Module 1 Lab 1 Properties of Waves
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Feb 20, 2024
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NOL PHY 202
Lab - Properties of Waves
(40 total points)
Name: ___ ________ Before starting, please scroll through the worksheet to check the page numbers and get all the information. Complete all activities before submitting the lab.
Goal: ●
Learn the relationships between amplitude, wavelength, frequency, wave speed, and other important quantities which describe wave motion.
Type your answers directly into this document. Please highlight everything you type into this report or any modifications you make in the document. There are no exceptions to this. Highlight
what you did so that your instructor can easily find your answers.
Simulation A: (20 points)
This lab uses the Wave on a String
simulation provided by PhET at
the University of Colorado Boulder.
Launch the simulation. In the top left box, choose “
Oscillate
.” In the
top right box, choose “
No End
.” In the box at the bottom, change
Damping to “
None
.” (Slow motion might be helpful.)
1.
Is this a transverse or longitudinal wave? How do you know?
The wave is a transverse wave because it shows that the displacement of the particles is perpendicular to the direction of the wave's motion. With the series of peaks and valleys representing the points of maximum displacements the same can be represented in the downward direction.
2.
In which direction is the wave traveling compared to the disturbance, perpendicular or parallel?
Perpendicular
3.
Spend a few minutes exploring the amplitude of the wave by increasing and/or decreasing it. Describe amplitude
in your own words.
Page 1 of 7
NOL PHY 202
Amplitude is the measure of the height of a wave which determines the energy carried by the wave.
4.
Explore how amplitude
affects
wavelength
. Use the following settings and measure the
approximate wavelength. Pause the simulation after a few waves pass and use the ruler.
(Click on the ruler button at the bottom right.)
Amplitude
Frequency
Wavelength
0.75 cm
1.60 Hz
4.05 cm
0.90 cm
1.60 Hz
4.05 cm
1.05 cm
1.60 Hz
4.05 cm
1.20 cm
1.60 Hz
4.05 cm
5.
When amplitude increases, wavelength _________.
a.
increases b.
decreases c.
stays the same.
6.
This means that the relationship between amplitude and wavelength is ________
a.
direct
b.
inverse c.
not related
7.
When amplitude increases, energy ______
a.
increases
b.
decreases
c.
stays the same.
8.
Return the amplitude to 0.75 cm. Then, spend a few minutes exploring the frequency of the wave by increasing and/or decreasing it. Describe frequency
in your own words.
9.
Explore how frequency
affects
wavelength
. Use the following settings and measure the
approximate wavelength. Pause the simulation after a few waves pass and use the ruler.
Amplitude
Frequency
Wavelength
0.75 cm
1.40 Hz
4.45 cm
0.75 cm
1.80 Hz
3.45 cm
0.75 cm
2.10 Hz
3 cm
Page 2 of 7
NOL PHY 202
0.75 cm
2.40 Hz
2.6 cm
10. When frequency increases, wavelength _______.
a.
increases b.
decreases c.
stays the same.
11. This means that the relationship between frequency and wavelength is: a.
direct
b.
inverse c.
not related
12. Return the frequency to 1.50 Hz and the amplitude to 0.75 cm. Now focus your eyes on one bead of the string. (Slow motion may help.) Describe the motion of the bead.
The one bead that was focused on moved up and down in the y-axis in a repeated pattern.
13. Do waves transfer matter? Use evidence from the simulation to support your answer.
Waves transfers energy but not matter. In the simulation energy is passed through a medium which is represented by the moving particles.
14. Draw a transverse wave. Label the crest, trough, amplitude, and wavelength.
Simulation B: (20 points)
Click on the link for Waves Intro
. Choose Sound
. Do not change any of the settings.
15. Push the green button to start the waves. Is this a transverse or longitudinal wave? How do you know?
It is a longitudinal wave because the particles move parallel to the direction of the waves.
Page 3 of 7
Wavelength
Amplitude
Trough
Crest
rest
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NOL PHY 202
16. Change the setting on the right to “particles.”
In which direction is the wave traveling compared to the disturbance, perpendicular or parallel? (Switching to the box on the
bottom left that sends out one pulse might help if you are unsure. Just be sure to switch it back.)
Parallel
17. Sound travels better in solids than in gases. Why? Use your
experience with the simulation to help you to explain.
Sound travels better in solids than gases because the particles in solids are
much closer together as compared to gases, which makes it easier for the sound waves to travel
through them. Depending on how packed the particles are will determine how efficient the sound
waves will propagate.
18. Click the orange reset button. Check the box on the right to “
play tone
.”
Play with changing the amplitude
. a.
How does the sound change when amplitude changes?
The sound changes in dynamic when amplitude is changed. As
amplitude increases the tone gets louder and as the amplitude
decreases the tone gets softer.
b.
Changes in amplitude affect (choose 2):
A.
volume
B.
pitch
C.
energy
D. wavelength
19. Click the orange reset button. Check the box on the right to “
play tone
.”
