Scene Analysis of Wave Interactions

Pick a video of your choice, and analyze it by looking at different scenes.  For each item, you will add an artifact of choice to a digital portfolio.

I.  Noise reduction and leveling
What do you hear in this scene?   What should you hear in this scene?  One way to do this is to watch without volume first, and then watch again.

II. Decibels
Pick a scene that has action--a sword fight, a car chase, a gun fight.  Identify 10 noises and estimate the decibel effect at 5 meters away, and then at 10 meters.   You may borrow the decibel meter, if necessary.

III.  Doppler effect.  Pick a sound scene where you hear the pitch of a sound moving.  Create a sample problem, based on the speed of the source and/or the observer, and calculate the expected frequency as the sound moves towards or away from you.

IV. Interference.  Pick a scene where different sounds are interacting with one another.   Explain if the sounds are reinforcing or cancelling each other out.  One way to do this is to use Goldwave to sample each of the sounds individually as a .mp3, and then use a clip of them as an .mp3 together.  Compare the sound spectrograms.

V.  Shadow.    Pick a scene where shading is important.  Identify why or why not colored shadows are present, and give an example of a penumbra and umbra to predict where the scene was lighted from.  Does the shadow function as a mood device, or is it a function of the location or setting?

VI. Color.  Red, yellow, and blue are the primary colors of pigment, but red, green and blue are the primary colors of light.  As a result, there are a myriad of effects that can be created by changing the color of a character's clothing, or by placing different gels on lights.  Create a model of a scene where color is used effectively and see if you can duplicate the lighting.  Why or Why Not?

VII. Optics.  Refraction and reflection can have a dramatic effect, creating the illusion of distortion or illumination, distortion, or clarity.  Identify a scene(s) where both can be found, and explain what you see happening with appropriate diagrams.

VIII. Electromagnetic radiation. all ranges can be found in the magic of movies.  Identify three places in the movie where you believe the movie utilizes non-visible (at least to humans) types of radiation.  Specify what the frequency range of this radiation type likely is.

IX.  Speed of Light. The speed of light is finite, which limits how quickly communication can travel, even with radio waves.  Pick a scene where communication is happening, estimate the distances between the two characters, and and calculate the time needed for the event to happen.

X. Speed of Sound.  The speed of sound is temperature-dependent. Contrast the speed of sound during two events in the movie, listing assumptions and calculations.

XII.  Hearing Curves.   Movie designers work to make sure that all viewers are satisfied with the experience.  How does your understanding of hearing loss and hearing curves affect how a movie should be designed?  Here, Goldwave may also be helpful.

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Personal Research:

Find out about another application of waves in theatre or movies.   Dolby sound, 3d-pictures, frame rate consideration, CGI---all of these may be appropriate.   Use these ideas and develop a presentation, with resources, that explain your topic of choice.  Deliver the presentation in a creative format that will engage and entertain the learner.

Building a PinHole Camera

By tomorrow (Tuesday), you need a pinhole camera for each of you.   PT has a book that details this, or you can look on the web.  We are making a photographic paper camera.  Lucas Fangmann is in PTs room and can help if you ask nicely.  Some research can be found at these links.

http://www.kodak.com/ek/US/en/Pinhole_Camera.htm

http://www.pinholeresource.com/shop/home

http://www.f295.org/main/forum/

Young's Double Slit Experiment

Review http://www.physicsclassroom.com/class/light/U12l3b.cfm

Read http://www.physicsclassroom.com/class/light/U12l3c.cfm and do the two questions at the bottom.

Read http://www.physicsclassroom.com/class/light/U12l3d.cfm


Then, practice setting up the experiment, using the applet

Tomorrow, we will be recreating the classic experiment

Click to Run

10/2 Snell's Law

Read through
http://www.physicsclassroom.com/Class/refrn/u14l1a.cfm
http://www.physicsclassroom.com/Class/refrn/U14l1b.cfm
http://www.physicsclassroom.com/Class/refrn/U14l1c.cfm
Snell's Law Applet 1
Snell Law Lab

9/26 Problem Set Mirrors

Create a diagram for a convex mirror similar to the concave mirrors from yesterday. Conventions are found here Problem set ====================

Reflection

Plane Mirrors
http://www.phy.ntnu.edu.tw/oldjava/optics/mirror_e.html

Making an Image with Plane Mirrors

http://perg.phys.ksu.edu/vqm/laserweb/Java/MirrImge/Imageme1.htm

Concave Mirrors
http://www.phys.ufl.edu/~phy3054/light/mirror/applets/cavemir/Welcome.html

