Lab Assignment 11: Properties of WavesInstructor’s OverviewIf you think carefully about it, we are immersed in waves. The fact that you can turn on a radio and listen to music or news, or receive a cell phone call is evidence of the transmission and reception of waves. These two examples involve transverse electromagnetic waves. Having a conversation with a family member, friend, or colleague is made possible by longitudinal waves of sound. Waves transmit energy and demonstrate interesting properties such as superposition (constructive/destructive interference) and resonance. We’ll explore many of the properties of waves in this final lab of Physics I.This activity is based on Labs 21 and 24 of the eScience Lab kit.Our lab consists of three main components. These components are described in detail in the eScience manual. Here is a quick overview:eScience Lab 21 Experiment 1: In the first part of the lab, you will use aSlinky® to create and visualize transverse and longitudinal waves. You’llexperiment with wave reflection, superposition, and resonance.eScience Lab 21 Experiment 2: In the second part of the lab, you willcreate your own wave source using a cork and a tub of water. Thisexperimental setup allows you to explore the Doppler effect.eScience Lab 24 Experiment 2: In the final part of the lab you willexplore the concepts of pitch and resonance by experimenting with water- filled bottles.Take detailed notes as you perform the experiment and fill out the sections below. This document serves as your lab report. Please include detailed descriptions of your experimental methods and observations.Experiment Tips:In general, read the lab questions below before running the experiments. Thisallows you to keep an eye out for specific things as you run the experiments.Make sure to run the Slinky® experiments on a hard floor. Carpeted floors dampen the wave behavior and make the experiments more ambiguous.For the Doppler effect experiment, it is easier to see the wave behavior with a larger tub of water. Wave reflection from the sides of small tubs make the observations more challenging.Narrow neck glass bottles work well for the sound experiments in eScience Lab 24.Date:Student:AbstractIntroductionMaterial and MethodsResultseScience Lab 21 Experiment 1: Slinky®Based on your results from the Slinky® experiments, please answer the following questions:Whathappenedwhenthetransversewavesreachedyourpartner’send?Did the reflected wave stay on the same side as the one you sent? Draw a diagram showing the incoming and reflected waves.Didthewavesgoanyfasterorslowerwhenyoutriedavarietyofamplitudes? Explain how this agrees or disagrees with the equation for a transverse wave’s velocity.Whatdidyounoticeaboutthespeedofthelongitudinalwavescomparedto the transverse waves?Explainwhathappenedwhenyouandyourpartnerbothsentwavesonthe same side. What kind of interference took place?Whathappenedwhenwavesonoppositesidespassedeachother?Howdidshorteningthelengthofthespringaffecttheresonantfrequencies? How does this confirm the relationship v = λ f when velocity is constant? (Hint:a shorter spring length means smaller wavelengths for each standing wave).7. Usingthisknowledge,explainhowmusicalinstrumentscreatehigherand lower tones. Use a string instrument as an example.eScience Lab 21 Experiment 2: Doppler EffectBased on your results from the cork and water experiment, please answer the following questions:Drawapictureofamovingsourceandthewavessurroundingitaccordingto what you observed in this experiment. How does the spacing of the wavefronts in front of the source compare to those behind it?Imagineasmallobserverispositionedinfrontofcorkinyourpictureabove. As the cork approaches, the observer measures the wavelength of the waves passing by. How does this wavelength compare to that measured from behind the source?Imaginethatthissameobservermeasuresthefrequencyofthewaves instead of wavelength. How does the frequency measured in front of the source appear to the observer compared to the frequency measured from behind?Howdotheseresultshelpexplainwhyacar’senginesoundsdifferentasthe car approaches you compared with after it passes?TheDopplereffectispresentinlightwavesaswell.AsyouwilllearninPhysics II, red light has a lower frequency than blue light. Based on your observations in this experiment, what can you speculate about the motion of a distant star that appears “red‐shifted” to astrophysicists? (The light appears more red than expected.)eScience Lab 24 Experiment 2: Pitch and ResonanceBased on your results from water bottle experiments, please answer the following questions:Didthepitchofthenoisemadebystrikingthebottlegethigherorloweras you filled the bottle with water?Didthepitchmadebyblowingacrossthetopofthebottlegoupordownas you filled the bottle?Whyisthereadifferencebetweenthesetwonoises?Inyouranswer, comment on the source of the noise in each case (i.e. What is vibrating?).Usingwhatyouknowaboutharmonicsandresonance,explainhowdifferent pitches are created when you blow across the bottle opening with different liquid levels.Whatwavepropertyallowedyoutohearnoisethroughyourbottleinstep2of Procedure 2, and how does the sound transmit from one bottle to the other? Did the pitch sound the same as the one made by your partner?ConclusionsReferences

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Define Bacteria and archaea.These two terms used to be classified together. Discuss what discoveries lead to the separation of these two groups. Identify the technique(s) were used to reclassify these organisms. Discuss whether or not archaea has a role in human health and disease .