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Do you want to impart the idea that the k in the static spring is
different from the k in the oscillating spring, or do you want to
say that the k belongs to the spring and something else (like an
unknown moving mass contribution) is making them appear to be
different?
If you prefer the latter approach, then when you discuss the
oscillating behavior (period = 2pi\sqrt{m/k} for example) ask them
what the "m" actually represents. They should distinguish this from
the masses used in the static case if you present the static as
|\Delta F |= k |\Delta X| for a linear spring where you begin \Delta
X=0 with a stretched spring. (Be aware that springs which have no
gap between the coils may actually be stretched from their real zero
force lengths. That's why I start with a slightly stretched spring.)
When they figure out that part of the spring is oscillating, then you
can set m = m_bob + m_unknown, take several data points, plot
period^2 versus m_bob. The ratio of the T^2 intercept to the slope
yields the contribution of the spring's mass, m_unknown.
I don't think this is too hard for HS students and it gives a good
opportunity for modeling an unknown and then extracting it. It's
also an example of "linearizing" a system which is a good first order
tool.
From this we learn that you can get a much more accuratevalue for k if you determine the effective mass /without/