end{tikzpicture}[/latex] | [latex] |
- The two numbers given as parameters to the axes specify what angle you will see that plot at. The first argument specifies the rotation of the x-y plane and the second argument specifies the rotation in z.
- The
mesh
argument in addplot creates the color gradient. - The
samples = 200
argument says tells the plot how many line segments to generate. Note that in this case we had to use 150 samples in comparison to the 30 samples used for the other examples. The plot below shows what the spiral looks like with 50 and 100 samples.
[latex]\begin{tikzpicture} \begin{axis}[view={60}{10}, title={Spiral Using 50 Line Segments}] \addplot3[mesh, domain=0:20*pi, samples=50, samples y=0, line width=2pt] ({x*sin(deg(x))}, {x*cos(deg(x))}, {x}); \end{axis} \end{tikzpicture}[/latex] [latex]\begin{tikzpicture} \begin{axis}[view={60}{10}, title={Spiral Using 100 Line Segments}] \addplot3[mesh, domain=0:20*pi, samples=100, samples y=0, line width=2pt] ({x*sin(deg(x))}, {x*cos(deg(x))}, {x}); \end{axis} \end{tikzpicture}[/latex] - The function specifies the spiral with a function for each coordinate in terms of a single variable. This type of function is called a parametric function.
The y samples = 0
specifies that we are defining the line in terms of a single parameter. If you do not include this, Latex will generate an error. It is not obvious that you need this parameter, and the error doesn’t make it obvious what to change:
When doing something new with a package, such as creating a new type of plot, it is often easiest to learn from examples. The package documentation is often a good source of examples and will also help you figure out what arguments can be used. Here is the package documentation for PGFPlot. You can usually find the documentation of a package just by Googling the name of that package and documentation.
|
pressbooks
|
2025-03-22T05:09:10.433228
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/packages-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/plot-practice-exercises-2/
|
10 Plot Practice Exercises
Laura Greenstreet
Before starting these exercises, make sure you have added the tikz and pgfplots packages by following the instructions at the beginning of the section. Solutions are included after the exercises.
- First, we’ll make some modifications to the plot from the previous section to get more familiar with the code.
- Change the domain to between -2 and +2.
- Change the label on the y-axis to ‘y’.
- Change the color of the line to green.
- Add a second quadratic function. You may need to adjust the domain to see both functions.
Here is the code for the original plot:
[latex]
\begin{tikzpicture}
\begin{axis}[axis lines = left, xlabel = $x$, ylabel = $f(x)$]
\addplot [domain=-4:4, samples=100, color=blue]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}
[/latex] - We’ll now make the plot more informative by adding a title and legend. Add a title to your plot by adding
title=Your Title
to the axes parameters. Add a legend by adding\legend{function 1, function 2}
after the addplot commands.
Hint: If your legend covers up an important part of your plot, addlegend pos=north/south east/west
to the axis parameters to move it. For example, to move the legend to the upper left uselegend pos=north west
. - Change the color of the plot to a color mapping using by adding the parameters
colorbar, point meta rel=axes wide, point meta=y
to the axis parameters, changing the parameters for each addplot tomesh, marks=none
, and changing theaddplot
command toaddplot+
. What is the difference in color if you setpoint meta res=per plot
?
Note: You need to change addplot to addplot+ because there are parameters for the plot in the axis parameters. Without the +, the style changes would override the axis parameters. - Change the function used in the 3D surface plot from the last section. Try the function
1/x + 1/y
or come up with your own. Note that in pgf plots you usea/b
for division anda*b
for multiplication rather than the regular Latex functions.Depending on the function you choose, you might want to change the domain to see an interesting range for the function. For example, [latex]\frac{1}{x} + \frac{1}{y}[/latex] is most interesting near 0, so try a domain like -2:2.Here is the code for the original plot:
[latex]
\begin{tikzpicture}
\begin{axis}
\addplot3[surf, domain=0:360, samples=40] {cos(y) + sin(x)};
\end{axis}
\end{tikzpicture}
[/latex] - PGFPlots can also create bar graphs. Look at page 45 of the PGFplots documentation for some examples. Copy the first example from the top of page 45 and use a second instance of addplot coordinates to add red bars beside the blue, like in the plot below.[latex]\begin{tikzpicture} \begin{axis}[ybar, enlarge y limits={0.15,upper}, enlarge x limits=0.15] \addplot plot coordinates {(0,3) (1,2) (2,4) (3,1) (4,2)}; \addplot plot coordinates {(0,2) (1,3) (2,6) (3,0) (4,4)}; \end{axis} \end{tikzpicture}[/latex]
Hint: If you are having trouble having the bars start exactly on the x-axis, set the limits individually using
enlarge y limits={0.15,upper},
instead of
enlarge x limits=0.15enlargelimits=0.15
.
