1. 1. livestream

   2. students took momentum/impulse exam today

   3. students worked through Unit 6H Waves and Sound - Practice 1 after viewing this video of a mass oscillating on a horizontal spring

   4. discussed force diagram implications for Unit 6H Waves and Sound - Practice 2 and told students to work F vs. t, a vs. t, x vs. t, and v vs. t graphs for homework

   5. Today's Recording

1. 1. livestream

   2. students discussed the shape of the graphs for Unit 6H Waves and Sound - Practice 1 while I am dealing with opt-out forms ... then general class discussion

   3. defined period and amplitude in relation to graphs from Practice 1

   4. discussed force diagram implications for Unit 6H Waves and Sound - Practice 2 and discussed solutions to F vs. t, a vs. t, x vs. t, and v vs. t graphs

   5. watched the first 2:48 of this video to understand how period is defined for a mass/spring oscillating system

   6. prelab: What affects the period of a mass oscillating on a vertical spring?

   7. Students conducted Pivot Interactive experiment: Period vs. Amplitude (Scaffolded)

   8. Students will conduct Pivot Interactive experiment: Period vs. Mass for homework tonight

   9. Today's Recording

1. 1. livestream

   2. discussed all of the physics models to date

   3. went over Unit 6H Waves and Sound - Practice 2

   4. introduced additional wave terminology - total list now includes: period, amplitude, crest/peak, trough/valley, rest position (equilibrium position), and frequency

   5. watched the first 2:48 of this video to review how period is defined for a mass/spring oscillating system

   6. discussed results of Pivot Interactive experiment: Period vs. Amplitude

   7. discussed results of Pivot Interactive experiment: Period vs. Mass

   8. discussed results of Pivot Interactive experiment: Period vs. Spring Constant

   9. discussed math of period of mass on a spring (looking at combined results)

   10. defined frequency (number of cycles per second...f=1/T )

   11. students worked through Unit 6H Waves and Sound - Practice 3 (which relates the energy storage in the oscillating system)

   12. students worked on Unit 6H Waves and Sound - Practice 4

   13. students worked on Unit 6H Waves and Sound - Practice 5

   14. Today's Recording

1. 1. livestream

   2. Spencer in Florence today for the state individual tennis singles tournament.

   3. students should complete today and tonight three Pivot Interactive experiments:

Copy of Pendulums 1: Period & Mass (Scaffolded)

Copy of Pendulums 2: Period & Release Angle (Scaffolded)

Copy of Pendulums 3: Period & Length (Scaffolded)

1. 4. students finished working through Unit 6H Waves and Sound - Practice 3 (which relates the energy storage in the oscillating system)

   5. students finished working through Unit 6H Waves and Sound - Practice 4

   6. students finished working through Unit 6H Waves and Sound - Practice 5

   7. No Recording Today

1. 1. livestream

   2. Spencer in Florence today for the state individual tennis singles tournament.

   3. watch this short video describing transverse vs. longitudinal waves, energy related to amplitude of wave, continuous wave vs. pulse

   4. watch another video differentiating between wavelength and period (different graphs); also discussed pressure vs. time (longitudinal wave)

   5. Go to this Transverse Wave Applet . Do the following with this wave simulation: Investigate the Play, Pause, <<Step, >>Step, and Reset buttons until you know what they do; Set the sliders to the following initial values; frequency=6hz, amplitude=20mm, tension=126N, mass/length=25 g/m (basically, you have the sliders in the middle); Complete the activities/questions found on this 1st Google Form

   6. Go to this Longitudinal Wave Applet. Do the following with this wave simulation: Play around with the frequency slider and the amplitude slider to see what effect they have on the generated pulse; Set the frequency slider to 100 hz and the amplitude to 50 cm; Complete the activities/questions found on this 2nd Google Form

   7. Watch this movie on wave interference.

   8. pause the video at 2:45 and copy the completed wave interference chart at 2:45 of the video above

   9. write down your best description of what happens with: fixed end reflections; free end reflections; constructive interference; destructive interference; standing waves

   10. No Recording Today

1. 1. livestream

   2. showed how multiple vertical masses on springs connected by a slinky could demonstrate transfer of energy through system (via the medium of slinky) ... Coupled Oscillating Particle Movie is here

   3. watched short video describing transverse vs. longitudinal waves, energy related to amplitude of wave, continuous wave vs. pulse

   4. watched another video differentiating between wavelength and period (different graphs); also discussed pressure vs. time (longitudinal wave)

   5. students completed front side of Wave Behavior Chart ... observations included in this activity: investigated reflection and transmission of pulse at boundary between slinky (low inertia) and snakey (large inertia). Results: slinky to snakey--reflected pulse inverted. snakey to slinky-- reflected pulse same side. ... applet with complete results of reflection and transmission at a boundary ... slinky to snakey movie ...snakey to slinky movie

   6. Here is a superior simulation that you can use to replicate the wave reflections

   7. Today's Recording

1. 1. no livestream today

   2. students should complete today the following Pivot Interactive Activity: Properties of Mechanical Waves (Scaffolded)

   3. students should complete today the following Pivot Interactive Activity: Wave Interference-Reflection and Superposition (Scaffolded)

   4. No Recording Today

1. 1. livestream

   2. discussed results of the following Pivot Interactive Activity: Properties of Mechanical Waves (Scaffolded)

   3. discussed results of the the following Pivot Interactive Activity: Wave Interference-Reflection and Superposition (Scaffolded)

   4. students completed back side of Wave Behavior Chart

   5. Today's Recording

1. 1. livestream

   2. discussed solutions to Unit 6H Waves and Sound - Practice 3 (which relates the energy storage in the oscillating system)

   3. discussed solutions to Unit 6H Waves and Sound - Practice 4

   4. discussed solutions to Unit 6H Waves and Sound - Practice 5

   5. discussed vibration being the source of all sound.

