Re: [Phys-L] pendulum

[Joseph Bellina <inquirybellina@comcast.net>]

You might want to open the experiment a bit and just ask what might affect the period first. You  could get a list of ideas from the class….likely mass and amount of swing will come up. Then have different groups test what does affect the period by looking at one variable holding the others constant. Discuss why the others are held constant.  So large mass small mass with same length and amount of swing. They quickly find the biggest influence is length. Then raise the question of the pattern of that influence. 
Best
Joe
Sent from my iPhone

> On Mar 5, 2025, at 10:34 AM, Shahram Mostarshed via Phys-l <phys-l@mail.phys-l.org> wrote:
>
> The idea here is to 'linearize' the graph, since it is easier to measure
> the slope of a straight line, unless your question is about something else
> (?)
>
> Shahram Mostarshed
> Physics Instructor, Stanford OHS
>
> > On Wed, Mar 5, 2025 at 3:02 AM Anthony Lapinski via Phys-l <
> > phys-l@mail.phys-l.org> wrote:
> >
> > I might try a pendulum lab in my (high school) class when I teach about
> > waves. Will have them time the swings, change the length, and determine the
> > period. Why are most graphs online for this period squared vs length?
> > (slope = 4pi^2/g) Since length is the independent variable, it should go on
> > the y-axis - plot length vs period squared. Then the slope would be g/4pi^2
> > - in m/s^2). Is there some historical tradition here, or am I missing
> > something simple?
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