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    Waves Questions

    Uploaded by

    kaushik247
    This document contains a summary of activities and clicker questions used by Trish Loeblein for a waves unit. The activities included simulations and demos on waves on a string, sound waves, wave interference, Fourier analysis of waves, geometric optics, and mechanical resonance. Learning goals focused on wave properties, behavior in different mediums, reflection at endpoints, sound production and modeling, wave interference patterns, harmonic analysis of waves, image formation with lenses and mirrors, and factors affecting resonance. The document provides the text of several clicker questions asked after each activity to assess student understanding of key concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Waves Questions

    Uploaded by

    kaushik247
    362 views11 pages
    This document contains a summary of activities and clicker questions used by Trish Loeblein for a waves unit. The activities included simulations and demos on waves on a string, sound waves, wave interference, Fourier analysis of waves, geometric optics, and mechanical resonance. Learning goals focused on wave properties, behavior in different mediums, reflection at endpoints, sound production and modeling, wave interference patterns, harmonic analysis of waves, image formation with lenses and mirrors, and factors affecting resonance. The document provides the text of several clicker questions asked after each activity to assess student understanding of key concepts.

    Original Description:

    Questions on Waves

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    This document contains a summary of activities and clicker questions used by Trish Loeblein for a waves unit. The activities included simulations and demos on waves on a string, sound waves, wave interference, Fourier analysis of waves, geometric optics, and mechanical resonance. Learning goals focused on wave properties, behavior in different mediums, reflection at endpoints, sound production and modeling, wave interference patterns, harmonic analysis of waves, image formation with lenses and mirrors, and factors affecting resonance. The document provides the text of several clicker questions asked after each activity to assess student understanding of key concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    362 views11 pages

    Waves Questions

    Uploaded by

    kaushik247
    This document contains a summary of activities and clicker questions used by Trish Loeblein for a waves unit. The activities included simulations and demos on waves on a string, sound waves, wave interference, Fourier analysis of waves, geometric optics, and mechanical resonance. Learning goals focused on wave properties, behavior in different mediums, reflection at endpoints, sound production and modeling, wave interference patterns, harmonic analysis of waves, image formation with lenses and mirrors, and factors affecting resonance. The document provides the text of several clicker questions asked after each activity to assess student understanding of key concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 11

    7/6/2013

    Wave unit

    Waves on a String
    Activity

    by Trish Loeblein

    I gave these clicker questions after each sim activity


    was completed except for the Wave interference
    demonstration day. Activities:
    Waves on a String
    Sound
    Wave interference
    Fourier: Making Waves
    Geometric Optics
    Resonance

    Trish Loeblein

    phet.colorado.edu

    Learning Goals: Students will be able to discuss wave


    properties using common vocabulary and they will be able
    to predict the behavior of waves through varying medium
    and at reflective endpoints.

    1. If

    A.
    B.
    C.
    D.
    E.

    you advance the movie one frame, the knot at


    point A would be
    in the same place
    higher
    lower
    to the right
    to the left

    A
    A

    2. If the person generates a new pulse like the


    first but more quickly, the pulse would be
    A. same size
    B. wider
    C. narrower

    3. If the person generates another pulse like the first


    but he moves his hand further, the pulse would
    be
    A. same size
    B. taller
    C. shorter

    7/6/2013

    4. If the person generates another pulse like the first


    but the rope is tightened, the pulse will move
    A. at the same rate
    B. faster
    C. slower

    A
    A

    5. If you advance the movie one frame, the knot at point


    A would be
    A. in the same place
    B. higher
    C. lower
    D. to the right
    E. to the left

    7. If the person starts over and moves his


    hand more quickly, the peaks of the
    waves will be
    A. the same distance apart
    B. further apart
    C. closer together

    6. If you advance the movie one frame, the


    pattern of the waves will be
    _________relative to the hand.
    A.
    B.
    C.
    D.
    E.

    in the same place


    shifted right
    shifted left
    shifted up
    shifted down

    If you lower the frequency


    of a wave in a string you
    will
    A. lower its speed.
    B. increase its wavelength.
    C.lower its amplitude.
    D.shorten its period.

    7/6/2013

    The pulse on the left is moving right, the pulse


    on the right is moving left. What do you see
    when the pulses overlap?
    A

    Rest of question

    B
    After interacting

    A periodic wave is made to travel from a thick string into a thin string
    held at the same tension.

    As the wave passes the join the wave's


    A. frequency increases.
    B. frequency decreases.
    C. wavelength increases.
    D. wavelength decreases.

    Wave refraction

    Adapted from CQ from Pollock University of Colorado

    Sound
    Activity
    I used questions 1-8 with the sound activity and
    the rest on the next day.
    Learning Goals: Students will be able to
    Explain how different sounds are modeled,
    described, and produced.
    Design ways to determine the speed,
    frequency, period and wavelength of a sound
    wave model.
    Trish Loeblein

    phet.colorado.edu

    7/6/2013

    1. A student started the speaker by clicking


    on the stopwatch. How many sound waves
    are there is this trial?

