This experiment was designed in order to see what relationships variables have in regards to a wave. Those variables include temperature, wavelength, frequency, velocity, and medium. This project was designed in order to see what frequencies react with what type of tubes, as well as to see what is required for different harmonics to form. Before starting the lab, I made the prediction that the smaller harmonics like the first harmonic will react with lower frequencies while the third harmonic will react only with higher frequencies. In other words, the higher the frequency, the larger the harmonic.
In this particular lab, my group partners and I were testing three separate tubes with five different pitching forks. For the theoretical part
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of the lab, we were calculating for wavelength while for the experimental part of the lab we were searching for velocity after measuring the length of the tube (wave) and plugging that in for wavelength in our equation.
In our lab, the independent variable is frequency and out dependent variable is velocity. Also, another dependent variable was length.
In order to begin understanding this lab, it is important to understand what variables play a part in the experiment. I considered doing this experiment in order to gain even a larger perspective of what waves truly are. To start understanding how wavelength, frequency, and velocity work together it is important to know one equation: velocity = frequency x wavelength. Also, it is important to know that in order to see how the speed of sound depends on temperature, it is important to know that at 0 degrees celsius, the speed of sound is at 330m/s. In order to add or subtract degrees, you would add or subtract 0.6 from 330. In regard to harmonics, it is important to see a theme between all. The first harmonic is
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half a wavelength, the second harmonic is one wavelength, and the third harmonic is one and a half wavelength and so on. With every new harmonic added, half a wavelength is added. After hearing all of this information, it is important to know what which one of these variables are. Velocity is the speed of something in a given direction, frequency is the rate at which something occurs or is repeated over a particular period of time or in a given sample, and wavelength is the distance between successive crests of a wave, especially points in a sound wave or electromagnetic wave. Adding on to that, amplitude is the height from the mean, or rest, value of the function to its maximum or minimum, medium is a substance that makes possible the transfer of energy from one location to another, a crest is a point on a surface wave where the displacement of the medium is at a maximum, and a trough is the minimum or lowest point in a cycle. Finally, a harmonic is an integer multiple of the fundamental frequency and the period is the time needed for one complete cycle of vibration to pass in a given point. For this lab, you will need these materials: A metric ruler, five sound forks of different frequencies, three tubes of different lengths and sizes (each tube must have a second tube inside of it), a tool to hit the fork with, and a piece of paper to record the data collected.
Below is a representation of the equipment and set-up for this
lab: The experimental design for this lab was as follows: First, you pick a tuning fork of a specific frequency. Then, you pick a large tube and measure the length of it (Not of the smaller tube inside). Then, you use a tool to hit the tuning fork (make sure it is vertical) and put it near one of the sides of the tube. Then, start moving the smaller tube inside the larger tube back in forth in order to hear the change in pitch or volume. Once you hear a distinct sound, quickly stop the inside tube from moving and measure how much of the smaller tube is out of the larger tube. In order to get the wavelength needed for the experimental equation of the lab, just add the length of the large tube with the length that the small tube inside showed once you stopped moving it. After doing so, repeat this procedure with four other forks and two different tubes. In the end you should be left with 15 trials, five for each tube and three for each tuning fork. This is the way that my group partners and I decided to take our data because then, we would have enough data to see relationships of variables in waves, but also not too many trials which could cause for a lot of errors in calculations like percent uncertainty and percent difference. Our data was collected on a computer, in a “Google Sheets” document. We recommend doing so because this is a very efficient way to gather information. My group placed all of the known and unknown variables into the graph, filling in more and more data as the lab progressed. For example, our controlled variables were the tuning forks and tubes. My group decided to use three different tubes with five different tuning forks. In the end, we ended up with all five tuning forks playing sounds on all three tubes. By doing so, we created 15 trials, giving us enough information to make assumptions about variables and their relationships in regard to waves. When we performed the experiment, we realized that frequency does not have much of an affect on the length of tube, but that the length we measured to be our wavelength depends on the actual tube that is used in the experiment itself. We noticed that in the white tape tube, all of the lengths were over one meter and in the other two rubes, not one of the lengths reached one meter. Also, we noticed that in in the blue tape tube, the lengths were the shortest and my guess would be it was because the tube itself was only 37 cm while the other two tubes were 61cm. Something that I noticed in my data is that even though the frequency of the tuning fork stayed the same throughout the trials, it did change the final length of the tube we measured. In the end, we realized that there was no effect on the length of tube when seeing an increase and decrease in frequency leading us to believe that frequency by itself does not affect wavelength. When looking at uncertainty and percent uncertainty, I noticed no trend between frequency and the number. When plugging in uncertainty into the percent uncertainty equation, I realized that my percent uncertainty was very high. For one piece of data, I got 96.5% uncertainty meaning that the distance between smallest and largest number from my data was about 96.5%. All of this data can be seen above and it is very evident to me that there were mistakes made throughout this lab. In the graphs, I noticed that when looking at the no tape tube, for frequency vs velocity, the graph was facing up while the frequency vs length graph was facing down. For the white tape, I noticed the same trend. Although those two were facing in different directions, the blue tape tube lines of best fit were both facing up.When looking at all frequency vs velocity graphs together, I noticed that each and every one of them has an upward trend. Finally, when looking at all frequency vs length graphs I noticed that all graphs had low y values