Oliva was given a test to measure her understanding of wave theory and sound waves in particular.
After the exam, we discussed electromagnetic waves. The class involved how they are produced,how they differ from transverse and longitudinal waves, and why they are called electro-magnetic. We also discussed the speed of the wave and what that speed is and why it is a constant.

I felt is was necessary to expand on the previous lesson which dealt with today's lesson topic. I stressed the effect of increasing the frequency of a sound wave on increasing the pitch, by showing how the sound wave vibrations will increase the vibration of the tympanic membrane and be translated as an increase in pitch by the brain. Increasing the energy applied to a vibrating body caused an increase in amplitude which translated into a louder sound by the brain. The loudness in decibels was was explained to be objective, while the persons interpretation of the loudness was subjective. A resonance box was used to demonstrate how a vibration could cause a resonance to occur with a corresponding increase in volume.

10 questions from the text were answered at the start of the class. I used the Ukalale from the music room to demonstrate intensity, loudness, beats, and resonance of sound. The differentiation between a subjective and objective value of sound was given, with anatomical and physiological reasons for the differences. A discussion on natural frequency followed, along with why a singer could break a glass with their voice

Using graph paper, two waves were drawn, one under the other. Each possessed the same amplitude, frequency and wave length. The resultant wave which formed when they were both propagated at the same time was drawn to scale, based on the amplitudes of each wave overlapping. It was seen that the resultant amplitude was 2x the amplitude of each wave. The definition of constructive interference was given. The same procedure was done but with 2 waves in which the crests of one overlapped with the troughs of the second. The resultant wave was drawn and shown to be a straight line, a cancelling of each wave. The definition of destructive interference was elicited. A third resultant was drawn when 2 waves overlapped, but not precisely. This showed what occurs most of the time. The terms incident wave and reflected wave were defined based on sketches.

Before starting the lesson topic, I felt is would be advantageous to review some basic wave concepts from the week before last. We went over parts of a wave, the wave formula and why when listening to a concert, the different instrument sounds are heard together melodically.
Using a slinky to demonstrate transverse waves, and sketching the movement on the board, the definition of this type of wave was elicited. The relationship between the wave length and the frequency was determined, as the frequency increased, the wave length decreased, and vice-versa. The effect of placing a barrier in the path of the wave was discussed and a short youtube video was used to reinforce the concept.
The slinky was also used to demonstrate a longitudinal wave and derive a definition for this type of wave. We discussed sound as an example of longitudinal waves and why a medium was required for sound transmission. The terms compression and rarefaction were explained and shown how these are prominent in the transmission of a sound wave. A short youtube video was also used to reinforce the science of a longitudinal wave,.

Same outline as 2/11/2019

The outline is the same as the outline first listed this week

Since Olivia has been out for a few days, the lesson outline is the same as previous

See Monday 2/11, Lesson is the same

A Slinky will be used to demonstrate a transverse wave. direction of motion of the particles (up and down) will be contrasted to the direction of the wave energy. That they are are right angles to each other is stressed.A definition of a transverse wave will be derived from the demonstrated slinky. A transverse wave is one in which the motion of the medium is at right angles to the direction of the wave.
A longitudinal wave will be demonstrated with the slink. The direction of the movement of the particles of the medium (slinky) are parallel to the direction of the wave movement.. A longitudinal wave is a series of compressions and expansions. Sound waves are an example of longitudinal waves. The transmission of sound from a tuning fork will be diagrammed and the compresses and the expansions of the air molecules drawn to represent the wave.