BUILDING MATHEMATICAL MODELS OF SIMPLE HARMONIC AND DAMPED MOTION

BUILDING MATHEMATICAL MODELS OF SIMPLE HARMONIC AND DAMPED MOTIONAuthor(s): Thomas EdwardsSource: The Mathematics Teacher, Vol. 88, No. 1 (JANUARY 1995), pp. 18-22Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/27969161 .

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Thomas Edwards

Students devise ways

of measuring oscillations

athematical Models of onic and Damped

k iven the I recent

public mania over

bungee jumping, stimu

lating students' interest in a

model of that situation should be an

easy "leap." Students should investigate the con

nections among various mathematical representa tions and their relationships to applications in the

real world, asserts the Curriculum and Evaluation

Standards for School Mathematics (NCTM 1989). Mathematical modeling of real-world problems can

make such connections more natural for students, the standards document further indicates. More

over, explorations of periodic real-world phenomena

by all students, as well as the modeling of such phe nomena by college-intending students, is called for

by Standard 9: Trigonometry. What follows is an activity that the author has

successfully used with eleventh- and twelfth-grade students in a precalculus course in which daily use

was made of graphing calculators. In addition to

meeting the explicit recommendations previously noted, the activity presents an application of

trigonometric functions in a nongeometric setting,

giving students an opportunity to apply such func tions to a real-world situation.

In Precalculus: A Graphing Approach, Demana and Waits (1989, 526-27) present a series of prob lems aimed at students' development of mathemati

cal models of harmonic motion followed by damped motion. Instead of just using "made up" data to

build the model, the decision was made to bring the

physical situation into the classroom. The hope was

that asking students to attempt to model some

thing that they could actually see would make the

problem more vivid for them. This activity can be completed in one or two class

periods. The materials required are a spring,

weight sufficient to stretch the spring, some means

of suspending the spring and attaching the weight to the spring, a stopwatch, and a graphing utility. A screen-door spring with eight to twelve ounces of

weight has proved a satisfactory combination. One's physics colleagues might also be a good resource.

In this activity, the goal is for students to pro duce a mathematical model of the motion that

results when?

1. the weight is attached to the spring, 2. the spring-weight combination is suspended so as

to allow the weight to hang freely, 3. the spring is stretched by pulling down on the

weight, and

4. the weight is released, beginning an oscillatory motion.

In a sense, mathematical modeling is a process of

successive approximation: A number of models are

built, each imitating more of the properties of the

situation than the one that came before. Through out the modeling activity, it is important to convey

Thomas Edwards teaches at Wayne State University, Detroit, MI 48202. He is interested in the appropriate use

of technology in mathematics education and mathematics education in urban settings.

18 THE MATHEMATICS TEACHER



to students the notion that mathematical models are best thought of not as "right" or "wrong" but as

better or poorer representations of the problem sit

uation. The interested reader is encouraged to see

Davis and Hersh (1981, 70, 77-79) for a further dis

cussion of the nature of mathematical models.

BUILDING THE FIRST MODEL The first thing that must be done is to establish an

equilibrium point for the weight. If the weight is

suspended near the chalkboard, for example, the

equilibrium point can easily be marked on the chalkboard behind the weight. Next, the spring can

be stretched to begin the oscillation, as in figure 1.

As the weight is oscillating, the teacher can begin to pose questions to engage students' thinking about the situation and elicit from them a verbal

description of what they are seeing. Students will

frequently say things like, 'Well, you stretched the

spring, let go, and the weight started bouncing up and down." From such a beginning, the teacher

might ask, "Do we know any mathematical func tions that do just that?"

If students have difficulty associating a sinusoid with this physical situation, the teacher might sug

gest the possibility of measuring the "bounce." Here the question, "Measure from where?" is sure to

arise. Restarting the oscillation, the teacher might ask where an appropriate "zero point" would be. For convenience, negotiating the equilibrium point

At equilibrium Stretched

Fig. 1

Beginning the motion

as the zero point is fairly easy, and measuring the

"deflection," or amount of stretch, should seem rea

sonable. One possibility is illustrated in figure 2.

