1. 4/11/16
4/11 Transverse Waves
TB p. 495 Part B #7-10
HW: TB p. 492 Part B 1-10
4/12 Compressional Waves TB p. 497 Part C
HW: TB p CN
HW: TB p. 502 #1-3
4/13 TB p. 504 Essential Questions
4/14 Report Card Pick Up
4/15 Wave Project

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

3. 1st -3,5,7,11,12,14-16,20,23,25,30,31,34 2nd – 3,7,12,13,16,19,20,21,23, rd -3,13,21,26-28,33

4. Date: 4/11 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Bell Ringer:
1.Energy is measured in the same units as:
work. b. momentum. c. power. d. force.
A girl lifts a 8N ball a distance of 2m in 4 seconds. What is the power the girl has supplied to lift the ball?
a. 2 watts b. 3watts c. 4 watts d. 16 watts

5. Date: 4/11 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Get a textbook
TB p. 495 #9-15
Title: TB p /11

6. Date: 4/12 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Bell ringer: (3rd Q Exam review)
In the roller coaster project your team calculated the velocity of your roller coaster at the bottom of the first hill. Calculate the velocity of a 3700 kg roller coaster at the bottom of a 18m tall hill.
2. Two bodies attract one another with a gravitational force of 20N. What will be the force of attraction if the mass of each body is tripled?

7. Date: 4/12 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Get a textbook
TB p. 495 #11-15
Title: TB p /11

8. Date: 4/12 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Get a textbook
Independently read TB p and take CN
Title: 4/12 TB p. 498 CN
15 min

9. Date: 4/13 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Bell Ringer: A boy has .15-kilogram ball on a string. Above his head, he swings the ball in a horizontal circle with a radius of 1.2 meters at 2.3 m/s. The diagram below is a top view of the situation.
1. What is the magnitude of the
centripetal force acting on the ball?
2. When the ball reaches point R,
where is the centripetal acceleration
of the ball directed?

10. Date: 4/13 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Get a textbook
Independently read TB p and take CN
Title: 4/12 TB p. 498 CN
15 min

11. Wave Parameters Wavelength (l) length or size of one oscillation
Amplitude (A) strength of disturbance (intensity)
Frequency (f) repetition / how often they occur per
second

12. Date: 4/13 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
Get a textbook
TB p. 497 Part C
Title: TB p. 497 Part C 4/13
With your group complete Part C on TB pp. 497
Person #1 and #2 to conduct experiment
Person #3 is the timer
Person #4 reads directions and record data

13. Date: 4/13 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse. With your group complete Part C on TB pp. 497 Person #1 and #2 to conduct experiment Person #3 is the timer Person #4 reads directions and record data

14. Date: 3/13 Objective: I can investigate the motion of waves and calculate the speed of a wave pulse. Waves WB p Independently complete the first column of the triple entry journal.

15. Exit slip
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

16. Date: 1/25/13 Objective: I can work with my shoulder partner and group to review for my final exam.
Bell Ringer:
How many hours are
between high tide on
Tuesday and high tide
on Wednesday?

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

18. Date: 4/15 Objective: As a class work together to make a wave machine
Notebooks are due today. Place them on the desk in the back

19. Date: 4/15 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.

20. Date: 4/15 Objective: As a class work together to make a wave machine
Video

21. Date: 4/15 Objective: As a class work together to make a wave machine
You will need one project coordinator
One person for stand set up
One person to hand out supplies
Two people to measure and mark the duct tape
Every student gets 1 skewer stick and 2 gummi bears.
Every student puts gummi bears on their skewer and places the completed skewer on the duct tape.
Use the physics stands to hold the tape.
You have just enough supplies for your class. Don’t eat the bears, or you will not complete your task!
25 Minutes

22. The Nature of Waves Wave is a traveling disturbance.
Wave carries energy from place to place.

23. Types of waves There are two basic types of waves:
Transverse and longitudinal waves.

24. Transverse waves

25. Transverse waves
A transverse wave is one in which the disturbance is perpendicular to the direction of travel of the wave.
Examples: Light wave, waves on a guitar string.

26. Longitudinal Waves

27. Longitudinal Waves
Longitudinal wave is one in which the disturbance is parallel to the line of travel of the wave.
Example: Sound wave in air is a longitudinal wave.

28. Types of Waves Longitudinal wave Transverse Wave
oscillations are in the
direction of motion
(parallel to the motion)
Transverse Wave
oscillations are perpendicular
to the direction of
Motion

29. Physical Examples Longitudinal wave Transverse Wave sound waves
earthquake P-waves
Transverse Wave
water waves
earthquake S-waves
light waves

30. Water Waves
Water waves are partly transverse and longitudinal.

31. Wave Parameters Wavelength (l) length or size of one oscillation
Amplitude (A) strength of disturbance (intensity)
Frequency (f) repetition / how often they occur per
second

32.  Periodic Waves
Periodic waves are waves that repeat.

33. Amplitude, Wavelength, and Period
The amplitude, A is the maximum disturbance.
The wavelength, λ  is the horizontal length of one cycle of the wave.
The period, T is the time required for one complete up/down cycle of the wave.

