Well, sort of... dog clickers and virtual keyboards made for a noisy day, at least...
B Block worked on an investigation that had them experimentally determine the speed of sound and compare it to the ballpark values we've used in class and to a calculated value based on the temperature of the room. Students then used hair dryers to heat up the air in their PVC tubes and saw that, as predicted, the speed of sound increased. Tomorrow is a combo period. We'll spend the first part reviewing the items for the test and then working on a lab that focuses on the mathematics of music.
C Block conducted both their Speed of Sound and Mathematics of Music labs. The speed of sound was determined using the distance/time relationship and the effect of temperature was tested using a hair dryer to warm the air in the PVC tube. Unsurprisingly, in a warmer environment, the wave moved more quickly due to the increased kinetic energy and velocities of the air particles. For the music portion, students used a Java applet called TuningFork, which provided them with a virtual piano on the laptops. When a key was depressed, not only was the sound audible, but the frequency of the note was displaced. Students looked at the frequency ratios between adjacent notes also between notes and the standard middle C. Tomorrow, we'll go over these labs and review for Friday's test.
E Block started their review for Friday's exam, then took time to work on some of the more troublesome mathematical concepts in the chapter. We'll go over these problems tomorrow and address any last minute concerns on the material.
F Block discussed the idea of beats and beat frequency in class. Beats are an interference phenomenon that produce alternating constructive and destructive interference. The number of audible beats per second (beat frequency) matches the frequency difference between the two source tones. Tomorrow is set aside for review, so come with questions about the material in this chapter.
2/29/12
2/28/12
Harmonics, Beats and Speed
B Block Alert - Homework is not 13B and 13.2, it is 13B and 13.3 - hopefully, you caught that...
B and C Blocks looked at the concepts of harmonics and how harmonic series are formed by different musical instruments. Stringed instruments and pipes open at both ends can form all harmonics of a fundamental frequency and the standing waveform of the fundamental frequency is a single antinode representing 1/2λ. Pipes closed at one end can only form odd harmonics and their simplest standing wave is 1/4λ. We discussed how harmonics promote musical quality and how they give the individual personalities to specific instruments. We then turned attention to beats, which are produced by interference of sound waves of similar frequencies. We looked at beat formation on the computer using two tuning forks and a microphone and the alternating areas of constructive and destructive interference that typify beat patterns were clearly visible. Tomorrow, we take time to investigate the speed of sound in air and how it is influenced by temperature.
E and F Blocks worked on the Speed of Sound lab, which used echoes in a tube to measure speed of sound using the v = Δx/t equation. The measured values lined up pretty well with the expected values and when the air was heated with a hair dryer, the speed of sound increased accordingly. If the particles are traveling faster, they pass along the energy more quickly so the wave travels faster. We'll discuss the lab tomorrow and E Block will begin their review process. F Block will discuss the concept of beats and beat frequency and look at beat formation on the computer.
B and C Blocks looked at the concepts of harmonics and how harmonic series are formed by different musical instruments. Stringed instruments and pipes open at both ends can form all harmonics of a fundamental frequency and the standing waveform of the fundamental frequency is a single antinode representing 1/2λ. Pipes closed at one end can only form odd harmonics and their simplest standing wave is 1/4λ. We discussed how harmonics promote musical quality and how they give the individual personalities to specific instruments. We then turned attention to beats, which are produced by interference of sound waves of similar frequencies. We looked at beat formation on the computer using two tuning forks and a microphone and the alternating areas of constructive and destructive interference that typify beat patterns were clearly visible. Tomorrow, we take time to investigate the speed of sound in air and how it is influenced by temperature.
E and F Blocks worked on the Speed of Sound lab, which used echoes in a tube to measure speed of sound using the v = Δx/t equation. The measured values lined up pretty well with the expected values and when the air was heated with a hair dryer, the speed of sound increased accordingly. If the particles are traveling faster, they pass along the energy more quickly so the wave travels faster. We'll discuss the lab tomorrow and E Block will begin their review process. F Block will discuss the concept of beats and beat frequency and look at beat formation on the computer.
