This document discusses wave interactions and the pedagogy of physics as a school subject. It defines key terms related to waves like amplitude, frequency, wavelength, and wave velocity. It describes longitudinal and transverse waves, and how sound is a longitudinal wave. It discusses properties of sound like pitch and loudness. It also covers topics like interference, the Doppler effect, ultrasound, and infrasound. The document contains diagrams illustrating concepts like standing waves and node and antinode positions.
Identify sound waves in nature and physics, the type of piezowaves accompanying them, the difference between sound waves audible to humans and between ultrasound and subsonic waves, how to theoretically calculate their speed when they pass through different physical media, calculate their frequency and wavelength, and the effect of temperatures and the density of different materials on these calculations
Identify sound waves in nature and physics, the type of piezowaves accompanying them, the difference between sound waves audible to humans and between ultrasound and subsonic waves, how to theoretically calculate their speed when they pass through different physical media, calculate their frequency and wavelength, and the effect of temperatures and the density of different materials on these calculations
Sustainable development = Best Out Of Waste.pptNamitaSahare
Eco friendly approach, Sustainable development, best out of waste, using waste to create useful item, creativity, Eco friendly rating, resource efficiency green economy
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. B.Ed. Course 205 = 15 PHYSICS
Pedagogy of School Subject
Dr. Namita S. Sahare
Tilak College of Education , Pune
India
2. WAVE INTERACTIONS
205 – 15 : Physics
Understanding disciplines and
Pedagogy of school subject
3. Introduction
• Sound originates from vibrating or oscillating
objects, such as vocal cord in the human
throat , the skin of the drum .
• The vibrations are then passed through a
medium, they strike the ear drum, the ear
converts the vibrations into nerve impulses,
which pass to brain where they are
interpreted as sounds.
4. Some Definitions
• Periodic Motion
• Oscillatory or Vibrating Motion
• Oscillation
• Period of Oscillation(T)
• Frequency(n)
• Amplitude
5. Types of Waves
• Mechanical Waves: Waves which require material
medium for their propagation are mechanical
waves.
Ex.: Waves over a stretched string, waves on the
water surface, sound waves, etc
• Electromagnetic Waves: One of the waves that
are propagated by simultaneous periodic
variations of electric and magnetic field intensity.
Ex.: Light Waves, Radio Waves, Xrays, etc
9. Longitudinal Wave
• A wave in which particles of medium vibrate in
a direction parallel to the direction of
propagation of the direction parallel to the
direction of propagation of the wave is called
Longitudinal wave.
10. Sound As A Longitudinal Wave
Motion
• Sound wave are longitudinal wave which can
travel through gas, liquid or solid medium. The
propagation of sound wave in air can be easily
understood by considering the vibrations of
tuning fork.
13. Amplitude-
is the maximum distance
the particles in a wave
vibrate from their rest positions.
Frequency
- the number of waves
produced in a given time
15. Wave Velocity - is the speed with which a wave
crest passes by a particular point in space
It is measured in meters/second.
Wave Velocity = Frequency Wavelength
16. Speed of Sound
• Medium velocity m/sec
air (20 C) 343
air (0 C) 331
water (25 C) 1493
sea water 1533
diamond 12000
iron 5130
copper 3560
glass 5640
17. II. Properties of Sound
Pitch
- description of how high or low
the sound seems to a person
Loudness-
how loud or soft a sound is
perceived to be.
18. Ultrasound
- sound waves with frequencies above the
normal human range of hearing.
Sounds in the range from 20-100kHz
Infrasound
- sounds with frequencies below the
normal human range of hearing.
Sounds in the 20-200 Hz range
21. Different sounds that you hear include
(A) noise, (B) pure tones, and (C) musical notes.
22.
23. Standing sine wave patterns of air vibrating in a closed
tube. Note the node at the closed end and the antinode
at the open end. Only odd multiples of the fundamental
are therefore possible.
24. Standing waves in these open tubes have an antinode at
the open end, where air is free to vibrate.
25. Relation Between Velocity, Wavelength & frequency
• Period (T): The time required to complete one vibration by
a particle of medium is called period (T) of wave. Each
particle of medium vibrates with same period. It’s SI unit is
second(s).
• Frequency (n): The number of vibrations performed by any
particle of medium per second is called frequency (n) of
wave. The frequency is related to period as n=1/T. SI unit of
frequency is called hertz (Hz).
• Wavelength : The distance between two successive
particles, which are in same state of motion or in same
phase is called wavelength ( ) of wave.
26. Wavelength
• Wavelength ( ): The distance between two
successive particles, which are in same state
of motion or in same phase is called
wavelength ( ) of wave.
27. Relation Between Velocity, Wavelength
and frequency
• Velocity (v): The distance covered by the disturbance or a
wave per second is called velocity of the wave.
In one period (T), the wave covers the distance equal to
wavelength( ). Therefore velocity of wave is given by
Magnitude of velocity =
v =
but n = v = n
Wave Velocity = Frequency Wavelength
28. Doppler Effect
is the apparent change in the
frequency of a sound caused by
the motion of either the listener
or the source of the sound.
29.
30. • Sounds from Moving Sources.
– A moving source of sound or a moving observer
experiences an apparent shift of frequency
called the Doppler Effect.
– If the source is moving as fast or faster than the
speed of sound, the sound waves pile up into a
shock wave called a sonic boom.
– A sonic boom sounds very much like the
pressure wave from an explosion
