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
Student acti*ity:
+sing a computer model
They can also use a computer model.
T12 343-", 6scillating freely
and the model
0
e
x
m
' $e.x&
'e
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 < > 04
0"
H), which is in the I? region of the electromagnetic spectrum. e will return to atomic
vi*rations when discussing resonance.
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.
". Becide how *est to measure the time for one oscillation accurately C this is the period T.
3. ;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
k
m
T 2 =
3
for the loaded spring oscillator.
D. ;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.
E. 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,
. "
k
m
T =
,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.
3. 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.
D. 2rocess these two sets of data to show the relationships graphically.
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,
m
k
f
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
E
$., 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
100039f1.mdl
=
,ractical ad*ice
This model loo's at the relationship,
m
k
f
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
C0
0. 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
resultant force acting. g ! 04 m s
C"
". 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.
Pa 4000 m 4 . 0 kg N 10 m kg 1000
1 3
= = =

gh p
Pa. 6000 m 6 . 0 kg N 10 m kg 1000
3
= =

p
?esultant force
+. " . 4 m 4440 . 4 2a "444
"
= = = pA F

". 7orce is proportional to displacement.
3.
gA x A x g x g F = + = " &/ D . 4 $ - &/ D . 4 $ -
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.
D. 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.
m 1 . 0
N 3 . 0 kg N 10 m 10 0 . 3 m kg 1000
N 3 . 0
1 2 4 3
=
=
=

h
h
Vg
E. 1dditional volume displaced ! 4.43 m 3 04
C@
m
"
! > 04
C:
m
3
up thrust ! Vg ! > 04
C:
m
3
0444 'g m
C3
04 + 'g
C0
! 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"