Physics Education
PAPER
Calculation of kinetic friction coefficient with
Phyphox, Tracker and Algodoo
To cite this article: Mustafa Coramik and Handan Ürek 2021 Phys. Educ. 56 065019
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PA P E R
Phys. Educ. 56 (2021) 065019 (10pp) iopscience.org/ped
Calculation of kinetic
friction coefficient with
Phyphox, Tracker and
Algodoo
Mustafa Coramik1,∗
 and Handan Ürek2

1
Physics Education Department, Necatibey Faculty of Education, Balıkesir University,
Balıkesir, Turkey
2
Science Education Department, Necatibey Faculty of Education, Balıkesir University,
Balıkesir, Turkey
E-mail: mustafacoramik@balikesir.edu.tr
Abstract
In this study, the kinetic friction coefficient for a block moving on an
inclined plane was determined with the help of three different methods (a
smartphone application, Phyphox, a video analysis program, Tracker and a
simulation program, Algodoo) which can be performed easily using simple
materials by the students. The results obtained from the experiments were
compared with the theoretical results and each other. As a result, the
advantages and disadvantages of three methods were evaluated and several
recommendations were presented.
Keywords: kinetic friction coefficient, Tracker, Algodoo, Phyphox
1. Introduction
Friction is a phenomenon that everyone frequently
encounters in daily life [1]. Hence, the subject
of friction keeps its significance in each
grade level of science and physics curriculum
[2]. Students have difficulty in understanding friction
and its associated phenomena [3]. The literature
indicates that students carry misconceptions
concerning friction in middle school [4],
high school [5] and university level [6]. When
the research conducted in university level is
∗
Author to whom any correspondence should be addressed.
considered, it is seen that students possess misconceptions
concerning friction in high percentages
[7, 8]. The main method preferred in the
teaching of the subjects related to friction can
be specified as supporting the theoretical knowledge
with the conduction of experiments in the
laboratory environment. Virtual or real experiments
are reported to have positive effects on students’
motivation [9], conceptual understanding
[10] and attitudes towards the course [11]. Do
it yourself (DIY) experiments which are simple
and low cost are especially extensively recommended
to perform since they are very beneficial
in understanding the concepts and the theoretical
structure [2].
1361-6552/21/065019+10$33.00 1 © 2021 IOP Publishing Ltd
M Coramik and H Ürek
During the Covid-19 pandemic, students in
various grade levels have started to investigate
how they can perform physics experiments at
home conditions without expensive laboratory
equipment. For most of the students, it is not
possible to reach equipment such as digital photogate,
air tack, pulley, spring, launcher, inclined
plane which are needed for basic experiments
related to the subject of mechanics at any time.
In addition, it is more difficult to reach relatively
expensive equipment such as teslameter, multimeter,
luxmeter and barometer which are utilized
for other experiments related to physics subjects.
There are several methods which reduce highcost
equipment need while performing the experiments.
Among those methods, smartphone applications,
video analysis programs and simulation
development programs can be listed at first.
Smartphones have become an indispensable
part of daily life. With the development of the
sensors of the smartphones, there is an increase
in their utilization in experimental setups. Quantities
such as magnetic field, acceleration, illuminance
and pressure can be determined in the experiments
performed both in and out of the school
environment with the help of free applications
which are downloaded to smartphones. Recording
a real experiment and using it during teaching
which is called a video-based experimental activity
(VBEA) is a very important application since
it allows students to watch the experiment again
when they want and they can discuss the results
of the experiment with their peers online [12].
Except the experiments performed using
smartphone applications and video analysis programs,
students may be required to perform experiments
in the conditions which cannot be created
at home or in the laboratory. For example, elimination
of air friction, creating an environment
with a gravitational acceleration different than the
World, avoiding the loss of energy during collisions,
using frictionless pulleys are not possible to
create in school laboratory environment. Besides,
all students might not have smartphones or experiments’
videos. In such cases, the importance of
using simulation programs becomes clear.