   6. discussed sound being a longitudinal pressure wave ... sound waves consist of alternating compressions and rarefactions

   7. check out this link for sound (from speakers) and sound interference

   8. explored a free program called Audacity

   9. discussed how sound can cancel using Audacity

   10. Today's Recording

1. 1. livestream

   2. students took Waves Quiz 1

   3. explored a free program called Audacity

   4. reviewed how sound can cancel using Audacity

   5. discussed beats using Audacity

   6. Helpful applet beats

   7. reviewed standing waves

   8. watched video about longitudinal standing waves so that we can understand how we can get standing waves with sound

   9. here is a nice representation of standing waves for sound

   10. here is a more detailed applet explaining different longitudinal standing waves

   11. students worked Unit 6H Waves and Sound - Practice 6

   12. Today's Recording

1. 1. livestream

   2. determined the speed of sound in an 3 ft aluminum bar by using Audacity to determine the frequency of a standing wave while using our understanding of the standing wave pattern for an "open-open" tube playing at the fundamental frequency to determine the wavelength ... of course, v=(f)(lambda) . Our measurement of the speed of sound in aluminum in ft /s was exact!

   3. here is a nice representation of standing waves for sound

   4. here is a more detailed applet explaining different longitudinal standing waves

   5. watched demonstration of beats using two frequency generators playing very similar frequencies...used a splitter to send signal to speaker and oscilloscope

   6. used oscilloscope set up to determine the upper range of frequencies detectable by students...discussed results and recognized the humans can hear frequencies in the 20 hz - 20,000 hz range. Sound frequencies below 20 hz are called infrasonic and sound frequencies above 20,000 hz are called ultrasonic

   7. students worked Unit 6H Waves and Sound - Practice 6

   8. Today's Recording

1. 1. livestream

   2. students did retake on Waves Quiz 1

   3. students continued Unit 6H Waves and Sound - Practice 6

   4. Discussed objects having natural frequencies...natural frequencies of objects depend on the physical characteristics of the objects like mass, shape, what the object is made of, etc.

   5. Discussed forced vibrations

   6. Discussed resonance which is a forced vibration on an object at its natural frequency

   7. here are a multitude of examples:

a. breaking a wine glass with sound resonance

b. pendulum

c. spring mass response

d. column/antenna

e. connected pendula

f. Chladni plates

g. bridge

1. 8. Today's Recording

1. 1. livestream

   2. Unit 6 - Waves and Sound Notes

   3. reviewed resonance - forcing an object to vibraqte at its natural frequency

   4. here are a few more examples:

   5. helicopter resonance

   6. helicopter resonance (side view)

   7. Standing wave with sound/gas (Rheuben's Tube)

   8. 3. Harmonics (review of standing waves): bridge video

   9. introduced Doppler Effect

   10. viewed several examples of the Doppler Effect

a. youtube example outside car and inside car

b. Doppler ring

1. 11. students went outside to demonstrate the Doppler Effect with a moving football playing a single frequency

   12. here is a nice summary of the Doppler Effect

   13. discussed a result of relatively moving source/receiver - Sonic Boom

   14. here are many examples

   15. students worked on Unit 6 - Practice 9 (due Tuesday)

   16. Today's Recording

1. 1. livestream

   2. Unit 6 - Waves and Sound Notes

   3. students worked on Unit 6 - Practice 7

   4. students worked on Unit 6 - Practice 8

   5. students worked on Unit 6 - Practice 10

1. 1. livestream

   2. Unit 6 - Waves and Sound Notes

   3. discussed solutions for Unit 6 - Practice 7

   4. discussed solutions for Unit 6 - Practice 8

   5. discussed solutions for Unit 6 - Practice 10

   6. worked math examples associated with waves and sound

   7. reviewed concepts for tomorrow's exam

1. 1. livestream

   2. Unit 6 - Waves and Sound Notes

   3. students took Unit 6 Exam

1. 1. no livestream

   2. view and take notes on this Electricity and Electric Circuits Video

   3. view and take notes on this Voltage, Current, and Resistance Video

   4. view and take notes on this Series and Parallel Circuits Video

   5. take pictures/scans of your notes and upload to the Google Classroom assignment for today (Friday, 6/4/21)

1. 1. no livestream

   2. complete Pivot Interactives: Circuits - Lab 1 - Circuits and Light Bulbs

   3. complete Pivot Interactives: Circuits - Lab 2 - Series and Parallel Circuits