Teacher practical P1.

Investigating pendulums
Specification references
 P.1.1.1 Energy stores and systems, P.1.2.1 Energy transfers in a system
 WS 2.6, 3.1, 3.2, 3.5
 MS 4a

Aims
Students will investigate a situation in which energy is seen to be (approximately)
conserved: a single swing of a pendulum. The practical activity is similar to an
experiment carried out by Galileo.

Learning objectives
After completing the practical students should be able to:
 compare or measure the release height and the swing height of a pendulum
 explain whether your observations support the idea that energy is conserved.

Teacher notes
 This activity is best carried out after students have learnt about the principle of conservation of
energy.
 The practical could be replaced by a demonstration by the teacher, with the students answering the
questions afterwards.

Example data
Height reached by pendulum on opposite side
(higher/lower/same)
Normal swing Same
1
Nail 4 way down pendulum string Same
1
Nail 2 way down pendulum string Same
3
Nail 4 way down pendulum string Same

3
When the nail is in the lowest position (more than 4 of the way down the string)
the pendulum does not reach its release height at the end of the swing, but
instead wraps itself around the nail.

Answers for method sheet

1 a It increased. (1 mark)
b Gravitational potential energy. (1 mark)
c Kinetic energy. (1 mark)
2 a The nail does not affect the height reached. (1 mark)

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 Teacher practical P1.2
b No (1 mark, dependent on scoring at least one further mark). Any two of:
ends of swing it has same store of gravitational potential energy; because
same height; and same store of kinetic energy; which equals zero. (2
marks)
3 Yes. Any two of: pendulum does not lose energy; pendulum does not gain energy; between ends of
swing. (2 marks)
4 Any one of: shine lamp so that shadow of pendulum falls on paper (if not already done in student’s
experiment); record video of pendulum swinging (and freeze frames to measure heights); use a
position sensor. (1 mark)
5 Pendulum still had kinetic energy when reaching maximum possible height (given nail’s position) (1
mark). Any one of: pendulum was prevented from reaching its original height; and continued to move
beyond original swing angle / beyond horizontal. (2 marks)
6 Start swing from further up/across; increase mass of bob. (2 marks)

Student follow-up
1 Release height. (1 mark)
7 1 mark for each of: release height plotted on x-axis with sensible scale; x-axis
labelled with quantity and unit; speed plotted on y-axis with sensible scale; y-axis
labelled with quantity and unit; points correctly plotted; suitable best fit line drawn
(curve, but condone straight line if well drawn). (6 marks total)
8 As release height increases, speed increases (not in direct proportion); speed increases more
rapidly at greater heights. (2 marks)
9 Greater release height means greater gravitational potential energy store (at start); which leads to a
greater kinetic energy store at bottom of swing. (2 marks)
10 a End/top of swing. (1 mark)
b Middle/bottom of swing. (1 mark)
11 Any two of: energy is transferred to the surroundings; through heating; because of friction (between
pendulum and air, or at pendulum’s pivot). (2 marks)

Extension
12 a Any two of: total energy store is twice as large; because gravitational
potential energy store (at start) is larger; so kinetic energy store at bottom
of swing is also larger. (2 marks)
b Any three of: gravitational force on / weight of pendulum is smaller;
pendulum swings more slowly; because total energy store is smaller;
because gravitational potential energy store (at start) is smaller; so kinetic
energy store / speed at bottom of swing is also smaller. (3 marks)
c Any three of: gravitational force on / weight of pendulum is greater;
pendulum swings more quickly; because total energy store is larger;
because gravitational potential energy store (at start) is larger; so kinetic
energy store / speed at bottom of swing is also larger. (3 marks)
d Any two of: no gravitational force on pendulum; pendulum has no gravitational
potential energy store; so pendulum has no kinetic energy store; so does not
move. (2 marks)

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This resource sheet may have been changed from the original. 2
 Teacher practical P1.2
Additional support and challenge
 The student sheet describes two possible ways to measure and record results; you will need to tell
students which to follow. The easier way is for students simply to record whether the pendulum
swung to a position higher than, lower than, or the same as the release height. In this case you may
need to remind students that they can take ‘the same’ to mean within half a centimetre or so. The
other method is to mark on paper the release height and the swing height and measure any
difference between the two.

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 Teacher practical P1.2
Technician notes
 In choosing the length of the pendulum’s string, there is a compromise to be made: a longer
pendulum has a slower swing and is therefore easier to observe, but it sweeps out a wider area and
so is at greater risk of hitting someone or something.

Safety
 Before releasing the pendulum, students should make sure that it will not hit objects or people
nearby. Ensure clamp stand is securely clamped to bench with G-clamp.

Equipment and materials, per student group

 Pendulum bob on string (or thread)
 Clamp stand and two clamps
 Two blocks of wood
 G-clamp
 Nail (or rod or dowel)
 Graph paper
 Either:
 equipment for comparing pendulum heights (e.g. string or long rod clamped horizontally)
 or equipment for measuring pendulum heights (wide graph paper or squared paper which can be
fixed vertically on wall or stand behind pendulum; torch or lamp – optional).

© Oxford University Press 2016: www.oxfordsecondary.co.uk/acknowledgements

This resource sheet may have been changed from the original. 4