In this study, it was aimed to compare the
findings obtained from experiments which were
conducted using a smartphone application, a
video analysis program, and a simulation program
to calculate the kinetic friction coefficient for a
block moving on an inclined plane.
Detailed information is presented respectively
about Phyphox, a smartphone application;
Tracker, a video analysis and modelling program
and Algodoo, a simulation program under the
titles below.
1.1. Physical phone experiments (Phyphox)
Phyphox application which makes a smartphone
act as a mobile laboratory allows us to perform
various experiments with the help of the sensors
in the smartphones. Considering the hardware of
the smartphone, Phyphox supports accelerometer,
magnetometer, gyroscope, light sensor, pressure,
proximity sensor, microphone, GPS/location and
Bluetooth as input. Also, it supports speaker and
Bluetooth as output. The application can be downloaded
on Google Play and App Store free of
charge.
Phyphox can be controlled remotely from
other devices that is on the same network as
the phone and has a web browser [13]. Thus,
data of the experiment can be monitored simultaneously
in another computer or smartphone by
the user [14]. Data obtained from the experiment
can be downloaded to the computer in the form
of comma-separated values (CSV), tab-separated
values and MS Excel (xls). Also, Phyphox allows
us to create experiments using a visual experiment
editor, which will generate a simple file, that
defines experiment including data analysis.
In the literature, different studies conducted
by using Phyphox address subjects such as optics
[15], mechanics [16] and magnetism [17].
1.2. Tracker
Tracker is a free of charge video/image analysis
and modelling software designed to be
used in physics teaching [18]. It is built on the
Open Source Physics (OSP) Java framework by
Douglas Brown. The program has versions which
are compatible with Windows, Mac OS and Linux
with 26 language options and more than 1 million
users. Tracker is easy to use/learn and works on
quite low specification computers [19].
To make analysis with the program, video
recording should first be imported to the program.
November 2021 2 Phys. Educ. 56 (2021) 065019
Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo
The video can be analysed after adding the
coordinate axis and calibrating the video with
the help of ‘calibration tool’ in terms of the
length. Data obtained from the analysis such as
distance, velocity, acceleration, momentum, and
energy can be presented to the user in the form
of a graph. Also, data can be examined in detail
using ‘Data Tool’ in the program. This tool allows
the users to make detailed analysis of data (statistics,
curve fits, Fourier spectrum). ‘Protractor’ and
‘tape measure’ are the other tools which are used
to obtain data in the program. All data obtained
from the program can be downloaded to the computer
optionally.
The research conducted with Tracker mostly
deal with the subject of mechanics [20]. In addition,
there are also several research concerning
optics [21], radioactivity [22] and thermodynamics
[23].
1.3. Algodoo
Algodoo is a two-dimensional (2D) physics simulation
software which can be downloaded and
used free of charge [24]. This software allows
the users to simulate experiments by changing
the variables such as air friction, gravitational
acceleration or coefficient of restitution which are
very difficult or impossible to change in laboratory
conditions. Algodoo can be used with computer
(Windows and Mac OS) or iPad. Apart from
these, it is possible to use Algodoo with interactive
whiteboard (IWB) in the classroom to involve
students actively in the learning process [25]. In
addition to the school practice, Algodoo is also
very practical to be used at home by the students
for their physics learning [24].
Simulation scenes in Algodoo are created
using simple drawing tools such as boxes, circles,
polygons, gears, brushes, planes, ropes and
chains. Also, various tools such as springs, hinges,
motors, thrusters, light rays, tracers, and lenses
can be added to the simulations. Thus, Algodoo
can be utilized for several subjects including Newton’s
Laws of Motion at the first place. One of the
most important features of Algodoo is the fact that
it can present data obtained from the simulation
related to distance, speed, velocity, acceleration,
force, momentum, and energy in the form of a
graph simultaneously. Besides, it also demonstrates
velocity, momentum, and force vectors
simultaneously.
The literature shows that a study utilizes
Algodoo simulation software concerning
Kepler’s Laws which are difficult to demonstrate
in the classroom environment experimentally
[25]. Also, another study focuses on impulsemomentum
activities [26].
