Measuring and characterizing beat phenomena with a smartphone

Osorio, Matías; Pereyra, Carlos; Gau, Daniel; Laguarda, Agustín

doi:10.1088/1361-6404/aa9034

Cited by 12 publications

(7 citation statements)

References 12 publications

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“…Smartphone data was used in conjunction with an FFT data analysis in an experiment on acoustic beat phenomena in [12]. The smartphone measurement app phyphox [13] contains a tool for continuously viewing the FFT of measured acceleration data [14], and the phyphox group has listed some short example experiments on their YouTube channel [15].…”

Section: Introductionmentioning

confidence: 99%

Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Pirinen,

Klein,

Lahme

et al. 2023

Eur. J. Phys.

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Digital signal processing is a valuable practical skill for the contemporaryphysicist, yet in physics curricula, its central concepts are often introduced eitherin method courses in a highly abstract and mathematics-oriented manner or in labwork with little explicit attention. In this paper, we present an experimental task inwhich we focus on a practical implementation of the discrete Fourier transform (DFT)in an everyday context of vibration analysis using data collected by a smartphoneaccelerometer. Students are accompanied in the experiment by a Jupyter notebookcompanion, which serves as an interactive instruction sheet and a tool for data analysis.The task is suitable for beyond-first-year university physics students with some priorexperience in uncertainty analysis, data representation, and data analysis. Based onour observations the experiment is very engaging. Students have consistently reportedinterest in the experiment and they have found it a good demonstration of the DFTmethod.

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Section: Introductionmentioning

confidence: 99%

Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Pirinen,

Klein,

Lahme

et al. 2023

Eur. J. Phys.

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“…The development of a sound experimentation tool with the help of audacity software concluded that the effect of wind speed is proportional to the speed of sound (Siti et al, 2020). Physics experiments can use a smartphone microphone as a sound wave catcher which is used as a measuring tool through an android application with a maximum accuracy value of experimental results, thus it can increase student motivation in learning (Gimenez et al, 2016;Osorio et al, 2017). Research related to the use of audacity software to conduct experiments using flutes obtained experimental results in the form of basic tone frequencies that match the concept of an open organ pipe (Maleaki et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Development of Sound Experimentation Tool using Android-Based Sound Analysis Oscilloscope Software

Syaifuddin

Marwoto

Iswari

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Experimental activities are part of physics learning process with the aim of gaining knowledge and having good understanding of physics concepts. Sound and organ pipes are the main subjects discussed in physics and engineering lessons. These materials contain facts accompanied by actualization in everyday life in social life. However, the fact in high school (SMA) physics learning is that experimental activities in supporting students’ learning and understanding have not been widely carried out. This is due to the lack of practical support tools. The purposes of this research are to design a sound experimentation tool design of an open and closed organ pipes and to determine the value of the speed of sound which propagates through air medium using a data acquisition technique assisted by sound analysis oscilloscope software. This type of research is a Research and Development research with five stages referring to the ADDIE model. The first stage was analysis, that was done by conducting a study of the problems of physics learning at senior high school level, especially in sound chapter. The second stage was design, namely designing experimentation tools. The third stage was development, that was done by providing materials that were used in the experiment. The fourth stage was implementation, that was testing the tool which had been made combined with sound analysis oscilloscope software, and the fifth was conducting an evaluation and feasibility test based on the validity of the experimental data. The data analysis technique used average and linear regression by utilizing the results of data from frequency analysis using sound analysis oscilloscope software. The results showed that the experimentation tool in this study was able to be used as learning media for the sound and open and closed organ pipes materials. The experimental results obtained that the speed of the sound waves propagation in air for an open organ pipe was v = 332.19 m/s with an accuracy rate of 97.70%. While the value of the speed of the sound waves in air for a closed organ pipe was v = 334.69 m/s with an accuracy rate of 98.44%.

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“…Smartphones have many applications and sensors that have been developed rapidly to help physics practicum activities (Klein et al, 2014;Kuhn & Vogt, 2012;Monteiro et al, 2015;Osario et al, 2017;Parolin & Pezzi, 2015;Pili & Violanda, 2018;Zakwandi et al, 2021). Among the available applications are Phypox and the physics toolbox.…”

Section: Introductionmentioning

confidence: 99%

Smartphone for physics practicum in momentum and impulse

Nuryantini

Zakwandi

Ariayuda

2022

Momentum: Physics Education Journal

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Practicum is an important part of Physics learning that cannot be ignored even in distance learning. Obstacles of practicum facilities faced by students can be overcome by using sensor on smartphones as a measuring tool. In this study, the use of the accelerometer sensor on a smartphone has been carried out to analyze the concept of momentum and impulse through the collision of two toy cars. Two toy cars A and B with smartphones attached have their respective masses of m1 0.31345 kg and m2 0.32116 kg. Car A was idle and car B was moved until it collided car A. In the event of a collision, the accelerometer sensor recorded acceleration data (a) versus time (t). Data (a) versus time (t) was represented in the form of a curve. Next, the data were analyzed. From the graph obtained data t1 =1.237 seconds, when car B started to exert a contact force on car A. The contact time between cars was ï„t = 0.025 seconds. The maximum acceleration experienced by car A during a collision was a = 27.919 m/s2. From the area of the curve (a) vs (t) the impulse value was 0.1217 (N. sec) which is also the value of the change in momentum of car A, with car A's speed after the collision of 0.427 m/s. Thus, the accelerometer sensor on a smartphone can be used to assist students in finding important concepts through practical activities. The use of the accelerometer sensor is expected to help students to facilitate understanding the concepts of momentum and impulse.

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Measuring and characterizing beat phenomena with a smartphone

Cited by 12 publications

References 12 publications

Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Development of Sound Experimentation Tool using Android-Based Sound Analysis Oscilloscope Software

Smartphone for physics practicum in momentum and impulse

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