Welcome to TiddlyWiki created by Jeremy Ruston, Copyright © 2007 UnaMesa Association
*Welcome to the 1240 ~FAQs! On this page you'll find answers to frequently asked reading questions, grouped by topic.
*STRING VS. WIND FUNDAMENTAL FREQUENCIES - 1:
On a string, the fundamental frequency will have a wavelength that is double the length of the string. The speed of the wave is also determined by the material in which the string is made of, this being the medium in which the sound travels.
In contrast, the speed in which sound travels within a wind instrument is always the speed of sound in air, considering this is the medium in which the wave travels. For an open-ended instrument, the fundamental frequency will have a wavelength that is double the length of the pipe, similar to a string. However, for a close-ended instrument, the fundamental frequency will have a wavelength that is quadruple the length of the instrument. This means a close-ended instrument will have half the fundamental frequency of an open-ended instrument of the same length.
<html><img src="images/open-fund.png" width="200"/></html>
String/Open-ended Fundamental
<html><img src="images/closed-fund.png" width="300"/></html>
Closed-ended Fundamental
*STRING VS. WIND FUNDAMENTAL FREQUENCIES - 2:
Since waves on a string are confined to a certain length, the possible wavelengths present must be related to the length of the string. Every possible wave on a string with fixed ends and length must have a positive integer value of half wavelengths that fit in this length. What's meant by "positive integer" is numbers with no decimals that are greater than zero (1,2,3,4,...,172, etc), we can also refer to them as "n" where n is some positive integer. The waves formed along a string with fixed ends must have an n number of half wavelengths because the ends don't move (hence the "fixed"). The "fundamental"
wave on a string is where only one half of a wave fits on the length of the string. Therefore, for the fundamental, there is only one antinode and zero nodes. It's impossible to create any waves with a lower frequency than the fundamental, because there are no positive integers lower than 1. Also, you can't draw any portion of a wave on a string with wavelength larger than the fundamental while having nodes at the ends. These properties are true for both waves on a string and waves in open-ended pipes.
For closed-end pipes the properties are slightly different. Since one end of the pipe is closed. An anti-node instead of a node is required at this end. Now, having an anti-node at one end and a node at the other end of pipe limits the possible waves differently. Now, the largest wave that fits is one where only a quarter of a wavelength fits in the pipe. This is the new fundamental, with a wavelength equal to 4 times the length of the pipe. When looking for the next harmonic, we can try doubling the fundamental, and receiving a wave with wavelength equal to 2 times the length of the pipe. However, such a
wave doesn't follow the rules of out pipe. With this type of wave, you can only have a node at both ends or an anti-node at both ends of the pipe. The next multiple of the fundamental, with wavelength equal to 4/3 the length of the pipe, does fit. This is where we can find the pattern that the harmonics of a closed-end pipe have wavelengths equal to (4L)/n, where n is an odd integer. This also gets us the relationship of frequencies, where F(n) is equal to n* F(1) where n is still an odd integer.
*FREQUENCY GRAPHS AND HARMONIC SERIES:
The frequency graphs we’ve looked at thus far have shown a basic sine wave graph, indicating that the tone associated with that graph only contains one harmonic. However, the sounds we encounter in everyday life are composed of several different harmonics coming together to form one tone. It’s the difference between the piercing pure tone produced by a computer (fundamental only) and the rich, full notes produced by an instrument such as a guitar or piano (several harmonics).
If we consider each of the frequencies that are part of a note separately we can create a frequency spectrum graph by plotting the frequency of the harmonic against the amplitude of the harmonic.
*JUST NOTICEABLE DIFFERENCES:
If two sounds of the same frequency are played at different loudness’s and if their respective loudness’s are close enough together, you won’t be able to register a difference in the loudness’s of the two sounds. Just Noticeable Difference (JND) refers to the change in decibel level required for your brain to register a change in loudness. JND does, in fact, vary from person to person, but it varies so slightly that it is still a valid reference point.
JND depends on two primary factors: 1. Sound Intensity Level (SIL) and 2. Frequency.
1. The louder a sound is (in dB), the lower the JDN is and the quieter a sound is, the higher the JND is.
2. Very low frequencies have the highest JND’s as a whole and very high frequencies tend to be just slightly lower than them. Middle range frequencies have the lowest JND’s, which means our human ears can pick up changes in the loudness’s of these frequencies easiest. It is observed that middle range frequencies tend to be the frequencies associated with human voice, so perhaps we have evolved to be most sensitive to these sounds.