2/27/12
Back in the Saddle
We jumped right back into the thick of things today, moving through sound with our eye on Friday's exam.
B and C Blocks discussed the concept of forced vibrations and resonance. Vibrations can be passed from one object to another (forced vibration) but if the vibration matches a natural frequency of the second object, there is a amplification effect (resonance). We looked at benefits of resonance (hearing, music) and downsides (engineering disasters)and watched some video clips of resonance in action. Tomorrow, we hit harmonics and beats.
E Block worked on their Tones, Vowels and Telephones lab, looking at sound profiles from tuning forks, voices, a tone dialer and even a cowbell and triangle produce on the computer. The lab provided a nice review of the ideas of frequency and harmonics and that will be helpful with the upcoming exam. Tomorrow, we'll do another lab that focuses on the speed of sound in air, so it is a bonus week for lab work.
F Block discussed the ideas of harmonics that the lab we conducted before winter break illustrated nicely. Harmonics, the integral multiples of the fundamental frequency were easily visible in your FFT graphs in lab, which we replicated today, and we double-checked our work to verify that the overtones measured in lab were actually harmonics. We related harmonics to standing waves and contrasted the harmonic series of different type of musical instruments. Tomorrow, we work on a lab that allows folks to measure the speed of sound in air and Wednesday is reserved for the topic of beats.
B and C Blocks discussed the concept of forced vibrations and resonance. Vibrations can be passed from one object to another (forced vibration) but if the vibration matches a natural frequency of the second object, there is a amplification effect (resonance). We looked at benefits of resonance (hearing, music) and downsides (engineering disasters)and watched some video clips of resonance in action. Tomorrow, we hit harmonics and beats.
E Block worked on their Tones, Vowels and Telephones lab, looking at sound profiles from tuning forks, voices, a tone dialer and even a cowbell and triangle produce on the computer. The lab provided a nice review of the ideas of frequency and harmonics and that will be helpful with the upcoming exam. Tomorrow, we'll do another lab that focuses on the speed of sound in air, so it is a bonus week for lab work.
F Block discussed the ideas of harmonics that the lab we conducted before winter break illustrated nicely. Harmonics, the integral multiples of the fundamental frequency were easily visible in your FFT graphs in lab, which we replicated today, and we double-checked our work to verify that the overtones measured in lab were actually harmonics. We related harmonics to standing waves and contrasted the harmonic series of different type of musical instruments. Tomorrow, we work on a lab that allows folks to measure the speed of sound in air and Wednesday is reserved for the topic of beats.
2/24/12
2/17/12
Off to Vacation
Today was a busy day, despite being the Friday before winter break, but that's a good thing...
B and C Blocks discussed the idea of sound intensity, looking both at absolute and relative intensity and how changes in sound intensity affected hearing and overall well-being. We discussed how the ear interprets sound loudness and showed how the decibel scale was set up to better reflect how we perceived volume than the actual intensity calculations. We also discussed the fact that the amplitude of a sound wave indicates intensity and used a tuning fork to show how the amplitude of the wave changed as the fork was struck both softly and sharply. When we return, we hit the idea of forced vibrations and resonance before moving onto harmonics and beats.
E Block reviewed their harmonics and beats homework and their vibrations and waves test before viewing a demonstration of formation of beats. Two tuning forks were struck and held in front of a microphone. The computer plotted the interference pattern and the areas of constructive and destructive interference the beat frequency was calculated and compared with the frequency difference between the two tuning forks. When we return, folks will work on their Tones, Vowels and Telephones lab, which was the object of focus for F Block today. Students investigated properties of sound, including shapes of sound waves for a variety of sound sources, measured overtone frequencies, explored how touch-tone phones use sound to transmit numerical information and some students brought their own sound sources like guitars and cell-phone ringtones to examine the resulting sound profiles. When we return, we'll be discussing the idea of harmonics and beats.
Have a great break!
