Vibration and frequency measuring instrumentsPrashant thakur
This presentation is about the basic concepts of vibration & Frequency measuring instruments and their types.
The slides contains the best picture as example of the theory portion.
This presentation gives the information about 'vibration measuring instruments' covering syllabus of Unit-5 of Theory of vibrations or mechanical vibrations for BE course under VTU, Belgaum. This presentation is prepared by Hareesha N G, Asst. Prof, Dept of Aerospace, DSCE, B'Lore-78.
1. Basic Concept
2. Nature of SOUND
3. Sources of SOUND
4. Propagation of SOUND
5. Types of SOUND: INFRASONIC, SONIC/AUDIBLE, ULTRASONIC
6. Characteristics of SOUND
7. Speed of SOUND in different medium.
Vibration and frequency measuring instrumentsPrashant thakur
This presentation is about the basic concepts of vibration & Frequency measuring instruments and their types.
The slides contains the best picture as example of the theory portion.
This presentation gives the information about 'vibration measuring instruments' covering syllabus of Unit-5 of Theory of vibrations or mechanical vibrations for BE course under VTU, Belgaum. This presentation is prepared by Hareesha N G, Asst. Prof, Dept of Aerospace, DSCE, B'Lore-78.
1. Basic Concept
2. Nature of SOUND
3. Sources of SOUND
4. Propagation of SOUND
5. Types of SOUND: INFRASONIC, SONIC/AUDIBLE, ULTRASONIC
6. Characteristics of SOUND
7. Speed of SOUND in different medium.
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Chapter - 13, Sound, Science, Class 8
WHAT IS SOUND?
INTRODUCTION TO SOUND
SOUND-PRODUCING MUSICAL INSTRUMENTS
SOUND PROPERTIES
HOW DO HUMANS PRODUCE SOUND?
HOW SOUND PROPAGATE IN A MEDIUM?
SOUNDS BY HUMANS
THERE ARE THREE MAJOR PARTS OF THE HUMAN EAR
AMPLITUDE, TIME PERIOD, AND FREQUENCY
THE LOUDNESS OF A SOUND
PITCH OF THE SOUND
AUDIBLE AND INAUDIBLE SOUNDS
NOISE AND MUSIC
NOISE POLLUTION
CAUSES OF NOISE POLLUTION
EFFECTS OF NOISE POLLUTION
PREVENTION OF NOISE POLLUTION
Every topic of this chapter is well written concisely and visuals will help you in understanding and imagining the practicality of all the topics.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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.
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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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Relationship between string length, tension, and pitch
1. Good Afternoon!
• Today we will:
• conduct an investigation
• write a conclusion about our investigation
• take some notes
• Please do before the tardy bell:
• get your science notebook
• get a whiteboard and marker
• get a textbook
• get out something to write with (besides my marker!)
2. Tension, Length, &
Pitch
What is the effect of tension and length of a vibrating string on
the pitch of a sound?
3.
4. In Your Lab Notebook
• Turn to the first clean page in your lab book and
title it, “Sounds in Vibrating Strings.” Be sure to
make an entry in your Table of Contents as well.
• Turn in your textbook to page 484
• read the “What do You Think” section and write
your answers the two questions in your lab book –
use complete sentences that restate the
question, please.
• 1-2-4
5. Sounds in Vibrating
Strings
• Read the “Investigate” on pages 484 –
486.
• When you are finished reading, you should
know:
• the two different independent variables
you will be testing
• the one dependent variable you will be
evaluating
• you have 7 minutes
6. Sounds in Vibrating
Strings
• On your whiteboard, identify the two
independent variables.
• Now identify the dependent variable.
7. Sounds in Vibrating
Strings
• In your lab book, write two hypothesis
statements: one of each independent
variable.
• What safety precautions should you
take in this lab?
8. Questions You Will Answer
1. What happens to the pitch of the sound produced
by a string when its tension is increased? How
did you increase tension in the investigation?
2. When you decrease the length of a string in an
instrument, how does the pitch of the sound you
hear change?
3. Using the terms tension, length, pitch, and
frequency describe how to change the quality of
sound.
9. Changing the Pitch
• To produce sound (any sound)
something must vibrate.
• Everything that vibrates produces a
sound.
• In the lab, we saw that shortening the
string affected the pitch of the sound…
• what happened to the pitch when the
string was shortened?
10. Changing Pitch
• When you play the guitar, you change the length
of the string by pressing your fingers down on
strings at different places along the neck of the
guitar
11. Changing Pitch
• What about instruments without
strings – like a drum?
• What do you think vibrates to make
sound on a drum?
13. Changing the Pitch
• With instruments like drums, the
“length of the string” is the size of the
drumhead.
• The larger the drumhead, the lower
the pitch.
14. Changing Pitch
• The other independent variable we tested in
the investigation was tension.
• Tension: how tight a string or wire is
stretched.
• How did we change the tension of the
string?
• What happened to the pitch of the sound
when the tension was increased?
15. Changing Pitch
• String instruments such as guitars or violins
have pegs attached to the end of a string. A
musician adjusts the string tension by
turning the peg.
16. Changing Pitch
• In our investigation, we “measured”
pitch by observing the quality of the
sound.
• Was this a qualitative or quantitative
measurement?
• qualitative
17. Types of Measurements
• Remember: “qualitative” refers to the
quality of something: the quality of a
taste, feel, smell, sound whereas
“quantitative” refers to a
measurement with a number – a
quantity
• What would be necessary to make a
quantitative measurement of pitch?
18. Pitch & Frequency
• The higher the pitch of a sound,
the greater the frequency.
• frequency: the number of cycles
a vibration makes in a given time
period (almost always a second)
19. Independent & Dependent
Variables
• If you wanted to test the effect of the
length of a string on the frequency of
sound it produces, what would your
independent variable be?
• length of string
20. Graphing
• On your whiteboard, create a graph for
length of string versus frequency of sound.
• Sketch what you believe the shape of the
line should be.
frequency
length of string
21. Checking Up
1. What happens to the pitch of the sound
produced by a string when its tension is
increased? How did you increase tension in
the investigation?
2. When you decrease the length of a string in an
instrument, how does the pitch of the sound
you hear change?
3. Using the terms tension, length, pitch, and
frequency describe how to change the quality
of sound.