*~FLETCHER-MUNSON GRAPHS AND PERCEIVED LOUDNESS:
Here's a quick review of how to analyze ~Fletcher-Munson graphs:
The X axis is the sound's frequency, the Y axis is the sound's actual decibel level, while the contour lines show the sound's Phones, or how many decibels a sound is perceived to have. For example, by looking at the graph, we can tell:
<html><img src="images/Fletcher-Munson.gif" width="500"/></html>
A sound at 100 Hz, when it is perceived as being 50 dB, is actually about 60 dB in loudness.
A sound of about 70 Hz or under, even if being played actually at 50 dB, cannot be heard.
A sound at 1000 Hz, when played actually at 100 dB, is also perceived as being played at 100 dB
Another key concept with this graph is that the closer contours are to each other, the faster the sound's perceived dB's change as it changes in loudness. This is similar to a topographical contour map, on which lines being closer together means a steeper slope. For example:
If a sound played at 70 Hz is brought up from 50 dB to 100 dB, you would perceive the sound to be increasing much more than 50 dB because multiple contours are crossed at this frequency.
If a sound played at 1000 Hz is brought up from 50 dB to 100 dB, you would perceive the sound to be increasing exactly 50 dB because you are moving from just one contour to another.
*DECIBELS AND SOUND INTENSITY:
As we discussed in class intensity and the rate at which “loudness” increases do not increase at the same rate. If you hear a sound of certain intensity that has a certain loudness and then triple the intensity of the sound the sound will not appear three times as loud. In fact, the increase in loudness will be much, much less than three times.
To compensate for this, the Sound Intensity Level (SIL) scale arose in the 1920’s. The SIL is a measure of intensity that relates sound intensity to the actual loudness our ears perceive. The base unit for SIL is the “bel” [B], but for our intents and purposes we will refer mostly to the “decibel” [dB](recall that the prefix deci denotes 1E-1, so a decibel is 1/10 of a bel).
*Relationship Between SIL and Intensity:
The quietest sound than can be heard by human ears has an intensity of 1E-12 W/m2 (think a pen hitting the floor) and we call this value I_0 because it translates to an SIL of 0 dB. If we increased the intensity by a factor of ten (multiplied it by ten or (10)I_0) so we now are experiencing a sound that is 1E-11 W/m2 you would add 10 to the SIL and have an SIL of 10 dB. Similarly if we multiplied I_0 by three factors of 10 or (1000)I_0, this gives us 1E-9 W/m2 we would experience an SIL of 30 dB. In music we rarely see a SIL less than 50 dB.
*Common Sounds and their intensity and SIL:
Whisper from 1 m away → 10-10 W/m2 → 20 dB
“Inside voice” conversation → 10-6 W/m2 → 60 dB
Rock concert → 10-1 W/m2 → 110 dB
*WAVE ENERGY, INTENSITY, AND AMPLITUDE:
Energy is always conserved. This means that (assuming no heat energy is transferred or lost) an object's original Kinetic Energy plus Potential Energy (KE+PE initial) must equal (KE+PE final).
Sound waves transport energy through space. The energy transported by a wave of given intensity through a given area for a given amount of time is equal to Intensity*time*area. This means that if the intensity of a wave increases, the area absorbing the wave increases, or the time in which the wave is being transferred to the area increases, the total Energy
of the wave that is transported will increase as well. Energy is also proportional to (amplitude)^2, meaning (for
example) if amplitude goes up by a factor of 2, energy will go up by a factor of 4. Intensity is also proportional to (amplitude)^2. So to recap:
Energy is ALWAYS conserved
Energy transport is proportional to the Intensity of the wave
Energy transport is proportional to the Time duration
Energy is proportional to the Area the wave is being absorbed on.
Energy is proportional to (Amplitude)^2
*DOPPLER EFFECT:
The frequency of a sound can change when the source is moving, this change in frequency is called the doppler effect. To help picturing the doppler effect, imagine sound as circles radiating out from the sound source. As the source moves, the center of the circles moves. If the source is moving half the speed of sound (~172 m/s), it will be half way between the center of the last circle it created and the outside when it creates another radiating circle. This means that
the wavelength of the sound in front of the source is cut in half, doubling the frequency. Behind the source, it has increased the distance between the waves by half the original wavelength, making the new wavelength one and half times the old one, decreasing the frequency to 2/3 of the original. This same effect can happen when a sound source is standing still and the observer is moving past the source. As the observer approaches the source, they would hit the wavefronts faster than they are being emitted from the source, increasing frequency. The opposite happens as the observer moves away from the source, this makes the time between coming across the wavefronts increase, which means the frequency has decreased.
