Joshua Loyens Pre-Calculus Term Project In this project I was asked to explore the concepts of harmonic motion and

the properties of it's components: sine and cosine !imple harmonic motion was used to calculate the place of a cork at a certain point in time and different properties of the applied functions"cosine and sine"were #rou$ht forth in a myriad of different ways This included a %arious applications in trian$ular math& creatin$ my own identity and applyin$ it !imple harmonic motion can #e used in to calculate a $reat deal of many thin$s such as the properties for electricity and musical instruments 'ampened harmonic motion can still apply to these same uses& #ut with another or more %aria#les taken in( such as the resistance of the wire the electricity is runnin$ on or the resistance of the surroundin$ occupyin$ space to which the sound wa%e will tra%el )nowin$ the different aspects of a wa%e& such as amplitude or it's period& are important so that it's e*uation can #e interpreted how they relate to real life applications +hen takin$ a real life pro#lem and puttin$ it into an e*uation you ha%e to know how each part contri#utes if your $oin$ to put real num#ers in This also can make it much easier to $et a %isual of the wa%e #y simply readin$ it This project further pro%ed what I had in mind of rudimentary physics and how the world worked I had pre%iously known a little #it a#out wa%es #ut the real life application to a simple cork on a sprin$ shed some li$ht on how it actually related It also $a%e me some ideas as to how %aria#les& such as resistance& is calculated into e*uations ,ll of this relates lar$ely relates to the core of a lot of courses I'm takin$: pro$rammin$ +hen either runnin$ a simulation or simply makin$ the calculations for a different aspect these functions apply ,lso& simply learnin$ the formalities of so many different aspects of math helps me #uild up my knowled$e of the possi#le different paradi$ms I can uni%ersally implement across all computer pro$rammin$ lan$ua$es

Modeling the Motion of a Spring

Consider a weight attached to a spring that is suspended from a horizontal bar as illustrated in the figure. When the object comes to rest we say it is at equilibrium which is labeled 0 on the vertical number line. f you give the weight a push! either up or down! it will start to move and the motion can be modeled by sine and cosine functions. "he stiffness of the spring and the mass of the object affect how far the object moves from the equilibrium position. "he initial velocity and initial position also affect the motion of the spring. #We don$t always start at the equilibrium position.% f we neglect any damping forces #air resistance etc.% then the motion of the spring can be modeled by x ( t )= Where v0 sin ( t ) + x 0 cos ( t ) x (t ) is the position of the object along the number line at

time t . "he other quantities are constants& is a constant that depends on the stiffness of the spring and the mass of the weight! x 0 is the initial position of the object. Model the motion of a weight on a spring:

v0

is the initial velocity! and

'uppose a weight is set in motion from a position ( centimeters below the equilibrium position and with a downward velocity of )* centimeters per second. #+lease note that the vertical number line used for position is upside down. "his is a convention from physics and it means that position below equilibrium actually correspond to a positive value.% ,ssume that the constant for the spring stiffness and mass of the weight is - . for this system. Part I )% Write the function that gives the position of the weight as a function of time in seconds. #/our function should consist of a sine term and a cosine term.% 15 x ( t )= sin ( 6t ) + 8 cos ( 6t ) 6

0% 1raph the separate sine and cosine components of your function from #)% on the same set of v a2es. "hat is graph x 1= 0 sin ( t ) and x 2= x 0 cos ( t ) on the set of a2es below. #'3etch these graphs by hand and show two full cycles.%

x1= v0/w sin(wt)

x2=x0cos(wt) 42plain what you see in the graphs. "al3 about amplitude! period! frequency! and phase shift. In both graphs you can see that they have the same period of pi over three which means they have the same frequency of three over pi. They also have in common the fact that neither have a phase shift. Where they differ is there amplitude. The first sine included function has an amplitude of a two point five while the cosine included function has an amplitude of eight.

5% 6se a graphing calculator #or online graphing utility% to graph the entire function from part #)%. 6se the window settings indicated below. '3etch what you see on your calculator display. 2 tmin 7 tma2 7 2min - 8)0 7 2ma2 - )0. 9emember the horizontal a2is is t! and 12 3 the vertical a2is is 2 for this graph.

:% Write an equation for your calculator graph in the form 2#t% - , cos ;<#t = C%>. #6se the ma2imum feature of your graphing utility to help you find values for ,! <! and C. 9ound values to four decimal places. Carefully label the points on the graph that you used to determine ,! <! and C. 42plain how you used these points to determine ,! <! and C. x ( t )=8.3815 cos ( 6.05 )) ( 250pi 131

I used the ma imum number to find the amplitude of the function!or ". Then# using the points along the $a is# I subtracted the higher of two consecutive numbers from the lower to get the period. With which I then divided two pi by the period and got %. The phase shift was calculated based on how far away the first ma imum was from the t$a is.

