Unit 9: Let Us Entertain You

Essential Questions  What are the relationships among wavelength, frequency, and speed of a wave?  How are vibrations and pitch varied in a string to produce different sounds?  How does vibrating air produce sound?  How do plane and curved mirrors affect the image that is produced?  How can the colour of an object appear to be different by shining different colour light on it?

Chapter Challenge  You will work with your partner to create a 2-4 minute light and sound show  This can be performed “live” or shown as a video  Along with it, there will be a written report that explains the physics concepts used in the show and explains why each concept is important  The sound must come from instruments or noise makers you make yourself  Due date: Monday, June 3 (During exam time)

Day 1: Making Waves  Learning Objectives:  Observe the motion of a pulse  Measure the speed of a wave  Observe standing waves  Investigate the relationship among wave speed, wavelength, and frequency  Make a model of wave motion

Starter  Tsunamis are giant ocean waves caused by an underwater earthquake  Waves can reach extremely high heights, for example in Thailand (2004), the waves reached 30m  How does water move to make a wave?  How does a wave travel?  Time: 10 minutes

Video: Japan Earthquake

Activity 1  Draw a picture of a wave that includes the following terms:  Amplitude  Wavelength  Crest  Trough  Time: 15 minutes

Activity 2  For you to do, pg. 327  Steps #1-10  Write down observations, record data  Data table will be provided for you  Make a concluding statement about the relationship of frequency, wavelength and speed of a wave  Time: 45 minutes

Activity 3  Discussion of results and conclusion  Draw a picture that shows what happens to the frequency of a wave if you increase or decrease the wavelength  Time: 10 minutes

Homework  For you to read, pg. 331  Physics talk, pg. 333  Physics to go, pg. 337 #1, 7, 10, 11, 12

Day 2: Sounds in Strings  Learning Objectives:  Observe the effect of string length and tension upon pitch produced  Control the variables of tension and length  Summarize experimental results  Calculate wavelength of a standing wave  Organize data in a table

Starter  When the ancient Greeks made stringed musical instruments, they discovered that cutting the length of the string by half or two-thirds produced other pleasing sounds.  How do guitarists or violinists today make different sounds?  Time: 10 minutes

Video: The Physics of Sound

Activity 1  For you to do, pg. 340 in lab groups  Steps #1-7  Record the data table and answer the questions/observations to go along with the steps  Hand in 1/lab group at the end of the period  All equipment is on back table  Time: 45 minutes

Activity 2  Physics to go, pg. 344 #7  There are wood blocks in the back storage area that have strings on them  Work with your lab group to produce different sounds and answer the following:  Explain how different sounds are being produced using wavelength, frequency, pitch, and standing waves in your explanation  Describe how the instrument works using wavelength, frequency, and standing waves in your description  Hand in with the “for you to do” activity  Time: 20 minutes

Homework  Please take your roller coaster models home  For you to read, pg. 343  Physics to go, pg. 344 #1, 2, 3

Day 3: Sounds from Vibrating Air  Learning Objective:  Identify resonance in different kinds of tubes  Observe how resonance pitch changes with length of tube  Observe the effect of closing one end of the tube  Summarize experimental results  Relate pitch observations to drawings of standing waves  Organize observations to find a pattern

Starter  The longest organ pipes are about 11m long. A flute, is about 0.5m long and makes musical sound in the same way.  How do a flute an organ pipes make sound?  Time: 15 minutes

Video: Sound in pipes

Video: Fresh Prince  Season 1, Episode 1  Time: 13:51

Activity 1  For you to do, pg. 347 Steps 1-3  Data table is provided for you  Write a concluding statement about straw length and the pitch obtained  Time: 20 minutes

Activity 2  For you to do, pg. 347, steps 4-5  Write a concluding statement about the amount of water in the test tube and the sound you hear.  How can this be changed to use in your sound and light show? (i.e. what materials could you use?)  Time: 20 minutes

Activity 3  Create an “instrument” that uses at least one of the principles that we have discussed thus far  Wavelength  Frequency  Pitch  Create an advertisement that tries to sell your instrument to the rest of the class  Time: 30 minutes

Homework  Physics Talk, pg. 348  For you to read, pg. 349  Physics to go, pg. 351 #1, 2, 3, 4

Day 4: Reflected Light (60 min)  Learning Objectives:  Identify the normal of a mirror  Measure angles of incidence and reflection  Observe the relationship between the angle of incidence and the angle of reflection  Observe changes in the reflections of letters  Identify patterns in multiple reflections

Starter  Astronauts placed a mirror on the moon in 1969 so that a light beam sent from Earth could be reflected back to Earth. By timing the return of the beam, scientists found the distance between Earth and the Moon. They measured within 30cm.  How are you able to see yourself in a mirror?  If you want to see more of yourself, what can you do?  What type of image is produced?  Time: 10 minutes

Video: How do Mirrors Work?

Activity 1  You and your lab group are to design a short video clip to be posted on Youtube  This clip needs to explain to students how plane mirrors work  Use your text book and/or internet to help you  Think about how to present your video in a fun and meaningful way (i.e. think about what type of video you would want to see)  Time: 30 minutes

Activity 2  Present your clips to the class

Homework  For you to read, pg. 357  Physics to go, pg. 359 #1, 2, 4, 5,

Day 5: Curved Mirrors  Learning Objectives:  Identify the focus and focal length of a curved mirror  Observe virtual images in a convex mirror  Observe real and virtual images in a concave mirror  Measure and graph image distance vs. object distance for a convex mirror  Summarize observations in a sentence

Starter  Curved mirrors can be concave or convex  Draw a picture of what these two types of mirrors look like  Where do you find concave and convex mirrors?  How are the images produced different from that of a plane mirror?  Time: 15 minutes

Video: Curved Mirrors

Activity 1  With your lab group, complete the table  Time: 15 minutes Type of MirrorImage Upside Down/Rightside Up Real/Virtual Image Size of Image Plane Concave Convex

Activity 2  Draw a ray diagram for the following types of mirrors:  Plane mirror  Concave mirror, image in front of focal point  Concave mirror, image behind focal point  Convex mirror  We will do one together first  Time: 20 minutes

Plane Mirror

Convex Mirror

Concave Mirror

Activity 3  Use this time to create a concept map for the various topics we have covered so far  This will be useful when you are writing the explanation component of your chapter challenge  It is a good idea for everyone to have one of their own  Time: 15 minutes

Homework  Physics Talk, pg. 366  Reflecting on the Activity and the Challenge, pg. 377  Complete concept map  Physics to Go, pg. 367 #1, 2, 3, 4

Day 6: Refraction of Light  Learning Objectives:

Day 7: Colour