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Sounds4/13/15
4/13 Vibrating Air TB p. 518 Part A #1-54/14 Bending Sound TB p. 520 Part B #1-2
Part C #1-5HW: TB p. 526 #2a-d
4/15 Report Card Pick Up4/16 Properties of Sound TB p 521 CN
HW: TB p. 523 #1-3Extra credit instrument due
4/17 Essential Questions TB p. 525/Quiz
Date: 4/13 Objective: I can investigate how the pitch changes with the length of the tube and the effect of closing one end of a tube.
Bell Ringer: 1. Draw a periodic transverse wave with an amplitude of .04m and a wavelength of .14m. 2. Label the crest, trough, equilibrium, amplitude
Date: 4/13 Objective: I can investigate how the pitch changes with the length of the tube and the effect of closing one end of a tube.
Complete TB p 518 Part A #1-5 in your NB
Date: 4/14 Objective: I can investigate how sound bendsBell Ringer:
1. Which statement accurately compares the frequencies of the first harmonic for both types of air columns? Assume air column has the same length.
A. Their frequencies are identical.B. The frequency of the open-air column is two times higher.C. The frequency of the closed-air column is two times higher.D. The frequencies vary and a pattern cannot be predicted.
Date: 4/14 Objective: I can investigate how sound bends
Review TB p 518 Part A1.What is the relationship between the tube length and the pitch of the sound produced yesterday with the straws?
2.What happens to the pitch when you close one end of the tube?
Date: 4/14 Objective: I can investigate how sound bends
Complete TB p 520 Part B #1 in your NB
As a class
Date: 4/14 Objective: I can investigate how sound bends
Complete TB p 520 Part B #2 and part C #1-5 in your NB
With you group
Date: 4/16 Objective: I can investigate how sound bends
1. The spikes shown in the frequency spectrum in Figure 1 represents the harmonic frequencies of the instrument. What are the frequencies of the three strongest harmonics for the clarinet?a. Approximately 250Hz, 750 Hz, and 1250Hz b. Approximately 260 Hz, 400 Hz, and 1320 Hzc. Approximately 260Hz, 520Hz, and 790Hz d. Approximately 1100Hz, 300Hz, aad 100Hz
Date: 4/16 Objective: I can investigate how sound bends
Independently read TB p 521 and take Cornell Notes“Some properties of Waves”
5 minutes
-Sound wave are compessional waves-In the straws ( air column) you produced a standing wave-Compressions and rarefactions-Why is a standing wave produced when blowing in a tube?-Where is displacement the largest and least?- Draw a standing wave in an air column.
Date: 4/16 Objective: I can investigate how sound bends
Independently read TB p 522 and take Cornell Notes“Wave Diffraction”
5 minutes
-Sound diffraction – sound spreads out-the sound around the door and the megaphone-How did the megaphone increase the volume of the sound-
Date: 4/16 Objective: I can investigate how sound bends
Independently read TB p 523 and take Cornell Notes“Vibrating Air Column”
5 minutes
-Sound in an open air column-Sound in a closed air column- How is the wavelength different? How does that affect frequency?
Date: 4/16 Objective: I can investigate how sound bends
Independently read TB p 521 and take Cornell Notes
10 minutes
Date: 4/16 Objective: I can investigate how sound bends
Video
Date: 4/17 Objective: I can investigate how sound bends
Bell Ringer: A girl blows over a tube that is closed at one end. If the length of the tube is 50 cm, how long is the wavelength of the note produced?
Date: 4/17 Objective: I can investigate how sound bends
With your shoulder partner complete Essential Questions on TB p. 525
Date: 4/2 Objective: As a class work together to make a wave machine
The class will work together to create a wave machine like the one shown in the video. Mr. Stoll will not be assisting you. If you complete the wave machine and every student participates, the class will be awarded extra credit points towards your midterm grade. If you do not succeed…… you get nothing. You have 25 minutes after watching the video.
