Waves Intro_ Remote Lab

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School

Ivy Tech Community College, Indianapolis *

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Course

102

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Physics

Date

Dec 6, 2023

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docx

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Uploaded by DeaconSnowBison36

This lab uses the Waves Intro simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. https://phet.colorado.edu/sims/html/waves-intro/latest/waves-intro_en.html Note about prior learning: Students should have completed Waves on a String Remote Lab or lessons with similar learning goals. Learning Goals: Students will be able to: 1. Make waves with water, sound, and light and see how they are related. 2. Discuss wave properties using common vocabulary. 3. Explain how changing the frequency and amplitude affects the characteristics of the wave. 4. Design an experiment to measure the speed of the wave. Develop your understanding: Explore the Water screen, then explore to make water waves and ways to observe and measure the waves. Explain your understanding: 1. Use your own words and captured images from the simulation to show you can measure: a. Wavelength of longest wave possible - As the wavelength increases, the frequency will decrease. To make the longest wave possible, I will keep the frequency low. b. Wavelength of shortest wave possible - To make the shortest wave possible, I will increase the frequency to its maximum. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 1 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

c. Height of tallest wave possible - To make the height of the tallest wave possible, I will increase the amplitude, which causes the maximum displacement. 2. Describe your experiments to make waves of different wavelengths and heights including which views and tools were needed and why. Support your explanation with images from the simulation. - For this experiment, I changed the frequency and amplitude but always kept the speed at normal. I kept the top view in order to see the space between the wavelengths. For the height, I used the graph to show the highest water level after changing the amplitude. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 2 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

3. Use your own words and captured images from the simulation to show you can or cannot measure: a. Period of longest wave possible b. Period of shortest wave possible 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 3 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

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c. Period of tallest wave possible - I don’t think I can measure this because of the amplitude. 4. Describe your experiments to measure period including which views and tools were needed and why. Support your explanation with images from the simulation. - For these experiments, I used the side view for each one. I changed the amplitude and frequencies for all of them. I also used the graph and ruler to show my work. For the period of tallest wave possible, I couldn’t achieve what I wanted to capture. 5. Use your own words and captured images from the simulation to show you can or cannot measure: a. Speed of longest wave possible b. Speed of shortest wave possible This cannot be measured because it is too small and short. The ruler cannot accurately capture this. c. Speed of tallest wave possible - This cannot be measured because the tallest wave is not a constant and can be changed by the frequency and amplitude in different ways. 6. Describe your experiments to measure speed including which views and tools were needed and why. Support your explanation with images from the simulation. - This was harder to do. I couldn’t read the measurement because of the wave being too short and too small. I wasn’t sure if I was doing this part correctly. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 4 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

7. Summarize your understanding of wave characteristics and behaviors by comparing the longest, shortest, and tallest waves. Use these vocabulary words: Frequency, Amplitude, Wave Speed, and Wavelength. - The shortest and tallest waves have different frequencies which are the number of cycles finished per second. For the longest waves, the wavelengths are longer while the frequency is smaller. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 5 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

Develop your understanding: Open the full Waves Intro simulation, then explore to make sound and light waves of varying wavelengths. 8. Compare the representations of water, sound, and light waves. Describe the similarities and differences with images from the simulation to support your ideas. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 6 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

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The similarity they share is that they all show from one starting point. The difference for them is that light waves do not need a medium while water and sound waves do. 9. Experiment to measure the wavelength, height, period, and speed of sound waves. How do your ideas from measuring water waves compare? Describe the similarities and differences with images from the simulation to support your ideas. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 7 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

Measuring the sound waves was very similar to measuring the water waves. I used the measuring tape to measure the distance between the waves, the graph to measure the height and the stopwatch to measure time for the period to cross a point. 10. Experiment to measure the wavelength, height, period, and speed of light waves. How do your ideas from measuring water and sound waves compare? Describe the similarities and differences with images from the simulation to support your ideas. I used the same mechanisms for measurements for the light waves as I did for the sound waves. The waves in this experiment were a lot faster than the sound waves. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 8 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

11. Summarize key ideas that you want to remember about the relationships between water, sound and light waves. Water and sound waves are mechanical and need a medium to travel while light waves are electromagnetic and don’t need a medium to travel. Sound waves are longitudinal and parallel to the wave direction. Light and water waves are transverse waves because they are perpendicular to the wave direction. 4/16/20 Loeblein https://phet.colorado.edu/en/contributions/view/5466 page 9 Waves Intro Remote Lab (This lesson is designed for a student working remotely.)

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