Cycle 1 Waves and
Sound
Instructions
for Cycle 1:
First
of all, What’s a Cycle? A cycle is a collection of
activities (labs) with a central theme.
For example, the theme of cycle I is to understand the relationship
between Amplitude, Frequency, Wave Speed and Wavelength. The theme of Cycle II is to understand how
changing the length of an instrument which makes a sound will affect the
frequency of that sound…etc.
There are a total of four cycles in Waves and Sound. Within each cycle are several activities
denoted by D1 – D(some number). Each
Letter “D” is a different activity. The
activity might be a computer simulation or an experiment or an experiment which
requires you to use the Logger Pros to collect data.
Each “D”
activity has an MS Word document which describes the activity and has hyperlinks within it which will either start a
simulator or activate the Logger Pro. (if the activity is one which doesn’t
require the computer, then there will be no hyperlinks).
What you see
here is a condensed version of the MS Word documents of the cycles for the
Conceptual Physics Understanding (CPU) units which you will find on the desktop
of your computers under “CPU Curriculum Units”. If you want to see the entire version of these activities, simply
click on the “CPU Curriculum Units” folder (on
the desktop) and then click on “Waves and Sound Unit”
then on “W&S Computer” then on “Cycle I computer” then on “Act
– I D1 Tuning Fork” then on the MS Word File: “Act I – D1 Tuning fork”.
What’s
an Idea Journal?: For each of the four cycles, you will have a
series of activities/experiments (that’s the D1 – Dwhatever MS Word files)
which are then used to help form your ideas on these themes. Once you have completed these activities
(or, as you go through them) you can answer the questions of your idea
journal. The idea journal for Cycle I
is included below for you to see how it works.
Please read its instructions and its questions and then I’ll pick up
where we left off.
Cycle I Idea Journal
Instructions: Use the activities
(computer and hands-on) to answer these questions. You may find that the activities you perform do not go in the
order of the questions posed here. That
is ok. The goal is to answer all of these questions by the conclusion of your
activities. You also need to support
your answers with evidence from your
activities. DO NOT ANSWER A QUESTION IF
YOU CANNOT BACK IT UP WITH EVIDENCE FROM THE ACTIVITIES!!!!!!!!!!!!!!!!!!!!!!
Your answers should be in the order they
are questioned here. You will lose
points if you don’t answer each question and if you don’t back up each of your
answers with evidence from the experiments.
(Words in blue are meant to help you,
not to be answered)
1. What does the term wave speed mean? (wave speed is represented by v)
A. How can you measure wave speed? (Literally speaking:
how did you physically measure the speed of a wave in one – or several –
of your experiments)
B. What factors affect the speed of a wave? (eg. Did: The frequency with which you shook the
spring? how hard you shook the
spring? the type of spring (slinky vs.
tight coil)?…etc. Did any of these
affect wave speed?)
C. What factors do not affect the speed of a
wave?
D. How does changing the tension of the spring
affect the wave speed? (eg. If it is more tense, what is the resulting
change in wave speed?)
2. What is the
amplitude of a wave? (Amplitude is represented by A)
3. What is the
frequency of a wave? (frequency is represented by f)
4. What is the wavelength of a wave?
(wavelength is represented by l)
5. What kind of
MATHEMATICAL relationship exists between wavelength, wave speed, Amplitude and
frequency? You need a formula
here. Look at your experimental data
and look for a relationship. You must
give EVIDENCE!!!!!!!! (HINT: It is
possible that one or more of these factors does NOT even enter into the
equation!
6. What happens when
a wave encounters a barrier in the medium where it is traveling?
A. How are the incoming wave and reflected wave related when
the wave hits a solid barrier?
B. How are the incoming wave and reflected wave
related when the wave hits a flexible barrier?
C. At what angle does a reflected wave reflect
relative to an angled wall?
To sum up the idea Journals and Cycle Activities:
You will conduct a series of self-paced
experiments (some on the computer, some are just physical ones) which will help
you answer the questions of your cycle’s idea journal. It doesn’t matter the order in which you do
these experiments. You may even find
yourself re-doing some of them. The
purpose is to answer the questions posed by the idea journal.
Each
Cycle should take you roughly one week to complete. I am scheduling 3 weeks to do the entire set
of cycles because it usually takes a little less than a week after the first
cycle is complete.
What is Mr.
Young’s Role in all of this?
I am here for you to bounce ideas off
of. I will correct you only if I see
you going very far astray. I expect
that you will be able to answer all of the assignments correctly if you do the
activities as directed. This is a
self-directed experience.
I am also WATCHING you closely to make sure that you are an equal contributor
to the group – staying on task. There
is a 25 point attendance/participation grade with each of the four cycles (100
points all together). If you are not
participating or miss a class, you will lose points (The entire set of four
cycles – including the quizzes that go along with them – are worth 1000
points. So, 10% of your grade comes
from attendance/participation). Put
away your TI-89’s and your PDA’s and don’t let me see you in the DIAMOND MINE!