Date: 4/2 Objective: As a class work together to make a wave machine
Video
Date: 4/2 Objective: As a class work together to make a wave machine
1.You will need one project coordinator2.One person for stand set up3.One person to hand out supplies4.Two people to measure and mark the duct tape5.Every student gets a skewer stick a 2 gummi bears.6.Every student puts gummi bears on their skewer and places the completed skewer on the duct tape.7.Use the physics stands to hold the tape. 8.You have just enough supplies for your class. Don’t eat the bears, or you will not complete your task!9.25 Minutes
Date: 4/2 Objective: As a class work together to make a wave machine
Get one text book per tableOpen TB page 480
Date: 4/2 Objective: As a class work together to make a wave machine
Open TB page 528
Extra Credit Musical Instrument Project
Date: 3/30 Objective: I can review for the Q3 Exam
Complete the study guide with your shoulder partner
Date: 3/23 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
GradesEgg Drop ReportQ3 Exam next weekFriday 3/27 last day for late work
Date: 3/23 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
Independently complete TB p 506 #7-9a in your Notebook
Title 3/23 TB p 506
10 min
Date: 3/23 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
Independently complete TB p 506 #10 in your Notebook
5 min
Wave calculations TB p 506 #1-6
Date: 3/23 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
Independently complete TB p 506 #1-6 in your Notebook
10 min
Date: 3/24 Objective: I can describe how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Q3 Exam next week Tuesday and WednesdayThis Friday 3/27 Last day for late work
Date: 3/24 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
Bell Ringer: Draw a periodic transverse wave with an amplitude of .04m and a wavelength of 0.18m on a graph like the one below.
Date: 3/24 Objective: I can describe how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
With your group complete TB p. 508 # 1-11
Date: 3/24 Objective: I can describe how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
With your group complete TB p. 508 # 1-8RolesMember 1 reads #1-4Member 2 reads #5-8Member 3 performs the activity #1-4Member 4 performs the activity #5-8
All members write down observations and data in your notebook.As a class complete #9-11
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer: 1. When the you decreased the wavelength of the string yesterday and the speed of the wave stayed the same, what property changed and how do you know?
2. What is the wavelength of the standing wave shown on the guitar string to the right?
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer: 1. When the you decreased the wavelength of the string yesterday and the speed of the wave stayed the same, what property changed and how do you know?
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Independently read TB p. 510-514 and take cornell notes.
15 min
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Sound Video
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Sound Video
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer: Draw a graph that represents the relationship between the measured wavelength and changed frequency of a wave at a constant speed
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer: Draw a graph that represents the relationship between wavelength and frequency.
Trial Frequency (hz) Wavelength (cm) Wave Speed (m/s)1 5 55 275 2 10 29 290 3 15 19 285 4 20 14 280 5 25 12 300
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer: Draw a graph that represents the relationship between wavelength and frequency.
Trial Frequency (hz) Wavelength (cm) Wave Speed (m/s)1 5 55 275 2 10 29 290 3 15 19 285 4 20 14 280 5 25 12 300
http://ghsphysics1.pbworks.com/w/page/25171406/Jon%20and%20Dan%20Lab%2026
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Bell Ringer 2 : You and your partner move a 2.6m rope up and down and create one antinode standing wave. You measure 10 vibrations of the rope in 18.0 s.
a. What is the wavelength of this wave?b. What is the period of vibrations of the wave?c.What is the frequency of this standing wave? d.What is the speed of this wave
2.6m
V=fλ Period(T) =time for one vibrationf=1/T
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
With your shoulder partner complete TB p 516 Essential Questions
15 min
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
With your shoulder partner complete TB p 516 Essential Questions15 min
Quiz:-String activity- how did you create higher frequency, higher wavelength, high amplitude, higher pitch?-Relationship between f and λ-relationship between pitch and frequency-Speed of a wave? Does amplitude affect speed?-Wavelength of a standing wave-Compare Longitudinal and transverse wave-solve equation v=f λ-parts and properties of a wave
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
With your shoulder partner complete TB p 517 #1-7
15 min
Date: 3/26 Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Date: 3/25 Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency
Sound Properties video
• Leads the class in a discussion about the activity. Asks questions such as the following during debrief: What is frequency and how did we measure it? What is wavelength and how did we measure it? How are wavelength and frequency related to each other? How do the speeds of different waves relate to their wavelengths and frequencies? What do you notice about the speeds of the different standing waves that we observed in this activity? What do you think we would have to change in order to change the speed of the waves? How do you know energy is transferred from one end of a wave to another? What evidence do you have? How does this evidence support the claim that energy is transferred? How do you know that matter is not transferred from one end of a wave to the other? What evidence do you have that matter is not transferred? How does this evidence support the claim?