2. Theoretical background
As can be seen in figure 1, let an object with a mass
of m stay in a stationary position on an inclined
plane which makes an angle of θ with the horizontal.
The object is under the effect of a force, mg
in the vertical due to the gravitational acceleration.
Also, the object is under the effect of the normal
force (FN) which is perpendicular to the surface in
addition to the static frictional force (fs) which is
parallel to the inclined plane. Here the frictional
force called as static frictional force because the
object is still. So, when the object is stationary in
x-axis,
Fx − fs = 0 (1)
mgsinθ − fs = 0 (2)
and in y-axis,
FN − Fy = 0 (3)
FN − mgcosθ = 0. (4)
The abovementioned equations are obtained.
When fs is the static frictional force and µs is static
friction coefficient,
fs = µsFN. (5)
If θ is increased gradually while the object is
stationary, sin θ in equation (2) and fs increase.
The block with a mass of m starts moving after a
definite critical angle (θc) value. At the time the
object starts moving, equations (2) and (4) are as
follows:
mgsinθc = µsFN (6)
November 2021 3 Phys. Educ. 56 (2021) 065019
M Coramik and H Ürek
Figure 1. Mass on an inclined plane.
mgcosθc = FN (7)
Combining equations (6) and (7),
µs = tanθc (8)
When the object starts sliding on the inclined
plane, the forces acting on the object will be in
the same direction as the forces acting on it in
the static position. In this case, the only difference
will be the fact that the frictional force which
is acting on the object will be the kinetic frictional
force, not the static frictional force. As fk
is kinetic frictional force and µk is kinetic friction
coefficient,
fk = µkFN (9)
When Newton’s second law of motion is applied
along the x-axis after the object starts sliding on
the inclined plane,
Fx − fk = max (10)
mgsinθ − µkmgcosθ = max (11)
µk =
gsinθ − ax
gcosθ
(12)
As a result, it is required to know the gravitational
acceleration (g), acceleration of the object (ax)
and the angle of θ to determine the kinetic friction
coefficient between the object moving on an
inclined plane and the surface. Hereby, in a special
case when the object moves with a constant velocity,
the acceleration equals to zero and the term,
acceleration is eliminated from the equation.
The change in the distance of an object which
moves with a constant acceleration with respect to
time can be defined as
x(t) = At2
+ Bt + C. The second derivative of
this equation with respect to time also gives the
acceleration of the object.
3. Experimental setup and data analysis
The experimental setups involved in the study
were created in the laboratory for Phyphox and
Tracker whereas computer environment was utilized
for Algodoo. Detailed information about
the experimental setups is presented below,
respectively.
3.1. Experimental setup for Phyphox
Figure 2 demonstrates the experimental setup
which aims to determine the kinetic friction coefficient
with Phyphox application.
The experimental setup consists of a wooden
inclined plane, a wooden block to locate smartphone
on it, 6 neodymium magnets fixed on the
inclined plane with a piece of tape and a stopper
located at the end of the inclined plane to keep the
smartphone safely in the end of the experiment.
The smartphone (case) is fixed to the wooden
block by using a double-sided tape so that the
smartphone stays on the wooden block without
slipping. In this way, it is ensured that the data
received from Phyphox is correct.
Table 1 provides detailed information about
the materials used in the experimental setting.
The distance between each of Neodymium
magnets in the experimental setup is 10.0 cm. In
this case, the total distance from which data is
taken is 50.0 cm. Also, the height of the inclined
plane is adjustable to repeat the experiment for
several other inclination values. The angle value
of the inclined plane was fixed before the experiment
started. Then the wooden block and the
smartphone were placed on the inclined plane.
Meanwhile, the block was held until the experiment
started.
November 2021 4 Phys. Educ. 56 (2021) 065019
Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo
Figure 2. Experimental setup for Phyphox.
Table 1. Detailed information about experimental setup components.
