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HIGH SCHOOL PHYSICS 2016/17 Given: (A4) 12:50 – 2:15 pm Monday 30 t h January

HIGH SCHOOL PHYSICS 2016/17

Given:

(A4) 12:50 2:15 pm Monday 30 th January 2017 (B1) 7:40-9:05 am Tuesday 31 st January 2017

Due:

Friday 10 th February 2017

Project Title: Rainbow Xylophone

Purpose:

February 2017 Project Title: Rainbow Xylophone Purpose: 1. To investigate sound waves 2. To create a

1. To investigate sound waves

2. To create a musical instrument that can play the song “Happy Birthday”

3. To understand the basics of experimental design

Introduction:

When the container is tapped gently, a sound is made. The spoon creates a sound wave that travels through the water inside. The pitch of the sound (high or low) depends on the rate of the sound wave’s vibration. Lower-pitched sounds come from slower vibrations, while higher-pitched sounds come from faster vibrations. The more water a class contains, the slower the sound of the wave’s vibration.

Equipment & supplies:

8 identical water glasses/ glass bottles/ mason jars

water

a set of measuring cups

ruler

red, yellow, and blue food coloring

1 spoon/ pan stick

1 sheet of paper

Tape

A writing implement

Microsoft Excel/ Google Sheets

Frequency detector app (example)

Instructions:

Independent variable: Height of water or volume of water

Dependent variable: Frequency

Plot the relevant y vs. x graph on Excel. At least ten (10) data points required.

Determine the notes (frequencies) required for the “Happy Birthday” song.

Modify your container water levels using your graph. (Optional: Have each container filled with a different color)

Label each container with its associated note.

Record the data.

Record a video of your song in class on Friday 10 th February 2017

Submit the data, graph and video to Google Classroom.

Bring all materials to class by the 9 th Feb. 2017 so the time can be used efficiently.

Table showing the height of the water in the container and the measured frequency

Height of water/m Measured Frequency (Hz)
Height of water/m
Measured Frequency (Hz)

Table showing the required notes

Notes

Known Frequency (Hz)

Required Height of water (m)

(Note: this should be read off from the graph)

A

   

B

   

C

   

D

   

E

   

F

   

G

   

ISPS Standards and Benchmarks

Standard 14

Students will understand the structure and properties of waves

Benchmarks

By the end of Physics, students will understand:

14-1

That waves carry energy without transferring matter and there are two types of

waves (transverse and longitudinal)

14-2

The meaning of frequency, amplitude and wavelength of a wave

14-3

The quantitative relationship between the speed, frequency and wavelength of a

wave

NGSS 9-12 Science and Engineering Practices

Practice 5

Using mathematics and computational thinking

Practice 5

Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations

NGSS 9-12 Disciplinary Core Ideas

PS4

Waves and Their Applications in Technologies for Information Transfer

PS4.A

Wave Properties

HS-PS4-1

The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

AERO: Science Performance Expectations

HS

Waves and Electromagnetic Radiation

HS-PS4-1

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Clarification

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.

statement

Assessment

Assessment is limited to algebraic relationships describing those relationships qualitatively.

Boundary