|
pressbooks
|
2025-03-22T05:09:10.444569
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/plot-practice-exercises-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbooks.uregina.ca/pressbookslatex/chapter/plot-solutions-2/
|
11 Plot Solutions
Laura Greenstreet
These answers show one possible solution to each problem. Other ways of solving the problems are also correct.
- The answers below show what portion of the code to change.
\addplot [domain=-2:2, samples=100, color=blue]
\begin{axis}[axis lines = left, xlabel = $x$, ylabel = $y$]
\addplot [domain=-2:2, samples=100, color=green]
\addplot [domain=-2:2, samples=100, color=blue]
{x^2 + 2*x + 1};
[latex]\begin{tikzpicture} \begin{axis}[ axis lines = left, xlabel = $x$, ylabel = $y$] \addplot [ domain=-2:2, samples=100, color=green] {-x^2 + 3*x + 4}; \addplot [domain=-2:2, samples=100, color=blue] {x^2 + 2*x + 1}; \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}[ axis lines = left, xlabel = $x$, ylabel = $y$]
\addplot [ domain=-2:2, samples=100, color=green]
{-x^2 + 3*x + 4};
\addplot [domain=-2:2, samples=100, color=blue]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex] -
[latex]\begin{tikzpicture} \begin{axis}[axis lines = left, title=Intersection of Quadratics, xlabel = $x$, ylabel = $y$, legend pos=north west] \addplot [domain=-2:2, samples=100, color=green]{-x^2 + 3*x + 4}; \addplot [domain=-2:2, samples=100, color=blue]{x^2 + 2*x + 1}; \legend{$-x^2 + 3x + 4$,$x^2 + 2x + 1$} \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}[axis lines = left, title=Intersection of Quadratics, xlabel = $x$, ylabel = $y$, legend pos= north west]
\addplot [domain=-2:2, samples=100, color=green]{-x^2 + 3*x + 4};
\addplot [domain=-2:2, samples=100, color=blue]{x^2 + 2*x + 1};
\legend{$-x^2 + 3x + 4$,$x^2 + 2x + 1$}
\end{axis}
\end{tikzpicture}[/latex] - The first plot below uses a colorbar with
point meta rel=axes wide
, which maps the colorbar to the whole y axis. The second plot usespoint meta rel=per plot
which maps the colorbar to each function on the plot.
[latex]\begin{tikzpicture} \begin{axis}[ axis lines = left, title=Intersection of Quadratics, xlabel = $x$, ylabel = $f(x)$, colorbar, point meta rel=axes wide, point meta=y] \addplot+[mesh, thick, mark=none] {-x^2 + 3*x + 4}; \addplot+[mesh, thick, mark=none] {x^2 + 2*x + 1}; \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}[axis lines=left, title=Intersection of Quadratics, xlabel=$x$, ylabel=$f(x)$, colorbar, point meta rel=axes wide, point meta=y]
\addplot+[mesh, thick, mark=none]
{-x^2 + 3*x + 4};
\addplot+[mesh, thick, mark=none]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex][latex]\begin{tikzpicture} \begin{axis}[axis lines = left, title=Intersection of Quadratics, xlabel = $x$, ylabel = {$f(x), g(x)$}, colorbar, point meta rel=per plot, point meta=y] \addplot+[mesh, thick, mark=none] {-x^2 + 3*x + 4}; \addplot+[mesh, thick, mark=none] {x^2 + 2*x + 1}; \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}[axis lines=left, title=Intersection of Quadratics, xlabel=$x$, ylabel={$f(x), g(x)$}, colorbar, point meta rel=per plot, point meta=y]
\addplot+[mesh, thick, mark=none]
{-x^2 + 3*x + 4};
\addplot+[mesh, thick, mark=none]
{x^2 + 2*x + 1};
\end{axis}
\end{tikzpicture}[/latex] - The plot below shows the behavior of [latex]\frac{1}{x} + \frac{1}{y}[/latex] near 0. Note that if you increase the number of samples from 50 to 100, you will exceed the memory allotted for QuickLatex. In general, increasing the number of samples will reduce the responsiveness of your page. So, it is not always desirable to enter larger sample numbers.