Component Material Dimension (mm) Mass (g)
Inclined plane Wood 930.0 × 240.0 × 15.0 1491.5
Block Wood 131.0 × 102.0 × 17.0 101.2
Smartphone (Samsung Galaxy A7-2017&Case) — 159.8 × 80.6 × 8.9 206.8
Magnet Neodymium N35 30.0 × 10.0 × 2.0 4.33
To determine the kinetic friction coefficient
between the wooden block and wooden inclined
plane, magnetometer feature of Phyphox application
was used. Thus, a distance-time graph was
obtained for the wooden block. Phyphox application
shows the x, y and z components of the
magnetic field on the screen while the magnetic
sensor on the smartphone passes alongside
the magnet. In the experiments conducted,
only x components of data obtained from the
magnetometer were considered. Besides, ‘Inclination
tool’ of Phyphox application was utilized to
determine the angle between the inclined plane
and the horizontal. Also, those data were monitorized
on the computer screen wirelessly and
simultaneously.
Several pre-experiments were performed to
keep the initial distance between the magnet and
the phone in an optimum value before starting
to conduct the experiments. In this way, destruction
of the magnetic sensor of the smartphone
was avoided. Also, correct data collection was
achieved. Figure 3 presents the phone used in
the study and the optimum initial distance values
obtained for ‘Magnet 1’.
Figure 3. Initial position of smartphone and magnet 1.
3.1.1. Data analysis. Figure 4 shows example
screen shots related to the wooden block which
was released freely from its initial position in
addition to the data obtained from the phone.
When figure 4(a) is analysed, six peaks
are seen on the graph. Those peaks are data
November 2021 5 Phys. Educ. 56 (2021) 065019
M Coramik and H Ürek
(a) (b)
Figure 4. (a) Experimental data with Phyphox (b) data
analysis.
which were obtained when the magnetic sensor
of the smartphone passed alongside magnets.
While analysing data, first of all, time differences
between consecutive peak points were determined.
Those time values with respect to distance
(0.0–10.0–20.0–30.0–40.0–50.0 cm) were recorded
in an Excel file. To minimize the experimental
errors, the experiments were repeated for
five times for each inclination value and the average
of data concerning time was taken into consideration.
Next, a distance-time graph was drawn
using obtained average values. The graph was formulized
in the form of a second-degree equation
with respect to time. As mentioned earlier, the
second derivative of this equation with respect to
time gives the acceleration. By this way, the acceleration
values for the motion of wooden block and
phone were calculated. Afterwards, kinetic friction
coefficient was determined with the help of
the equation (12).
3.2. Experimental setup for Tracker
Another smartphone which was one meter away
from the experimental setup was used to record
the fifth video obtained for all angle values with
Phyphox application (figure 2). Fps value of the
smartphone which recorded video was 30.
3.2.1. Data analysis. Recorded videos were
analysed with Tracker program (figure 5(a)).
Video analysis was made for the entire inclined
plane, not just for the first 50.0 cm part of the
inclined plane, unlike the Phyphox program. The
distance-time graph for the wooden block and
smartphone was analysed using the ‘Data Tool’
which is the add-on to the program. The distancetime
graph was fit into an equation in the form of
x(t) = At2
+ Bt + C. The acceleration value was
calculated by taking the second derivative of the
equation with respect to time. The kinetic friction
coefficient was calculated by placing the acceleration
value in the equation (12).
3.3. Experimental setup (scene) for
Algodoo
Like the experiments conducted in the laboratory
environment, ‘wood’ was preferred as the material
to determine kinetic friction coefficient using
the simulations developed with Algodoo. Several
parameters of the materials such as density, friction,
restitution, and attraction can be changed
within certain limits in Algodoo program by the
user. In the simulation created within the scope
of the study, the density of wood was set as
0.60 kg m−2
, friction as 0.25, restitution as 0.50,
and attraction as 0.00 Nm2
kg−2
.
Friction, wind speed/angle and gravity
strength/direction are the parameters which can
be changed in Algodoo by the user. In the present
study, gravity strength was taken as perpendicular
to the Earth surface with a value of 9.81 m s−2
and wind speed was determined as 0 m s−1
. Also,
air friction was turned ‘off’.
The angle values which were considered for
the inclined plane in the simulation designed
were the same as in the experiments conducted
with the Phyphox and Tracker in the laboratory
environment.
