Than Doan Professor Dough Richards 11/18/2013 Term Project Math 1080 Math is a very interested subject in school;

math can apply everything to the world. It can help us to solve easy question to complicated problems. In this project, we learn about harmonic motion or damped harmonic motion, it relates to trigonometric, motion and vibration. Harmonic motion can be understood by a periodic motion, motion that repeats in a regular pattern over and over again (oscillation). It also relates to a lot of things in life, such as the motion or vibration of sound waves, or micro phone when we speak. And pendulum clock is another example of harmonic motion; the pendulums vibration in the clock. In addition, this is important to understand amplitude, period, and frequency in harmonic motion. Amplitude is the distance from the center to one extreme, frequency of the oscillation is the number of oscillations per second and the period is the time for the oscillator to complete one cycle. Trigonometry as I learned in this project make me think to a lot of things else. I hadnt known about trigonometric or harmonic motion before I took precalculus class. People apply those kills to develop new ideas, for instance, a radio, mobile phone, microphone and many other things. Trigonometry really impresses me, it helps me to think of how to calculate distance, degree, area in any subjects and we can calculate the distance far-far away if we have some known value. Math makes me think critically, makes the brain work and some time I am being headache by solve math problems. But I like it; math is the most subject that will influence to my major, they both relate to calculation, number, application and so on. As I know about trigonometry, vector, harmonic motion in this class. I think they will pops up more and I will see more in my major, my major is physic.

Part 1

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. If 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. The stiffness of the spring and the mass of the object affect how far the object moves from the equilibrium position. The initial velocity and initial position also affect the motion of the spring. (We dont always start at the equilibrium position.) If we neglect any damping forces (air resistance etc.) then the motion of the spring can be modeled by

Where

is the position of the object along the number line at time t. The other quantities are

constants: is a constant that depends on the stiffness of the spring and the mass of the weight, is the initial velocity, and is the initial position of the object.

Model the motion of a weight on a spring: Suppose a weight is set in motion from a position 7 centimeters below the equilibrium position and with a downward velocity of 16 centimeters per second. (Please note that the vertical number line used for position is upside down. This is a convention from physics and it means that position below equilibrium actually correspond to a positive value.) Assume that the constant for the spring stiffness and mass of the weight is = 6 for this system.

1) Equation

2) Graph

: Amplitude: 2.6 cm. No phase shift. Period: Frequency: 3

: Amplitude: 7 cm. No phase shift. Period: Frequency: 3 and no phase shift.

Starting point at (0,7)

Starting point at (0,0). They have same period

3) Graph

4) Observation:
.Amplitude = 7.4910 = A is the x maximum points on the graph. .Phase shift = 0.0607 = C is the shift that move to the right 0.0607. .Period = 1.0472 The equation is 5) Explanation: B

_According to the graph in part 2) and 3). All the graphs are different, therefore, all the
values for amplitude, frequency and pahse shift from part 2) are different from part 3), except the periods in 3 graphs are the same . _Because the graph from part 3) is a combining from 2 graphs in part 2). So, the graphs are different. _From the calculator, I see the amplitude from part 3)is higher than the amplitude in part 2. The periods are same. _Moreover, I think I see thise result because the graph in part 3) is a combining of sin(t) and cos(t) in part 2).

Part 2: Triangle

_Find

and Solve

_Find

and Solve

_Find

and

If

If

Part 3: Verify A sin sin (wt) + A cos cos (wt)= A cos (wt ) is true.
A sin sin (wt) + A cos cos (wt) A [sin sin (wt) + cos cos (wt)] Start with this equation. First, we factor A outside the brackets.

A [cos cos (wt) + sin sin (wt)]

Second, use commutative rule to switch place cos sin

A [cos (wt) cos + sin (wt) sin ]

Third, use commutative rule to switch place wt

A cos (wt )

Finally, use difference formulas identity to get A cos (wt )

Part 4: Use the identity that you have developed in the previous parts of the project to rewrite an expression like c1 sin(t ) c2 cos(t ) in the form
A sin sin(t ) A cos cos(t ) . Start with the beginning function from Part I.

Let

(6t)

A sin sin(t ) A cos cos(t )

= A cos(t )
(6t)

A cos(t ) = A cos( B(t C )) .

In this part, I see we use commutative rule and common factor to make another equation. Also, if we graph this equation, we have amplitude (7.491), period (6) and phase shift (0.06066) which are the same with the graph we did in part 1. This is really interested if we solve the equation from part 1 we can easier to imagine the graph of the equation from part 1.