[latex]\begin{tikzpicture} \begin{axis} \addplot3[surf, domain=-2:2, samples=40] {1/x + 1/y}; \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}
\addplot3[surf, domain=-2:2, samples=40] {1/x + 1/y};
\end{axis}
\end{tikzpicture}
[/latex] -
[latex]\begin{tikzpicture} \begin{axis}[ybar, bar width=7pt,enlarge y limits={0.15,upper}, enlarge x limits=0.15] \addplot plot coordinates {(0,3) (1,2) (2,4) (3,1) (4,2)}; \addplot plot coordinates {(0,2) (1,3) (2,6) (3,0) (4,4)}; \end{axis} \end{tikzpicture}[/latex] [latex]
\begin{tikzpicture}
\begin{axis}[ybar, enlarge y limits={0.15,upper},
enlarge x limits=0.15]
\addplot plot coordinates
{(0,3) (1,2) (2,4) (3,1) (4,2)};
\addplot plot coordinates
{(0,2) (1,3) (2,6) (3,0) (4,4)};
\end{axis}
\end{tikzpicture}
[/latex]
|
pressbooks
|
2025-03-22T05:09:10.457966
|
11-22-2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://opentextbooks.uregina.ca/pressbookslatex/chapter/plot-solutions-2/",
"book_url": "https://opentextbooks.uregina.ca/pressbookslatex/front-matter/introduction-2-2/",
"title": "Using LaTeX in Pressbooks",
"author": "Laura Greenstreet",
"institution": "",
"subject": "IT, Internet and electronic resources in libraries"
}
|
https://opentextbc.ca/virtualscienceresources/chapter/multidisciplinary/
|
Resources
1 Multidisciplinary
Sources
Many of the resources cited in this directory were taken from one of these four sources:
- Go-Lab
- MERLOT
- The OpenScience Laboratory from Open University and the Wolfson Foundation
- PhET Interactive Simulations from the University of Colorado Boulder
While an effort has been made to include the best undergraduate science resources in this directory, you may choose to search within these sources directly to help you identify the best resources for your purposes.
Remote Labs
As opposed to virtual labs, which are digital simulations of hands-on lab activities, remote labs are labs that can be performed at a distance by using robotics or electronics to manipulate lab equipment. Here are some remote lab resources:
- NANSLO (North American Network of Science Labs Online): no longer operating, but used to offer remote labs that students could access via robotics
- NANSLO Project Summary for ideas about establishing remote labs
- NANSLO Lab Activities, including 2 lab manuals and 28 lab activity plans
- Remotely Controlled Laboratories (RCLs), a project based in Germany that hosts 12 remote lab experiments
Other Collections
Here are some unvetted collections discovered during the construction of this resource:
- Concord Consortium STEM Resource Finder, which is a directory of science resources for a variety of levels, from elementary to undergraduate
- Online Resources for Science Laboratories, a collaborative spreadsheet of simulations, virtual labs, virtual field trips, demonstrations, case studies, hands-on labs at home, open resources, data sets, and other media
|
pressbooks
|
2025-03-22T05:09:10.467648
|
08-10-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/virtualscienceresources/chapter/multidisciplinary/",
"book_url": "https://opentextbc.ca/virtualscienceresources/front-matter/accessibility-statement/",
"title": "Virtual Lab and Science Resource Directory",
"author": "Arianna Cheveldave (Editor)",
"institution": "",
"subject": "Education, Reference, Information and Interdisciplinary subjects, Mathematics and Science"
}
|
https://opentextbc.ca/virtualscienceresources/chapter/biology/
|
Resources
2 Biology
Adipose Tissue: Virtual Microscope
First-year biology. Views detailed slides with a microscope and explores types of adipose tissue. It would require some more activities, such as review type questions to make it into a standalone lab. Could use it as a supplement to an introductory lab on tissue types.