*INTERFERENCE:
The term “interference” refers to the interactions between multiple waves when they arrive at a common point from different locations. The interference that does or doesn’t occur between waves does not affect the propagation of the separate, individuals waves themselves. When waves interact, it is only for the moments when they meet. Before or after, and there would be no evidence that they ever encountered each other.
The concept of interference almost certainly assumes that multiple sources (ex. Two speakers spaced a few meters apart) will be causing the sound waves that encounter each other. Otherwise, it would be impossible for the waves to arrive from different directions.
When interference occurs it is either constructive, which increases the intensity of the sound or destructive, which makes the sound momentarily softer. It wouldn’t be possible for a mixture of the two to occur.
*REFLECTION:
The difference between specular and diffuse reflection is that specular reflection is a mirror-like reflection wave in which a single-wave is reflected into a single direction, while diffuse reflection is when a wave reflects in many various directions. Specular reflection will occur when a wave hits a smooth surface, while Diffuse reflection will occur when a wave hits a rough surface. Whether or not the surface is seen as rough or smooth often depends on the size of the wave; meaning a very large wave hitting a wall with very small bumps will probably reflect specularly due to the wall being smooth in comparison to the size of the wave. In contrast, if the wave is very small and it reflects off a wall with small bumps, it will act as though it is hitting a rough surface and reflect diffusely. The idea of reflection of sound can be utilized through what is called “architectural acoustics,” in which a building or concert-hall will be built so that sound waves will reflect in a manner that will cause the most sound being directed at the audience. Because a sound will usually sound fuller to an audience if the waves are dispersed, these architectural designs usually promote diffuse reflections.
*BEATS:
If the interfering waves have nearly the same frequency “beats” can be noticed. To the listener, there are no longer two separate sounds. But instead, one sound that appears to pulsate. If the frequencies become to close to being the same the beats may become too fast to distinguish and the listener would hear one steady sound.
*RESONANCE:
Resonance is essentially when a material oscillates with a greater amplitude at a certain frequency, known as the resonance frequency. For example, if a glass has a resonance frequency of 800 Hz, and a person played a note of 800 Hz, this frequency would cause oscillation in the glass greater than other frequencies would. There seems to be a lot of confusion about the difference between natural frequency and resonance frequency. Often, these two frequencies are about the same, but the actual difference is that a material's resonance frequency is the frequency in a which the material will oscillate with a large amplitude, while a material's natural frequency is simply the frequency in which the material will naturally have if put into motion without any interferences. For example, if a flexible rod is attached to the end of a table, pulled back, and released, the frequency in which is oscillates without interference will probably be its natural frequency. In contrast, its resonance frequency would be the frequency in which the rod will oscillate with the greatest amplitude, which in many cases will be equal to the natural frequency. A good example of how resonance affects instruments is, when playing a guitar, playing a note (let's say D) on a lower string but keeping the open D string untouched will lead to vibration in both strings. This is because by playing a note with a D frequency, you have played the resonance frequency of the open D string, which should cause that string to vibrate slightly as well. Although I didn't see any questions on damping with resonators, if anyone has any questions with how that affects oscillations, I would look up the pHet sim "resonance," which I find to be very helpful in understanding damping in resonance.
*SIMPLE HARMONIC MOTION:
Simple harmonic motion is a repeated pattern of motion. In the example of a mass on a spring, the mass repeats it's motion up and down. As the mass moves up and down, energy transfers between potential and kinetic. When the mass is fully stretching the string, it has no velocity, and the energy is entirely in potential. As the mass moves towards the spring's rest position, the amount of potential energy in the system shrinks as the amount of kinetic energy grows. When the mass is at rest position (where it would naturally hang if there was no motion in the system), there is no potential energy, so all the energy is in kinetic energy. The only time when all the energy in kinetic is when the mass is at the equilibrium position. The only time when all the energy is in potential is when the mass is the furthest from its equilibrium position. When the mass is moving, but not at the equilibrium position there is a mix of both kinetic and potential energy. The total energy of the system (E) can be described as the sum of kinetic (KE), potential (PE), and thermal energy (Et) at any moment in time (E=KE+PE+Et). The total value of E stays constant, so it does not change over time or as the mass moves. Over time, the amplitude of the masses oscillations shrink as energy is lost to thermal energy. As the amplitude shrinks, the frequency of the oscillations stays the same.
