iSEEK - Education

smile. The proper understanding of the human visual system was still centuries away. Still, he knew that he pulled some kind of neat trick; the painting was one of his personal favorites and he gave it to the king of France as a gift. Livingstone's research is bas...

www.sciencenetlinks.com/sci_update.cfm?DocID=163

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Richland Community College: Stats Graphs Defined

Statistics: Frequency Distributions Graphs Statistics: Frequency Distributions & Graphs Definitions Raw Data Data collected in original form. Frequency The number of times a certain value or class of values occurs. Frequency Distribut...

www.richland.edu/james/lecture/m170/ch02-def.html

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Reversible Reactions

responsibly invested, may make a difference over time. National Science Foundation An independent federal agency created by Congress in 1950 to promote the progress of science. Excellence Center of Science and Mathematics Education at King Saud University...

phet.colorado.edu/new/simulations/sims.php?sim=Reversible_Reactions

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Population Density Maps

by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the University of Arkansas. Any views and opinions of authors expressed herein do not necessarily state or reflect those of the Universit...

www.cast.uark.edu/local/catalog/national/html/Population_Main.html

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STEPS Glossary: Frequency Distribution

Frequency Distribution Frequency Distribution A frequency distribution shows the number of observations falling into each of several ranges of values. Frequency distributions are portrayed as frequency tables, histograms, or polygons. Frequency...

davidmlane.com/hyperstat/A26308.html

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Charles A. Dana Center: Examining Sound: Teacher Notes

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of sound intensity and then has students explore a graphical representation of amplitude on the graphing calculators. The third activity in this section, Frequencies on the Monochord, has students using a data collection device to measure the frequency of a monochord string. They next relate the measured frequencies to string lengths on the monochord, and finally they find the frequencies of actual musical notes. While it is most beneficial for each group of students to have their own monochord, these

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of sound intensity and then has students explore a graphical representation of amplitude on the graphing calculators. The third activity in this section, Frequencies on the Monochord, has students using a data collection device to measure the frequency of a monochord string. They next relate the measured frequencies to string lengths on the monochord, and finally they find the frequencies of actual musical notes. While it is most beneficial for each group of students to have their own monochord, these

6 0 http://www.utdanacenter.org/mathtoolkit/downloads/models/music4.pdf#page=6 www.utdanacenter.org/mathtoolkit/downloads/models/music4.pdf#page=6

DRAFT Teacher Notes Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 76 Assessment The Wave Length and Frequency activity is a good one to take a grade on; you may want it to count as a double homework grade or a quiz grade. Part of the unit test grade comes from Part I of the Frequencies on the Monochord activity. There are several questions about setting up the data collection device and collecting the data that you ask of various group members. A suggested way to

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DRAFT Teacher Notes Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 78 Overtones One of the problems that occur when trying to collect frequencies with a data collection device is that notes are not pure tones; they are made up of many frequencies called harmonic overtones. When a note is played we hear the harmonic overtones as well as the basic tone. We hear two times the frequency, three times the frequency, four times the frequency, etc. These overtones have a

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DRAFT Teacher Notes Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 83 Programs for Casio Calculators If you are using Casio Calculators, enter this program into the calculator. There is one program that sets up the data collection device to use the microphone, collects the sound data, and calculates the frequency.

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which means cycles/second. Calculate each of the following. Graphing intervals: xmin: 0 xmax:0.02375 xscl: 0.005 ymin:–1.5 ymax: 1.5 yscl 1 Equation 1st x- value 2nd x-value Wave Length in seconds Frequency cycles/second y =sin2764.6x( ) y =sin691.15x( ) y =sin1845.4x( ) y =sin2070.9x( ) Describe how changing the coefficient on the x effects the wave length, the frequency, and the graph. (The number increases from 691.15 to 1845.4 to 2070.9.)

