This chapter discusses waves and their properties such as wavelength, frequency, amplitude, and speed. It covers different types of waves like transverse and longitudinal waves. The chapter also examines how waves interact with boundaries through reflection, refraction, interference, and standing waves. It explores natural frequency and resonance in waves, which is dependent on the boundaries and dimensions of the system containing the waves.
Our project in physics (IV-Einstein) about waves: It's nature, types, parts and measures.
I apologize for the ugly font, I used different font styles that are not available on all computers since they are downloaded from the internet.
Our project in physics (IV-Einstein) about waves: It's nature, types, parts and measures.
I apologize for the ugly font, I used different font styles that are not available on all computers since they are downloaded from the internet.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Unit 5: Waves and Sound
14.1 Waves and Wave Pulses
14.2 Motion and Interaction of Waves
14.3 Natural Frequency and Resonance
Chapter14 Waves
3. Chapter14 Objectives
1. Recognize a wave in nature ortechnology.
2. Measure orcalculate the wavelength, frequency, amplitude,
and speed of a wave.
3. Give examples of transverse and longitudinal waves.
4. Sketch and describe how to create plane waves and circular
waves.
5. Give at least one example of reflection, refraction,
absorption, interference, and diffraction.
6. Describe how boundaries create resonance in waves.
7. Describe the relationship between the natural frequency,
fundamental mode, and harmonics.
5. 14.1 Waves and Wave Pulses
Key Question:
What is the speed of a
wave?
*Students read Section 14.1
AFTER Investigation 14.1
6. 14.1 Waves
A wave is an oscillation that
travels.
A ball floating on watercan
oscillate up and down in
harmonic motion.
The surface of the water
oscillates in response and the
oscillation spreads outward from
where it started.
7. 14.1 Why learn about waves?
Waves carry useful
information and energy.
Waves are all around us:
— light from the stoplight
— ripples in a puddle of
— electricity flowing in wires
— radio and television and cell
phone transmissions
8. 14.1 Recognize waves
Anytime you see a vibration that moves...
Anything that makes or responds to sound...
Anything that makes or responds to light ...
Anything that transmits information through the air
(or space) without wires...
— cell phones, radio, and television.
Anything that allows you to “see through” objects...
— ultrasound, CAT scans, MRI scans, and X rays
9. 14.1 Characteristics of waves
Waves have cycles, frequency, and amplitude, just like
oscillations.
The frequency of a wave tells
how often each point oscillates.
The amplitude of a wave is the
maximum movement from
equilibrium.
The wavelength of a wave is the
length of one complete cycle.
10. 14.1 Wave pulses
A wave pulse is a short length of wave, often just a
single oscillation.
11. 14.1 Relationship between speed,
frequency, and wavelength
The speed of a wave equals the frequency times
the wavelength.
v = f λ
Frequency (cycles/sec)
Wavelength (m)
Speed (m/sec)
12. 14.1 Calculate wave speed
A student does an experiment with waves
in water.
The student measures the wavelength of a
wave to be 5 centimeters.
By using a stopwatch and observing the
oscillations of a floating ball, the student
measures a frequency of 4 Hz.
If the student starts a wave in one part of
a tankof water, how long will it take the
wave to reach the opposite side of the
tank2 meters away?
13. 14.1 Transverse and longitudinal waves
A transverse wave has its oscillations
perpendicular to the direction the wave moves.
A longitudinal wave has oscillations in the same
direction as the wave moves.
14. 14.2 Motion and Interaction of Waves
Key Question:
How do waves move and
interact with things?
*Students read Section 14.2
AFTER Investigation 14.2
15. 14.2 Waves in Motion
Waves have crests and troughs.
The crest of a wave is sometimes
called a wave front.
The shape of a wave is determined by
its wave front.
16. 14.2 Propagation of waves
The word propagation means “to spread out
and grow.”
17. 14.2 Propagation of waves
Waterwaves propagate along surfaces that
are continuous.
A waterwave can not spread across a
discontinuous surface.
18. 14.2 Waves and boundaries
A boundary is a place where conditions
change.
What a wave does at a boundary depends
on the boundary conditions.
Waves can interact with boundaries in four
different ways...
19.
20.
21.
22.