Body Tissues under the Microscope
Introduction to tissues. See five tissue types under the microscope, such as epithelial, muscle, and nervous tissue. Good resolution for the images, but a not enough for a lab: good supplemental material. Requires a free Open University account.
Introduction to cell biology. Decent introduction to lab equipment for cell and molecular biology, such as micropipettes, cytometers, thermocyclers, incubators, etc. The introduction is a bit silly, but push through: it gets better.
Collaborative Rabbit Genetics Lab
First-year biology. This is a fun little simulation that could help teach some basic genetic concepts (homozygosity, heterozygosity, dominance, etc.) using rabbit coat colour and ear type. Good for an introduction to genetics.
Colour Vision (PhET) (CC BY)
First-year biology. Learn the basics of photons, monochromatic light, and the red, green, and blue light photoreception by cones of the retina of the eye. Could be used as part of a first-year lab on sensory reception.
This involves investigation into the genetic basis for different bacterial strains. Uses several large but detailed files. Requires a free BioQUEST account.
Second-year genetics. Walks students through the steps of comparing the genes being expressed in different cell types. The sounds that accompany the animation are silly, but could be turned off. Can isolate mRNA. This is not an experiment we could do in our labs easily, so it would be a good introduction to a microarray. Requires Flash.
First-year biology or second-year genetics. Good introduction to use of spectrophotometer, used in this case to measure absorbance of DNA at 260 and 280 nm. Requires a free Open University account.
Gene Machine: The Lac Operon (PhET) (CC BY)
Second-year genetics. Fun little simulation of the lac operon. Good visual aid for explaining the operon.
Great for understanding genetic drift mathematically.
How to Extract DNA from Anything Living (some permissions)
Walk-through of how to extract DNA from any living thing at home.
Lactase Enzyme Simulation with Data Analysis (CC BY-NC-ND)
From the site: “The goal of this simulation is to understand three factors (the initial amount of glucose, pH, and temperature) that affect the rate that the enzyme lactase converts lactose into glucose and galactose.” Requires Flash.
Leaf Structure as Environmental Indicator
Botany. This is a nice overview of leaf structure in different environments. Has good images and activities with a little quiz. Could be used as part of a plant or photosynthesis lab. Requires a free Open University account.
Learn the Compound Microscope (Open Oregon) (CC BY-NC-ND)
Good overview of microscope parts and basic use. Would be a pretty short lab activity (about 30 minutes) involving adjusting focus, lighting, etc., to see lettuce and onion cells. Contains a video, a quiz, and a virtual practice lab exercise.
Lizard Evolution Virtual Lab (free for educational purposes)
This is a great online module that asks students to gather data by measuring limb length from photos and interpret this to answer evolutionary questions about speciation and convergent evolution in anole lizards.
Natural Selection (PhET) (CC BY)
Fun simulation game of natural selection based on rabbits and their coat colours, teeth, and tail lengths and selective pressure from wolves and food finding.
Peppered Moths (Natural Selection Game) (CC BY-SA)
This simulation allows you to watch natural selection in action. You act as a predator eating light and dark moths, and at the end of the activity, you see how many light and how many dark moths survived, thanks to their colouring.
Population Dynamics (free for educational purposes)
From BioInteractive: “This interactive simulation allows students to explore two classic mathematical models that describe how populations change over time: the exponential and logistic growth models.”
First-year biology. Simulates John Endler’s classic 1980 experiment with guppies and the number of spots on males and how it changes over time as you adjust preference of females and number of predators. Could be a good resource to complement an introductory lab on natural and sexual selection.
Citizen science project to map every tree in Britain. Fun exercise with a map and “adding” tree species (comparing tree species) to determine economic and ecosystem benefits such as carbon sequestration. Very much focused on trees in the UK, but still interesting to play around with. Fun complement to an introduction to biosphere or ecosystem ecology lab.
First-year anatomy and histology. Could also be used for other labs, such as an introductory lab to tissue types, introduction to organs (skin), and pre-dissection activities, such as what the different body cavities and planes are.