    2. What is the speed of the sound waves


    shown here?
    A. 300 m/s

    A. 3
    B. 5
    C. 4

    B. 330 m/s
    C. 0.0030 m/s
    D. 66 m/s

    D. 8

    3. What is the frequency of the sound


    waves shown here?

    4. What is the period of the sound waves


    shown here?

    A. 0.0037 hz

    A. 0.0151 s

    B. 66 hz

    B. 0.0037 s

    C. 260 hz

    C. 260 s

    D. 300 hz

    D. 300 s

    E. 330 hz

    E. 330 s

    5. What is the wavelength of the sound


    waves shown here?

    6. If your lab partner moved the


    frequency slider to the left so that it
    changed from 500 to 250
    the period would be

    A. 5 m
    B. 1.3 m
    C. 1 m
    D. 0.71 m
    E. 300 m

    A.
    B.
    C.
    D.
    E.

    twice as big
    1/2 as big
    Stays the same
    1/4 times as big
    Not enough information to decide

    7/6/2013

    Sound waves traveling out

    7. If you moved the slider to the far


    right, doubling the amplitude,
    the period would be

    A. twice as big
    B. 1/2 as big
    C. Stays the same
    D. 1/4 times as big
    E. Not enough information to decide

    9.A speaker is playing a constant note.


    What happens to the sound when you
    1) put a solid, thick glass jar over it and
    2) pump the air out from the jar.

    8. If the speaker vibrates back and forth at


    200 Hz how much time passes between each time it
    produces a maximum in pressure?

    a. 0.2 seconds
    b. 0.200 seconds
    c. 0.005 seconds
    d. 0.02 seconds
    e. 0.05 seconds

    10. If you could put a dust


    particle in front of the speaker.
    Which choice below shows the
    motion of the dust particle?

    A) 1 => hardly any difference


    2 => hardly any difference
    B) 1=> hardly any difference
    2 => much quieter
    C) 1=> noticeably quieter
    2 => hardly any MORE quiet
    D) 1=> noticeably quieter
    2=> much quieter still (near silence)

    A)

    (up and down)

    B)

    (steadily to the right)

    C)

    (left and right)

    D)

    (no motion)

    E)

    E) None of these/something else/??

    dust

    (circular path)

    Adapted From Pollock at CU 1240 course at University of Colorado

    11.The picture shows displacement as a function


    of location along a string
    What is the wavelength ()?
    E none of these

    C
    B

    12.The picture shows displacement as a function


    of location along a string
    What is the amplitude?
    E none of these

    C
    B

    A
    Remember X axis is position
    not time

    Remember X axis is position


    not time
    Fundamentals of waves

    7/6/2013

    13.Looking at the following waveform, what


    is the period? assume it repeats itself over and

    14 Looking at that same wave,


    what is its speed?

    over
    1
    1

    Time (sec)

    time (sec)

    A.1 sec
    B. 2 sec
    C. 1 m/s
    D. 2 m/s
    E.Not enough information

    A.1/2 m/s
    B.2 m/s
    C.5 m/s
    D.20 m/s
    E.Not enough information

    CT 2.1.10

    15 The wavelength, , is 10 m. What is the speed of


    this wave?

    16 What is the period of this wave?

    Amp
    t1

    Time (sec)

    A) 1 m/s
    B) just under 7 m/s
    C) 10 m/s
    D) 15 m/s
    E) None of the above/not enough info/not sure

    17 Which one of the following is most likely to


    be impossible?
    A.
    B.
    C.
    D.
    E.

    Transverse waves in a gas


    Longitudinal waves in a gas
    Transverse waves in a solid
    Longitudinal waves in a solid
    They all seem perfectly possible

    a)
    b)
    c)
    d)
    e)

    t2

    t3

    t4

    time

    t1
    t2
    t2-t1
    t3-t1
    None of the above

    18. To increase the volume of a tone at 400


    Hz heard by the listener, the speaker must
    oscillate back and forth more times each
    second than it does to produce the tone
    with lower volume.
    A. True B. False

    7/6/2013

    Wave Interference Activity is a demo that


    uses three simulations: Waves on a String,
    Wave Interference, and Sound.
    Trish Loeblein

    1. What will this wave look like after it


    reflects?
    A.

    phet.colorado.edu

    Learning Goals: Students will be able to

    Predict the pattern of a reflected wave


    Relate two dimensional representations of waves to three dimensional waves
    Explain wave patterns from interfering waves (Apply the superposition principle to water, sound and
    light)
    Recognize the Doppler effect and predict the change in frequency that occurs.

