I. INTRODUCTION
In a recent paper,1 Smith and Matlis presented an interesting experiment about fluid oscillations in a drinking straw. They employed an approach using only Newton's second law, making it considerably simpler than the fluid mechanics-based solution given by a previous study.2 This paper offers an alternative approach—one using Lagrangian mechanics. It involves a modified form of the well-known Euler–Lagrange equation needed to accurately account for non-conservative forces and variable masses. This is pedagogically valuable as physics undergraduate students are generally less familiar with the modified forms.
II. PROBLEM STATEMENT
Consider the setup shown in Fig. 1. If a straw is capped with a finger and immersed in a liquid bath up to a depth d and then the cap is suddenly released, the liquid rushes into the straw until it reaches its maximum height. The liquid level inside the straw z then undergoes a damped oscillation until it eventually settles to the level of the liquid bath. The question of how z varies with time, therefore, arises. In this paper, we will derive, using Lagrangian mechanics, the equation presented in Ref. 1 that models how z varies with time.
Diagram of the experimental procedure. (a) Cap the straw using a finger; (b) immerse the capped straw in a liquid bath; (c) release the capping to allow the liquid to oscillate (Ref. 3).
Diagram of the experimental procedure. (a) Cap the straw using a finger; (b) immerse the capped straw in a liquid bath; (c) release the capping to allow the liquid to oscillate (Ref. 3).
III. THE LAGRANGIAN METHOD
Less familiar, however, are the modified forms that account for non-conservative forces, such as friction and/or variable masses. This is both unsurprising and undesirable, because such forms are often omitted from physics textbooks, leading some students to falsely assume that the Lagrangian method does not apply at all to those systems.4
IV. CONCLUSION
Students could be asked to solve the differential equation above numerically to discover the damped oscillatory behaviour exhibited by this setup. This is a didactic task that would teach students a useful tool that is applicable to the study of many other physical phenomena. Furthermore, solving this problem using the Lagrangian formulation gives students the opportunity to apply the extended Euler–Lagrange equation and, therefore, better grasp the true power of the Lagrangian method.
APPENDIX: EXPLANATION FOR WHY THE NEWTONIAN MODEL ASSUMES u = 0
Note that it does not matter whether we use m or m + dm when calculating and whether we use or when calculating . This is because the differences in momentum arising from these (dmdt and ) are second order and can, therefore, be neglected.