Population, community, behavioural, conservation, and biodiversity ecology modelling labs. Looks awesome for ecology. Data is biologically realistic and is displayed numerically and graphically.
Full of good images. Would be a good tool to supplement a pig dissection lab. There is a lot of clicking the mouse to see each section, but would still be quite useful.
Virtual Scanning Electron Microscopy
A series of interactive tutorials that explore various aspects of virtual scanning electron microscopy. Toggle focus, contrast, brightness, and magnification when looking at a variety of samples.
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pressbooks
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2025-03-22T05:09:10.481770
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08-10-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/virtualscienceresources/chapter/biology/",
"book_url": "https://opentextbc.ca/virtualscienceresources/front-matter/accessibility-statement/",
"title": "Virtual Lab and Science Resource Directory",
"author": "Arianna Cheveldave (Editor)",
"institution": "",
"subject": "Education, Reference, Information and Interdisciplinary subjects, Mathematics and Science"
}
|
https://opentextbc.ca/virtualscienceresources/chapter/chemistry/
|
Resources
3 Chemistry
Acid-Base Solutions (PhET) (CC BY)
First-year chemistry. This lab simulates acidic and basic solutions of varying strength. Students can measure acidity/basicity with a pH meter and pH paper, and they can observe electron mobility by completing a circuit with the solution, with which they can test how bright a light bulb shines. Students can also make their own solutions of varying concentrations and strength. Some work will need to be done by an instructor to prepare procedures and assessment questions. May need to be paired with another lab for completeness.
Alpha Decay (PhET) (CC BY)
First-year chemistry. Shows nuclear decay and half-life. Requires a software download.
Atomic Interactions (PhET) (CC BY)
First-year chemistry. This simulation illustrates very well the concept of attractive and repulsive interatomic forces and how a potential energy diagram translates to what is actually happening on an atomic scale. Instructors could use this simulation to explain why the noble gases are monoatomic, while oxygen is diatomic.
Balloons & Buoyancy (PhET) (CC BY)
First-year chemistry. Visually shows ideal gas laws.
Beer’s Law Lab (PhET) (CC BY)
First-year chemistry. This simulation demonstrates Beer’s Law quite well. Instructors can develop procedures for measuring the concentration of various coloured inorganic solutions, such as drink mix. Students can switch between absorbance and transmittance, vary the concentrations of solutions, and see how absorbance and transmittance changes with concentration.
Concentration (PhET) (CC BY)
First-year chemistry. An instructor could ask students to predict the concentration of a diluted solution through calculations and then use the software to support their predictions. Pairs well with Beer’s Law simulation.
Diffusion (PhET) (CC BY)
First- to third-year chemistry. Simple but effective diffusion model. Students can adjust size and T of objects and time and measure diffusion when a barrier is removed.
Double Wells and Covalent Bonds (PhET) (CC BY)
Upper-level physical chemistry. Demonstrates the abstract concepts of wave functions and energy levels in covalent bonds in an easy-to-understand way.
Elementary Flame Test and Flame Test II
First-year chemistry. A very simple virtual flame test experiment, colloquially known as the rainbow flame test. In the elementary flame test, students observe the emission spectrum of four known standards and use them to identify two unknowns. The simulation mimics the lab experience well.
The second version has 12 standards and 12 unknowns. Full identification would take approximately one hour. May require a free Open University account to access.
Energy Forms and Changes (PhET) (CC BY)
First-year chemistry. Shows simple energy transfers.
Fourier: Making Waves (PhET) (CC BY)
First- and second-year chemistry. Shows constructive and destructive wave interactions.
Gas Properties (PhET) (CC BY)
First-year chemistry. Good demonstration of the ideal gas law. Students can play around with temperature, volume, pressure, and number of molecules and see how the properties of the system change. Includes the kinetic theory of gases.
Upper-level physical chemistry. This simulation provides ideal gas and real gas model curves for a number of gases, based on input variables. A student could conceivably generate a number of different data sets for different gases and compare the ideal gas model to the real gas models.
The Greenhouse Effect (PhET) (CC BY)
First-year chemistry. Gives a simple illustration of the greenhouse effect.
