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Am-15 Speak Up! Date: 05/07/24 Task 1: Nodes and Antinodes A. B. (fn = n/T) Fn=1 = 1/0.45s = 2.22 Hz Fn=2 = 2/0.65s= 3.08 Hz Fn=3 = 3/0.85s= 3.53 Hz C. From calculating the frequencies in Part B, we found a positive relationship between frequency and the number of antinodes, which means as the number of antinodes present in a wave increases, the frequency of the wave also increases. For fn=6, we would expect the frequency to be considerably greater than that of Fn=3, because the time interval for the wave to travel would be much greater.

D. When only using half of the slinky and stretching it to the same length as the previous task, we are changing the velocity of the wave, as the tension in the silky is increased greatly by stretching it. As we stated, we believe the velocity of the system will increase significantly, as the increased tension in the slinky will not allow for as big of waves, which will decrease the amount of time traveled. E. f’n=2 = 2/0.66s = 3.03 Hz f’n=3 = 3/1.10s = 2.727 Hz F. For f’n=6, we would expect a smaller frequency based on our calculations from part F. This is due to the added tension in the slinky, where it has restricted flexibility to create long wavelengths. G. .We noticed that if we add more tension to the slinky, we expect a smaller frequency, since the slinky doesn’t stretch as much as it does without any frequency. Task 2: Modeling Your Voice, Part I

A. B. No, the peaks are not equally spaced throughout the entire graph, but they are only slightly off. This means there is little variation present in the vibrations in the throat produced from the person’s hum. The vocal cords and slinky work similarly in the fact that the amount of tension present in the system affects the frequency produced. C.

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D. The frequency peaks are not equally spaced. This is drastically different from humming because of the irregularity of talking, where breaths are taken at random times, and the person is not making a consistent pitched noise throughout the course of the time interval. Task 3: Modeling Your Voice, Part II A. When the air column length is long, the sound from the tuning fork is quieter. When decreasing the air column length, the sound from the tuning fork is the loudest. This is because of superposition, where the two different wavelengths of both the waves produced from the tuning fork and the waves from the air column collide, which makes them superimposed. Since superposition is in effect, the tuning fork is much louder when the air column length is increased. B. The length of the air column relates to the wavelength of the sound directly. The sound’s wavelength depends on the mode of vibration of the air column, including the modes of the fundamental mode. For fundamental harmonics, the air column vibrates, but only in a single segment because both ends of the tube are considered antinodes and the middle of the tube is the node. For this example with a closed end of the tube, the wavelength is four times the length of the tube.

C. Tuning Forks (Hz) Average Air Column Length Wavelength (4L) Frequency (343 / lamda) Percent Difference 260 0.325 m (4x0.325) = 1.30 m 343 m/s / 1.30 m = 263.85 Hz 3.85% 390 0.219 m (4x0.219) = 0.875 m 343 m/s / 0.875 m = 392.00 Hz 1.005% 550 0.168 m (4x0.168) = 0.675 m 343 m/s / 0.675 m = 508.15 Hz 41.85% D. Yes, it validates, because the sounds made were different. Different frequencies and pitches. Task 4: Modeling Your Voice, Part III A. When stretching the rubber band tightly, it gave a fairly low pitched sound. When stretching the rubber band further, there was a higher pitched sound when plucking it. B. Making the two different sounds feels a lot different in the throat. The higher sound made a stronger vibration and my hand felt a lot of movement, whereas the lower sound made a less intense vibration and my hand felt less movement. C. When we filled the graduated cylinder to ¼ of its capacity with water the sound had a lower pitch sound than when just plucking. On the other hand when the graduated cylinder was filled to ¾ of its capacity the sound had a higher pitch sound as there was less air in the graduated cylinder, you could hear the vibration coming off. The sound is not much of a difference than the sounds in Task #4-A, because in Task #4-A the rubber band was just stretched and plucked in the air it gave a low pitched sound, and it was the same when it was plucked over the graduated cylinder filled to ¼ of its capacity with water. Also, it was the same thing when in Task #4-A the rubber band was stretched even more tightly it gave a much higher pitch sound, but when the rubber band was

plucked over the graduated cylinder filled to ¾ of its capacity with water; it gave a high pitch. Even though, the rubber band over the graduated cylinder filled to ¾ of its capacity give a high pitch sound, it was not higher than that when the rubber band was stretched supper tightly in Task #4-A. D. The changes in sound from a rubber band with different lengths of their air column happen because the length affects the fundamental frequency of vibration. Similarly, altering the size and shape of your oral and nasal cavities while speaking or singing changes the resonance properties of the vocal tract, modifying the sound produced by the vocal cords. Task 5: Reflection A. Fundamental frequency = speed of sound/(4 x length of column) = 343 m/s / (4 x 0.025 m) = 3430 Hz B. The basilar membrane in your inner ear acts like a finely tuned instrument. Different parts of it resonate more strongly with specific frequencies of sound. High frequencies stimulate one end, and low frequencies stimulate the other end. By detecting which parts vibrate the most, your brain can differentiate between sounds of different frequencies, enabling you to perceive pitch variations. C. The resonance of the ear canal matching the frequency of an infant’s cry helps caregivers detect and respond to their needs quickly. This close match enhances sensitivity, communication, and promotes infant survival. Accuracy If we were to perform this experiment again, there would be a couple of improvements we could make in order to improve the accuracy of our data. The first thing to improve would be our frequency calculations for Task 1. Trying to get an accurate T value from timing the wavelengths was a bit challenging. If we were able to improve our timing methods, we would be

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able to get more accurate answers for our frequency calculations. Another improvement we could make would be our graphs for Task 2. The pitch of the person’s voice was not fully consistent throughout the course of the time period, so our graphs could have been a bit skewed. Lastly, for Task 3, it was hard to determine when the harmonics happened because our tuning forks’ sound intensities did not increase much. Improving this method of measuring the harmonics would have improved our overall accuracy of data in this section. Implications To conclude, this lab was a beneficial representation of how sound pitch is affected by different variables. We learned the relationship between the number of antinodes in a wave and the wave frequency, the difference in vibration between low and high pitched sounds, and the effect of air column length on the pitches different objects make. The concepts we used in this lab can be applied to many real-life scenarios. Frequencies dictate the pitch of sound waves, with higher frequencies corresponding to higher pitches. Sound sensors, or microphones, convert sound waves into electrical signals, enabling measurements of intensity and frequency. Wave coils, or solenoids, can serve as electromagnets to produce vibrations that generate sound waves. Through experiments, you could investigate how changing the frequency of electrical signals applied to wave coils affects the resulting sound waves properties and study how sound sensors detect different frequencies, providing insights into wave phenomena and their practical applications in acoustics and telecommunications.

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