Points for Attendance/participation are 8
points/day (the cycles should take about 3 days to complete and participation
is 25 pts/cycle)
If you are here and participate
all day +8pts
If you are here and goof
around 0pts
If you are absent 0pts
If you continue to goof around
during the day –8pts (unlimited and can bring your score down below 25pts)
Can you use the textbook for help?:
I would rather you not, but I cannot prevent you from doing so. However, as you will notice from the idea
journals, every answer must be supported with experimental evidence so
that even if you find an answer in the book, you’ll need to prove it as well.
You will notice that the homework for the
series of four cycles is due at the completion of all of the cycles. I suggest that you complete the cycles BEFORE attempting the homework.
You mentioned something about Quizzes. How does
that work?
When you complete a cycle and have turned
it in, you will be given a quiz on the cycle.
The quizzes are individual and you take them when you are done. One page of notes – as always. Each quiz is worth 100 points (total of 400
for the four cycles). This is a
self-paced activity and thus your group may be out of phase with other
groups. That is fine. You will get your quiz as you complete and
turn in each cycle.
-
Answer each question of the idea journal in red
type by inserting your answer one line
below the question.
Example:
1. What does the term wave speed mean? (wave speed is represented by v)
A. How can you measure wave speed? (Literally speaking:
how did you physically measure the speed of a wave in one – or several –
of your experiments)
La la la la la, here is
my answer to this question…..
B. What factors affect the speed of a wave? (eg. Did: The frequency with which you shook the
spring? how hard you shook the
spring? the type of spring (slinky vs.
tight coil)?…etc. Did any of these
affect wave speed?)
This is the
answer to this question. Look how cool
it is ….
C. What factors do not affect the speed of a
wave?
Notice how my
answers are in red so that Mr. Young can find them quickly and easily
D.
How does changing the tension of the spring affect the wave speed? (eg. If it is more tense, what is the resulting change in wave speed?)
I want a
good grade on this so I am going to follow the directions.
The parts of the MS Word document that
you will need to answer will be in blue
type. Again, your answers must be in red type. If
there is a data table of some kind, your data must be in red type.
Example:
|
Trial |
Frequency |
Description of observations of frequency and amplitude over time: we found that as time went on, the frequency ……………… |
|
1 |
500 hz |
|
|
2 |
|
|
|
3 |
|
|
|
4 |
|
|
Sometimes
you will be asked to make a prediction BEFORE you actually try an
activity. That is the reason why you
might see the data table twice – the first time is for your predicted data, the
second time is for your actual data. In
both instances, the questions will be in blue
and your answers will be in red.
If,
instead of a data table, there is just a question, just answer the question
right below it. In red.
Example:
B. Carefully compare the data from these four trials. What things changed and
what things remained the same. How did your data match what you heard in your
original observations.
We found
that the only thing that changed was……
What do you
need to turn in?
At the end of each cycle, here’s what is
due – before your quiz:
1. Idea Journal
2. Cycle Activities
Instructions for Turning it in:
1. Idea Journal/cycle
1 activities sent as an MS Word file to Mr. Young’s e-mail address: gyyoung@capousd.org . . Put the idea journal FIRST and then put the cycle activities
beneath that.
Make sure that you
put the names of all of your group members
in the document at the top of the page. Please send the file saved as: (initials of the primary writer “gy”)
What is the
grade breakdown of this whole enchilada?
4 cycle activity journals @ 50
points each: 200 pts
4 cycle idea journals @ 50 points
each: 200 pts
4 quizzes (taken individually) @
100 pts each: 400 pts
1 homework from textbook @ 100
pts: 100 pts
Attendance/Participation @ 25
pts/cycle: 100 pts
Total Possible: 1000 pts
What should you
do now?
1. Open the Cycle 1 in MS Word on the CPU web page
of my website. Copy and paste it into
an MS Word document so you can type on it.
It is best if you title it “gycycle1” (with your own initials, not
mine!). That way it is ready to send in
to me when you are finished.
2. Open The Cycle 1 idea journal on the CPU web
page of my website. Copy and paste it
into the MS Word document you just opened.
Put the Idea Journal on TOP of the document!
3. Go to the desktop of your computer and open
the actual MS Word document of CPU.
Remember, this version is the only one with active hyperlinks. My version on my website is just all of the
D sections of the first cycle crammed together for easy viewing and typing. Here’s the order from your desktop.
-Shortcut to CPU
curriculum units
– Waves and Sound Unit
– W&S computer
– Cycle 1 Computer
– Act 1 D1 Tuning fork
– Act 1 D1 Tuning fork tone.doc