*% ?ow are the graphs in part 0% related to the graph in part 5%@ ,re the values for amplitude! period! frequency! and phase shift the same or different@ Why do you thin3 you are seeing these results@ +lease write out your e2planation in complete sentences. Since the period in both graphs is off by basically .& I suggest that# given more than the ' decimal places as(ed for# all graphs have the same period. The third graph though had a phase shift where the others did not. I ta(e it that if you too( the sine function and converted it into a cosine function you would then have a phase shift of pi over two. Then# in the process of using a sum to product property or a possible different way of combining the two cosine functions# you would get the reduced .)* phase shift that showed up in the third graph. Where the amplitude# when following this similar pattern of converting sine to cosine# would also reduce it+s coefficient largely so that when used with the other amplitude it would come out to the shown ,.-,&*.

A
C1

C2
1 and 2 . Why is it always possible to draw a right triangle with legs Suppose we have two positive measurements having these two measurements? How would you calculate A?

Using the Pythagorean theorem, it is always possible to calculate a hypotenuse from these two measurements. With this in mind, A can be calculate by getting the square root of the sum of C1 squared and C2 squared.
Find sin . sin theta = c1/A Find cos . cos theta = c2/A Find tan . tan theta = c1/c2
1 Find . [Hint: This will involve tan .! theta = tan ^ -1 (c1/c2)

Solve for 1 . A sin (theta) = C1 Solve for 2 . A cos (theta) = C2

Find A and given that

C1 " # and C2 " $.

theta = tan^-1(4/2) A = 4/sin(63.4349 e!"ees)

ANSWER: theta = 63.4349 e!"ees A = 4.4#21

8 C C Find A and given that 1 " 3 and 2 " %.

theta = tan^-1( ($/3) / # ) A = ($/3) / sin(2%.$&4& e!"ees)

ANSWER: theta = 2%.$&4& e!"ees A = #.49%#

Verify that the identity Asin sin ( t )+ Acos cos ( t )= Acos ( t ) is true. You must give a justification for each step. Remember to use properties such as the distributive property and the commutative property. Start with: Step
A(sin (theta) sin (wt) + cos ( theta) cos(wt) = A cos(wt theta) Acos( theta wt) = A cos(wt - theta) A cos (wt - theta) = A cos (wt - theta)

Justification
A factors can factor out of the equation using it's distributive properties.

Using the properties of cosine subtraction I was ab e to change what was inside the parenthesis! on the eft side of the equation! to it's shorter equiva ence. "his a #irrored the right side of the equation e$cept for the variab es (theta) and (wt) were reversed. %ue to cosine being an even function though! si#p & switching the# wou d sti have the sa#e va ue.

MATH 1080 Term Project Final Component

Use the identity that you have developed in the previous parts of the project to rewrite an expression
2 like 1 function from Part I.

c sin(t ) + c cos(t ) in the form A sin sin( t ) + A cos cos( t ) . Start with the beginning

C1 ( sin (pi/2) sin(wt) + cos (pi/2) cos (wt) ) + C2 cos(wt) Rewrite A sin sin( t ) + A cos cos( t ) in the form A cos( t ) . C1 cos (wt pi/2) + C2 cos(wt) Rewrite A cos( t ) in the form A cos( B(t C )) . C1 cos( w ( t/2 pi ) ) + C2 cos ( w (t) ) hat do you observe! !asicall"# t$at %ot$ cosine an& t$e sine are &i''erent %" a simple pi o(er $al') T$is t"pe o' lo*ic co+l& lar*el" ma,e t$e e-+ation easier to *rap$ as well as ma,e t$e '+nction easier to interpret) For instance# t$e 'irst coe''icient will come o+t a .ero w$en t$e ot$er will come o+t as it/s ma0im+m amplit+&e) T$is co+l& lea(e t$at t$e lar*er coe''icient/s representation an& interpretation in t$e *rap$ co+l& %e more 1&ominant2 in t$e sense t$at it will %e le't +nto+c$e&) rite an introductory paragraph to introduce the project. "ive at least two applications of harmonic motion or damped harmonic motion. hy is it important to understand amplitude# period# and fre$uency in these applications! %id this project change the way you think about how trigonometry can be applied in the world! State what ideas changed and explain why. If this project did not change the way you think# write about how this project gave further evidence to support your existing opinion about applying trigonometry. &e specific. rite about any connections you see between this course and other courses you have taken or will take. Put all of this together in one P%' file and post it in your e(portfolio.