• Uses a ripple tank to demonstrate waves (wavelength, in particular) at varying frequencies. Places a cork (or other floating object) on the water to demonstrate that it does not move along the wave as the energy does (moves up and down, indicating that it obtains energy from the wave).
• Leads students in working the following problem as a class using the problem solving sheet: Band members are marching in a straight line during a parade. A person watching the parade notices that the rows of band members are 0.75 m apart and that one row of band members passes by every 2 s. What is the speed at which the band members are marching? Asks questions such as "What equation can be used to solve this problem for speed?" "How do you know?" "What are the units on the answer?" "Are these the units you expected?"
• Has students work in pairs to complete the following two problems. 1. A person watches bicycle riders who are traveling at 4 m/s and notices that one bicycle rider passes every 1.5 s. How far apart are the bicycle riders? 2. At a water park a wave machine generates water waves that are 12 m apart and travel at 5 m/s. How often will a person in the water be hit by a wave if she stays at the same place in the water? Circulates and asks questions to help students as needed in making these calculations.
• these the units you expected?"
• Has students work individually to complete the exit slip: Physics to Go #14, p. 339 (2nd edition): A drum corps can be heard practicing at a distance of 1.6 km from the field. What is the time delay between the sound the drummer hears (d = 0 m) and the sound heard by an individual 1.6 km away? (Assume the speed of sound in air to be 340.0 m/s).
• A drum corps can be heard practicing at a distance of 1.6 km from the field. What is the time delay between the sound the drummer hears (d = 0 m) and the sound heard by an individual 1.6 km away? (Assume the speed of sound in air to be 340.0 m/s).
• Students may not understand that as wavelength increases frequency decreases when the speed of a wave is constant.
• Students may not understand that as frequency increases, pitch increases.
• Students may have difficulty distinguishing between higher frequency (pitch) and higher amplitude (volume) in sound waves.
Date: 3/16 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse.
bell ringer: You stretch a slinky to a length of 2.0 m and your partner generates a 0.2 m pulse that takes 0.8 sec to go from one end of the slinky to the other. What is the speed of the wave on the slinky? Make sure to show your work and label your answer.
Date: 3/16 Objective: I can correct the 25 week exam
With your shoulder partner correct the following questions on a separate piece of paper 6,7,9, 11, 13, 14, 16-21
Date: 3/17 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse.
With your group complete Part B #1-3,6,7on TB pp. 492-494 Person #1 and #2 to conduct experiment Person #3 is the timer and records data Person #4 reads directions10 min
Date: 3/17 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse.
As a class complete #9-13Everyone writes observations and answers in
notebook
Date: 3/17 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse.
With your group complete #15
What is the Wave length?
5 10 15 20 25 30 35 40 (nm)
Date: 3/18 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
What is the Wave length?• Measure from any identical two successive points
5 10 15 20 25 30 35 40
30nm – 10nm = 20nm
(nm)
What is the Wave length?• Measure from any identical two successive points
• There are 4 complete oscillations depicted here• ONE WAVE = 1 COMPLETE OSCILLATION
5 10 15 20 25 30 35 40
22.5nm - 2.5nm = 20nm
(nm)
Independently read the article “Is my music to loud?” and take cornell notes
Identify the claim of the article and evidence to support the claim
Date: 3/18 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency
Read the passage below and use table 1 to answer the next 3 questions. These questions are MYP Criterion A: ii-analyse information to makeScientifically supported judgments In a study of velocity and kinetic energy, a cart was tested in 9 different trials. The cart carried different masses down 3 ramps of different inclinations. Table 1 shows the masses carried by the cart, the height from which it was released, and the distance it rolled to get to the end of the ramp. The table also lists the speed and kinetic energy of the cart as it reached the bottom of the ramp.1. Which of the following pairs of trials supports the conclusion that the distance rolled on each ramp is directly proportional to the height of release. a. Trials 2 and 3 b. Trials 2 and 5 c. Trials 2 and 8 d. Trials 5 and 8
Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Waves WB p 163-164 Independently complete the “What do you
think” column of the triple entry journal.
Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
With the class complete Part Con TB pp. 497
Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Independently Read TB p 498-502 and take cornell notes
Title:TB p 498 CN
15 min
Date: 3/19 Objective: I can calculate the wave speed, wavelength, and frequency.
Video
Date: 1/2/13 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Waves TB p. 496-497 # 11-13aClass activity
Date: 3/20 Objective: I can calculate the wave speed, wavelength, and frequency.
Bell Ringer: How many hours are between high tide onTuesday and high tide on Wednesday?
Waveshttp://www.sciencejoywagon.com/physicszone/09waves/
Constructive interferencesuperpostionhttp://www2.biglobe.ne.jp/~norimari/science/JavaEd/e-wave2.html
Cycle Letters Times at Beginning and Cycle Time End of Cycle (seconds)(seconds)
1st A to E 0.0 sto 2.3 s 2.32nd E tp I 2.3 s to 4.6 s 2.33rd I to M 4.6 s to 7.0 s 2.44th M to Q 7.0 s to 9.3 s 2.35th Q to U 9.3 s to 11.6 s 2.36th U to Y 11.6 s to 13.9 s 2.3
destructive interferencesuperpostionhttp://www2.biglobe.ne.jp/~norimari/
science/JavaEd/e-wave3.html
Wave Speedv = f
Which animal can hear a shorter wavelength?Cats (70,000 Hertz) or Bats (120,000 Hertz)
= v/f
Higher frequency = shorter wavelength
Lower frequency = longer wavelength
Wave Speed
Wave Speed
3-20-15
Independently answer the question
Does the speed of the wave depend on the amplitudeof the wave? Provide evidence from your
investigationto justify your answer
Doppler Effect• Change in frequency of a wave due to relative motion
between source and observer.• A sound wave frequency change is noticed as a change in
pitch.
Radio Waves
FM vs AM: What's the difference?
AM: The amplitude of the signal is varied to incorporate the sound information. Frequencies are in kHz.
FM: The frequency of the carrier signal is varied to incorporate the sound information. Frequencies are in MHz.
FM vs AM Advantages and Disadvantages
FM signals are not affected by static.With an FM broadcast, slight changes in amplitude don't matter -- since the audio signal is conveyed through changes in frequency, the FM receiver can just ignore changes in amplitude.
AM carrier waves have much longer wavelengths than FM carrier waves, and as a result, they can bend around obstacles like mountains and buildings better than FM waves and can travel greater distances before the signal fades.
Doppler Effect for Light Waves• Change in frequency of a wave due to relative motion
between source and observer.
• c = f speed of light = wavelength x frequency c = 3 x 108 m/s
E = hf = hc/energy of a light wave, a photon of frequency (f) or wavelength ( h = planck’s constant 6.63 x 10-34 J-sec
A light wave change in frequency is noticed as a changein “color”.
Constructive Interference• Waves combine without any phase difference• When they oscillate together (“in phase”)
Wave AdditionAmplitude ~ Intensity
Destructive Interference• Waves combine differing by multiples of 1/2 wavelength• They oscillate “out-of-phase”
Wave Subtraction
Amplitude: Size of wave (perpendicular to direction of propagation) Proportional to Intensity(Sound loudness, Light brightness)
Wavelength: Size of wave (in the direction of propagation)
Frequency: Number of waves passing a fixed position per second f (cycles/second, Hertz)
Wave Speed: v = f
Frequency increases Frequency decreasesEnergy increases Energy decreases Wavelength decreases Wavelength increases
Wave Properties
![Tb radioisotopes for medical applicationsTb offers four radioisotopes that are interesting for applications in nuclear medicine, i.e. 149 Tb, 152 Tb, 155 Tb and 161 Tb [4]. By giving](https://img.pdfslide.us/doc/110x75/600d41328dddfa5d101bdfd1/tb-radioisotopes-for-medical-applications-tb-oiers-four-radioisotopes-that-are.jpg)
