The Path and the Multi-Teaching Issues in the Coupled Pendulum and Mass-Spring Experiments

dc.creator	Ilario Boscolo
dc.creator	Leonardo Gariboldi
dc.creator	Ruth Loewenstein
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:19Z
dc.date.available	2015-07-20T22:12:19Z
dc.identifier	1870-9095
dc.identifier	https://doaj.org/article/db3c063372924467a8574ffaf19247cc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15150
dc.description	The main task of an introductory laboratory course is to foster students’ manual, conceptual and statistical ability toinvestigate physical phenomena. Needing very simple apparatus, pendulum experiments are an ideal starting point inour first-year laboratory course because they are rich in both physical content and data processing. These experimentsallow many variations, e.g. pendulum bobs can have different shapes, threads can be tied to a hook at their edge orpass through their centre of mass, they can be hanged as simple or bifilar pendulums. In these many variations, theyemphasize the difference between theory and practice in the passage from an idealized scheme to a real experimentalasset, which becomes evident, for example, when the pendulum bob cannot be considered an idealized point mass.Moreover, they require careful observation of details such as the type of thread used and its rigidity or the bob initialslant, which leads to different behaviors. Their mathematical models require a wide range of fundamental topics inexperimental data analysis: arithmetic and weighted mean, standard deviation, application of the central limit theorem,data distribution. Setting the mass-spring experiment immediately after the pendulum highlights the question ofresonance, revises the gap between theory and practice in another context, and provides another occasion to practicefurther techniques in data analysis.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Instituto Politécnico Nacional, Latin American Physics Education Network
dc.relation	http://www.journal.lapen.org.mx/jan10/LAJPE_321_Leonardo_Gariboldi_preprint_corr_f.pdf
dc.relation	https://doaj.org/toc/1870-9095
dc.source	Latin-American Journal of Physics Education, Vol 4, Iss 1, Pp 40-45 (2010)
dc.subject	Pendulum
dc.subject	Mass-Spring
dc.subject	Physics Laboratory Education.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Path and the Multi-Teaching Issues in the Coupled Pendulum and Mass-Spring Experiments
dc.type	article