Wave speed or Warp Speed

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122

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Physics

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Apr 3, 2024

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Wave Speed or Warp Speed Online Lab If you are going to be working on this lab at home, it is important that you have a paper copy of these directions as you will be using a simulation on your computer and it will occupy your screen space. Prior to beginning this lab work you need to do the following… 1.) How does one measure the wavelength or period of a wave? 2.) Be able to explain what factors affect the velocity of a wave. Why do different waves travel through different mediums at different rates? 3.) Be able to calculate % difference to compare two values where you are not sure how which one is more accurate. These skills and terms can be defined on the internet or by meeting with your instructor on Zoom. Directions: Go to the following link. https://phet.colorado.edu/en/simulations/wave-interference Click the play button on the screen, you should now see them loading the simulation on the screen. Select the Waves option. Part 1: Wave speed of water waves On the screen you should see a water faucet. If you click on the green button on the water faucet this will turn on the water and it will drip at a certain frequency. On the right side of the screen you will see some tools we will be using. They look like a measuring tape and a timer (this looks like a blue rectangle with a play button). You will be using these tools to measure the velocity of the wave through the water. Step 1: Using the timer, collect some times for the water droplet falling into the basin of water. This will be the period of the wave. Because human reaction time is a big factor that comes into play in this experience and will create varying amounts of error. I want you to record a couple of periods. Step 2: Using the measuring tape, put the cross hairs on one part of the wave. The other end of the tape you can make longer or shorter by clicking on it and dragging it further or closer to the tape measure icon. The number displayed will represent the distance between the two cross hairs. Since the waves keep moving across the screen, you want to use the pause feature at the bottom of the screen before you try to measure the wavelength. Step 3 : Using the average period you measured, calculate the wave speed of the wave. Your data you will be including should look something like the following.

time 1 (sec) time 2 (sec) time 3 (sec) avg. time (sec) wavelength (m) wave speed (m/s) You want to collect the times and wavelengths for a range of frequencies. You can do this by repeating your process after you have adjusted the frequency on the right hand of the screen. Make sure to try both high and low frequencies. (It will be easiest if you use Excel to display your data.) You need to have a minimum of 5 different frequencies you have tested. 1.) What is your average wave speed for this simulation? 2.) Complete the sentence, “As the frequency of the drops increased, the wavelength ______________.” 3.) Describe the relationship you observe between the frequency and wavelength. Part 2: Wave Speed of sound. We will now repeat the measurements we took but this time we will click on the horn or speaker on the right side of the screen. This has now changed the simulation to allow us to measure the speed of sound rather than speed of a water wave. We want to repeat the process we used in part 1 (measuring the period multiple times to get a good average at one set frequency, trying a range of frequencies, and using the measuring tape to measure the wavelength.). Record your data in Excel like we did the first time. I want you to share and compare both sets of data with another student. It is important that you not only share your data but look to see if there is any significant difference between the data you have. For example, while you each could have done different frequencies, how do the wave speed’s compare that you calculated. 4.) When you shared your data with another student, are any of the wave speeds greater than 10% difference? Which trials seem to be different? 5.) How do the speeds you calculated for your trials done in air compare to the speed you found for the water waves? Which type of wave travels faster? Explain why the speeds are different. 6.) This lab allows you to see waves that we sometimes do not see in real life, (we can’t see sound waves) so there are some benefits to doing simulations for labs but we do have error when conducting any experiment. Describe in detail some places where

error may be a factor in the collection of your data for the simulation. How do you propose to reduce error (error cannot be eliminated completely.) ? Part3: Studying Interference This part of the lab can be done with either the water waves or the sound waves. In this part of the lab, we will be studying the words constructive and destructive interference. You want to use the tool remaining on the right side of the screen that looks like a graph with two leads coming off of it. You can move the location of the two leads by clicking on them and moving them to different parts of the screen. With the simulation playing, you will see a graph of the waves being plotted. The darker graph is for the darker lead, and the lighter grey lead corresponds to the location of the other lead. You want to place the two leads where the screen shows constructive interference on the graph. Take a screen shot of this and attach it to the lab as constructive. Repeat this same process (moving the leads to a place where destructive interference would occur between the two leads) and take another picture. If you are unable to take pictures with your cellphone or computer, you can draw what you see as well.

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