The situation has been quantified, and the function

sought can be described numerically. For example, we are looking for a mathematical function that has

value -10, then 0, then 10,0, -10,0,10,.... It is

hoped that the notion of a sine or cosine function will follow. In the author's experience, it always has!

The teacher will also need to negotiate with stu

dents an appropriate sinusoid for this problem. In so doing, a second critical quantity, time, should enter the discussion. In deciding which sinusoid to use in the model, students will need to focus on the known ordered pair at the start of the oscillations: When the time is 0, the displacement of the weight is -10. What should emerge from the discussion is a

tentative model: y - A cos Bx. Once a tentative model has been elicited from the

students, the remaining task is to associate the constants A and with the measurable physical quantities present in the problem. Students have had no trouble connecting the deflection of the

weight with the amplitude of the graph of the cosine function and, hence, with A. Thus, if the

original deflection of the weight was, say, 10 cm, the tentative model can be adjusted to y = -10 cos Bx. What has often caused students more difficulty

was connecting the constant with something.

What

functions have graphs that go up and down?

Vol. 88, No. 1 ? January 1995 19



A graphing utility

or graphing calculator

helps the lesson

This something is, of course, related to the period of the graph of the cosine function, but how is the

period of a cosine graph related to the present situ ation?

Here students are being asked to make a connec tion between the period of a cosine graph and the

period of an oscillation. Having made this connec

tion, students will usually see that the period of oscillation is really a period of time and, hence, that the independent variable in this situation is time.

However, the really tricky part remains: Can the

period of oscillation be measured with some degree of accuracy, and how is that period related to the constant B?

Students usually devise some effective means to measure the period of oscillation. Most often, they have suggested measuring the time required for a certain number of oscillations, say, 5, and then

dividing by 5. A more sophisticated group might suggest taking several measurements and averag ing them. This pursuit might lead to a discussion of "outliers" and their possible causes, as well as their resolution!

Having a measure of the period of oscillation, students then need to connect that number with the constant in their model. The teacher might ask them to recall the relationship of to the peri od of a cosine graph:

period = ^>

from which it follows that

(period) = 2 and

B = 2

period For example, if the period of oscillation was 1.6 sec

onds, we would have

o ;

The graph of y Fig. 3

-10 cos [( /0.8) ] for0<*<16

or

? = 6'

0.8

Thus, our tentative model can be further adjusted to yield

y = -10 cos 0.8

At this point, students benefit from examining the graph of this function with the aid of a graph ing utility. It seems preferable that students do so

using their own graphing calculator, but such activ ities have also been successfully conducted using a

graphing utility projected on the overhead projector. Whichever means is used, students must determine whether the graph of this function indeed models the physical situation. Some discussions of an

appropriate "viewing rectangle" should precede the

graphing activity. Here a word of caution is in order. When using a

graphing utility to graph periodic functions, one must think carefully about the size of the viewing rectangle with respect to the period of the function. In the present situation, for example, a period of oscillation of 1.6 seconds has been assumed. What would happen if an attempt was made to graph this model for 0 < < 150? Since the weight might con tinue oscillating for several minutes, it might, in

fact, seem quite reasonable to use such a domain for , as it represents only a 2.5-minute span.

However, the graph that many utilities would

produce in such a viewing rectangle is very mis

leading. See Hansen (1994) for a discussion of

graphical misrepresentations that occur when the domain divided by the period of a function is a mul

tiple of the number of pixels in the width of the screen of the graphing utility. I have found that twelve to fifteen cycles of a periodic function are the

maximum that can be conveniently displayed with reasonable accuracy using a graphing utility such as the TI-81. To require more than that is to push the technology beyond its limits.