Convex Mirrors
http://www.phys.ufl.edu/~phy3054/light/mirror/applets/convmir/Welcome.html

9/18 Interference, Reflection and Refraction

Read:

http://www.physicsclassroom.com/Class/waves/u10l3c.cfm

http://www.physicsclassroom.com/Class/waves/U10L3b.cfm

Worksheet 2

(use the virtual ripple tank applet)

http://www.physicsclassroom.com/Class/waves/U10L3b.cfm

9/12 Wave set

Complete: http://www.physicsclassroom.com/reviews/waves/wavesprint.cfm

9/11 Newton's Cradle Analysis

Your Newton's Cradle should be built. Determine experimentally the period of one swing of one ball on your Newton's cradle. Use this, and the formula for a pendulum, to calculate the expected length of the pendulum. Compare this to the measured length of the string and the ball. Determine the change in x the far ball goes through if it is hit with a single ball. Do this for a ball that is lifted to h1 and h2. Use Es= 1/2k(change in x)2 to calculate the k of the ball, which is acting as a spring. Remember, in theory, Es should be equal to PE of the ball (m(ball)*accel(g)*height(above ground). Write up the results, and take a picture of your Newton's cradle. Submit both to me via email.

9/7 Modeling waves

9/4 Unit 2: Defining a Wave

Skim through Lesson 1    Most of this will be review, so move quickly, starting here


Pay careful attention to the animations.

Answer the questions in your notes.

Let me know when you get to the earthquake simulation.

http://www.flickr.com/photos/ifrc/4278689245/

Aug 29

photo credit: justshootingmemories via photo pin cc

This is a Foucault Pendulum.   It moves back and forth, but over the course of 24 hours, it will knock down all the pegs in the circle because of the earth's movement.

How would you create an energy diagram(s) for this over the course of one swing?  Over the course of 24 hours?   Do this individually, and explain your reasoning.

Do the same with this.


Assessment:  Springs and Pendulums

You will create your own Newton's Cradle.   In this case, the balls act as a type of spring, so imagine how you could use the concept of Hooke's Law to calculate a spring constant for the system.  Also, calculate the period of the pendulum of one ball.

August 27

So, on Friday, you read about the concept of work, W=F*d, where work is in JOULES (jewels), F is in Newtons, and d is in meters.

In other words, Work is another way to refer to kinetic energy when a spring is stretching.


W = F* d
KE = 1/2 mv^2

F = kx

It's the combination of these three formulas that gives us the formulas for spring constant energy.

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Today, we're looking at the interaction between the different types of energies.  To do this, you'll be working on two worksheets.  Before you do that, we'll look at some ways to represent energy

Worksheet A

Worksheet B

Aug 24

Sorry guys, but today is a reading and processing day.  You need to start with the definition of work  and work through the four consecutive pages until you get to this page.   Take your time.  Answer the questions together, and note anything which confuses you.


If you have questions, please text me.

Aug 21

Hooke's Law Activity

http://phet.colorado.edu/en/simulation/mass-spring-lab

Read

http://www.physicsclassroom.com/class/waves/u10l0c.cfm

http://www.physicsclassroom.com/class/waves/u10l0d.cfm

Day 1and 2: Intro to Waves

Please read:

http://www.physicsclassroom.com/Class/waves/u10l0a.cfm
http://www.physicsclassroom.com/Class/waves/U10l0b.cfm

When you get done, give me a top five points for each page.  This should take 15-30 minutes.

LAB on Periodic Motion: Create a series of pendulums of different length, different masses, and make them swing at an angle of no more than 10 degrees each way. Document the period of 10 swings and 1 swing in this effort. Organize your data in a spreadsheet on Google Docs. Share the spreadsheet with one another and with me at marciapowellATw-del.... using the share feature. As you go along, write any observations that you make on a sheet of paper.

Diffraction/Interaction

CD Groove Spacing

Young's Experiment

Electromagnetic introduction

Dear Mr. Fangmann,

Our next unit is understanding the transverse properties of electromagnetic waves.   As you work through the first effort , start thinking:   what can I use electromagnetic waves for in the real world?  Brainstorm a list of applications, and we'll talk tomorrow.  Text me with questions.

Properties of Waves

Properties of Waves
  Wave Boundaries
  Standing vs. Non-Standing Waves


http://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.html