and that all but the blue tube data was facing downward. Conclusion: After finishing the lab, I realized that my hypothesis was wrong. Instead of harmonic changing due to frequency of the tune fork, the harmonics dependendent the most on the tube in which the sound wave was pushed through. The purpose of this lab was to see the relationships between variables of a wave and in the end, I think that I learned just that. After the lab, my data showed me that frequency does not truly affect wavelength, that the smaller the harmonic the bigger the wavelength, and that the medium can change speed of a wave as well as its wavelength. Although I did get these results, I had high percent of uncertainty. I believe that some of my final data may be wrong because all of my percent uncertainties are over 30% and one was even over 90%. To me, this data does seem valid but I believe that the percent uncertainty cannot be ignored for the data that I got. I believe that the percent uncertainties are so high because when listening through the tube, my group (at times) wasn’t sure at which exact length the frequency created the highest pitch. Also, some frequencies do not work with the specific tubes, yet my group got a pitch in every single trial which may have been a mistake on our part. If I were to redo the lab, I would make sure to take data more accurately so my data would be correct or close to perfect to fully see the relationships between the variables of a wave. Also, when measuring the wavelength (how much the inner tube was out of the bigger tube with the addition of the length of bigger tube), I would make the measurements to the closest millimeter because my group partners and I rounded without counting the very tiny marks on the ruler which could have made our data incorrect because of that. If I were to change this experiment, I would do more trials for each tuning fork and tube, as well as find a way to know exactly the spot where the pitch is loudest inside the tube.In regard to my percent error, I noticed that my percent error was all around. My three sample calculations show 45%, 36%, and 8% error. I would be happy with just 8% error, but believe that these calculations show that my group partners and I made a lot of mistakes while completing the lab.In the end, based on my results, I believe that I have met the purpose. I learned how frequency, wavelength, velocity, and medium work to change waves as well as the harmonics. Although I wish that there were less errors in my data, I am confident in the work that my partners and I have done.
The independent variable was moisture. The dependent variable was the bug’s behavior on which soil the sowbug spent the most time in. The controlled variables were temperature, type of soil, and light intensity.
5. A second test tube was then filled with water and placed in a test
The results of this experiment are shown in the compiled student data in Table 1 below.
It was proposed that if the length of the PVC pipes were to increase, then the sound produced will have a lower amplitude each time because the sound will lose energy as it continues in the pipe for a certain amount of time. However, the data actually showed that with every increase in pipe length, the amplitude got louder as well, thus refuting the hypothesis. These results made sense because what was created inside the PVC pipes was a standing still sound wave, or a resonance wave. These kinds of waves have certain locations on its wavelength in order for the change in sound to be heard, which it usually half a wavelength. With this, the tuning fork is 83.3Hz and a usual wavelength is about 300Hz, 300/83.3 = 3.6 meters, which is about 4 meters (half = 2 meters). So for the change in sound to be heard, the pipes had to be about 2 meters in change according to the frequency of the tuning
The Helmholtz resonance of a guitar is due to the air at the sound hole oscillating, driven by the springiness of the air inside the body. This is analysed quantitatively in Helmholtz Resonance.
In order to further improve the accuracy of the experiment, I will use a sound recorder which has
waves were reflected back to the transducer as they crossed interfaces of different acoustic impedance. More simply, the ultrasound bounced off the
My hypothesis for this experiment is that the heat study tube will turn blue, the cooling study tube will turn green, the dehydration study tube will turn blue, the hydration study tube will turn green, and the common ion effect study tube will turn blue.
In order to produce this experiment, you began by setting up the angles at which the spring gun would launch the metal ball onto the ground to measure its distance. The spring gun was placed, ideally, at table
Polman, H., Orobio De Castro, B. & Van Aken, M. A.G. (2008). Experimental Study of the
Sound is (a) the physical transmission of a disorder (energy) in a standard and the physiological response generally to pressure waves in air. However, the sound spectrum has much lower frequencies and is much simpler, with only three frequency regions; the infrasonic region (f<20Hz), the audible region (20Hz20 KHz), (Shipman-Wilson-Higgins, 2013). Depending on the volume of sound can be determined as a low or high frequencies.
Dependent variables: The extent of the reaction (the time taken for magnesium to completely dissolve in HCL). The volume of hydrogen gas produced.
In this experiment, we attempt to make a musical instrument. My group decided to make a wind instrument, which is an instrument that requires a player to blow in it, in order to have sound. There are some examples of wind instrument like, trumpet, oboe, tuba, etc... In this experiment, we’re going to explain how our wind instrument was made, and how the instrument changes in frequency by blowing in it. For the materials, we used the straw to become our mouthpiece, and with a washing machine pipe to make the sound better, and to become the tube of our instrument. We will test different lengths of the instrument, and measure any difference in frequency, or pitch, between the lengths.
Sound is essentially a wave produced by a vibrating source. This compression and rarefaction of matter will transfer to the surrounding particles, for instance air molecules. Rhythmic variations in air pressure are therefore created which are detected by the ear and perceived as sound. The frequency of a sound wave is the number of these oscillations that passes through a given point each second. It is the compression of the medium particles that actually constitute a sound wave, and which classifies it as longitudinal. As opposed to transverse waves (eg. light waves), in which case the particles move perpendicular to the direction of the wave movement, the medium particles are moving in the same or opposite direction as the wave (Russell, D. A., 1998).
There is also the potential of human error within this experiment for example finding the meniscus is important to get an accurate amount using the graduated pipettes and burettes. There is a possibility that at one point in the experiment a chemical was measured inaccurately affecting the results. To resolve this, the experiment should have been repeated three times.