B and C Blocks discussed the idea of sound intensity, looking both at absolute and relative intensity and how changes in sound intensity affected hearing and overall well-being. We discussed how the ear interprets sound loudness and showed how the decibel scale was set up to better reflect how we perceived volume than the actual intensity calculations. We also discussed the fact that the amplitude of a sound wave indicates intensity and used a tuning fork to show how the amplitude of the wave changed as the fork was struck both softly and sharply. When we return, we hit the idea of forced vibrations and resonance before moving onto harmonics and beats.
E Block reviewed their harmonics and beats homework and their vibrations and waves test before viewing a demonstration of formation of beats. Two tuning forks were struck and held in front of a microphone. The computer plotted the interference pattern and the areas of constructive and destructive interference the beat frequency was calculated and compared with the frequency difference between the two tuning forks. When we return, folks will work on their Tones, Vowels and Telephones lab, which was the object of focus for F Block today. Students investigated properties of sound, including shapes of sound waves for a variety of sound sources, measured overtone frequencies, explored how touch-tone phones use sound to transmit numerical information and some students brought their own sound sources like guitars and cell-phone ringtones to examine the resulting sound profiles. When we return, we'll be discussing the idea of harmonics and beats.
Have a great break!
2/16/12
Vibrations and Harmonics
B and C Blocks began with a discussion of how the nature of the medium impacts the speed of sound, then took on representations of sound waves and the concept of the Doppler Effect. Make sure you are very clear about how density and temperature affect sound's travel through a material, what different pictures of waves show about the true nature of sound waves and what happens to sound frequency based on how the source and observer are moving. Tomorrow, we'll take a look at forced vibrations and resonance.
E Block took on forced vibrations and resonance yesterday and F Block got that bit of information added to their coffers in class today. We discussed how a vibrating object can cause vibrations in another object and, if the vibrational frequency matches a natural frequency for the second object, we can see resonance. Folks viewed some video clips detailing the effects of resonance and how it have damaging consequences that engineers have to plan for and curtail. E Block moved from this discussion to the idea of harmonics. When a sound is produced, more than one tone may be present. Integral multiples of the main sound (fundamental frequency) are called harmonics and we looked at how harmonics play out in different types of musical instruments and contribute to the idea of music. We also took time to describe the phenomenon of beats, which is another phenomenon caused by wave interference.
E Block took on forced vibrations and resonance yesterday and F Block got that bit of information added to their coffers in class today. We discussed how a vibrating object can cause vibrations in another object and, if the vibrational frequency matches a natural frequency for the second object, we can see resonance. Folks viewed some video clips detailing the effects of resonance and how it have damaging consequences that engineers have to plan for and curtail. E Block moved from this discussion to the idea of harmonics. When a sound is produced, more than one tone may be present. Integral multiples of the main sound (fundamental frequency) are called harmonics and we looked at how harmonics play out in different types of musical instruments and contribute to the idea of music. We also took time to describe the phenomenon of beats, which is another phenomenon caused by wave interference.
2/15/12
Wacky Wednesday
Well, not really, but something's gotta liven up the middle of the week...
C and F Blocks had the period to work on corrections for their vibrations and waves exam. Most folks will likely want to get their corrections completed before we take off for winter vacation. If you need to turn them in after break, that's fine, but make sure that you don't forget them! Tomorrow, C Block picks up with speed of sound and F Block picks up with forced vibrations and resonance.
B Block began their discussion of sound today after going over yesterday's lab that allowed them to view pure tones, overtones and qualities of voice on the computer. We reminded ourselves that sound was a longitudinal, mechanical wave and that the basic definitions we went over last chapter (frequency, period, amplitude, etc.) were still relevant to this chapter's discussion. we looked at the hearing and vocalization ranges of a number of organisms and looked at the use of ultrasonic waves in echolocation and imaging. Tomorrow - speed of sound and ways to represent sound waves.
E Block had only 5 very sleepy students present due to the peer mentor training that drained the class and, after discussing forced vibrations and resonance (with video!), I called it quits and put the covers over their cages so they could quietly nap. Tomorrow, we pick up with harmonics and how they present themselves for stringed and wind instruments.