Play with changing the frequency.
a.
How does the sound change when frequency changes?
As frequency changes the pitch of the sound changes as well. As frequency increases the pitch get higher and when the frequency decreases the pitch gets lower.
b.
Changes in frequency affect (choose 2):
A.
volume
B.
pitch
C. energy
D.
wavelength
20. Draw a sound wave. Label compression, rarefaction, and wavelength.
Page 4 of 7
NOL PHY 202
Change the simulation to water
(on the bottom of the screen). Change the
view to “
side view
.” Click the green button to start the water.
21. In which direction is the wave traveling compared to the disturbance
(water drops), perpendicular or parallel? Transverse
22. Are water waves transverse or longitudinal? How do you know?
The water waves near the surface exhibited both characteristics of
transverse and longitudinal wave. From the side view of the simulation
the displacement of water particles were perpendicular to the direction of the wave, while at a top view the displacement of water particles were parallel to the direction of the wave propagation.
23. Play with changes in frequency. Changing frequency affects a.
wavelength
b.
energy
c.
amplitude 24. Play with changes in amplitude. Changing amplitude affects:
a.
wavelength
b.
energy
c.
frequency
Change the simulation to light (on the bottom of the screen). Click the green button to turn on the light.
25. Play with changes in amplitude. Changing amplitude
affects (choose
2):
a.
wavelength
b.
energy
Page 5 of 7
Wavelength
Refraction
Compression
rest
NOL PHY 202
c.
brightness
d.
color
26. Reset the simulation. Check the box for graph
.
a.
What happens to the
light
when amplitude is at max?
When amplitude is at max, the number of photons increase, making the light brighter with the increase in the amount of energy.
b.
What happens to the graph
when amplitude is at max?
The max displacement of particles is shown on the graph represented in the simulation, with the wave peaking at the highest crest and sinking low to the lowest trough.
c.
What happens to the light
when amplitude is at zero?
The flashlight seizes to emit any light.
d.
What happens to the graph
when amplitude is at zero?
The wave represented on the graph has flatlined.
27. Set the amplitude to max. Play with frequency. Changing frequency
changes (choose 2):
a.
wavelength
b.
energy
c.
brightness
d.
color
28. Adjust the frequency to high (right) and low (left).
a.
What happens to the
light when frequency is high?
The light emitted changes to a blueish purple tint depending on how high of a frequency.
b.
What happens to the graph when frequency is high?
The wavelength shortens as frequency increases as represented on the graph.
c.
What happens to the
light
when frequency is low?
The light emitted changes to a dark redish tint depending on how low of a frequency.
Page 6 of 7
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NOL PHY 202
d.
What happens to the graph when frequency is low?
The wavelength lengthens as frequency decreases as represented on the graph.
29. Based on your observations, answer the following. You may want to pause the simulation and use the measuring tape.
a.
When frequency increases, wavelength _______.
A.
increases B.
decreases C.
stays the same.
b.
This means that the relationship between frequency and wavelength is: A.
direct
B.
inverse C.
not related
Page 7 of 7
Related Questions
You can use the pressure meter tool to keep track of the pressure at a particular
place over time. Place the detectors Into the middle of your sound wave box.
Hit play and then PAUSE and adjust the position of your pressure
sensors.
7. Where particles are close together (In the light color bands).
pressure is
8. Where particles are further apart (In the dark color bands),
pressure is
Hopefully you noticed that a high pressure reading matches a where the particles
are close together in a light-coloured band. This is called an area of wave
compresslon. Where particles are further apart in the dark coloured band, there
Is less pressure. Scientists call these areas of the wave rarefactlons.
• Set the amplitude to zero. This shows where the particles would be if there Is no sound. •
Slowly Increase and decrease the amplitude.
• Use the pressure tool to measure pressure. You may have to do this a few times to see a
pattern.
9. Insert a screen capture of pressure waves that would Indicate a…
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This is not a project and/or assignment for marks, as theses are textbook questions, and will not be copying the tutors work/answers. Please answer all the questions in the space provided and in full details. Answer in complete sentences. Take as much time as needed to answer all of the questions correct please and thank you. Will write a very neat and wonderful review afterwards.
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5.
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Answer question clearly and fully. Make sure I can properly read out the steps. Include any and all equations used during the solving process.
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3. State the number of significant figures in each of the following: (a)
542, (b) 0.65, (c) 27.25, (d) 0.00005, (e) 40 × 10°, (f) 20,000.
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O The potential anywhere inside a conductor is always equal to the potential anywhere at the surface of the conductor.
O The potential anywhere inside a conductor is always greater than the potential anywhere at the surface of the conductor.
O The potential anywhere inside a conductor is always less than the potential anywhere at the surface of the conductor.
O The other choices are too vague. More information is needed.
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a)no
b)wide
c)narrow
d)nuclear
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Kindly answer all these. Thanks!
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