This document discusses standing waves on strings. It defines standing waves as occurring from the interference of two waves moving in opposite directions with identical properties. Standing waves form nodes and antinodes due to constructive and destructive interference. The frequency of standing waves can be decreased by making the string longer, using a thicker string, or decreasing the tension. The document works through multiple choice and multi-part problems applying the formulas for string frequency and wave speed to calculate values for a specific string's harmonics and speed.
In this presentation, we tried our best to explain the two basic types of Modulation that are Amplitude modulation and Frequency modulation. We hope you find this PPT useful.
In this presentation, we tried our best to explain the two basic types of Modulation that are Amplitude modulation and Frequency modulation. We hope you find this PPT useful.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
Learning Object- Standing Waves on Stringskendrick24
This is my learning object about standing waves on a string. I talk about the harmonics, the equation for calculating the frequency for a wave on a string, and gave an example problem.
In this presentation, I explain what a standing wave on a string is, the difference between a standing wave and a travelling wave, and go over some practice problems.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Multi-source connectivity as the driver of solar wind variability in the heli...Sérgio Sacani
The ambient solar wind that flls the heliosphere originates from multiple
sources in the solar corona and is highly structured. It is often described
as high-speed, relatively homogeneous, plasma streams from coronal
holes and slow-speed, highly variable, streams whose source regions are
under debate. A key goal of ESA/NASA’s Solar Orbiter mission is to identify
solar wind sources and understand what drives the complexity seen in the
heliosphere. By combining magnetic feld modelling and spectroscopic
techniques with high-resolution observations and measurements, we show
that the solar wind variability detected in situ by Solar Orbiter in March
2022 is driven by spatio-temporal changes in the magnetic connectivity to
multiple sources in the solar atmosphere. The magnetic feld footpoints
connected to the spacecraft moved from the boundaries of a coronal hole
to one active region (12961) and then across to another region (12957). This
is refected in the in situ measurements, which show the transition from fast
to highly Alfvénic then to slow solar wind that is disrupted by the arrival of
a coronal mass ejection. Our results describe solar wind variability at 0.5 au
but are applicable to near-Earth observatories.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Richard's entangled aventures in wonderlandRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
2. What are Standing Waves
Standing waves are produced by
repeated interference of 2 waves
with identical frequency,
wavelength, and amplitude while
moving in opposite directions.
3. Characteristics of Standing Waves
Nodes and anti-nodes are produced as a result of standing
waves.
Node: points on the string that have 0 amplitude and
remain at rest at all times. Nodes are caused by destructive
interference of the 2 waves
Anti-node: points that move with the maximum amplitude
(twice the original amplitude of each wave). Anti-nodes
are caused by constructive interference of the 2 waves
4. Patterns of Standing Waves
From the table, we can deduce some relationships between wavelength
and harmonic number; we can also find patterns of number of nodes and
anti-nodes and conclude how they are related to the harmonic number
6. Note that the harmonic
number m can only be
positive integers e.g.
1,2,3,4…
7. Multiple Choice 1
Now we have sufficient knowledge about standing waves, let us try
some questions. Start with some simple multiple choice questions
1. You can decrease the frequency of a standing wave on a string
by:
A. making the string longer
B. using a thicker string.
C. decreasing the tension.
D. all of the above.
8. Answer: D.All of the above
A. making the string longer - this works because as the
formula suggests: if length increases, frequency decreases
B. using a thicker string - this works because thicker
string means heavier mass, so linear mass density μ will
decrease; as a result, frequency decreases
C. decreasing tension - works because if T decreases, as
the formula suggest, frequency will decrease
9. Multiple Choice 2
A guitar string has a length of 60 cm and a linear mass density of
0.01kg/m. If the string is put under tension of 60N. Determine the
frequency of the third harmonic generated in the guitar string in Hz.
A. 194Hz
B. 222Hz
C. 137 Hz
D. 245 Hz
E. 173 Hz
10. Answer: A. 194Hz
We are given the information that it is third harmonic, so
m= 3
String length L = 60cm = 0.60 m (remember to convert to
meters)
μ = 0.01 kg/m
T = 60 N; so plug in the formula
11. Now we have gained
some skills in solving
basic problems. Let us do
a more in-depth problem
12. Multi-Part Problem
A 100.0cm string is vibrating with both sides clamped. The string is
kept under the tension of 25.00N. The linear mass density is 0.650g/m
a) What is the lowest frequency standing wave possible on this string?
b) What are the frequencies of the second and third harmonics
c) Can a standing wave of frequency 1.5 times the frequency
calculated in part a) be generated on this string without changing the
length / tension?
d) What is the wave speed of the string?
13. a) What is the lowest frequency standing wave possible on this string?
In order to approach this problem, the formulas needed are listed above.
For a) the question is asking for the lowest frequency. Looking at the formula,
since T ,L and µ are given and we cannot change their values, the only way to
manipulate the value of frequency is by changing the harmonic number m. So the
lowest frequency is achieved when m =1
μ = 0.650g/m = 0.00065kg/m (remember to convert to the standard unit)
L = 100.0cm = 1.000m and T = 25.00N
Plug these numbers into the first formula, we obtain the following result
Solution to a)
14. b) What are the frequencies of the second and third harmonics
For the second harmonics, only the harmonic number changes to 2, so plug
the numbers into formula 1, we get
For the third harmonics, the harmonic number changes to 3, so plug numbers
into formula 1 we get
Solution to b)
15. c) Can a standing wave of frequency 1.5 times the
frequency calculated in part a) be generated on this
string without changing the length / tension?
The answer is NO. It is tempted to just jump into the
calculation and plug numbers into the formula.
However, since we know that harmonic numbers can
only be positive integers 1,2,3… it is impossible to
get a frequency 1.5 times the fundamental frequency.
Solution to c)
16. d) What is the wave speed of the string?
In order to figure out the speed, we need frequency and wavelength. We have
already obtained the fundamental frequency in the first question as 98.1Hz.
Now we need to figure out the wavelength corresponds to the harmonic wave
when m=1.
Solution to d)
17. Note that we do not have to use the fundamental frequency from
part a). We can use the frequency of the the second and third
harmonics as long as we use the correct wavelength corresponds
to the right harmonic number
E.g. For the second harmonic, we will use m = 2 in the equation to
figure out the wavelength.
As a result, you would get the same result that v = 196m/s
Alternative Solution to d)
18. Sources
All of the equations are typed into a word
document and the screenshot is used since keynote
does not support equations
The chart is created by myself with images used
from http://physics.info/waves-standing/