Episode 303: Mass-spring systems

This episode and the next focus on practical SHM systems.

Summary
Discussion: Hookes law leads to SHM. ( ! minutes" Student e#periment: $esting t%e relations%ip $ & ' ( (m)k". (30 minutes" Student acti*ity: +sing a computer model. ('0 minutes" Discussion: Modelling in ,%ysics. ( 0 minutes" -orked e#ample: .pplying t%e relations%ip $ & ' ( (m)k". ( 0 minutes" Student /uestions: 0alculations in*ol*ing $ & ' ( (m)k". (30 minutes"

Discussion: Hookes law leads to SHM

If your specification requires it, here is where you can derive the expression for the period of a mass-spring system. e have ! "f ! # $F%mx& as the requirement for SHM, and F ! kx from Hoo'e(s law. It is easiest to deal with a hori)ontal mass-spring system first $*ecause you can ignore gravity&.

Student e#periment: $esting t%e relations%ip $ & ' ( (m)k".

Students can test the relationship T ! "# $m%k& for a mass-spring system. $+ote that this expression is independent of g.& Students may find that there is a systematic error, caused *y the finite mass of the spring. Try modifying the simple theory to ta'e into account the mass of the spring mS, T ! " -$m . mS&%k/ 0%" T12 343-0, 5oaded spring oscillator
e 'e ' $e.x& x

Student acti*ity: +sing a computer model

They can also use a computer model. T12 343-", 6scillating freely and the model

T12 343-3, Modelling springs and masses

Discussion: Modelling in p%ysics

The study of SHM may well *e the first occasion that students meet detailed mathematical modelling. It may *e worth spelling out for them what is happening. There is a physical *ehaviour we want to understand. 7irst we simplify the actual situation to an idealised physical model *y ma'ing assumptions, e.g. no 8friction(, pendulum strings or springs that have no mass, etc. Then we ma'e a mathematical model to represent the physical model. The mathematical model is then analysed $8solved(& and has to *e interpreted in terms of the physical model. 9xperiments try to mirror the physical model *ut they cannot do this exactly $e.g. ma'e a pendulum string as light as possi*le while still *eing strong enough to support the 8*o*(&. So care is needed when comparing the theory with experimental measurements.

-orked e#ample: .pplying t%e relations%ip $ & ' ( (m)k"

1 vi*rating atom in a solid can *e modelled as a mass m *etween two tensioned springs, the springs representing the interatomic forces. 7or typical interatomic forces k ! :4 + m-0 Mass of an atom $+a in +a;l& < 3.= 04-": 'g 9stimate the natural vi*ration frequency of atoms. f ! 0%T ! $0%"& -"k%m/ 0%" f < > 040" H), which is in the I? region of the electromagnetic spectrum. vi*rations when discussing resonance. e will return to atomic

Student /uestions: 0alculations in*ol*ing $ & ' ( (m)k".

These questions reinforce *asic ideas a*out SHM. T12 343-@, Harmonic oscillators.

"

$., 303- : 1oaded spring oscillator

0onte#t
Here you are as'ed to ma'e careful measurements to chec' the effect of changing the mass and spring constant on the period of an oscillation.

2ou will need

retort stand, *oss and clamp and A-clamp to fix stand to *ench steel spring mass hangers with slotted masses, 044 g hand held stopwatch

1inking t%e period and t%e mass

0. Set up spring and mass so that vertical oscillations can *e measured.

". 3. @.

Becide how *est to measure the time for one oscillation accurately C this is the period T. ;hoose a range of masses so that the period varies significantly. Ma'e a num*er of measurements, ta'ing care not to exceed the elastic limit of the spring, until you have a*out six pairs of mass-period data. Theory predicts that
T = 2 m k

for the loaded spring oscillator. D. :. E. ;alculate the square of the period T for each mass m, and draw an appropriate graph to " chec' whether T is proportional to m. ;alculate the gradient of your graph and hence find a value of the spring constant k. To chec' do a simple Hoo'e(s law experiment with your spring to chec' this value.
"

2ou %a*e c%ecked

0. The theoretical predictions relating the period of a loaded spring oscillator to the mass,

T = "

m . k

,ractical ad*ice
This is a straightforward activity. It is assumed that the theory of the loaded spring oscillator has *een developed and that this activity chec's proportionality of T " to m. Students should concentrate on, and devise methods for, accurate measurement. 1lthough some extenda*le springs appear to extend non-linearly for low added masses, this defect does not significantly reduce the possi*ility of students o*taining good results.

Social and %uman conte#t

1 light-hearted, *ut realistic, application of the result is considering *a*y *ouncers. 1 *a*y(s mass increases significantly over a period of 0" months, and students could *e as'ed to calculate approximately $given that the *ouncer is not a standard loaded spring oscillator& how this would affect the frequency of the oscillation. 1n alternative application is that the relationship can *e used to determine the mass of astronauts in free fall provided a 8two spring( system is used.

