Course: Integrated Physics and Chemistry B Unit: Waves Assignment: Project: Waves on a String Lab Report Expectations and Instructions: Lab report grades make up 40% of each unit grade. Before you complete your first lab assignment, please take some time to review the following documents and notes. These references will help you better understand Alpha Omega Academy’s expectations as you submit your labs for grading. Instructional Videos from the AOA YouTube Page: (https://www.youtube.com/channel/UCzjMjMZdLQDP50xdttb0qaw): Writing A Lab Report: https://www.youtube.com/watch?v=-HI4Gn6wbbw Writing the Conclusion: https://www.youtube.com/watch?v=dMDWsqGCIQQ Waves on a String In this lab you will be using the phet simulators. Follow the link below to the labs or select energy forms and changes from the list. Click the play arrow to open the simulation. https://phet.colorado.edu/en/simulation/legacy/wave-on-a-string In the event the link does not work, follow these steps: Go to phet.colorado.edu In the search bar at the top, search for waves on a string. Hit enter Click on Waves on a String. Do not hit the one with HTML beside it! Mac Users: If you are a Mac user and the simulation is not running please follow the link below for instructions on how to run the program on your computer. http://glnmedia.s3.amazonaws.com/kb/RunningPHETsimulationsiInJavaOnAMac.docx In this lab you will: Explain how amplitude affects the speed of a wave Explain how frequency affects the speed of a wave Explain how frequency affects the wavelength of a wave Procedure Part I: Amplitude & Speed Once the simulation is open, change the settings to: oscillate, no end, amplitude (25), frequency (30), damping (0), check the timer, as shown below. You can manually type in the amplitude, frequency, and damping boxes instead of moving the button below the box. Using the timer, you will time how long it takes to 10 cycles of the waves to pass. You will count each pump of the pulse as 1 cycle. Record in the data chart. Repeat for a total of three trials. Change the amplitude to 50 and record how long it takes 10 cycles of the waves to pass. Repeat for a total of three trials Change the amplitude to 75 and record how long it takes 10 cycles of the waves to pass. Repeat for a total of three trials. Part II: Frequency and Speed Set the amplitude to 50 and the frequency to 25. Leave all other settings the same. (damping=0, tension=high; timer checked; oscillate; no end) Using the timer, record how long it takes for 10 cycles of the waves to pass. Repeat for a total of three trials. Change the frequency to 50 (leave amplitude at 50), record how long it takes for 10 cycle of the wave to pass. Repeat for a total of three trials. Change the frequency to 75 (leave amplitude at 75), record how long it takes for 10 cycles of the wave to pass. Repeat for a total of three trials. Part III: Frequency & Wavelength Set the amplitude to 50 and the frequency to 30. Check the ruler. Move the vertical ruler out of the way. Move horizontal ruler above the wave. Leave Damping at 0, tension high, oscillate, no end. Let the wave adjust for approximately 10 seconds Measure the wavelength of the wave from crest to crest. (You will have to move the ruler and place the 0 mark at the one crest of the wave) It may be easier to hit the pause button on the timer to get a more accurate measurement. Record in the data chart. Change the frequency to 50, let the wave adjust for approximately 10 seconds, measure the wavelength again. Record in the data chart. Change the frequency to 70, the wave adjust for approximately 10 seconds, measure the wavelength again. Record in the data chart. Please place your work for each section of the lab report below the instructions for each section on the template. Be sure to leave all directions and questions intact within the template. If you fail to do this there will be a 10% deduction from your score. Explain how amplitude affects the speed of a wave Explain how frequency affects the speed of a wave Explain how frequency affects the wavelength of a wave ** Please read over the teacher comments after the report is submitted and graded. Waves on a String Student Name: Date Experiment done: Date Report Completed: Name of Grader: Hypothesis: A prediction of what you think the results of the project will be before you complete the project. Create an if, then statement that is related to the goal(s) of the experiment. (Example: Goal: To determine what improves student grades. Hypothesis: If students get adequate rest, then grades will improve). Part 1 Hypothesis: Part 2 Hypothesis: Part 3 Hypothesis: Procedure: In 1st person past tense, write step by step what you actually did in performing the experiment. Be sure to include any modifications. You should include enough detail so that someone could reproduce the experiment based on what you have written. Procedure: Data: Fill out the data chart(s) below by answering the questions. List all measurements and include proper labels and units. Part 1: Amplitude Time (s) Average time (s) 25 50 75 Part II Frequency Time (s) Average time (s) 25 50 75 Part III: Frequency Wavelength (cm) 30 50 70 Data Analysis- Interpretations (10 points): Answer all questions listed below. 1. What is the relationship between amplitude and speed: direct, inverse, or no relationship. Explain your answer. 2. Define what the amplitude of a wave is in your own words 3. What is the relationship between frequency and the velocity of a wave: direct, inverse, or no relationship. Explain your answer. 4. What is the relationship between frequency and the wavelength of a wave: direct, inverse, or no relationship. Explain your answer. 5. Define what the frequency of a wave is in your own words. 6. Define what the wavelength of a wave is in your own words. 7. Where is energy being applied to the system? What part of the wave does an increase in energy affect? 