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Waves. LAB (PLUS). 1. 3 in A2 Open VA.exe. 2. 4 Click ON in upper left and whistle … 5 Volunteers? One note change pitch Watch BOTH graphs … 2 whistlers … BOTH Graphs. 1. 2. 2. 1. [1] Open A3 folder and open NetLogo4.1.3 exe [2] File  Open and get to A1_Sound Workbench

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Waves

Waves

LAB (PLUS)


Waves

1

3 in A2

Open VA.exe

2

4 Click ON in upper left and whistle …

5 Volunteers? One note change pitch Watch BOTH graphs … 2 whistlers … BOTH Graphs


Waves

1

2


Waves

2

1

[1] Open A3 folder and open NetLogo4.1.3 exe

[2] File  Open and get to A1_Sound Workbench

[3] Click on Recorder button. Click again to stop. Click and then go to VA screen.

[4] Notice? … Use other buttons …

[5] NOTE: 3 Similarities and 3 differences between one button and another


Waves

3 Similarities and 3 differences between one button and another

Similarities

1.

2.

3.

Differences

1.

2.

3.


Waves

  • Purpose of Lab: another

  • With a partner look to find patterns in sounds from different instruments or by changing the properties of the waves

  • [i] Topics to be Able to Address:

    • • Properties of Waves with Higher and Lower Pitch

    • • Properties of Waves that are Louder and Softer

  • [ii] Using BOTH Graphs compare two or more sounds in terms of SIMILARITIES and DIFFERENCES [click Off to snap-shot wave]


Waves

2 another

1

2

3


Waves

PRESENTATIONS OF WHAT WE FOUND another

[i] Topics to be Able to Address:

• Properties of Waves with Higher and Lower Pitch

• Properties of Waves that are Louder and Softer

[ii] Using BOTH Graphs compare two or more sounds in terms of SIMILARITIES and DIFFERENCES



Waves

(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:

(A) examine and describe oscillatory motion and wave propagation in various types of media;

(B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;

(C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves;

(D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect;

(E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens; and

(F) describe the role of wave characteristics and behaviors in medical and industrial applications.

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html


Waves

Types of waves and behavior of waves. The student is expected to:

A wave is a disturbance that transfers energy from one place to another without requiring any net flow of mass. For now, we'll focus on mechanical waves, requiring a medium in which to travel. Light, and other electromagnetic waves, do not require a medium; we'll deal with those later in the semester.

Waves can be broadly separated into pulses and periodic waves. A pulse is a single disturbance while a periodic wave is a continually oscillating motion. There is a close connection between simple harmonic motion and periodic waves; in most periodic waves, the particles in the medium experience simple harmonic motion.

Waves can also be separated into transverse and longitudinal waves. In a transverse wave, the motion of the particles of the medium is at right angles (i.e., transverse) to the direction the wave moves. In a longitudinal wave, such as a sound wave, the particles oscillate along the direction of motion of the wave.

Surface waves, such as water waves, are generally a combination of a transverse and a longitudinal wave. The particles on the surface of the water travel in circular paths as a wave moves across the surface.

http://physics.bu.edu/~duffy/py105/Waves.html


Waves

Wave Motion and behavior of waves. The student is expected to:

The easiest wave to visualize is a water wave. When a pebble is dropped in a calm pool of water, ripples travel out from the point where the pebble enters the water. The disturbance travels out from the center of the pattern, but the water does not travel with the wave. Mechanical waves—such as water waves, waves on a rope, waves in a spring, and sound waves—have two general characteristics:

A disturbance is in some identifiable medium.

Energy is transmitted from place to place, but the medium does not travel between two places.

http://www.cliffsnotes.com/study_guide/Wave-Motion.topicArticleId-10453,articleId-10423.html

a wave pulse is a short wave with no repeated oscillations

http://wiki.answers.com/Q/What_is_the_definition_of_wave_pulse

Kahn Video: https://www.khanacademy.org/science/physics/waves-and-optics/v/amplitude--period--frequency-and-wavelength-of-periodic-waves

Low level review: http://www.physicsclassroom.com/reviews/waves/wavesans2.cfm


Waves

Possible Lesson Episodes ( and behavior of waves. The student is expected to:“chunks”) – Primary focus on Properties of PERIODIC Waves (Frequency, wave length, amplitude, how waves can combine and some engagement with speeek ).