* FREQUENCY, PITCH, OCTAVES and METRIC PREFIXES:
When looking at pressure oscillations in the air (sound waves) the frequency of the oscillations determine the pitch. Changes in frequency can be expressed as shifts in octaves. To increase a pitch by one octave, the frequency of the sound must double. To go down one octave, the frequency would halve. Therefore, three octaves up would be eight times the frequency, 3 octaves down would be one eighth the original frequency. This can be expressed as {Fn=(2^n)Fo} where Fo is the original frequency, Fn is the new frequency and n is the octave shift (n=2 is two octaves up, n=-2 is two octaves down). Frequency is typically expressed in Hertz (Hz), which can have the prefixes kilo- (k), mega (M), and giga- (G). These are used when the number of Hertz is high enough, it's easier to express several factors of ten higher. 15 kHz is 15 kilo-Hertz which is the same as 15*10^3 Hz, or 15000 Hz (note that 10^3 is the same as three zeros added to the end of the number). So, 1 ~kHz=1*10^3 Hz, 1 ~MHz=1*10^6 Hz (or millions of Hertz), and 1 ~GHz=1*10^9 Hz (or billions of Hertz). These prefixes can show up when we use ultra sound, however audible sound ends at 20,000 Hz or 20 ~kHz, so we shouldn't see ~MHz or ~GHz showing up that much in this class. Lastly, from frequency we can find the period of the oscillations. Period is simply 1 divided by frequency (1/f), which leaves us with the units of 1 divided by Hz (1/Hz) which is 1/(1/s) aka just seconds.
Students are encouraged to work in groups, however, ''all work turned in must be your own''.
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; x5-2273).
Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions (a final grade of F in this course) and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). See policies [[here|http://www.colorado.edu/policies/honor.html]].
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Welcome to the home page for Physics 1240, the Physics of Music and Sound.
* Have a great summer break!!!
* Final grades have now been posted to the registrar.
* Final Exam scores are now posted in the ~D2L grade book. The class average was 58 with a standard deviation of about 16. Approximate letter grade ranges are A:74-100, B:61-73, C:46-60, D:31-45, F:0-30.
* Final Clicker scores are now posted in the ~D2L grade book.
* All scores from HW 1-12, Reading Questions 1-14 are now posted in the ~D2L gradebook.
[[Old Announcements]]
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Students and faculty each have responsibility for maintaining an appropriate learning environment. As part of this responsibility, you are expected to
* turn off cell phones during class,
* not use laptop computers, cell phones, pagers, or other electronic devices in class, and
* not read newspapers or magazines in class.
These activities are distracting to other students and the lecturer. If you have a specifi c need that requires you to use a laptop in class, please talk with us to explain your need and get permission. Students who fail to adhere to behavioral standards may be subject to discipline.
Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions. For more information, see the [[University|http://www.colorado.edu/policies/classbehavior.html]] and [[student affairs|http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code]] policies on classroom behavior.
Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities. Class rosters are provided to me with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.
We use classroom feedback technology to overcome the passive learning environment of a lecture; we will be posing questions for you to answer using the clicker devices in the course of each lecture. It is important to think about each question, arrive at a reason for your answer choice, and then discuss your reasoning with students around you. You will occasionally be asked to give your reasoning to the class as a whole, which usually leads to further discussion in the classroom.
!!! Clicker registration
* In order to receive extra credit points, you must ''register your clicker ID number'' (on the back of the clicker).
* Register your clicker through myCUinfo.
/% !!! Clicker teams
* The clicker team registration process has not been updated to deal with the new clickers. Therefore the clicker team signup is on hold indefinitely.
* By the third week of class, you should be a member of a clicker team.
* When answering a clicker question, you should discuss the question with your team and decide on the answer.
* Each team may have up to 5 people.
* The link for clicker team signup will be provided the third week of class%/
!!!General information
* Clickers are used to answer questions in lecture.
* You will receive extra credit points for each question you answer, beginning the second week of class (see the [[Grading Policy]]).
* In order to receive extra credit points, you must register your clicker ID number.