C and F Blocks had the period to work on corrections for their vibrations and waves exam. Most folks will likely want to get their corrections completed before we take off for winter vacation. If you need to turn them in after break, that's fine, but make sure that you don't forget them! Tomorrow, C Block picks up with speed of sound and F Block picks up with forced vibrations and resonance.
B Block began their discussion of sound today after going over yesterday's lab that allowed them to view pure tones, overtones and qualities of voice on the computer. We reminded ourselves that sound was a longitudinal, mechanical wave and that the basic definitions we went over last chapter (frequency, period, amplitude, etc.) were still relevant to this chapter's discussion. we looked at the hearing and vocalization ranges of a number of organisms and looked at the use of ultrasonic waves in echolocation and imaging. Tomorrow - speed of sound and ways to represent sound waves.
E Block had only 5 very sleepy students present due to the peer mentor training that drained the class and, after discussing forced vibrations and resonance (with video!), I called it quits and put the covers over their cages so they could quietly nap. Tomorrow, we pick up with harmonics and how they present themselves for stringed and wind instruments.
2/14/12
Sound Intensity
B Block worked on their Tones, Vowels and Telephones lab to see how single and multiple sound waves behave. A tuning fork was used to demonstrate a pure tone, then bashed harder to produce overtones. The original sine curve became far more complex, due to the interference among the various tones and the FFT graph could be used to ferret out the combating frequencies. Vowel sounds and the dual-tone system for the DTMF phone tones was also explored. Tomorrow, we jump into properties of sound and also touch on the concept of Doppler Effect.
C Block reviewed yesterday's sound lab and started in with basic sound properties today. We reminded ourselves that sound was a longitudinal, mechanical wave that has properties identical to the source vibration. We took on the idea of hearing and vocalization ranges and uses for ultrasound that we picked up from observing the animal kingdom. Tomorrow, we add how the medium affects speed of sound and the Doppler Effect to our bag of tricks.
E Block spent time discussing sound intensity. Though the basic definition is presented with the unit W/m2, which indicates the inverse square relationship between distance and intensity, the decibel scale was also introduced as was the relationship between intensity and wave amplitude. Tomorrow, we hit forced vibrations and resonance.
F Block also discussed sound intensity after reviewing basic wave properties. The inverse-square relationship between sound intensity and distance from a source was explored and the decibel scale was described and related to common examples to give students a benchmark from which to evaluate sound level. Sound can affect mood and health, not only hearing and we discussed some of thee effects in class, also. Tomorrow, we'll take on forced vibrations and resonance.
C Block reviewed yesterday's sound lab and started in with basic sound properties today. We reminded ourselves that sound was a longitudinal, mechanical wave that has properties identical to the source vibration. We took on the idea of hearing and vocalization ranges and uses for ultrasound that we picked up from observing the animal kingdom. Tomorrow, we add how the medium affects speed of sound and the Doppler Effect to our bag of tricks.
E Block spent time discussing sound intensity. Though the basic definition is presented with the unit W/m2, which indicates the inverse square relationship between distance and intensity, the decibel scale was also introduced as was the relationship between intensity and wave amplitude. Tomorrow, we hit forced vibrations and resonance.
F Block also discussed sound intensity after reviewing basic wave properties. The inverse-square relationship between sound intensity and distance from a source was explored and the decibel scale was described and related to common examples to give students a benchmark from which to evaluate sound level. Sound can affect mood and health, not only hearing and we discussed some of thee effects in class, also. Tomorrow, we'll take on forced vibrations and resonance.
2/13/12
Sound
Folks started on Sound today and it was a relatively noisy lab that C Block had to endure. The sound waves from tuning forks, voices and a telephone dialer were analyzed to look at pure tones, overtones and frequency combinations. Most folks are intrigued by how a touch-tone phone actually provides information on the number you punch and how their voices look when plotted as a wave. We'll discuss the lab tomorrow and start on an introduction to sound.
B Block finished up their Simple Harmonic Motion lab and discussed that, which basically took us to the bell. Tomorrow, you folks get to work on the lab that C Block slogged through today.