34. Wave Properties Waves are oscillations and they transport energy.
The energy of a wave is proportional to its frequency.
Fast oscillation = high frequency = high energy
Slow oscillation = low frequency = low energy
The amplitude is a measure of the wave intensity.
SOUND: amplitude corresponds to loudness
LIGHT: amplitude corresponds to brightness

35. What is the Wave length?
Measure from any identical two successive points
(nm) 5 10 15 20 25 30 35 40

36. What is the Wave length?
Measure from any identical two successive points
(nm) 5 10 15 20 25 30 35 40
30nm – 10nm = 20nm

37. What is the Wave length?
Measure from any identical two successive points
There are 4 complete oscillations depicted here
ONE WAVE = 1 COMPLETE OSCILLATION
(nm) 5 10 15 20 25 30 35 40
22.5nm - 2.5nm = 20nm

38. Frequency
Frequency is the number of waves per unit time.

39. Frequency
Frequency = number of WAVES passing a stationary point per second (Hertz)

40. Frequency and Period
Frequency (f) = number of oscillations passing by per second
Period (T) = length of time for one oscillation
T = 1/f f = 1/T
If a source is oscillating with a period of 0.1 seconds,
what is the frequency?

41. Wave Speed Wave speed depends on the wavelength and frequency.
wave speed v = l f
Which animal can hear a shorter wavelength?
Cats (70,000 Hertz) or Bats (120,000 Hertz)
l = v/f

42. If a source oscillates every 5 seconds, its period is
f = 1/(0.1) = 10 Hz
It will complete 10 oscillations in one second. (10 Hz)
If a source oscillates every 5 seconds, its period is
5 seconds, and then the frequency is…????

43. f = 1/5 = 0.2 Hz.

44. Wave Speed

45. Wave Speed

46. Wave Speed v = l f Which animal can hear a shorter wavelength?
Cats (70,000 Hertz) or Bats (120,000 Hertz)
l = v/f
Higher frequency = shorter wavelength
Lower frequency = longer wavelength

47. 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.

48. 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.

49. 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.

50. Doppler Effect for Light Waves
Change in frequency of a wave due to relative motion between source and observer.
c = l f speed of light = wavelength x frequency
c = 3 x 108 m/s
E = hf = hc/l energy of a light wave, a photon
of frequency (f) or wavelength (l)
h = planck’s constant 6.63 x J-sec
A light wave change in frequency is noticed as a change
in “color”.

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

52. Wave Addition
Amplitude ~ Intensity

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

54. Wave Subtraction

55. Wave Properties Amplitude:
Size of wave (perpendicular to direction of propagation)
Proportional to Intensity(Sound loudness, Light brightness)
Wavelength:
l 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 = l f
Frequency increases Frequency decreases
Energy increases Energy decreases
Wavelength decreases Wavelength increases

58. 1. What is frequency and how do we measure it?
Date: 3/23 Objective: I can calculate the wave speed, wavelength, and frequency of a wave.
Bell Ringer:
1. What is frequency and how do we measure it?
What is wavelength and how do 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?

59. Date: 3/23 Objective: 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

60. Independently complete TB p 506 #7-9a in your Notebook
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

61. Independently complete TB p 506 #10 in your Notebook
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

62. Independently complete TB p 506 #1-6 in your Notebook
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

63. 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 Wednesday
This Friday 3/27 Last day for late work

64. 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.

65. 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

66. With your group complete TB p. 508 # 1-8 Roles Member 1 reads #1-4
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 # 1-8
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

67. 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?

68. 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?

69. 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 and take cornell notes.
15 min

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

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

72. 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

73. 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)    
   
   
   
   

74. 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)    
   
   
   
   

75. a. What is the wavelength of this wave?
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?
What is the frequency of this standing wave?
What is the speed of this wave
2.6m
V=fλ
Period(T) =time for one vibration
f=1/T

76. 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

77. 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
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

78. 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

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

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

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

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

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

84. 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

85. Leads the class in a discussion about the activity
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).

86. 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?"

87. Has students work in pairs to complete the following two problems. 1
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?"

88. 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 m/s).

89. A drum corps can be heard practicing at a distance of 1
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 m/s).

90. 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.

91. 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.

92. Date: 3/18 Objective: I can investigate the relationship among wave speed, wavelength, and frequency.
What is the Wave length?
(nm) 5 10 15 20 25 30 35 40

93. What is the Wave length?
Measure from any identical two successive points
(nm) 5 10 15 20 25 30 35 40
30nm – 10nm = 20nm

94. What is the Wave length?
Measure from any identical two successive points
There are 4 complete oscillations depicted here
ONE WAVE = 1 COMPLETE OSCILLATION
(nm) 5 10 15 20 25 30 35 40
22.5nm - 2.5nm = 20nm

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

96. 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 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 3 b. Trials 2 and 5 c. Trials 2 and 8 d. Trials 5 and 8

97. Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency. Waves WB p Independently complete the “What do you think” column of the triple entry journal.

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

99. Date: 3/19 Objective: I can investigate the relationship among wave speed, wavelength, and frequency. Independently Read TB p and take cornell notes Title:TB p 498 CN 15 min

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

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

102. 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?

103. Waves http://www.sciencejoywagon.com/physicszone/09waves/
Constructive interference
superpostion

104. Cycle Letters Times at Beginning and Cycle Time End of Cycle (seconds) (seconds) 1st A to E 0.0 sto 2.3 s 2.3 2nd E tp I 2.3 s to 4.6 s 2.3 3rd I to M 4.6 s to 7.0 s 2.4 4th M to Q 7.0 s to 9.3 s 2.3 5th Q to U 9.3 s to 11.6 s 2.3 6th U to Y 11.6 s to 13.9 s 2.3

105. destructive interference superpostion http://www2. biglobe. ne