* Note that you must use an iClicker not an old HITT clicker.
*This course is an introduction to the physics of sound and music.
* The central theme of the course will be the science of sound, and how the physical characteristics of sound change what we hear.
* The course will study the ''production'' (making) of a sound, the ''propagation'' (motion) of a sound, and the ''detection'' (hearing or recording) of a sound. Topics will include:
## Physical properties of waves: frequency, amplitude, wavelength, speed...
## Harmonics and overtones, and how they are produced by instruments.
## Hearing and the human ear.
## Musical structure and notation: harmony, melody, scales...
## Room acoustics: why different rooms sound different.
## Computers and music: synthesis, reproduction, spectrum analysis...
* Learning goals for the course include the following:
## You will learn that much of sound and music is governed by simple physical principles.
## You will develop the ability to analyze, explain, and predict a variety of properties of sound and music.
## You will develop a sense that physical understanding arises from careful experiment, critical thinking, logic, and sense-making (''not'' from memorization).
## You will develop problem-solving skills, including visualization, multiple representation, logical and mathematical inference, and connection to experience.
## You will build scientific communication skills to convey your own ideas and to criticize those of others in a constructive way.
## You will develop a sense of enjoyment and pleasure in doing science, and reduce any fear of physics you might have!
* For more details, see the [[Course Outline]] and [[Detailed Schedule]].
!!!Prerequisites
*This course has no prerequisites.
!General information
* [[Instructors]]
* [[Textbooks]]
* [[Resources]]
* [[Course Goals]]
* [[Course Outline]]
* [[Detailed Schedule]]
!Course components
* [[Lectures]]
* [[Homework]]
* [[Online Participation]]
* [[Exams]]
* [[Clickers]]
!Grading
* [[Grading Policy]]
!Policies and requirements
* [[Dropping the course]]
* [[Extra help]]
* [[Exams]]
* [[Academic honesty]]
* [[Classroom behavior]]
* [[Disabilities]]
* [[Religious observances]]
* [[Equity and discrimination]]
PDF file of the [[syllabus|notes/syllabus.pdf]].
|! Hall|!Topics|
|''Chapter 1: The nature of sound.'' |''What is the connection between music and acoustics? What are the physical characteristics of sound?'' The science of sound. Introduction to frequency, amplitude, pressure, wavelength. |
|''Chapter 2: Waves and vibrations.'' |''What is a wave? How is it physically & mathematically described?'' Connection between vibrational motion and waves. Wave propagation, waveforms, oscillation. Work, energy, and resonance. |
|''Chapter 3: Sources of sound.'' |''How can we make sound? What are the physical differences between different ways of generating sound?'' Differences between different types of sound. Musical instruments: string, percussion, and wind instruments. Natural and synthesized sounds. |
|''Chapter 4: Sound propagation.'' |''How does sound travel? How does the physics of sound propagation affect our perception of music?'' Key physical effects in sound propagation. Reflection, refraction, and diffraction. Indoor versus outdoor concerts. The Doppler effect. Interference and beats. |
|''Chapter 5: Sound intensity and measurement.'' |''What physically changes when a sound becomes louder? How can this be measured?'' Amplitude, intensity, and energy. The decibel scale. The inverse-square law, environmental noise, hearing loss, combined sound levels and interference. |
|''Chapter 6: Human ear and hearing.'' |''How does the human ear work How do the ear's physical properties affect our perception of sound?'' Mechanism of the human ear, limits on ear performance. Perception of steady single tones, loudness and intensity, pitch and frequency, pitch and loudness together, timbre and instrument recognition. |
|''Chapter 7: Elements of music.'' |''What is the language of music? How is it related to the physical characteristics of sound?'' Time organization of music. Melody and harmony. Scales and intervals. The harmonic series. |
|''Chapter 8: Sound spectra and electronic synthesis.'' |''Why do different instruments sound different even when they are playing the same note? How is the sound spectrum physically & mathematically described?'' Steady tones, Fourier spectra, modulated tones, electronic and computer music. |
|''Chapter 10: Piano and guitar strings.'' |''How does a stringed instrument work? How is the sound affected by the physical characteristics of the string and the way it is played?'' Natural modes of a thin string, plucked strings. |
|''Chapter 12: Blown pipes and flutes.'' |''How does a wind instrument work? How is the sound affected by the physical characteristics of the pipe and the way it is played?'' Air column vibrations. |
[[Announcements]]
[[Detailed Schedule]]
[[Course Information]]
For the big picture, see the [[Course Outline]].
