Droehm Team:
Learning Is a Journey
Quest 3: Frequency and Wavelength
With Text Evidence and Reasoning
Q3P1: Self Assess
On your paper learning target page, self assess on W.3, SEP4 and SEP7 with an S, M, P, L. Remember, it is totally ok to start at an "L". We will reassess at the end of the Quest and you will have a chance to improve your self assessment then!
Remember ONLY self assess on W.3, SEP6 and SEP7!
Q3P2: Frequency Wavelength Labs
Google Classroom: Q3P2: Frequency Wavelength Lab Doc
Checkins: Check in every 2 stations you complete until you are completely finished. You MUST do these lab stations in order!
Check in with Mrs. Roehm. She will give you feedback on your lab document and give you a signature on your Assignment Tracker.
Big Ideas
All of the labs for this rotation focus on the same big ideas. Read the Big Ideas below before beginning and refer back to them as you answer the questions.
Station 1: Slinky Waves
Remember Mrs. Roehm's rules with slinkys! Both ends must be touching the ground at all times and if your slinky gets tangled, ask Mrs. Roehm to untangle it. You should never untangle a slinky by yourself.
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Get a slinky.
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Make a high frequency, transverse wave. (Side to side fast)
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Make a low frequency, transverse wave. (Side to side slow)
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How do you notice that the wavelength changes (distance from crest to crest) when you change the frequency (how fast)?
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Make a high frequency, longitudinal wave. (push fast)
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Make a low frequency, longitudinal wave. (push slow)
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How do you notice that the wavelength changes (distance from crest to crest) when you change the frequency (how fast)?
Station 2: Tuning Forks
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Get a tuning fork.
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Look closely - find the number of Hz (hertz) the tuning fork has. It is written in small letters on the tuning fork! This number is the frequency.
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Hit the tuning fork on the side of the table. Listen to the pitch.
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Repeat the process with multiple tuning forks. Make sure to look at the number of Hz each time!
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What do you notice about the frequency (Hz) and the pitch (high or low sound) the tuning fork makes?
Station 3: Whorly Tubes
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Get a whorly tube.
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Spin the whorly tube fast. Listen to the pitch.
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Spin the whorly tube slowly. Listen to the pitch.
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What do you notice about the relationship between the frequency (how fast) and the pitch (high or low sound)?
Station 4: Whorly Tubes
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Take a fork and tap the side of the jars with different amounts of water.
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Listen to the different pitches of the different jars.
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If a jar has more water in it, it takes longer for the wave to get to your ear. If the jar has less water in it, it can travel to your ear more quickly.
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Discuss the following questions in your group:
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How does how fast the wave can move affect the pitch?
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If the wave is moving faster, what is the wavelength like?
Q3P3: Light Wave Property Labs
Google Classroom: Open the Q3P3: Light Wave Property Labs
Checkpoints: At the end
Check in with Mrs. Roehm. She will giveyou feedback on your lab document and give you a signature on your Assignment Tracker.
Station 1: Color Wheel
1. Read the Big Ideas:
2. Spin the handle on the big plastic color wheel. As the wheel spins, what do you notice about the colors?
3. Next, get the small color wheel. Hold the strings of the small color wheel so that the color wheel is in the middle and each hand is holding an end of the string loop.
4. Wind the string by moving the wheel in a motion similar to a jump rope.
5. Pull the string tight to get the wheel spinning.
6. Once the string is tight, slowly move your hands back towards the center of the color wheel.
7. Once you get the hang of it, this process is so satisfying!
If you were absent on this day, you may watch the video below:
Station 2: Vampire Slime
1. Read the Big Ideas:
2. In Mrs. Roehm's Back room, there is a beaker containing a green goo along with a regular flashlight and a black light flash light. If you want to touch the actual goo, you can. You may touch the goo in the beakers (Sorry, you may not keep the goo). If you don't want to touch the actual goo, you don't have to.
