Dulce Bashford Modeling the Motion of a Spring CL Consider a weight attached to a spring ‘ " 5 that is suspended from a horizontal bar as illustrated in the figure. When the object comes to rest we say itis at “equilibrium” which is labeled 0 on the vertical number line. If you give the weight a push, either up or down, it will start to move and the motion can be modeled by sine and cosine functions. ‘The “stiffness” of the spring and the mass of the object affect how far the object moves from the equilibrium position. The initial velocity and initial position also affect the motion of the spring. (We don’t always start at the ‘equilibrium position.) If'we neglect any damping forces ( resistance etc.) then the motion of the spring can be modeled by \ where x(¢)is the position of the object along the number line at time r. ‘The other quantities are constants: « is a constant that depends on the stiffness of the spring and the mass of the weight, vis the intial velocity, and x; is the initial position of the object. Suppose a weight is set in motion from a position 3 centimeters below the equilibrium position and with a downward velocity of 4 centimeters per second. (Please note that the vertical number line used for position is “upside down”. This is a convention from physics and it means that positions below equilibrium actually correspond to a positive value.) Assume that the spring stiffness and mass of the weight mean that @ = 2 for this system. Part I 1) Write the function x(r) that gives the position of the weight as a function of time r in seconds. (Your function should consist of a sine term and a cosine term.) VEU erafunction from (1) on the same 3) Use a graphing calculator (or online graphing utility) to graph the entire function from part (1). Use the window settings indicated below. Sketch what you see on your calculator display. 4) Write an equation for your calculator graph in the form x(¢) = Acos[B(t—C)]. (Use the trace or maximum feature of your graphing utility to help you find values for A, B, oa and C. I expect to see decimal approximations for these values.)5) How are the graphs from part 2) related to the graph in part 3)? Are the values for period and amplitude the same or different? Why do you think we see these results? Please write out your explanation using complete sentences. I because the qraphsin The graphs are rel Ore added together which tunte look like the grapt Por+ 3. The pel but the am pir 10d 1m part2 and part 3 are de te different. Part Ii: 6) Prove that the following is an identity (A is a positive constant) by filling in the blanks below. Asin gsin(at) + Acosg.cos(wt) = Acos(ot - 9) Zz [Asing sin(or) + Acospeos(or) [= ACS nb splot) +ros cos{ws) Factor out A’ cos Sommutatve Property of Al 5 (1 esin sin( int) aan | (cot) cos + sin( cor) sin g] | Commutative Property of Acostat—~) ——"T pitferene en Tor Part II: Rewrite an expression of the form le; |cos(wr) =[Asing]sin(wr) +[4cos¢]cos(wr) in terms of a cosine function: 8 and your result from part I: Y visval Reminder” Plaase wote thar Q, eC, ya m Poss bly nagesive Ais the amplitude of the cosine function and ¢, “phi”, is called the phase angle and is measured in radians.Example: Write 4sin 3¢+2cos3y in terms of a cosine function. a= (ener Asin + 2053t=[ R05 (94 — D 4 Ax ae a tae den © aGeofsr-0.9)] Boron) 2 va y Radin weds Y 7) Rewrite your function from part 1) in terms of a cosine function: Acos(ar~4). Show yourwork, § x (L)-|2|sinc2e) 4 Blcos(zt) me 7 2 a Es Tig cos (2 -0-583) a A C.=2 a 13 cos (2(t -9.244) 52432 C223 eon AaVig ton! ef A \ (ton OK 3) ) > ton 8) Compare your function from part 4) and part 7). What do you observe? Write a one or two sentence explanation, The +wo Functions from part 4 ond part # are the Y Same ,which Shows the functyon in Part {| ts in the terms of acosine functionPortfolio Posting: All Math 1060 students must post a copy of the mass-spring project in their General Education eportfolio. The completed project should be scanned to a pdf file and posted in that form. The eportfolio must be linked to MyPage. Students must also include some reflective writing about the project in the ePortfolio. The reflective writing should include a response to the following Give some examples of mass-spring systems important in everyday life. Describe why it would be important to understand the amplitude, period and frequency of these systems. Did this project change the way you think about how trigonometry can be applied to the real world? State what ideas changed and why. If this project did not change the way you think, write how this project gave further evidence to support your existing opinion about applying trigonometry. Be specific.Some examples of mass-spring systems are vehicles because the springs on the wheels are used to decrease the shocks when the vehicle gots hit with like a bump, Which makes it more comfortable to drive than the car to move all over the place. ‘Another example is in our everyday use when we go to sleep, beds, most of the beds have a mass-spring system so it can provide less stiffness when laying on it, The reason why is important to understand the amplitude, period, and frequency of these systems. The amplitude can change from higher to lower which then changes the equilibrium of the spring. The period just goes back if something pulls it down or gets used together. The frequency how many cycles it needs to stay interacted. These are important because then we can know how high or how low it will go and how tough and flexible the strings have to be. This project did change the way | think about how trigonometry can be applied to the real world because as | become an engineer | see that trigonometry is needed when dealing with physics and also for those who are learning civil engineering they can calculate how big the building should be using angles.