Analyzing simple pendulum phenomena with a smartphone acceleration sensor

Patrik Vogt and Jochen Kuhn

Citation: The Physics Teacher 50, 439 (2012); doi: 10.1119/1.4752056

View online: http://dx.doi.org/10.1119/1.4752056
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Published by the American Association of Physics Teachers

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 Jochen Kuhn and Patrik Vogt, Column Editors,
Department of Physics/Didactics of Physics, University of Kaiserslautern,
Erwin-Schrdinger-Str., 67663 Kaiserslautern, Germany; kuhn@physik.uni-kl.de
Analyzing simple pendulum
phenomena with a smart-
phone acceleration sensor
Patrik Vogt, University of Education Schwbisch Gmnd, 73525
Schwbisch Gmnd, Germany; patrik.vogt@ph-gmuend.de
Jochen Kuhn, University of Kaiserslautern, Erwin-Schrdinger-
Str., 67663 Kaiserslautern, Germany; kuhn@physik.uni-kl.de
T his paper describes a further experiment using the
acceleration sensor of a smartphone. For a previ-
ous column on this topic, including the description of the
operation and use of the acceleration sensor, see Ref. 1. In
this contribution we focus on analyzing simple pendulum
phenomena. A smartphone is used as a pendulum bob, and
SPARKvue2 software is used in conjunction with an iPhone
or an iPod touch, or the Accelogger3 app for an Android
device. As described in Ref. 1, the values measured by the
smartphone are subsequently exported to a spreadsheet
application (e.g., MS Excel) for analysis.
The following aspect should be emphasized before start-
ing: If the lesson objective is to determine the period of an
oscillation in an experiment, it is advisable to use a conven-
tional stopwatch rather than a smartphone. The use of a cell
phone as a pendulum bob, however, generates a much greater
quantity of information and learning opportunities than the
duration of a period alone and can greatly enhance instruc-
tion.
Investigation of the mathematical
pendulum using a smartphone
In order to perform an experiment that examines the ex-
isting laws governing a simple pendulum, a smartphone can
be suspended on two stringsthis prevents rotation around
11,5
11
acceleration (ms )
-2
10,5
10
9,5
8,5
-1
Fig. 1. iPod touch suspended Fig. 2. Acceleration process for a mathematical pendulum (l =
from two strings (shown in red). 1.15 m); presentation of measured values after the export of data
from the smartphone into MS Excel.
DOI: 10.1119/1.4752056
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iPhysicsLabs
the longitudinal axis (Fig. 1). Figure 2 shows a measurement
example for a pendulum length l = 1.15 m (perpendicular
distance between the center of mass of the iPod touch and the
pivot point), and acceleration taking effect in the direction
of the string is represented. The values measured constitute a
basis for discussion on the following:
a) The accelerations measured in the direction of the string
(Fig. 2). Why do the acceleration values vary around the
acceleration of gravity and at what amplitudes are mini-
mum and maximum displacement reached?
b) Determine the period of a complete oscillation and com-
pare it to the value theoretically expected.
c) Convert the tangential accelerations measured into pen-
dulum amplitudes a or x with the help of a spreadsheet,
in order to create an a-t or x-t diagram, which is easier for
pupils to interpret.
d) Discuss damping and calculate the logarithmic decre-
ment.
At this point, items a) and b) can be examined in more
detail: Regarding a), the acceleration in the direction of the
string is given by the sum of the centrifugal force apparently
taking effect and the pendulums mass in the direction of the
string. As velocity is briefly zero at the turning point, the pen-
dulums mass only takes effect in the direction of the string,
so the acceleration of small g is measured. The minima are
thus located at the turning points on the acceleration curve
(Fig. 2).When passing through the rest point, the pendulum
is moving at its highest velocity and, as a result, at maximum
centrifugal acceleration. In addition, the acceleration of grav-
ity needs to be completely added to this, i.e., the accelerations
at the zero crossing point are higher than g and correspond to
the maxima in Fig. 2. This observation makes it clear that the
time lag between two peaks corresponds to half a period.
Regarding b), the time lag between the first and ninth max-
1 3 5 7 9 11
time (s)
The Physics Teacher Vol. 50, October 2012 439
 iPhysicsLabs
imum (Fig. 2) is 8.61 s and corresponds to the time required
for four complete swings. The period of the string pendulums
swing determined in the experiment is therefore 2.153 s with
a measurement error of 0.002 s. The duration of a complete
swing T theoretically expected for a pendulum with a length
l = 1.15 m is calculated with the formula

(1)

to be 2.15 s and therefore matches well with the result of the
experiment.
Similar to the analysis of the free fall at a free-fall tower,1
it is interesting to examine the simple string pendulum and
its oscillation process using an everyday object such as a play-
ground swing. The particular appeal of this experiment is
that the pupils can start by experiencing the acceleration with
their own bodies. They can then perform an assessment of the
oscillation process, which subsequently can be quantitatively
tested. In order to carry out the experiment, the smartphone
is fixed to the swing with adhesive tape, with one axis pointing
in the direction of tangential acceleration and the other axis in
the direction of radial acceleration (Fig. 3).

Fig. 3. Examination of the mathematical pendulum using a play-
ground swing; the iPod touch is fixed to the swing with adhesive
tape.
References
1. P. Vogt and J. Kuhn, Analyzing free-fall with a smartphone ac-
celeration sensor, Phys. Teach. 50, 182183 (March 2012).
2. Available at itunes.apple.com/de/app/sparkvue/id361907181
(temporary web address).
3. Available at de.androidzoom.com/android_applications/tools/
accelogger_bgq_download.html (temporary web address).

The Aging of the Teaching Corps

60%

50%
In 1987, the median age of high school phys- 40%
% of Teachers

ics teachers was 41; it rose to 46 in 2001 and

30%
has held steady since. The figure shows the age
distribution for all teachers in U.S. schools, all 20%

high school teachers in both public and private 10%

schools, and all high school physics teachers. 0%

(The physics teacher data come from our sur- Under 30 30 to 49 50 to 54 55+
vey; the other data come from the Condition of Age of Teacher
Education Digest, and the most recent data are
All School Teachers (2007-08) All Public HS Teachers (2007-08)
for the 2007-08 school year. It is unlikely that the
All Private HS Teachers (2007-08) All HS Physics Teachers (2008-09)
age distribution would change dramatically in
one year.) It does seem that physics teachers are
older, as a whole, than other public high school teachers. Only private high schools have a higher percentage of teach-
ers who are age 55 or older. We must note that about three-fourths of those teaching high school physics plan to teach
for at least six more years. (See the March 2012 issue of The Physics Teacher for the retirement plans data.)
Next month well look at years of teaching experience for the teaching corps. Susan White is Research Manager in
the Statistical Research Center at the American Institute of Physics and directs the quadrennial Nationwide Survey of
High School Physics Teachers. If you have any questions, contact Susan at swhite@aip.org

440 The Physics Teacher Vol. 50, October 2012

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