E and F Blocks started their discussion of sound in class today with a review of the basic properties of sound (longitudinal, mechanical wave)and then a look at hearing/vocalization ranges of organisms and the use of ultrasonic waves in medicine and by animals for navigation and food capture. We ended the period with an overview of the Doppler Effect and discussed some examples where it is commonly noticed (race cars on tracks, emergency vehicle sirens) and how it was used by Hubble to document an expanding universe. Tomorrow, on to sound intensity and the decibel scale.
B Block finished up their Simple Harmonic Motion lab and discussed that, which basically took us to the bell. Tomorrow, you folks get to work on the lab that C Block slogged through today.
E and F Blocks started their discussion of sound in class today with a review of the basic properties of sound (longitudinal, mechanical wave)and then a look at hearing/vocalization ranges of organisms and the use of ultrasonic waves in medicine and by animals for navigation and food capture. We ended the period with an overview of the Doppler Effect and discussed some examples where it is commonly noticed (race cars on tracks, emergency vehicle sirens) and how it was used by Hubble to document an expanding universe. Tomorrow, on to sound intensity and the decibel scale.
2/9/12
Labs + Review
B and E Blocks worked on their simple harmonic motion labs, which used an oscillating mass-spring system and a motion detector to investigate simple harmonic motion and the waves formed when objects vibrate in this fashion. The very nice sine curves you saw on your computers indicated that the motion was clearly simple harmonic in nature and it made assessing properties such as amplitude, period and frequency pretty darn easy. Folks got to work with the equation for this type of motion:
y = A sin(2πft + φ) + y0
and play with the phase constant (φ), which we'll revisit later when we get into light and interference. B Block will finish up with the data analysis on Monday before moving into Sound; E Block is going to jump right in...
C and F Blocks reviewed for tomorrow's exam on vibrations and waves. Make sure to know the definitions and concepts, as well as the math involved. Having a good foundation in this chapter will not only get you a good test score on your record, but help you in upcoming chapters where we will expand on these basic ideas.
and play with the phase constant (φ), which we'll revisit later when we get into light and interference. B Block will finish up with the data analysis on Monday before moving into Sound; E Block is going to jump right in...
C and F Blocks reviewed for tomorrow's exam on vibrations and waves. Make sure to know the definitions and concepts, as well as the math involved. Having a good foundation in this chapter will not only get you a good test score on your record, but help you in upcoming chapters where we will expand on these basic ideas.
2/8/12
Vibrations and Waves, cont.
B and C Blocks took time to review basic wave properties before looking at wave interactions. Interference and reflection were defined and examples were discussed to illustrate constructive/destructive interference and reflection from free/fixed boundaries. We then turned attention to standing waves and watched some standing waves form on a string to show (1) how difficult it is to get them to form and (2) the basic features of these peculiar waves. Make sure you can identify nodes/antinodes and calculate the wavelength of standing waves. B Block had time in class to walk through the chapter and get some lab experience tomorrow combining simple harmonic motion and wave formation for an oscillating spring. C Block will have the day as review so come armed with questions.
E Block worked on review for their vibrations and waves exam and will work on a mass-spring lab tomorrow - the same one E-Block worked on today. The lab allowed students to see the sine curve formed from simple harmonic motion, identify its features and analyze it mathematically. Students then either tested the influence of amplitude on the period of the motion or how damping affected the motion of the mass-spring system. We'll go over this lab tomorrow as part of the general exam review.
E Block worked on review for their vibrations and waves exam and will work on a mass-spring lab tomorrow - the same one E-Block worked on today. The lab allowed students to see the sine curve formed from simple harmonic motion, identify its features and analyze it mathematically. Students then either tested the influence of amplitude on the period of the motion or how damping affected the motion of the mass-spring system. We'll go over this lab tomorrow as part of the general exam review.
2/7/12
Waving
B Block started with the properties of transverse waves today and followed with properties of longitudinal waves and general descriptors of waves such as period, frequency, wavelength and wave speed. Be able to label the physical parts of a waveform use data on the axes of the coordinate plane to measure amplitude, wavelength, period and frequency. Tomorrow, we add in wave interactions: how do waves interact with matter and other waves.