This is the course calendar, with topics, reading assignments, and links to homework and exam information. The topics listed for each day are preliminary and may change (some material may be covered more quickly or slowly than listed in the schedule). Links to lecture slides will become active after each lecture when the actual slides will be posted.
| !Week | !Dates | !Topics | !Instrument demos | !Slides | !Reading | !Assignments |
| 1 | 1/17-1/19 |Class overview. Pretest. Introduction to musical acoustics, vibrations, periodicity, pitch and frequency, auditory range. ||[[Lecture 1|slides/lecture1_1_17.pdf]],[[Lecture 2|slides/lecture2_1_19.pdf]] |Hall chapter 1, [[Chapter 1 notes|notes/chapter1.pdf]], [[Math review sheet|notes/math_1240.pdf]]||
| 2 | 1/24-1/26 |Waves and vibrations.||[[Lecture 3|slides/lecture3_1_24.pdf]], [[Lecture 4|slides/lecture4_1_26.pdf]]|Hall 2.1-2.4, [[Chapter 2 notes|notes/chapter2.pdf]] |Homework 1 and Reading question 1 due Thursday night.|
| 3 | 1/31-2/2 |Waves and vibrations, oscillations. | |[[Lecture 5|slides/lecture5_1_31.pdf]], [[Lecture 6|slides/lecture6_2_2.pdf]]|Hall 3.1, [[Chapter 3 notes|notes/chapter3.pdf]]|Homework 2 and Reading question 2 due Thursday night.|
| 4 | 2/7-2/9 |Simple harmonic motion and resonance. Start sources of sound. ||[[Lecture 7|slides/lecture7_2_7.pdf]], [[Lecture 8|slides/lecture8_2_9.pdf]]|Hall 3.2-3.3 |Homework 3 and Reading question 3 due Thursday night.|
| 5 | 2/14-2/16 |Sources of sound: instruments. Exam 1 review. ||[[Lecture 9|slides/lecture9_2_14.pdf]] |Hall 3.4-3.6|[[Exam 1]] ''Thursday in class.'' No homework this week. Reading question 4 due Thursday night. |
| 6 | 2/21-2/23 |Finish sources of sound. Sound propagation. ||[[Lecture 10|slides/lecture10_2_21.pdf]], [[Lecture 11|slides/lecture11_2_23.pdf]] |Hall chapter 4, [[Chapter 4 notes|notes/chapter4.pdf]] |Homework 4 and Reading question 5 due Thursday night.|
| 7 | 2/28-3/1 |Sound propagation. Sound intensity and measurement. ||[[Lecture 12|slides/lecture12_2_28.pdf]], [[Lecture 13|slides/lecture13_3_1.pdf]] |Hall 5.1-5.2, [[Chapter 5 notes|notes/chapter5.pdf]]| Reading question 6 due Thursday night; Homework 5 is now due Monday (March 5) night.|
| 8 | 3/6-3/8 |Sound intensity and measurement. ||[[Lecture 14|slides/lecture14_3_6.pdf]], [[Lecture 15|slides/lecture15_3_8.pdf]]|Hall 5.3-5.4|Homework 6 and Reading question 7 due Thursday night.|
| 9 | 3/13-3/15 |Finish sound intensity. Human hearing. ||[[Lecture 16|slides/lecture16_3_13.pdf]], [[Lecture 17|slides/lecture17_3_15.pdf]] |Hall 5.5, Hall 6.1-6.2, [[Chapter 6 notes|notes/chapter6.pdf]]|Homework 7 and Reading question 8 due Thursday night.|
| 10 | 3/20-3/22 |Human hearing. Exam review. ||[[Lecture 18|slides/lecture18_3_20.pdf]]|Hall 6.3-6.5|[[Exam 2]] ''Thursday in class.'' Reading question 9 due Thursday night. |
| 11 | 4/3-4/5 |Human hearing. ||[[Lecture 19|slides/lecture19_4_3.pdf]], [[Lecture 20|slides/lecture20_4_5.pdf]] |Hall 6.6-6.7, 10.1, [[Chapter 10.1 notes|notes/chapter10-1.pdf]] |Homework 8 and Reading question 10 due Thursday night.|
| 12 | 4/10-4/12 |Elements of music. ||[[Lecture 21|slides/lecture21_4_10.pdf]], [[Lecture 22|slides/lecture22_4_12.pdf]] |Hall 7.1-7.3, [[Chapter 7 notes|notes/chapter7.pdf]] |Homework 9 and Reading question 11 due Thursday night.|
| 13 | 4/17-4/19 |Elements of music. Harmonics of strings and pipes. ||[[Lecture 23|slides/lecture23_4_17.pdf]], [[Lecture 24|slides/lecture24_4_19.pdf]] |Hall 7.4, 12.1-12.2, [[Chapter 12 notes|notes/chapter12.pdf]] |Homework 10 and Reading question 12 due Thursday night.|
| 14 | 4/24-4/26 |Electronic synthesis of sound. Plucked strings and air column vibrations. ||[[Lecture 25|slides/lecture25_4_24.pdf]], [[Lecture 26|slides/lecture26_4_26.pdf]] |Hall 8.1-8.4, [[Chapter 8 notes|notes/chapter8.pdf]] |Homework 11 and Reading question 13 due Thursday night. |