8. A wave is known to have a frequency of 20 Hz, wavelength of 0.5 m, and amplitude of 1.2 m. If the amplitude of the wave is doubled, the wave will have a frequency that is: Larger, Smaller, or the same? 9. A wave is known to have a frequency of 20 Hz, wavelength of 0.5 m, and amplitude of 1.2 m. If the frequency of the wave is doubled, the wave will have a wavelength that is: larger, smaller, or the same? 10. A wave is known to have a frequency of 20 Hz, wavelength of 0.5 m, and amplitude of 1.2 m. If the amplitude of the wave is doubled, the wave will have a speed that is: Larger, Smaller, or the same? Data Analysis- Calculations (10 points): Show all work below Question Work Answer A wave is known to have a frequency of 20 Hz and wavelength of 0.5 m. Find the velocity of this wave. A wave is traveling through a medium at 0.8 m/s with a wavelength of 0.4 meters. What is the frequency of the wave? Conclusion (30 points): Answer the following questions in full sentences. Helpful tip: someone should be able to read ONLY your conclusion and tell what you thought was going to happen, what actually happened, and why it happened. It should show complete understanding of the concepts of this lab. Use the three questions below to form your conclusion. 1. What was your hypothesis and was it correct? (2-3 sentences) How do you know your hypothesis was correct? Use relevant data/observations to support your answer. (3-5 sentences) Go back and read the goals for this lesson at the top of this template. Form a summary statement for each goal, showing you understand and have met the goals of this lab. Be sure to explain all major concepts and relationships presented in this lab. (3-5 sentences) Science Project Grading Rubric Category Strong Developing Emerging Lacks Merit Key Question Conventions (5 pts) (+5) Writer demonstrates a good grasp of standard writing conventions. (+3) Writer shows reasonable control of standard writing conventions with minimal errors (1-5). (+1) Errors can distract the reader and lead to misunderstandings. Makes the text difficult to read (6 – 9 errors). (+0) More than 10 errors How much editing would need to be done to share this with an outside source? Hypothesis (10 pts) (+10) Clearly identifies the independent and dependent variables. Uses the “If-Then” format. (+7) Hypothesis can be tested but shows lack of research. (+3) Hypothesis is not specific, or is unreasonable. (+0) The hypothesis is irrelevant to the experiment. Does this hypothesis identify the purpose of the experiment and illustrate the independent and dependent variables of the experiment? Procedure (5 pts) (+5) Written in first person, past tense. Step by step directions that could be used by another person to successfully complete the entire project. (+3) One or more of the critical steps are missing from the procedure, or are unclear to another person trying to complete the experiment. (+1) Procedure is not detailed. Few, if any of the steps required are included. (+0) Another person would not be able to replicate this experiment following your procedure. Could someone replicate this experiment from the procedure? Data Collection (20 pts) (+20) All data/observations are recorded. All observations are noted. (+14) At least 70% of the data and observations are recorded correctly. (+6) Data and observations are incomplete. (+0) No data/observations presented. Are all snapshots complete, with all structures/observations included? Data Analysis (30 points Total) Precision/data integrity (+10) (+10) All data/observations show precision. Observations are accurate. (+7) Rules of precision have been ignored or data/observations are not clear. Observations lack detail. (+3) Data measurements lack integrity. (+0) Observations not relative to experiment. Can the data and observations be trusted to be correct? Calculations (+10 ) (+10) All calculations are shown labeled, and correct. (+7) At least 70% of the calculations are shown and at least 70% correct. (+3) Few calculations are shown, many are incorrect. (+0) No calculations shown and are incorrect. Are the calculations correct? Do they represent what the data was expected to show? Interpretations (+10) (+10) All questions are answered correctly. Interpretation of data is evident. (+7) At least 70% of the questions are answered correctly. Interpretations are mostly accurate. (+3) Few questions are answered correctly. (+0) The results are misinterpreted. Did the student correctly interpret the results? Conclusion (30 points Total) – is relative to hypothesis (+10) Statement clearly shows the student understands the relationship between the hypothesis and conclusion. (+7) Hypothesis is mentioned, but full understanding of how the hypothesis is related to the conclusion is not evident. (+3) Very limited or partial understanding of the relationship between the hypothesis and conclusion shown. (+0) Hypothesis is not mentioned at all. Is the conclusion relevant to the stated hypothesis? – includes adequate evidence to support the hypothesis (+10) Evidence presented is complete and clearly is sufficient to support or refute the hypothesis. (+7) Evidence presented is insufficient to completely prove or refute the hypothesis. (+3) Little evidence presented to prove or refute statements made concerning the hypothesis. (+0) No evidence given to support or refute the hypothesis. Is there adequate evidence to explain the proof or disproof of the hypothesis? Includes concluding Remarks (+10) Concluding remarks shows complete understanding of the project goals by the student. Major concepts and relationships presented in project are well explained (+7) Concluding statement shows partial understanding of the project goals, major concepts and relationships presented in the project (+3) Concluding statement shows little understanding of the project by the student. Does not indicate that any learning took place. (+0) Shows no understanding of the project. Does the student fully understand the concepts of the project? Total Score: Areas of Strength Areas for Growth

