In cycle one, the double displacement reaction, Cu(s) + 4HNO3(aq) → Cu(NO3)2(aq) + 2NO2(g) + 2H2O(l) occurred, the result of the reaction was that the reaction mixture began to bubble with the copper filling dissolving and a vapor like substance leaving the reaction. Furthermore, when water was added, the color change, from brown to a blue color pigment. Then in Cycle two, another double displacement reaction occurred, Cu(NO3)2(aq) + 2NaOH(aq) → Cu(OH)2(s) + 2NaNO3(aq), which resulted in the reaction becoming cloudy and a darker shade of blue. Following cycle two, a decomposition reaction occurred as the result of heat being administered to the mixture, thus the following reaction occurred in cycle three, Cu(OH)2(s) → CuO(s) + H2O(l). As a
Say, “Everyone come to the rug so you can watch another fun video about shapes. Today we’ll be working with squares and rectangles and their parts.” 2. Play the videos 3. Ask the students, “What are the parts of a square?
Stoichiometry is a method used in chemistry that involves using relationships between reactants and products in a chemical reaction, to determine a desired quantitative data. The purpose of the lab was to devise a method to determine the percent composition of NaHCO3 in an unknown mixture of compounds NaHCO3 and Na2CO. Heating the mixture of these two compounds will cause a decomposition reaction. Solid NaHCO3 chemically decomposes into gaseous carbon dioxide and water, via the following reaction: 2NaHCO3(s) Na2CO3(s) + H2O(g) + CO2(g). The decomposition reaction was performed in a crucible and heated with a Bunsen burner.
In "Passage 1: Sound is All around Us, Sound is Energy" Jason Torres claims that sound is a form of waves that vibrate in one directions called longitudinal waves. "The distance between two adjacent compressions, two adjacent rabout the longitudinal arefactions, or a single compression and rarefaction combined is a wavelength of a sound wave. " This is Jason Torres ' definition of Longitudinal Waves. The wave measures the sound and pitch. This pitch and sound can differ due to the extent of energy/waves released.
Lower frequency sound waves are used for structures of the body that are deeper in caparison. They are still in the high range for frequency but it is less than what is used with areas of the body that are towards the outside. The frequency measurement used in Sonography is usually between
We had to do it on the computer and ad sound to it so it can be even more interesting. Finally we had to present it in front of the class. Many artifacts will represent several Student Learning Capacities. Explain how the attached evidence proves your achievement of the capacities that follow. Write about ALL that apply.
Standard N is connected to synthesis 3-4, because we wrote a story about a song that had to include all of the standards points. The assignment that I wrote was to write a story about a song of my choice so I had to create a setting, situation, problem, one or more points of view, and introducing characters. This standard helped me understand how to write correctly and to show my strong and weak points. Therefore, It will help me grow in my literary knowledge and my writing skills for a job interview. I think that I did fairly well on this standard, but I need to work on my punctuation skills, and my tense usage.
Purpose: Find the vibration frequency of a string vibrator. Background: Waves are a fundamental part of everyday life. When a person speaks, moves, or breathes they emit sound waves into the air. When a person jumps in a pool, the impact of their body to the water creates waves in the water.
When the eardrum vibrates, your brain translates it to a sound (Harris, Tom 2001). The most common vibration is rapid changes in air pressure. Sound is created when an object vibrates in the air. The air particles around the object moves, and it creates a chain reaction where the object vibrates the air around it, and the air particles around the air particles vibrate, and so on (Harris, Tom. 2001).
I will also provide flashcards of different words with /ch/, /th/ and /l/ sounds in them and then have the student read off each word. One idea I found was using the Sorry board game and use the flashcards as game cards. The student has to correctly say the word to move his piece. The words can get harder as the game progresses or as the student progresses in his articulation. The student can also bring home the books so he can practice on his own how to correctly articulate/pronounce the different words.
A wave is a rhythmic disturbance that carries energy, not matter, through the particles of a medium, one of many aspects that make up what we call waves. A wave is made up of many parts. One of them is the medium. The medium is the material through which the wave travels.
The final acoustic attribute that defines the sine-wave tone is its starting phase. Thit does not mean that this phase is not encoded by the auditory system. As phase differences between the sounds reaching each ear result in differences in perceived location of the sound source. The two sounds differ in frequency, with the sound cycling between periods of higher and lower air pressure at a lower rate, or frequency. These physical properties influence how it is displaced by sound; higher frequencies vibrate the stiffer base to a greater extent than do lower frequencies, creating a place code along the basilar membrane such that different locations are maximally displaced by different sound frequencies.
If you are just whispering or saying a note in the same pitch it will create a low frequency and amplitude. By creating a high amplitude you can scream or you can say things in a low deep voice. Frequency shows the number of wavelengths in a time that was given. If there is more waves it is a higher frequency but if there is lest waves it is a low frequency.
Use picture cards with objects that start with the same sound. For example: ( mice, marbles), (nuts, needle), (soap, salad), and (fish, farm). Mix up the cards and spread them all over a table face down. Have the child turn over a card and orally identify the initial sound (i.e. m-ice). Then have the child turn over another card to see if the picture starts with the same sound.
