unit 9: let us entertain you. essential questions what are the relationships among wavelength,...
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Unit 9: Let Us Entertain You
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Essential QuestionsWhat are the relationships among wavelength,
frequency, and speed of a wave?
How are vibrations and pitch varied in a string to produce different sounds?
How does vibrating air produce sound?
How do plane and curved mirrors affect the image that is produced?
How can the colour of an object appear to be different by shining different colour light on it?
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Chapter ChallengeYou will work with your partner to create a 2-4
minute light and sound show This can be performed “live” or shown as a video
Along with it, there will be a written report that explains the physics concepts used in the show and explains why each concept is important
The sound must come from instruments or noise makers you make yourself
Due date: Monday, June 3 (During exam time)
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Day 1: Making WavesLearning Objectives:
Observe the motion of a pulseMeasure the speed of a waveObserve standing wavesInvestigate the relationship among
wave speed, wavelength, and frequency
Make a model of wave motion
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StarterTsunamis are giant ocean waves caused by an
underwater earthquake
Waves can reach extremely high heights, for example in Thailand (2004), the waves reached 30m
How does water move to make a wave?
How does a wave travel?
Time: 10 minutes
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Video: Japan Earthquake
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Activity 1Draw a picture of a wave that includes the
following terms: Amplitude Wavelength Crest Trough
Time: 15 minutes
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Activity 2For you to do, pg. 327
Steps #1-10
Write down observations, record data
Data table will be provided for you
Make a concluding statement about the relationship of frequency, wavelength and speed of a wave
Time: 45 minutes
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Activity 3Discussion of results and conclusion
Draw a picture that shows what happens to the frequency of a wave if you increase or decrease the wavelength
Time: 10 minutes
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HomeworkFor you to read, pg. 331
Physics talk, pg. 333
Physics to go, pg. 337 #1, 7, 10, 11, 12
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Day 2: Sounds in StringsLearning Objectives:
Observe the effect of string length and tension upon pitch produced
Control the variables of tension and length Summarize experimental results Calculate wavelength of a standing wave Organize data in a table
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StarterWhen the ancient Greeks made stringed
musical instruments, they discovered that cutting the length of the string by half or two-thirds produced other pleasing sounds.
How do guitarists or violinists today make different sounds?
Time: 10 minutes
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Video: The Physics of Sound
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Activity 1For you to do, pg. 340 in lab groups
Steps #1-7
Record the data table and answer the questions/observations to go along with the steps
Hand in 1/lab group at the end of the period
All equipment is on back table
Time: 45 minutes
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Activity 2 Physics to go, pg. 344 #7
There are wood blocks in the back storage area that have strings on them
Work with your lab group to produce different sounds and answer the following: Explain how different sounds are being produced using
wavelength, frequency, pitch, and standing waves in your explanation
Describe how the instrument works using wavelength, frequency, and standing waves in your description
Hand in with the “for you to do” activity
Time: 20 minutes
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Homework Please take your roller coaster models home
For you to read, pg. 343
Physics to go, pg. 344 #1, 2, 3
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Day 3: Sounds from Vibrating AirLearning Objective:
Identify resonance in different kinds of tubes Observe how resonance pitch changes with length
of tube Observe the effect of closing one end of the tube Summarize experimental results Relate pitch observations to drawings of standing
waves Organize observations to find a pattern
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StarterThe longest organ pipes are about 11m long. A
flute, is about 0.5m long and makes musical sound in the same way.
How do a flute an organ pipes make sound?
Time: 15 minutes
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Video: Sound in pipes
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Video: Fresh PrinceSeason 1, Episode 1
Time: 13:51
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Activity 1For you to do, pg. 347 Steps 1-3
Data table is provided for you
Write a concluding statement about straw length and the pitch obtained
Time: 20 minutes
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Activity 2For you to do, pg. 347, steps 4-5
Write a concluding statement about the amount of water in the test tube and the sound you hear.
How can this be changed to use in your sound and light show? (i.e. what materials could you use?)
Time: 20 minutes
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Activity 3Create an “instrument” that uses at least one
of the principles that we have discussed thus far Wavelength Frequency Pitch
Create an advertisement that tries to sell your instrument to the rest of the class
Time: 30 minutes
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HomeworkPhysics Talk, pg. 348
For you to read, pg. 349
Physics to go, pg. 351 #1, 2, 3, 4
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Day 4: Reflected Light (60 min)Learning Objectives:
Identify the normal of a mirror Measure angles of incidence and reflection Observe the relationship between the angle of
incidence and the angle of reflection Observe changes in the reflections of letters Identify patterns in multiple reflections
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StarterAstronauts placed a mirror on the moon in 1969
so that a light beam sent from Earth could be reflected back to Earth. By timing the return of the beam, scientists found the distance between Earth and the Moon. They measured within 30cm.
How are you able to see yourself in a mirror?
If you want to see more of yourself, what can you do?
What type of image is produced?
Time: 10 minutes
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Video: How do Mirrors Work?
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Activity 1You and your lab group are to design a short
video clip to be posted on Youtube
This clip needs to explain to students how plane mirrors work
Use your text book and/or internet to help you
Think about how to present your video in a fun and meaningful way (i.e. think about what type of video you would want to see)
Time: 30 minutes
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Activity 2Present your clips to the class
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HomeworkFor you to read, pg. 357
Physics to go, pg. 359 #1, 2, 4, 5,
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Day 5: Curved MirrorsLearning Objectives:
Identify the focus and focal length of a curved mirror
Observe virtual images in a convex mirror Observe real and virtual images in a concave
mirror Measure and graph image distance vs. object
distance for a convex mirror Summarize observations in a sentence
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StarterCurved mirrors can be concave or convex
Draw a picture of what these two types of mirrors look like
Where do you find concave and convex mirrors?
How are the images produced different from that of a plane mirror?
Time: 15 minutes
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Video: Curved Mirrors
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Activity 1With your lab group, complete the table
Time: 15 minutes
Type of Mirror Image Upside Down/Rightside Up
Real/Virtual Image
Size of Image
Plane
Concave
Convex
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Activity 2Draw a ray diagram for the following types of
mirrors: Plane mirror Concave mirror, image in front of focal point Concave mirror, image behind focal point Convex mirror
We will do one together first
Time: 20 minutes
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Plane Mirror
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Convex Mirror
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Concave Mirror
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Activity 3Use this time to create a concept map for the
various topics we have covered so far
This will be useful when you are writing the explanation component of your chapter challenge
It is a good idea for everyone to have one of their own
Time: 15 minutes
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HomeworkPhysics Talk, pg. 366
Reflecting on the Activity and the Challenge, pg. 377
Complete concept map
Physics to Go, pg. 367 #1, 2, 3, 4
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Day 6: Refraction of LightLearning Objectives:
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Day 7: Colour