E#ternal re3erence
This activity is ta'en from 1dvancing 2hysics chapter 04, ":49

$., 303- ': 4scillating 3reely

Mass and spring oscillators
Many oscillators wor' on the interaction *etween springs and mass. Here you can loo' at the effect of these two quantities on the frequency of the oscillation. Fou will also pro*a*ly do this in the la*oratory, so you might use this software activity in a review session, or to exemplify your findings.

2ou will need

computer running Modellus a Modellus model, T12 343-3, Modelling springs and masses

+sing t%e model

0. 5aunch and run this model. ;an you give a qualitative account of the motionG

".

hat do you expect to happen to the motion when you dou*le the massG ;an you explain why you expect this to happenG Try it and see, using the slider on the model to alter the mass. hat do you expect to happen to the motion when you dou*le the spring constantG Try to account for your expectations, and then use the slider on the model to alter the spring constant. If you have not already done so in the la*oratory, collect a set of readings that show the relationship *etween the frequency $! 0 % period& and the mass. Then repeat for frequency and spring constant. 2rocess these two sets of data to show the relationships graphically.

3.

@.

D.

2ou %a*e
0. ". Thought carefully a*out the dynamics of oscillators C how the forces and masses produce the resulting motions. 7ound quantitative relationships *etween mass and frequency and *etween spring constant and frequency.

,ractical ad*ice
The activity emphasises 7 Cx as the condition for SHM, and the relationship,
f k m

This could *e used after the free oscillator has *een introduced. It will supplement wor' done in the la*oratory in descri*ing the motion, *oth in relating all the 'inematic varia*les and in relating the characteristics of the oscillation to the dynamic varia*les. It could ma'e a useful homewor' exercise. 1lternatively you could demonstrate some of the features of the model, using it to introduce the topic. If so, a real system should *e demonstrated also. 1t some stage the students should analyse real data. This model is deli*erately simple, and pro*a*ly should not *e used to replace la*oratory wor' on this topic. It may, however, form a useful focus for discussion or private study. The chance to play the motion *ac' step *y step, tal'ing through the changes to understand the dynamics, relating this to the average time for a complete oscillation, and to interact with a range of masses and spring constants should not *e missed. More confident students, or those with more time to spend here, could adapt the model to form a presentation, adding vectors to the animation, and perhaps slowing it down *y ma'ing the time steps finer grained, to form a tool to help them explain the relationship *etween the quantities.

.lternati*e approac%es
This model could *e introduced much later when a lot of practical experience has *een gained and students 'now a*out $'%m& 0%", as you may choose to *ase an introduction entirely on la*oratory wor'. 1 we* *ased H1I1 1pplet could also *e used, http,%%www.her.itesm.mx%academia%profesional%cursos%fisicaJ"444%7isicaII%2HFS9+A5%springpen dulum.htm

Social and %uman conte#t

This step-*y-step understanding, in which every change is lin'ed to a prior sufficient cause, is central to the theme of the cloc'wor' Kniverse and 5aplace(s thought, 81ll the effects of nature are only the mathematical consequences of a small num*er of immuta*le laws(. Mass and spring oscillators can *e used to model everything from car suspensions to molecular vi*rations. It is important that students get a feel for the physics involved. In this activity, a model is employed to highlight some of the important physical ideas involved in studying simple oscillating systems.

Modellus
Modellus is availa*le as a 7?99 download from http,%%phoenix.sce.fct.unl.pt%modellus% along with other sample files and the user manual

E#ternal re3erence
This activity is ta'en from 1dvancing 2hysics chapter 04, "D4s

$., 303- 3: Modelling springs and masses

This file is provided for use with, T12 343-", 6scillating freely

. Modellus model to look at t%e relations%ip 5etween 36 k and m

This model allows you to alter the spring constant and mass of an oscillator, loo'ing at changes in the motion. The Modellus model is *elow

04443>f0.mdl

,ractical ad*ice
This model loo's at the relationship,
f k m

This could *e used after the free oscillator has *een introduced. Fou could use it to supplement wor' done in the la*oratory in descri*ing the motion, *oth in relating all the 'inematic varia*les, and in relating the characteristics of the oscillation to the dynamic varia*les. It could form the *asis for a useful homewor' exercise. 1lternatively you could demonstrate some of the features of the model using it to introduce the topic. If so, a real system should *e demonstrated also. 1t some stage the students should analyse real data. This model is deli*erately simple, and pro*a*ly should not *e used to replace la*oratory wor' on this topic. It may, however, form a useful focus for discussion, or private study. The chance to play the motion *ac' step *y step, tal'ing through the changes to understand the dynamics, relating this to the average time for a complete oscillation, and to interact with a range of masses and spring constants should not *e missed. More confident students, or those with more time to spend here, could adapt the model to form a presentation, adding vectors to the animation, and perhaps slowing it down *y ma'ing the time steps finer grained, to form a tool to help them explain the relationship *etween the quantities.