3. Turn off the lights and turn the NORMAL flashlight on.
4. Shine the light through the bottom of the beaker and look at the top of the slime.
5. Then, shine the light through the top of the beaker and look at the bottom.
6. Now, turn the light to the black light flashlight and shine it on the goo (Never shine blacklight in anyone's eyes. It is dangerous!)! Eeeew!
If you were absent for the lab, you can watch the video below.
Station 3: Catch the Rainbow
1. Read the Big Ideas:
2. Set skittles around the edge of a plate in a circle.
3. Use the metal scooper to get warm water from the pot.
4. Pour 50 mL of water into the beaker using the scooper.
5. Pour the warm water in the beaker slowly onto the center of the plate and watch!
If you were absent you can watch the video below:
Q3P4: Singing Glasses Lab
Google Classroom: Open the Q3P4: Singing Glasses Lab Doc
Checkpoints: After every test/station
Check in with Mrs. Roehm and show your finished reasoning.
Watch this Mary Had A Little Lamb Video
Singing Glasses Lab
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Ask Mrs. Roehm for a glass and she will show you how to do the lab.
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Using the glasses in the classroom, you are going to add different amounts of water to glasses and listen to the pitch.
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After completing the lab, add the Background, Qualitative Lab Evidence and Reasoning. The claim and text evidence is provided for you.
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Don’t forget to braid in your reasoning!
Q3P5: Amplitude Frequency Labs
Google Classroom: Open the Q3P5: Amplitude Frequency Labs
Checkins: After 2 stations, At the end of the assignment
Get a slinky and complete the assignment (it is on paper). Show Mrs. Roehm your completed assignment for a signature.
Station 1: Wave Simulator
1. Read the Big Ideas:
2. Click on this link.
3. You have to be logged into Discovery Ed for it to work! Log in with Gmail if it isn’t working.
4. Click on the Amplitude slider and move it back and forth. As you move it back and forth, watch what happens to the Frequency Slider.
5. Now, click on the Frequency slider and move it back and forth. As you move it back and forth, watch what happens to the Amplitude Slider.
Station 2: Pitch and Amplitude
1. Read the Big Ideas:
2. In a low pitch voice, say “ya” quietly.
3. In a low pitch voice, say “ya” loudly.
4. In a high pitch voice, say “eee” quietly.
5. In a high pitch voice, say “eee” loudly.
Station 3: Piano Oscillator
1. Read the Big Ideas:
2. Click on this link.
3. Click on the “P” and hold it down. Look at the amplitude of the wave (how tall it is).
4. Click on the “E” and hold it down. Look at the amplitude of the wave (how tall it is).
5. Did the amplitude of the wave change when you clicked a different key (a different pitch)?
6. Move the amplitude all the way to low.
7. Click the “]” button. Look at the wavelength (How many waves per box?)
8. Move the amplitude slider all the way to high.
9. Click the “]” button again. Look at the wavelength (How many waves per box?)
Station 4: Colored Lights
1. Read the Big Ideas:
2. We know that with light waves, changing the frequency changes the color.
3. We also know that with light waves, changing the amplitude changes the brightness of the light.
4. Turn on the dim flashlight.
5. Place the color filter paper over it so the light shines through it.
6. What color do you see?
7. Turn on the bright light.
8. Put the color filter in front of the light.
9. What color do you see?
Q3P6: W.3 Formative
Complete this W.3 Formative. DO NOT close the tab! You will have to show Mrs. Roehm your score.
***Complete Q3P7 (Reassess) before checking in. Show Mrs. Roehm your score and your reassessment at the same time!
Q3P7: Reassess
From Your Folder/Binder: Get out your Waves Learning Target Page.
Reassess only on targets W.3, SEP6, and SEP7 ONLY.
Show Mrs. Roehm your completed re-assessment (W1, SEP6 and SEP7 ONLY). Mrs. Roehm will give you a signature on your Assignment Tracker.