3.3.1. Data analysis. Data obtained from the
simulation are simultaneously displayed on the
screen in the graphic form. To determine acceleration,
the acceleration-time graph was drawn,
and acceleration values were directly read on the
graph. Next, kinetic friction coefficient was specified
by placing the acceleration value in the
equation (12).
November 2021 6 Phys. Educ. 56 (2021) 065019
Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo
(a) (b)
Figure 5. (a) Analysis of the experiment video with the tracker (b) Algodo simulation scene for kinetic friction
calculation.
4. Experimental findings
In the scope of the study, experiments/simulations
were made for three different angle values of
the inclined plane (17.20◦
, 20.00◦
, 22.30◦
) using
Phyphox, Tracker and Algodoo to determine kinetic
friction coefficient. The distance-time graphs
which were obtained as a result of the experiments
were drawn with the help of Excel for Phyphox
(figures 6(a), (c) and (e)) and Data Tool for
Tracker (figures 6(b), (d) and (f)). The distance
equation with respect to time was determined in
an Excel file for the data obtained from Phyphox
application and this equation was indicated on
each of the graphs. Besides, a distance graph with
respect to time was obtained for Tracker with the
following steps, ‘Data Tool- Analyze- Curve FitsFit
Name: Parabola’.
Table 2 introduces the distance–time
equations obtained from the graphs. Figure 7
displays acceleration–time graphs for the simulations
created with Algodoo. Unlike Phyphox
and Tracker, the acceleration values were directly
determined from the simulation created with
Algodoo.
The acceleration values obtained from the
second derivatives of distance-time equations as
displayed in table 2 with respect to time (Phyphox
and Tracker) and the acceleration values reached
with Algodoo (figure 7) are presented in table 3
considering the angle of inclined plane. Those
acceleration values are placed in the equation (12)
and kinetic friction coefficients were calculated
for each of the angles.
According to the data obtained, the average
kinetic friction coefficient was calculated to
be µk = 0.248 as a result of the experiments
conducted with Phyphox. Besides, the average
kinetic friction coefficient was calculated to be
µk = 0.257 as a result of the analyses conducted
with Tracker. These kinetic friction coefficients
were calculated by assuming the ‘inclination
tool’ sensitivity of the Phyphox application is
0.01 degrees. When the data obtained with Algodoo
were examined, the kinetic friction coefficient
was observed to take almost the same value,
µk = 0.250 for three different angles. This is an
expected situation since the friction coefficient
was entered on to the Algodoo simulation program
by the user.
Theoretically, kinetic friction coefficient for
the wood on wood is µk = 0.200 [27]. As
well as the studies which report that they get
similar values to this theoretical value [28, 29]
(µk = 0.210, µk = 0.20 ± 0.03), there is also
research which concludes very close results to our
study (µk = 0.25 ± 0.01) [30].
5. Results and discussion
In this study, the kinetic friction coefficient was
determined with three different methods (Phyphox,
Tracker and Algodoo). It was seen that consistent
results were taken as a result of the experiments
conducted with Phyphox and Tracker for
three different angles of inclination. The difference
between the theoretical and experimental
values might be due to the structure or kind of the
woods used in the experiments. As it is known,
rubbing or polishing are the elements that make an
influence on the friction coefficient of the wood.
November 2021 7 Phys. Educ. 56 (2021) 065019
M Coramik and H Ürek
(a) (b)
(c) (d)
(e) (f)
Figure 6. Distance-time graphs for Phyphox (a) 17.20◦
(c) 20.00◦
(e) 22.30◦
and Tracker (b) 17.20◦
(d) 20.00◦
(f) 22.30◦
.
Table 2. Distance—time equations for Phyphox and Tracker experiments.