    B.
    Fixed end

    c.
    D.

    2. What will this wave look like after it


    reflects?

    Draw what you think this wave will look


    like after reflecting off the barrier.

    A.
    Loose end

    B.

    c.
    D.

    3. Which one is the reflection pattern?

    Sound waves are three dimensional.

    Talk to your partner:


    What evidence you have that
    supports this.
    How the wave could be
    represented
    How would reflection change?
    Wave pulse from speaker

    7/6/2013

    Sketch what you think the pattern will


    look like

    Paused clips

    Measurements

    Fourier: Making Waves


    Activity
    1 Wave Representation Learning Goals:
    Students will be able to think about waves as a function of time, space or space-time and explain why waves might be represented in
    these different ways.
    2 Superposition of Waves Learning Goals:
    Students will be able to:
    Define harmonic, determine the relationship between the harmonics,
    Explain the relationship between harmonics and the corresponding wave function.
    Predict what happens when more than one wave is present.

    Trish Loeblein

    1. If these two waves were moving through


    water at the same time, what would the
    water look like?
    Wave 1

    A
    x

    Geometric Optics
    Activity
    Plane mirrors only

    Wave 2
    x

    phet.colorado.edu

    Learning Goals: Students will be able to explain


    How a converging lens makes images.
    How changing the lens effects where the image appears
    and how it looks

    D
    Trish Loeblein

    phet.colorado.edu

    7/6/2013

    Where will the image appear?


    A. On the left, at
    the zero mark.
    B. On the right, at
    the 150 mark.
    C. On the right, at
    the 200 mark.
    D. On the right, at
    the 300 mark.

    Simulation results

    How will the image look?


    A.
    B.
    C.
    D.
    E.

    Same size
    Smaller
    Larger
    Same size
    Smaller

    Where will the image appear if the


    lens were concave?
    A. On the left, at
    the zero mark.
    B. On the left, at
    the 67 mark.
    C. On the left, at
    the 33 mark.
    D. On the right, at
    the 200 mark.

    How will the image look?


    A.
    B.
    C.
    D.
    E.

    Same size
    Smaller
    Larger
    Same size
    Smaller

    If the lens is made fatter in the middle,


    how will the image change?
    A. Larger, further
    away
    B. Smaller, further
    away
    C. Larger, closer
    D. Smaller, closer

    7/6/2013

    Answer: closer and smaller

    If you replace the lens with a mirror,


    the image will be
    A.
    B.
    C.
    D.
    E.

    If you move the arrow towards the


    mirror, the image will be
    A.
    B.
    C.
    D.
    E.

    answer

    Same size
    Smaller
    Larger
    Same size
    Smaller

    Same size
    Smaller
    Larger
    Same size
    Smaller

    If the lens had a lower index of


    refraction, the image be
    A.
    B.
    C.
    D.
    E.

    Same size
    Smaller
    Larger
    Same size
    Smaller

    Resonance
    Activity
    by Trish Loeblein and Mike Dubson

    Learning Goals: Students will be able to:


    1. Describe what resonance means for a simple
    system of a mass on a spring.
    2. Identify, through experimentation, cause and
    effect relationships that affect natural
    resonance of these systems.
    3. Give examples of real-world systems to which
    the understanding of resonance should be
    applied and explain why. (not addressed in CQs)
    phet.colorado.edu

    10

    7/6/2013

    1. Which system will have the


    lower resonant frequency?
    Mass
    2.5
    (kg)
    Spring
    100
    constant
    (N/m)

    2. Which system will have the


    lower resonany frequency?
    5.0

    Mass
    5.0
    (kg)
    Spring
    200
    constant
    (N/m)

    100

    A) 1 B) 2 C) Same frequency

    A) 1 B) 2 C) Same frequency.

    3. Which system will have the


    lower resonance frequency?

    4. Which best describes how


    the motion of the masses vary?

    Mass (kg) 3.0 3.0


    Spring
    400 400
    constant
    (N/m)
    Driver
    0.5 1.5
    Amplitude
    (cm)

    5.0
    100

    A. Less driver amplitude results


    in greater max height & faster
    oscillation
    B. More driver amplitude results
    in greater max height & faster
    oscillation
    C. Less driver amplitude results
    in greater max height
    D.More driver amplitude results
    in greater max height

    Mass (kg) 3.0 3.0


    Spring
    400 400
    constant
    (N/m)
    Driver
    0.5 1.5
    Amplitude
    (cm)

    A) 1 B) 2 C) Same frequency.

    4. If the frequency f of the driver is not the


    same as the resonant frequency, which
    statement is most accurate?

    The steady-state amplitude is ..


    a) smallest at the highest driver f.
    b) largest at the highest driver f.
    c) is largest at driver f nearest the resonant
    frequency.
    d) is independent of driver f.

    11

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