Microwaves (PhET) (CC BY)
First-year chemistry. Demonstrates interaction of molecules with microwaves.
Models of the Hydrogen Atom (PhET) (CC BY)
First-year chemistry. This simulation nicely illustrates different models of the hydrogen atom, and how absorption of different wavelengths of light affect the quantized energy levels of the electrons.
Molecule Polarity (PhET) (CC BY)
First-year chemistry or second-year organic chemistry. This simulation demonstrates how electronegativity affects the dipole moment of various molecules.
Molecules and Light (PhET) (CC BY)
First-year chemistry. Shows how molecules interacts with different parts of the electromagnetic spectrum and the effect of different wavelengths on different molecules.
Molecule Shapes (PhET) (CC BY)
First-year chemistry. Shows molecule shapes as 3D models. Good for VSEPR theory. Note that the bond angles are incorrect in the “model,” but are correct in the “real molecules.”
Neon Lights & Other Discharge Lamps (PhET) (CC BY)
First-year chemistry. Shows electron transfers of an atom due to energy input and output.
Nuclear Fission (PhET) (CC BY)
First- to third-year chemistry. Shows nuclear decay reaction and application in a nuclear power plant. Great fun to fire a neutron into various atoms and watch them decay, or not. Not a lab: maybe useful as a pre-lab activity.
Second- or third-year chemistry. This is a very good gas chromatography–mass spectrometry (GC-MS) simulation for organic, environmental, or analytical chemistry. Has a database of mass spectra to aid in identifying each GC peak.
Photoelectric Effect (PhET) (CC BY)
First- and second-year chemistry. Good demo on the photoelectric effect.
pH Scale and pH Scale: Basics (PhET) (CC BY)
First-year chemistry. The first activity shows the pH of common items and how it varies with concentration. The second activity is part of the first.
Proton Nuclear Magnetic Resonance (1H NMR)
Second-year organic chemistry. A very good interactive tutorial on 1H NMR. The explanations are clear, with visual references. It also has about 20 spectra for students to interpret.
Quantum Bound States (PhET) (CC BY)
Second- or third-year chemistry. Demo showing quantum states. Could potentially be used as a first-year lab.
Quantum Wave Interference (PhET) (CC BY)
Second- or third-year chemistry. Students should do the three wave PhETs first. This is a nice simulation lab, as it is easy to change the quantities, such as slit width, to get good quantitative data that can yield rich discussion from the students.
Radioactive Dating Game (PhET) (CC BY)
First-year chemistry. Demo showing half-life decay.
Reactants, Products and Leftovers (PhET) (CC BY)
First-year chemistry. Good for showing reaction stoichiometry.
Reactions & Rates (PhET) (CC BY)
First-year chemistry. This simulation demonstrates the relation between gas phase reactions and free energy diagrams well and shows the thermodynamics of a reaction. However, note that it does not simulate solution kinetics or have any numbers to relate what is happening in the box.
Reversible Reactions (PhET) (CC BY)
First-year chemistry. Shows the energy needed for reverse reactions. Software download required.
Rutherford Scattering (PhET) (CC BY)
First-year chemistry. This simulation supports lecture concepts of the atomic model by clearing showing Rutherford’s famous experiment.
ScienceGeek.Net: AP Chemistry (printing permitted)
First-year chemistry. A free chemistry course website that covers virtually all subjects in first-year chemistry.
Simplified MRI (PhET) (CC BY)
Second-year chemistry. Simple illustration of how an MRI works.
States of Matter and States of Matter: Basics (PhET) (CC BY)
First-year chemistry. Shows the molecular motion as systems go through their states of matter. This lab demonstrates an important concept and, as there is both a thermometer and a pressure gauge, a student can generate nice data, including graphs, which allows rich discussion by students.
Sugar and Salt Solutions (PhET) (CC BY)
First-year chemistry. Shows the relationship between current and solute in a solution.
Virtual Chemistry from Oxford VR Group
Undergraduate chemistry. Lots of resources — including labs — ranging from general chemistry to advanced organic chemistry. The organic mechanisms tutorial is especially good. This is appropriate for all levels of university chemistry.