C Block began to walk through wave properties, starting with ways to classify waves (EM vs. mechanical; pulse vs. periodic vs. sine; transverse vs. longitudinal) and showed how the basic properties of waves such as amplitude, period and frequency apply to these wave types. Tomorrow, we'll add wave speed and energy associated with amplitude to the list before taking a look at wave behaviors such as interference and reflection.
E and F Blocks tidied up issues of wave properties and moved into the arena of wave interactions. As will all concepts in this chapter, we'll investigate these in far more detail in coming chapters about sound and light, but you should have a basic idea about wave interference (constructive and destructive), wave reflection and the formation/properties of standing waves. Standing waves were demonstrated on a very silly, yet very effective machine and it was clear to see why they were called "standing" waves - they look like they are standing still. Make sure you can identify nodes and antinodes and determine the number of each on a standing wave form. You should also know that one antinode is 1/2 of a wave and its length is 1/2 of the wavelength of the wave. Given a distance measurement and a standing wave, you should be able to determine the wavelength of the wave presented. Tomorrow, F Block will work on a lab that will highlight the mathematical characteristics of a sine wave created through the simple harmonic motion of an oscillating mass-spring system. E Block will move into review mode and conduct that lab on Thursday.
C Block began to walk through wave properties, starting with ways to classify waves (EM vs. mechanical; pulse vs. periodic vs. sine; transverse vs. longitudinal) and showed how the basic properties of waves such as amplitude, period and frequency apply to these wave types. Tomorrow, we'll add wave speed and energy associated with amplitude to the list before taking a look at wave behaviors such as interference and reflection.
E and F Blocks tidied up issues of wave properties and moved into the arena of wave interactions. As will all concepts in this chapter, we'll investigate these in far more detail in coming chapters about sound and light, but you should have a basic idea about wave interference (constructive and destructive), wave reflection and the formation/properties of standing waves. Standing waves were demonstrated on a very silly, yet very effective machine and it was clear to see why they were called "standing" waves - they look like they are standing still. Make sure you can identify nodes and antinodes and determine the number of each on a standing wave form. You should also know that one antinode is 1/2 of a wave and its length is 1/2 of the wavelength of the wave. Given a distance measurement and a standing wave, you should be able to determine the wavelength of the wave presented. Tomorrow, F Block will work on a lab that will highlight the mathematical characteristics of a sine wave created through the simple harmonic motion of an oscillating mass-spring system. E Block will move into review mode and conduct that lab on Thursday.
2/6/12
Sunny Monday
After a lovely weekend, we're back in the salt mines trudging through waves. B Block reviewed Friday's lab investigation on factors affecting the period of a simple pendulum and then plowed through properties of waves. E and F Blocks did pretty much the same, although they already had their lab discussions under their belts. We've been tying together the properties of vibrations with the waves they produce and have a nice list of vocabulary terms to deal with come test time. Make sure you can define and identify properties of waves/vibrations such as period, frequency, amplitude, wavelength, crest and trough and make all relevant calculations that we practiced in class and lab. We also added wave speed to the mix and looked at different ways to calculate wave speed, the most commonly used method being the formula v = λf; where wavelength is in meters and frequency is in Hertz. Tomorrow, we keep rolling along and add in wave interactions, which we will cover in far more depth in the sound and light chapters.
C Block completed their Pendulum Periods lab and the above paragraph will be relevant to you tomorrow.
C Block completed their Pendulum Periods lab and the above paragraph will be relevant to you tomorrow.
2/4/12
Dropbox
The Dropbox service just won a Crunchie (a TechCrunch award) for being an awesome online file storage system. It is one you should really check out as you start your road towards college or towards your senior year. What distinguishes Dropbox from other cloud services is the integration with all of your devices. How it works is this - you download the Dropbox program on your laptop or desktop PC and it will set up a folder for you. Every file you put in that folder is automatically synced Dropbox app on your smartphone or iPad and you will have access to the most recent version of your files and any changes you make are automatically saved and synced. So, when you work on a file at the library, you go home and all of your changes are waiting for you. It is very, very handy and you can also set up shared folders so that if you have a group project, different folks can contribute to a single folder and you always have access to their work, no matter where you are. Dropbox offers a free 2GB of space and always tosses out opportunities to increase that amount. Right now, they are offering another 5 GB free for Beta testing a new build of the software, for instance. So check it out if you have the chance, it might make your school work a little easier to manage...