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objective of this activity is to use an electronic device to measure the frequency of the open string on the monochord. To do this we will use a data collection device and a microphone. The microphone measures the pressure caused by the sound wave on the surface of the small black circle. Since the sound wave is a transverse wave, it pushes and pulls the air molecules as it produces the sound, acting on the microphone in the same manner as it acts on your ear. The microphone, however, is not as efficient as your

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DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 93 monochord does not really produce a “pure tone” so the results may be very jagged. This occurs because of overtones in the sound. (Ask a physics teacher for further explanation.) This can be controlled to some degree by the way the string is plucked, and you will need to experiment to get good results. Frequency Activity (Part I) To measure the frequency of the monochord string, follow the

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measure the wave length. This may need to be done over and over until a sufficiently nice graph appears. Stop when you get a good graph. 8. Examine the graph and count the number of peaks that you want to consider when calculating the frequency - you can’t skip over one. 9. Quit the sound collection program. 10. When you have a good graph run the program that determines frequency. 11. What is the frequency of your string? ___

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DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 95 Frequency Activity Part II I. The frequency of open string of your monochord is ___ . II. In the original Pythagorean tuning of the monochord, you found the string length to give you the do, fa, sol, and high do. You can find the frequencies for the notes in a very similar fashion. Instead of multiplying by the ratios you can divide by the ratio. Using your measured

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DRAFT Student Activity Mathematical Models with Applications, Fine Arts Module Music Unit, Examining Sound 97 Frequency Activity Part III You have already calculated the length of the strings required to play particular notes; however, this depends on the length of the open string of the instrument. For instance, a guitar and a mandolin can play the same notes even though the strings are not the same length. To create consistency in musical sounds, musicians and instrument makers depend on the more

www.utdanacenter.org/mathtoolkit/downloads/models/music4.pdf#page=1

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Charles A. Dana Center: Alphabet Frequency

Frequency Lesson Overview Students explore the frequency with which the letters of the alphabet are used in the English language. Mathematics Overview Students collect and organize data from writing samples, use fractions and...

www.utdanacenter.org/mathtoolkit/instruction/lessons/5_alphabet.php

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Institutionalizing a Broader View of Scholarship through Boyer's Four Domains. ERIC Digest...

necessary to sustain the institutionalization of Boyer's four domains of scholarship. Accordingly, we appraise the attainment of these three levels of institutionalization of Boyer's perspective by using data collected from a national sample of 1,424 faculty members in...

www.ericdigests.org/2003-3/four.htm

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Basics of Cladistic Analysis

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FITCH OPTIMALITY Fitch optimization (Fitch 1971) is similar to Wagner method in that characters are reversible, but differs by allowing characters to be non-additive. 1. Characters are allowed to reverse so that change from 0 Ý 1 costs the same number of steps as 1 Ý 0. 2. Characters are nonadditive so that if 0 Ý 1 is 1 step, and 1 Ý 2 is 1 step, then 0 Ý 2 is also 1 step. To see how this works, consider the data set above. Analysis of two-state characters is the same in Wagner and Fitch optimality

29 0 http://www.gwu.edu/~clade/faculty/lipscomb/Cladistics.pdf#page=29 www.gwu.edu/~clade/faculty/lipscomb/Cladistics.pdf#page=29

FITCH OPTIMALITY Fitch optimization (Fitch 1971) is similar to Wagner method in that characters are reversible, but differs by allowing characters to be non-additive. 1. Characters are allowed to reverse so that change from 0 Ý 1 costs the same number of steps as 1 Ý 0. 2. Characters are nonadditive so that if 0 Ý 1 is 1 step, and 1 Ý 2 is 1 step, then 0 Ý 2 is also 1 step. To see how this works, consider the data set above. Analysis of two-state characters is the same in Wagner and Fitch optimality

www.gwu.edu/~clade/faculty/lipscomb/Cladistics.pdf#page=29

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Moving Electrons

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Advanced Light Source • Adventures in Light and Science Teacher Workshop • March 1996 A random arrangement of molecule-sized pieces of magnetic material will result in a canceling out of their magnetic poles. In materials that can be attracted to a magnet, such as iron, the atoms can become aligned in clusters known as magnetic domains. If the magnetic domains are randomly oriented, the material will not be magnetized. Place this material in the presence of another magnet, however, and

5 0 http://www.lbl.gov/MicroWorlds/teachers/movingelectrons.pdf#page=5 www.lbl.gov/MicroWorlds/teachers/movingelectrons.pdf#page=5

Advanced Light Source • Adventures in Light and Science Teacher Workshop • March 1996 A random arrangement of molecule-sized pieces of magnetic material will result in a canceling out of their magnetic poles. In materials that can be attracted to a magnet, such as iron, the atoms can become aligned in clusters known as magnetic domains. If the magnetic domains are randomly oriented, the material will not be magnetized. Place this material in the presence of another magnet, however, and

www.lbl.gov/MicroWorlds/teachers/movingelectrons.pdf#page=5

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