Figure 3 shows a graph of the first model. At this point, students are usually quite pleased with




themselves for having produced this model. They are quite unprepared for the next question, which

the reader may already have guessed, "How could we improve this model?"

BUILDING A BETTER MODEL Once the existing model has been suggested as

problematic, on reflection, students will see that

they have modeled a "perpetual motion machine." This notion should begin the search for a better

model, one that accounts for the damping of the

motion. Once again, students will need to make a

connection, this time between the coefficients A and and the physical reality that the motion is "slow

ing down."

Asking students the question, "What physical quantity have we been treating as a constant,

although it is not really a constant?" helps them to

associate A, or the amplitude, with the damping effect. Students can then be encouraged to try out

various variable expressions in place of the con

stant -10 in their model. For example, Demana and

Waits suggest the equivalent of -10 + tin the prob lem set cited earlier. Figure 4 shows a second

model, using A = -10 +1. While furnishing a model of the damping effect,

this function has the undesirable property that it seems to show the motion starting up again after

stopping! This shortcoming leads to a part of the

situation that is difficult to model: An amplitude is

sought that will approach zero, then equal zero for some value of t and all larger values of t.

SEARCHING FOR THE BEST MODEL Although such a function might be piecewise defined, the model that physicists have suggested uses a function that is asymptotic withy = 0. Stu dents who have had some experience with the

graphs of exponential functions should be able to

make a connection here. If they are familiar with

the graphs of y = ex and y = e~x, then the customary model of damped motion can be constructed. If not, then making a connection withy = 2X may do.

In any event, the connection that needs to be

made is that multiplying a function that is asymp totic with zero by a constant such as -10 produces a

Fig. 4

The graph of y = (-10 + t) cos [( /0.8) ] for 0<?<16

(a) The graph of y = -10e-?05? cos [(n/0.S)t] "going

strong" in a (0, 16) by (-12, 12) viewing rectangle

(b) The graph of y = -lOe"005' cos [( /0.8) ] "still going"

in a (16, 40) by (-12, 12) viewing rectangle

(c) The graph of y = -10

? 05 cos [( /0.8) ] "coming to

rest" in a (40, 80) by (-12, 12) viewing rectangle

Fig. 5

function that remains asymptotic with zero. Of

course, students must also recognize that a func tion is sought that is asymptotic with the positive jc-axis. Thus, our model could be adjusted to

y = -lOe^'cos 0.8

With the aid of the graphing utility, students can explore the effect of various values of k on the model. Students might be encouraged to find the value of k that best models their situation. This

task could be accomplished by measuring the time

it takes for the weight to come to rest and search

ing for the value of k whose graph best depicts that

aspect of the situation. Figures 5a, b, and c depict such a model graphed in different viewing rectan

gles to show the "coming to rest" process. Note that in this example, one graph is clearly not sufficient.

Even this exponential model, which is the one

usually used in physics, is not a perfect descriptor of the physical situation. After all, we would proba bly agree that the weight does indeed eventually come to rest, but y does not equal zero for any value of in the domain of these models. What makes this the best model, in fact, what makes any model

How can we

improve the model?

Vol. 88, No. 1 ? January 1995 21



a better model, is that it mimics more of the physi cal aspects of the situation than do other models.

BIBLIOGRAPHY Davis, Philip J., and Reuben Hersh. The Mathemati

cal Experience. Boston: Houghton Mifflin Co., 1981.

Demana, Franklin, and Bert Waits. Precalculus: A

Graphing Approach. Reading, Mass.: Addison

Wesley Publishing Co., 1989. Hansen, Will. "Using Graphical Misrepresentations to

Stimulate Student Interest." Mathematics Teacher 87 (March 1994):202-5.

National Council of Teachers of Mathematics. Cur riculum and Evaluation Standards for School Math ematics. Reston, Va.: The Council, 1989. ^|

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BUILDING MATHEMATICAL MODELS OF SIMPLE HARMONIC AND DAMPED MOTION