Possible chunks
Possible Chunks and behavior of waves. The student is expected to:

  • See LP … need an objective-type statement at beginning so kids can get a head’s up on what we’re doing:

    • E.g., “Today we’re going to look at the shapes of waves and what these shapes can mean.”

    • Having some of the info. (like this) in a ppt allows you to leave it up as you move around the room

  • Kinds of waves we are going to talk about/make

    • Could do a matching activity as a ‘warm up’ … [2x2 table: Pulse or Periodic and Long or Compression … give brief intro. “who remembers …” or “here are some definitions that may be new but we want you to start to try using” have a few [a, b, c ..] to place letters in cell and then add in what they think is the appropriate cell [images/examples might use at the end of this ppt, then “add in at least two other examples of waves that they you about in the location where you think they belong” ] … don’t rush going over this part… for letters might just point to all for cells and ask “how many put ‘a’ here?” [record number] … “here” ..[record number] etc … “most of you put ‘a’ in this cell, does someone want to say why? (see if you can use definitions or descriptive language)” … anyone have another one to add to this cell? “ So ‘a’ and this example are alike in that they…” [And yes, this could meet the Formative Assessment Requirement]

  • Now going to make, with our bodies, two kinds of waves … do activity, what moves or doesn’t move? Estimate in meters per second how fast our pulse waves moved? Which was faster? Why? Which kind in the physical world is usually faster (table of speeds?

  • What would we have to do to create periodic waves? [the ones with freq. etc. that we need to focus on for this lesson]

  • Look at sound waves … properties of wave and how they relate to sound.

  • May get to Speed of waves related to frequency.


Chunks 2
Chunks 2 and behavior of waves. The student is expected to:

  • Look at waves from two instruments… [to get at properties and to note that waves add]

  • What instruments?

  • What do we notice?

  • What is the same or different?

  • >basically practicing making observations<

  • Then to computer stations? [what want them to do? How record? (so that they can share later or at least give you something to look over)

    • Find three patterns (pitch, sound, loudness,) that are the same across the instruments :: see if can connect to formal definitions of amplitude, frequency,

    • How are three instruments sounds for a given pitch the same? Different?

    • What else would you like to investigate about instruments/sound?

  • Report out results? Require to use formal words


Waves

(in NetLogo models library) and behavior of waves. The student is expected to:

Could make an unbound (no reflection back of the wave) version of this if you’d want… Maybe as part of an intro to what they’ll see on the oscilloscope portion of the screen [the top graph] top graph] … or maybe you can just say the top images is a picture of the wave … and discuss what the axes are labeled … (time may matter in needing to get to the exploration part of the lesson).


Waves

Need to think about what you want to be available to students to work with … these are some possibilities..


Waves

We will figure out, as best we can, how to make the setup * availability of machines work for you.

MAC [this is what you’ve seen]

http://mac.softpedia.com/get/Audio/AudioXplorer.shtml

PC [not yet sure if this is the best for PC … more on next slide]

http://www.sillanumsoft.org/download.htm


Waves

Other possible sites for Windows SW: availability of machines work for you.

http://www.techmind.org/audio/specanaly.html

http://www.hitsquad.com/smm/freeware/SPECTRUM_ANALYZERS/

http://www.hitsquad.com/smm/programs/VA/

http://www.sillanumsoft.org/

http://en.softonic.com/s/spectrum-analyzer

http://zelscope.en.softonic.com/

http://ag-works.net/plugins.sg1.htm

http://bedroomproducersblog.com/2011/06/24/bpb-freeware-studio-best-free-spectrum-analyzer-vst-plugins/

http://mdsp.smartelectronix.com/freakoscope/

http://www.dxzone.com/cgi-bin/dir/jump2.cgi?ID=3428

http://www.dxzone.com/cgi-bin/dir/jump2.cgi?ID=3428

http://www.dxzone.com/catalog/Software/Oscilloscope/

http://www.dxzone.com/catalog/Software/Oscilloscope/

http://www.dxzone.com/cgi-bin/dir/jump2.cgi?ID=27675


Waves

The following slides have images etc. that might be used in availability of machines work for you.“warm up” or elsewhere in lesson

[Periodic

Compression?]

Possible ans?

[Pulse

long]

“Place the letters for these (and some others) into the table …”