Sign up for DropBox
Note: using some form of cloud service is probably a benefit to a lot of you right now since forgetting to print out something at home can be rectified if you can log onto a cloud service and have your document ready to email to a teacher or download and print out at the media center. Dropbox, at least, makes sure that what you email or download represents the final version of your work. Very useful...
Sign up for DropBox
Note: using some form of cloud service is probably a benefit to a lot of you right now since forgetting to print out something at home can be rectified if you can log onto a cloud service and have your document ready to email to a teacher or download and print out at the media center. Dropbox, at least, makes sure that what you email or download represents the final version of your work. Very useful...
Phryday
I am sure everyone noticed that I was one step away from death (and not a cool, roguish anime-inspired Death), but hopefully, the day ran smoothly from your point of view...
B Block conducted their Pendulum Periods lab, which allowed folks to verify that the driving force in determining the period of a simple pendulum was length. Acceleration due to gravity is also a player, but that is not a variable factor as long as you keep the pendulum in a single location. Vary the location and you would have to factor in the new value for g. Actually, the simple pendulum can (per your experiment's Extension) be used to determine g for a location/altitude and has been used historically for that purpose. We'll talk about the lab on Monday and continue on with our discussion about basic properties of vibrations and waves.
C Block started their Pendulum Periods lab, since I stole their lab block by being a pathetic sick person on Thursday. Folks did a great job of jumping in and getting data collected and most groups are ready to start the data analysis/graph creation in class on Monday.
E and F Blocks had to suffer lectures on vibration and wave properties and there will be more of the same on Monday. Pay attention to this chapter, though, because when we hit the next four chapters on sound and light, these basic ideas will wind through them and you are expected to be an expert on these basic ideas while we layer on specifics that you will need to master as well.
Have a great weekend!
B Block conducted their Pendulum Periods lab, which allowed folks to verify that the driving force in determining the period of a simple pendulum was length. Acceleration due to gravity is also a player, but that is not a variable factor as long as you keep the pendulum in a single location. Vary the location and you would have to factor in the new value for g. Actually, the simple pendulum can (per your experiment's Extension) be used to determine g for a location/altitude and has been used historically for that purpose. We'll talk about the lab on Monday and continue on with our discussion about basic properties of vibrations and waves.
C Block started their Pendulum Periods lab, since I stole their lab block by being a pathetic sick person on Thursday. Folks did a great job of jumping in and getting data collected and most groups are ready to start the data analysis/graph creation in class on Monday.
E and F Blocks had to suffer lectures on vibration and wave properties and there will be more of the same on Monday. Pay attention to this chapter, though, because when we hit the next four chapters on sound and light, these basic ideas will wind through them and you are expected to be an expert on these basic ideas while we layer on specifics that you will need to master as well.
Have a great weekend!
2/3/12
Post 667
Yesterday was apparently post 666 for this blog - no wonder I was feeling like the devil was dragging me down to his toasty abode for a little chat...
Well, here's a bit of funny. I'll write about today when I have a little more energy...
Well, here's a bit of funny. I'll write about today when I have a little more energy...
2/2/12
Darned Bug
OK, so a good night's sleep (well, a good night trying to sleep) didn't produce the rebounding of the health that I had hoped, so you're on your own again. Do me proud...
2/1/12
Sick
One of you guys gave me a cold, which was probably fairly obvious yesterday, and I am spending the day on the couch watching a Ghost Hunters marathon and staying filled with cold medicine and sick vapors. Folks are working on various aspects of vibrational/wave properties and we'll pick up with things tomorrow, looking at an exam early next week.
Note for E Block - try and have your Pendulum Periods lab completed for tomorrow, but if you have lingering questions, we can sort them out tomorrow in class and I can take the work on Friday.
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