Spring Constant of Springs in Series and Parallel
Planning
The aim of this investigation is to examine the effect on the spring
constant placing 2 identical springs in parallel and series
combination has and how the resultant spring constants of the parallel
and series spring sets compare to that of a lone spring with identical
spring constant.
Hypothesis
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Hooke's Law states that "The magnitude of the spring constant (k) is
equal to the stretching force applied (F) divided by the resultant
extension (x)", it should be possible to determine a spring constant
for each spring set.
Due to existing knowledge of springs I propose that the series spring
set will have a lower spring constant (and hence due to Hooke's Law
display a greater extension) than the parallel spring set. Also, as
Hooke's Law is a linear function, the spring constant of the series
spring set should be exactly half that of a single spring, whereas the
spring constant of the parallel set should be exactly double that of
the single spring. This also means that if the resulting extension or
spring length of the spring sets are graphed along a y axis with the
increasing force mapped to the x axis (so that the results can be
displayed in a traditional scientific graph fashion), the gradient
will be the inverse of the spring constant.
This hypothesis is backed up by many sources, one such source is
"Physics" by Ken Dobson, David Grace and David Lovettwhich in the 2000
edition states on page 90 that the spring constant of 2 springs in
series is k = k/2 and for 2 springs in parallel k = 2k
This hypothesis will probably only hold true however while the spring
extends at a directly proportional rate to the increase in force on
the spring. This is because every material has an elastic limit which
is the percentage of extension a piece of material can be stretched to
and still return to its original form. As the magnitude of extension
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spring having the disorder jumps to forty times that of of an off spring with
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[The students had already learned about applied forces. In Lesson 2, not in the videos, I had a student pull on a shoe with a constant velocity. The student read the force applied and measured the distance the show moved to calculate the work done on the shoe. The students had already pulled on shoes to calculate the coefficient of friction of a shoe two weeks ago, so doing it again, but to calculate the work, tapped into what they already knew about applied forces using a spring scale. Clip 1, time 4:00 to 4:20, shows that two carts are being pulled by two different masses. The forces acting on the two identical carts are different because the weights have a different mass. In prior lessons, the students calculated the forces that hanging masses apply on object by using
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