The Virtual Chemistry Laboratory (CC BY-NC-ND)
First-year chemistry. This is a simulation of a laboratory, providing various substances and tools for students to experiment with. This could be a good platform for students to conduct titration labs.
|
pressbooks
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2025-03-22T05:09:10.500674
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08-10-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/virtualscienceresources/chapter/chemistry/",
"book_url": "https://opentextbc.ca/virtualscienceresources/front-matter/accessibility-statement/",
"title": "Virtual Lab and Science Resource Directory",
"author": "Arianna Cheveldave (Editor)",
"institution": "",
"subject": "Education, Reference, Information and Interdisciplinary subjects, Mathematics and Science"
}
|
https://opentextbc.ca/virtualscienceresources/chapter/earth-science/
|
Resources
4 Earth Science
View high-quality photos and videos of rocks, minerals, and fossils. Requires a free Open University account.
Fluid Pressure and Flow (PhET) (CC BY)
Useful for intro hydrology or maybe fluid flow in sedimentology. Simulates reshaping a pipe to show and measure fluid flow. You can also add friction to the sides and change density to show different media. Comparing flow of high to low density could possibly be used as an example for ice flow vs. water flow or types of lava.
Gas Properties (PhET) (CC BY)
Introductory earth science. Good demonstration of the ideal gas law. Students can play around with temperature, volume, pressure, and number of molecules and see how the properties of the system change. Includes the kinetic theory of gases.
Geoscience Online Teaching Resources
Collaborative spreadsheet. Divided into pages for online lectures, online labs and field trips, videos, volunteer guest lecturers, other earth science online resources, and requests for help finding resources. If you would like to recommend any specific resources from this spreadsheet for BCcampus’ Virtual Lab and Science Resource Directory, please contact BCcampus Support.
Glaciers (PhET) (CC BY)
First-year earth science. Interesting model of a glacier. Students can adjust temperature and snowfall and see how a glacier reacts. You can also watch how objects move through glaciers and measure speeds and T at different points. Requires Java and a download.
Gravity Force Lab and Gravity Force Lab: Basics (PhET) (CC BY)
Useful for exploring gravitational attraction of two bodies at an introductory level. You adjust the size and distance between objects and see the resulting force.
The Greenhouse Effect (PhET) (CC BY)
Introductory earth science. Nice model of the effect of greenhouse gases on infrared radiation and temperature.
Useful for an introduction to historical geology course, but could be scaled to a higher level course with more instruction. 3D scanned models of various hominid skulls. Useful that students can rotate and measure different parts of the skull. Would need some explanation and guidance. Comes with a short assignment placing the skulls in the appropriate evolutionary context. Requires Java and a free Open University account.
Introductory earth science. High resolution, zoomable images of 15 igneous and metamorphic rocks and 12 minerals from the UK. Requires a free Open University account.
Magnet and Compass (PhET) (CC BY)
Introductory earth science or oceanography. This is a simple and effective tool for teaching Earth’s magnetic field and sea floor spreading. You can position a compass to see where it points at different locations in a magnetic field, and then do the same for Earth. You can even flip polarities. Requires Java.
Great series of exercises on map reading. UK-focused: the grid reference section has British examples and all the maps are in the UK. The exercises are still useful and you could either skip the grid reference section or use it anyway. A couple of small problems that students should know about in advance (e.g., slide 8 is blank). Requires a free Open University account.
pH Scale (PhET) (CC BY)
Introductory oceanography. Good model to introduce pH.
Plate Tectonics (PhET) (CC BY)
Introductory geology. Nice models of different boundary and crust types. Requires Java.
Radioactive Dating Game (PhET) (CC BY)
Appropriate for different introductory courses, such as in physical and historical geology or paleontology. Some simple animations for decay rates and half-life. Dating game is interesting because students have to pick appropriate isotope pair and properly manipulate decay curve. Requires Java.
Introductory earth science. Virtual field trip to examine various soils around the River Teign in Devon County in southwest England. Requires a free Open University account.
Under Pressure (PhET) (CC BY)
Introductory geology or oceanography. Fairly simple HTML model for how depth and fluid density affect pressure.
Virtual Courseware for Earth and Environmental Sciences
A series of activities, labs, and quizzes about various earth and environmental science concepts, such as earthquakes, global warming, geologic time and dating, and river processes. The earthquake module is also available in Spanish.