    Course: Integrated Physics and Chemistry BUnit: WavesAssignment: Project: Thrives on a String

    Waves on a String

    Novice Name:

    Date Exemplification done:

    Date Report Entired:

    Name of Grader:

    Hypothesis:  

    • A vaticination of what you apprehend the results of the contrivance accomplish be anteriorly you entire the contrivance.
    • Create an if, then set-forth that is connected to the motive(s) of the exemplification. (Example: Motive: To segregateicularize what betters novice grades. Supposition: If novices earn unabrupt cessation, then grades accomplish better). 
    Segregate 1 Supposition:Pi on date when the copiousness is captured loftier and the quantity sediment immutefficient is that date accomplish referable attributefficient attributefficient attributefficient earn fictitious.Segregate 2 Supposition:Pi on date when copiousness and quantity are captured loftier unitedly is that date accomplish piuate some pi.Segregate 3 Supposition:Pi of thrivelength when the copiousness is held immutefficient and quantity extensiond is that the thrivelength accomplish convert.

    Procedure:

    • In 1st special late fast, transcribe stride by stride what you in-fact did in performing the exemplification. 
    • Be assured to embody any modifications. 
    • You should embody plenty purpose so that someundivided could exhibit the exemplification based on what you avow written.
    Procedure:I leading to-bootk adjusted the settings as prompted, then as the cross-examine went up and down, I counted the vibrations having checked the dater. I extensiond the quantity and the copiousness as prompted on segregate brace, checked the dater and commemorative the unravelings forthcoming ten vibrations.Using rulers and trade the copiousness at immutable, I extensiond the quantity from 30, then 50 then 70. On these, I commemorative the thrivelength from undivided ccessation to the other.

    Data:

    • Fill extinguished the basis chart(s) adavow by echoing the questions.
    • List perfect measurements and embody suited labels and units.

    Segregate 1:

    AmplitudeDate (s)Average date (s)258.588.558.538.55508.638.698.778.69758.728.728.698.77

    Segregate II

    FrequencyDate (s)Average date (s)2510.4910.4510.5810.27505.725.785.795.83754.384.444.414.52

    Segregate III:

    FrequencyWavelength (cm)305450337023

    Basis Analysis- Interpretations (10 purposes):  