Angle of inclined plane (◦
) Method Equation
17.20 Phyphox x = 0.3020t2
+ 0.1421t + 0.0002
Tracker x = 0.3069t2
+ 0.0130t + 0.0001
20.00 Phyphox x = 0.5093t2
+ 0.1606t + 0.0004
Tracker x = 0.4870t2
+ 0.0507t + 0.0001
22.30 Phyphox x = 0.7432t2
+ 0.1522t + 0.0008
Tracker x = 0.6444t2
+ 0.0563t − 0.0044
November 2021 8 Phys. Educ. 56 (2021) 065019
Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo
(a) (b) (c)
Figure 7. Acceleration-time graphs for Algodoo (a) 17.20◦
(b) 20.00◦
(c) 22.30◦
.
Table 3. Kinetic friction coefficient according to the
angle and method.
Angle of
inclined
plane (◦
) Method
Acceleration
(m s−2
) µk
17.20 Phyphox 0.604 0.245
Tracker 0.614 0.244
Algodoo 0.557 0.250
20.00 Phyphox 1.019 0.253
Tracker 0.974 0.258
Algodoo 1.057 0.249
22.30 Phyphox 1.486 0.246
Tracker 1.288 0.268
Algodoo 1.454 0.250
These three methods, which are carried out with
the aim of determining the kinetic friction coefficient,
can be preferred and used in teaching, considering
the present conditions.
Especially in recent years when distance education
has been used widely and gained popularity,
it has become very important for students
to conduct experiments with easily accessible
materials outside of the school environment.
Development of the sensors in smartphones with
the increase in their numbers has made it possible
to carry out several physics experiments
using smartphones. When the accessibility is considered,
it might be thought that students can carry
out various mechanics experiments using smartphones
and free applications. However, these
smartphones and sensors are not sufficient for particular
experiments. In this case, it is an alternative
to analyse the experiments that were previously
recorded as video. Also, the experiments
which are not safe to be conducted by the students
can also be used with video analysis methods
in teaching. Apart from these, the experiments
which require expensive setting can be analysed
using video analysis programs. However, sometimes
it is very important to use a camera with
high resolution and high fps in order to obtain
more accurate results in video analysis method.
In our experiments, we determined that the difference
in kinetic friction coefficient between Phyphox
and Tracker increases with increasing speed
of the block. In this case, we think that 30 fps may
not be sufficient for high speed analyses.
Simulation programs seem like a strong
alternative for the situations which are very difficult
or impossible to create in the laboratory or
classroom environment (for example removal of
air friction, changing the gravitational acceleration).
Also, simulation programs can be very efficient
for the students who do not have possibility
to reach the materials used in the experiments.
When the methods are compared with each
other in terms of requiring pre-knowledge, smartphone
applications can be stated to be one step
ahead. The biggest advantage of this method is
the fact that the user needs almost no learning procedure
after downloading the application. In addition,
the instrument which is frequently used in
daily life acts as a sensor. On the other hand, a
pre-learning procedure is required for using both
video analysis methods and simulation programs.
Data availability statement
All data that support the findings of this study are
included within the article (and any supplementary
files).
November 2021 9 Phys. Educ. 56 (2021) 065019
M Coramik and H Ürek
ORCID iDs
Mustafa Coramik  https://orcid.org/0000-0002-
3225-633X
Handan Ürek  https://orcid.org/0000-0002-
3593-8547
Received 29 June 2021, in final form 11 August 2021
Accepted for publication 17 August 2021
https://doi.org/10.1088/1361-6552/ac1e75
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Dr. Mustafa Coramik received the
BS degree from the Department
of Physics Education, Institute of
Science, Balikesir University in
2012 and the Ph.D. degree from the
Department of Physics, Institute of
Science, Balikesir University in 2018.
He is currently with the Necatibey
Education Faculty and also with
the Physics Education Department,
Balikesir University, Turkey. His
current research interests include experimentation in physics
education, optics, magnetism and power electronics.
Assoc. Prof. Dr. Handan Ürek is
currently employed at the Department
of Science Education at Necatibey
Education Faculty, Balikesir
University in Turkey. She received
her Master’s Degree in 2012 and
PhD Degree in 2017 from the same
university on science education.
Her research interests include
experimentation in science education,
misconceptions and gifted students.
November 2021 10 Phys. Educ. 56 (2021) 065019