Virtual Microscope for Earth Sciences
This could be used for many different subjects: mineralogy, petrology, sedimentology and stratigraphy, ore deposits, etc. Excellent resource with dozens of rotatable hand samples and zoomable thin sections of rocks and minerals (visible in both PPL and XPL, in some cases). Requires a free Open University account.
Google Play or Apple Store application. From the Open University site: A VR opportunity to experience a series of dives in a submersible at key locations around the world. The dives are designed to provide students with 3D interactive visualizations of the complex ocean and how ocean processes vary across the planet. When integrated with exercises around scientific observations or critical real-world problems, such as ocean acidification, it will provide students with an opportunity to gather observations from a submersible and experience practical ocean science.
Virtual Petrographic Microscope
Useful for many subjects, such as mineralogy, petrology, sedimentology and stratigraphy, ore deposits, etc. Many rock and mineral samples observed through a microscope.
Waves Intro, Wave on a String, and Wave Interference (PhET) (CC BY)
Introductory geology and oceanography. First activity is comparing water, sound, and light. Second is a simple HTML model for waves. Third is an HTML model for visualizing wave interference and diffraction.
|
pressbooks
|
2025-03-22T05:09:10.515036
|
08-10-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/virtualscienceresources/chapter/earth-science/",
"book_url": "https://opentextbc.ca/virtualscienceresources/front-matter/accessibility-statement/",
"title": "Virtual Lab and Science Resource Directory",
"author": "Arianna Cheveldave (Editor)",
"institution": "",
"subject": "Education, Reference, Information and Interdisciplinary subjects, Mathematics and Science"
}
|
https://opentextbc.ca/virtualscienceresources/chapter/engineering/
|
Resources
5 Engineering
Computing and Data Analysis for Environmental Applications (MIT Open Course Ware) (CC BY-NC-SA)
From MIT OpenCourseWare: “This subject is a computer-oriented introduction to probability and data analysis. It is designed to give students the knowledge and practical experience they need to interpret lab and field data. Basic probability concepts are introduced at the outset because they provide a systematic way to describe uncertainty. They form the basis for the analysis of quantitative data in science and engineering. The MATLAB® programming language is used to perform virtual experiments and to analyze real-world data sets, many downloaded from the web. Programming applications include display and assessment of data sets, investigation of hypotheses, and identification of possible casual relationships between variables.”
Explore sampling and the Fourier spectrums of signals by remotely operating equipment in the OpenEngineering Lab. The equipment contains a rotating disc, photodiodes and red LEDs. Requires a free Open University account.
Gravity and Orbits (PhET) (CC BY)
Illustrates the paradigm shift of Newton’s law of gravity and inertia that form circular orbits. Everyone loves to watch the planets move off in a straight line when you turn gravity off. A great activity or short “lab.”
From Go-Lab: “This lab can be used to grasp the concepts of power generation in an osmotic power plant. It is based on a simple model which incorporates geographical parameters. Students can choose a location for their osmotic power plant and compare it to the prototype in Norway.”
The Reactor Lab: Chemical Reactor Simulations
From MERLOT: “Software simulations of a variety of chemical reactors. Some modules have quizzes that are scored by the software. English, Spanish, and Portuguese language versions available.” In development by the same people are interactive simulations of physical systems.
Torsion: Engineered and Biological Materials
A virtual lab using real data from a torsion testing machine. From the lab manual: “In this module, you will perform data reduction and analysis for circular cross section aluminum samples. By plotting the torque vs. twist data for aluminum and performing analyses of the data, you can infer relations between sample geometry, strength, and stiffness. Seeing how the samples deform and fail will also help you to better understand material behaviour under torsional loading.”
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pressbooks
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2025-03-22T05:09:10.524998
|
08-10-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/virtualscienceresources/chapter/engineering/",
"book_url": "https://opentextbc.ca/virtualscienceresources/front-matter/accessibility-statement/",
"title": "Virtual Lab and Science Resource Directory",
"author": "Arianna Cheveldave (Editor)",
"institution": "",
"subject": "Education, Reference, Information and Interdisciplinary subjects, Mathematics and Science"
}
|
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