1. 3/23/15 3/23Wave calculations TB p 506 #9-14 3/24Sound Waves TB p 508 #1-12 3/25Frequency TB p 510 read and CN HW: TB p 514 #1-4 3/26 Essential Questions TB p. 516 TB p 517 #1-7 3/27Quiz Wave calculations TB p 505 #1-6

2. Date: 3/23Objective: I can calculate the wave speed, wavelength, and frequency of a wave. Bell Ringer: 1. What is frequency and how do we measure it? 2.What is wavelength and how do we measure it? 3.How are wavelength and frequency related to each other? 4.How do the speeds of different waves relate to their wavelengths and frequencies?

3. Date: 3/23Objective: I can calculate the wave speed, wavelength, and frequency of a wave. Grades Egg Drop Report Q3 Exam next week Friday 3/27 last day for late work

4. Date: 3/23Objective: 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

5. Date: 3/23Objective: 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

6. Date: 3/23Objective: I can calculate the wave speed, wavelength, and frequency of a wave. Independently complete TB p 506 #1-6 in your Notebook 10 min

7. Date: 3/24Objective: I can describe how the pitch of the sound produced depends on the wave speed, wavelength, and frequency Q3 Exam next week Tuesday and Wednesday This Friday 3/27 Last day for late work

8. Date: 3/24Objective: 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.

9. Date: 3/24Objective: 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

10. Date: 3/24Objective: 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 # 1-8 Roles Member 1 reads #1-4 Member 2 reads #5-8 Member 3 performs the activity #1-4 Member 4 performs the activity #5-8 All members write down observations and data in your notebook. As a class complete #9-11

11. Date: 3/25Objective: 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?

12. Date: 3/25Objective: 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?

13. Date: 3/25Objective: 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

14. Date: 3/25Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency Sound Video

15. Date: 3/25Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency Sound Video

16. Date: 3/26Objective: 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

17. Date: 3/26Objective: 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. TrialFrequency (hz)Wavelength (cm)Wave Speed (m/s)1 555 275 21029 290 31519 285 42014 280 52512 300

18. Date: 3/26Objective: 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. TrialFrequency (hz)Wavelength (cm)Wave Speed (m/s)1 555 275 21029 290 31519 285 42014 280 52512 300 http://ghsphysics1.pbworks.com/w/page/25171406/Jon%20and% 20Dan%20Lab%2026

19. Date: 3/26Objective: 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 vibration f=1/T

20. Date: 3/26Objective: 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

21. Date: 3/26Objective: 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 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

22. Date: 3/26Objective: 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

23. Date: 3/26Objective: I can calculate how the pitch of the sound produced depends on the wave speed, wavelength, and frequency

24. Date: 3/25Objective: I can understand how the pitch of the sound produced depends on the wave speed, wavelength, and frequency

28. Sound Properties video

29. 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).

30. 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?"

31. 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?"

32. 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).

33. 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).

34. 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.

35. Date: 3/16Objective: 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.

36. What is the Wave length? 510152025303540 (nm) Date: 3/18Objective: I can investigate the relationship among wave speed, wavelength, and frequency.

37. What is the Wave length? Measure from any identical two successive points 510152025303540 30nm – 10nm = 20nm (nm)

38. What is the Wave length? Measure from any identical two successive points There are 4 complete oscillations depicted here ONE WAVE = 1 COMPLETE OSCILLATION 510152025303540 22.5nm - 2.5nm = 20nm (nm)

39. 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: 3/18Objective: I can investigate the relationship among wave speed, wavelength, and frequency.

40. Date: 3/19Objective: 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 make Scientifically 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 3b. Trials 2 and 5c. Trials 2 and 8d. Trials 5 and 8

41. Date: 3/19Objective: 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.

42. Date: 3/19Objective: I can investigate the relationship among wave speed, wavelength, and frequency. With the class complete Part C on TB pp. 497

43. Date: 3/19Objective: 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

44. Date: 3/19Objective: I can calculate the wave speed, wavelength, and frequency. Video

45. Date: 1/2/13Objective: I can investigate the relationship among wave speed, wavelength, and frequency. Waves TB p. 496-497 # 11-13a Class activity

46. Date: 3/20 Objective: I can calculate the wave speed, wavelength, and frequency. Bell Ringer: How many hours are between high tide on Tuesday and high tide on Wednesday?

47. Waves http://www.sciencejoywagon.com/physicszone/09waves/ Constructive interference superpostion http://www2.biglobe.ne.jp/~norimari/science/JavaEd/e- wave2.html

48. CycleLettersTimes at Beginning andCycle Time End of Cycle (seconds) (seconds) 1stA to E0.0 sto 2.3 s2.3 2ndE tp I2.3 s to 4.6 s2.3 3rdI to M4.6 s to 7.0 s2.4 4thM to Q7.0 s to 9.3 s2.3 5thQ to U9.3 s to 11.6 s2.3 6thU to Y11.6 s to 13.9 s2.3

49. destructive interference superpostion http://www2.biglobe.ne.jp/~norimari/sci ence/JavaEd/e-wave3.html

50. Wave Speed v =  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

51. Wave Speed

53. 3-20-15 Independently answer the question Does the speed of the wave depend on the amplitude of the wave? Provide evidence from your investigation to justify your answer

54. 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.

55. 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.

56. 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.

57. 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 10 8 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 change in “color”.

58. Constructive Interference Waves combine without any phase difference When they oscillate together (“in phase”)

59. Wave Addition Amplitude ~ Intensity

60. Destructive Interference Waves combine differing by multiples of 1/2 wavelength They oscillate “out-of-phase”

61. Wave Subtraction

62. 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 decreases Energy increases Energy decreases Wavelength decreases Wavelength increases Wave Properties