.lternati*e approac%es
This model could *e introduced much later when a lot of practical experience has *een gained and students 'now a*out $'%m& 0%", as you may choose to *ase an introduction entirely on la*oratory wor' .

Social and %uman conte#t

This step-*y-step understanding, in which every change is lin'ed to a prior sufficient cause, is central to the theme of the cloc'wor' Kniverse and 5aplace(s thought, 81ll the effects of nature are only the mathematical consequences of a small num*er of immuta*le laws(. Mass and spring oscillators can *e used to model everything from car suspensions to molecular vi*rations. It is important that you get a feel for the physics involved. In this activity, a model is employed to highlight some of the important physical ideas involved in studying simple oscillating systems.

Modellus
Modellus is availa*le as a 7?99 download from http,%%phoenix.sce.fct.unl.pt%modellus% along with other sample files and the user manual

E#ternal re3erence
This activity is ta'en from 1dvancing 2hysics chapter 04, 0345

>

$., 303- 7: Harmonic oscillators

1 K-tu*e manometer is half-filled with water. The liquid levels are displaced so that one side is higher than the other. The water is then left free to oscillate from side to side. The tu*e has a " cross section area of 0cm and the initial displacement is 4.0 m from the rest position, which is 4.D m a*ove the middle of the *ottom of the tu*e. The total length of tu*e filled with water is 0.0 m. g ! 04 + 'g 0.
C0

Ksing the relationship, pressure ! density g depth, calculate the pressure at the *ottom of the tu*e due to each of the un*alanced columns of water and hence the C" resultant force acting. g ! 04 m s

".

How will the force vary as the levels move towards their rest positionsG

3.

Show that the restoring force is proportional to the displacement and hence that the resultant motion is simple harmonic.

@.

9xplain why the period remains constant as the oscillations die away due to friction.

D.

How will the motion differ if mercury is used instead of water, with a density 03.: times greaterG

04

8o55ing 3loats
1rchimedes( principle states that the up thrust acting on a *ody immersed partly or wholly in a fluid is equal to the weight of fluid displaced. 1 cylindrical fishing float is 0D cm long, with an " average cross section of 3 cm . It is made of polystyrene and has negligi*le mass. 1 lead weight of 34 g is attached to the *ottom of the float using a thin nylon monofilament line. g ! 04 + 'g :.
C0

1ssuming the weight and line to *e of negligi*le volume, calculate how far will the float sin' into the waterG

E.

1 fish pulls on the *aited hoo' further down the line and pulls the float down a further 3 cm *efore letting go. ;alculate the resultant force on the float as the fish lets go.

=.

Show that the restoring force is proportional to the distance that the float is pulled *elow its rest level.

>.

If the float is lifted slightly *y the angler and dropped, show that the force is again proportional to the distance a*ove the rest position.

,ractical ad*ice
These are interesting *ut challenging questions, to stretch more a*le students.

00

.nswers and worked solutions

0.

p = gh =1000 kg m 3 10 N kg 1 0.4 m = 4000 Pa p =1000 kg m 3 10 N kg 0.6 m =6000 Pa.

?esultant force
F = pA = "444 2a 4.4440 m" =4." +.

". 3. @. D.

7orce is proportional to displacement.

F = - g $4.D + x &/ - g $4.D x &/ A = " x gA

i.e. F is proportional to x. The term equivalent to the 8spring constant( and the mass remain the same so the frequency is unchanged. The restoring force will *e greater due to the larger pressure difference, caused *y the greater density and hence proportionately greater effective spring constant. The mass to *e moved will also *e greater in proportion to the density. 1s a result the two effectively cancel and sp the time period is unchanged, if we consider the motion to *e pure SHM. The up thrust must support 34 g, so the up thrust is 4.3 +. The float sin's until 4.3 + of water is displaced. 5ength of float su*merged ! h.

:.

Vg = 0.3 N
1000 kg m 3 3.0 10 4 m 2 h 10 N kg 1 = 0.3 N h = 0 .1 m
E. 1dditional volume displaced ! 4.43 m 3 04 up thrust ! Vg ! > 04 =. >.
C: C@

m ! > 04
C0

"

C:

m 0444 'g m

C3

04 + 'g

! 4.4> +

F ! density area g additional length su*merged, therefore the force is proportional t o the additional length su*merged. 5ifting the float involves the same calculation, with the decrease in up thrust *eing calculated, which is then the resultant force downwards.

E#ternal re3erences
This activity is ta'en from 1dvancing 2hysics chapter 04, 0>4S

0"