23. 14.2 Waves and boundaries
The wave approaching a
boundary is called the
incident wave.
The wave sent from a
boundary is the reflected
wave.
A wave that is bent passing
through a boundary is called
a refracted wave.
This incident plane wave
refracts a circular wave
after passing through a
convex barrier.
24. 14.2 Waves and boundaries
Boundaries that are not
straight can be used to change
the shape of the wave fronts
and therefore change the
direction of a wave.
A sharp boundary creates
strong reflections.
A soft boundary absorbs wave
energy and produces little
reflection.
25. 14.3 Natural Frequency and Resonance
Key Question:
How do we make and control waves?
*Students read Section 14.3 AFTER Investigation 14.3
26. 14.2 Superposition principle
It is common forthere to be many waves in the same
systemat the same time.
When more than one wave is present, the total oscillation
of any point is the sumof the oscillations fromeach
individual wave.
The sound waves and light waves you experience are the
superposition of thousands of waves with different
frequencies and amplitudes.
Youreyes, ears, and brain separate the waves in orderto
recognize individual sounds and colors.
27.
28. 14.2 Interference
If two waves add up to create a largeramplitude,
constructive interference has occurred.
In destructive interference, waves add up to make a
smalleramplitude.
29. 14.3 Natural Frequency and Resonance
Waves can show natural frequency and
resonance, just like oscillators.
The natural frequency of a wave depends on
the wave and also on the systemthat
contains the wave.
Resonance in waves is caused by reflections
fromthe boundaries of a system.
30. 14.3 Standing waves
A wave that is
confined between
boundaries is called a
standing wave.
With all waves,
resonance and natural
frequency are
dependent on
reflections from
boundaries of the
system containing the
wave.
31. 14.3 Standing Waves and Harmonics
The standing wave with the
longest wavelength is called the
fundamental.
The fundamental has the lowest
frequency in a series of standing
waves called harmonics.
The first three standing wave
patterns of a vibrating string
shows that patterns occurat
multiples of the fundamental
frequency.
32. 14.3 Energy and Waves
All waves propagate by
exchanging energy between two
forms.
Forwaterand elastic strings,
the exchange is between
potential and kinetic energy.
Forsound waves, the energy
oscillates between pressure and
kinetic energy.
In light waves, energy oscillates
between electric and magnetic
fields.
33. 14.3 Describing Waves
Standing waves have nodes and antinodes.
A node is a point where the string stays at its equilibrium
position.
An antinode is a point where the wave is as faras it gets from
equilibrium.
34. 14.3 Describing Waves
A mode is a category of
types of wave behavior.
One mode of the vibrating
string is a rotating wave
and the othermode is a
transverse wave.
Because a vertical vibrating
string moves in circles, the
wave looks the same from
the front and fromthe side.
35. 14.3 Standing waves in 2 and 3 dimensions
Most vibrating objects
have more complex shapes
than a string.
Complex shapes create
more ways an object can
vibrate.
Two- and three-dimensional
objects tend to have two or
three families of modes.
1) You are asked for the time it takes to move a distance of 2 meters.
2) You are given the frequency, wavelength, and distance.
3) The relationship between frequency, wavelength, and speed is v = fλ. The relationship between
time, speed, and distance is v = d ÷ t.
4) Rearrange the speed formula to solve for the time: t = d ÷ v.
The speed of the wave is the frequency times the wavelength.
v = fλ = (4 Hz)(5 cm) = 20 cm/sec = 0.2 m/sec.
Use this value to calculate the time:
t = (2 m) ÷ (0.2 m/sec) = 10 seconds
When you drop a stone into water, some of the water is pushed aside and raised up by the stone (A).
The higher water pushes the water next to it out of the way as it tries to get back down
to equilibrium (B).
The water that has been pushed then pushes on the water in front of it, and so on.
The wave spreads through the interaction of each bit of water with the water immediately next to it (C).
A skillful drummer knows how and where to hit the drum to make mixtures of the
different modes and get particular sounds. The radial modes have nodes and
antinodes that are circles. The angular modes have nodes and antinodes that are
radial lines from the center of the circle. A circular disc has two dimensions
because you can identify any point on the surface with two coordinates (radius,
angle).