    • Retort perfect questions listed adown.
    1. What is the communication among copiousness and accelerate: trodden, inverse, or no communication. Teach your retort.There is no communication among copiousness and accelerate. Copiousness denotes freshness forasmuch-as the celerity of a thrive is equiponderant to the brace of a thrive multiplied by the objurgate.2. Define what the copiousness of a thrive is in your avow suffrageCopiousness is how eminent or penetrating a thrive can go. 3. What is the communication among quantity and the accelerate of a thrive: trodden, inverse, or no communication. Teach your retort.Alighting is unswervingly with honor to the accelerate that can be pruned as V=Regularity * thrivelength. At the purpose when the accelerate is enhanced that categorically implies the case the thrive goes here and there increments to-boot.4. What is the communication among quantity and the thrivelength of a thrive: trodden, inverse, or no communication. Teach your retort.There is an inverse communication among the thrivelength and alighting. At the purpose when the alighting of a thrive is expanded, the thrivelength lessens and the counterexhibition is moreover operative5. Define what the quantity of a thrive is in your avow suffrage.The alighting of a thrive is the case an vibration happens.6. Define what the thrivelength of a thrive is in your avow suffrage.A thrivelength is a dissociation among undivided peak of a thrive and the forthcoming undivided or else the dissociation among brace troughs in a thrive.7. Where is breath life applied to the classification? What segregate of the thrive does an extension in breath teachableness?On the classification, breath is life applied to the cross-examine. The thrivelength suffers the most in this case8. A thrive is knavow to avow a quantity of 20 Hz, thrivelength of 0.5 m, and copiousness of 1.2 m. If the copiousness of the thrive is doubled, the thrive accomplish avow a quantity that is:  Larger, Smaller, or the identical?The thrive accomplish avow the identical quantity.9. A thrive is knavow to avow a quantity of 20 Hz, thrivelength of 0.5 m, and copiousness of 1.2 m. If the quantity of the thrive is doubled, the thrive accomplish avow a thrivelength that is: larger, smaller, or the identical?When the quantity is doubled, the thrivelength accomplish lessen.10. A thrive is knavow to avow a quantity of 20 Hz, thrivelength of 0.5 m, and copiousness of 1.2 m. If the copiousness of the thrive is doubled, the thrive accomplish avow a acceleobjurgate that is: Larger, Smaller, or the identical?There is no communication among the acceleobjurgate and the copiousness and thus the acceleobjurgate accomplish continue the identical

    Basis Analysis- Calculations (10 purposes):

    • Demonstration perfect employment adown
    QuestionWorkAnswerA thrive is knavow to avow a quantity of 20 Hz and thrivelength of 0.5 m. Find the accelerate of this thrive.
    Velocity=frequency*wavelengthTherefore; accelerate= 20Hz*0.5m= 10m/s10m/sA thrive is traveling through a average at 0.8 m/s with a thrivelength of 0.4 exhalationers.  What is the quantity of the thrive?Velocity=0.8m/sWavelength=0.4mFrequency=velocity/wavelengthTherefore; 0.8m/s divided by 0.4m = 2Hz= 2Hz

    Quittance (30 purposes):  

    • Retort the forthcoming questions in unmeasured sentences.
    • Helpful tip: someundivided should be efficient to unravel ONLY your quittance and rehearse what you provision was going to happen, what in-fact happened, and why it happened.  It should demonstration a entire mind of the concepts of this lab. Use the three questions adavow to arrange your quittance.

    1. What was your supposition and was it punish? (2-3 sentences)

    There is no communication among copiousness and quantity and thus date accomplish referable attributefficient attributefficient attributefficient earn fictitious. When quantity and copiousness are captured eminent unitedly, the pi on date is seen. At the purpose when the alighting is adjusted, there is a open-hearted substitute in the thrivelength, accordingly, I provision that it was operative that thrivelength and alighting are straightforwardly identical.
    1. How do you recognize your supposition was punish? Use appropriate basis/observations to maintenance your retort. (3-5 sentences)
    The hypotheses were punish consequently from the basis there is no communication among copiousness and quantity they are mutually scientific in that nundivided of them depends on each other. Alighting is reversely identical to date and parallel these lines abate in alighting implies an dilution in a thrive to entire an vibration. There is a reverse communication among a thrivelength and alighting and in this form an dilution in alighting implies there is a discard in thrivelength.


    1. Go end and unravel the motives for this information at the summit of this template. Arrange a digest set-forthment for each motive, demonstrationing you conceive and avow exhalation the motives of this lab.  Be assured to teach perfect superior concepts and communications presented in this lab. (3-5 sentences)
    There is no fitness among the copiousness of a thrive and its acceleobjurgate accordingly resisting the change in copiousness, the acceleobjurgate accomplish continue immutable. The acceleobjurgate of a thrive is fictitious in-fact by any difference of quantity. An extension in accelerate is troddenly proportional to quantity. Thrivelength is inversely proportional to quantity and thus an extension in quantity resources a lessen in thrivelength.