| 15 | 5/1-5/3 |Human voice. Exam review. ||[[Lecture 27|slides/lecture27_5_1.pdf]], [[Lecture 28|slides/lecture28_5_3.pdf]] |Hall 14.1-14.3|Homework 12 and Reading question 14 due FRIDAY night. |
| 16 | Tue 5/8 |Final Exam, 1:30 - 4:00 pm | | |
If you qualify for accommodations because of a disability, please submit your letter from Disability Services to Prof. Kinney in a timely manner (within the first two weeks of class) so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or [[this site|http://www.Colorado.EDU/disabilityservices]].
Advice from the Dean's office is recommended before dropping any course. In order to drop the course without paying tuition or fees, or receiving a W on your official transcript, you must drop the course by February 1. After Feb 1, if you wish to drop the course, you'll need to submit a form signed by the course instructor up until the next deadlines of Feb 29 (for Engineering students) or March 23 (for Arts and Sciences/Architecture and Planning students). After these dates dropping the course is possible only with a petition approved by the Dean's office. See the [[registrar's webpage|http://registrar.colorado.edu/students/registration/registration_packet/drop_add.html]] for more information.
* The University of Colorado at Boulder policy on Discrimination and Harassment (available at [[this site|http://www.colorado.edu/policies/discrimination-and-harassment-policy-and-procedures]]), the University of Colorado policy on Sexual Harassment and the University of Colorado policy on Amorous Relationships applies to all students, staff and faculty.
* Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550.
* Information about the ODH and the campus resources available to assist individuals regarding discrimination or harassment can be obtained [[here|http://www.colorado.edu/odh]].
<html><img src="exams/EX1-Hist.png" width="500"/></html>
* The exam had a median score of 71, standard deviation 14. You can roughly estimate your grade from the following scale: 89-100 A, 77-88 B, 65-76 C, 53-64 D, 0-52 F.
* Exam 1 answers are posted on the ~D2L site.
* Exam 1 will take place Thursday 2/16 in class.
** The exam room for students with disabilities who require extra time will be announced. The room will be open from 12:30 pm to 2:30 pm on Thursday 2/16. Note that you ''must'' have a letter from disability services stating that you need extra time for exams in order to use this room.
* The exam is open-book and calculators are allowed. You can bring a 1-page formula sheet to the exam, with any notes written on it (both sides).
** Calculator apps on wireless devices are ''not'' allowed on the exam.
** If your cell phone, ipod, or other device is out (visible to us) during the exam you get a zero.
* Problems on the exam will be similar to the homework problems and clicker questions in class.
* One of the best ways to study is to write your own exam: what topics would you want to test if you were teaching this class? What type of problems would you put on the exam? How many points would you assign to each?
* The exam will be multiple choice and will have 20-30 questions.
* [[Click here to download|exams/ex1_old.pdf]] a practice exam (PDF) that was given in this course in fall 2009.
** [[Practice exam 1 answers|exams/ex1_old_sol.pdf]].
** Note that solutions to this exam will ''not'' be posted, just answers. This is intentional! To check that you have the correct understanding, you should discuss the exam with other students in the course, with the TA, an LA, or the helproom staff, or with one of the instructors.
* Please review the general information about the [[Exams]].
<html><img src="exams/EX2-Hist.png" width="500"/></html>
* The exam had a median score of 69, standard deviation 14. You can roughly estimate your grade from the following scale: 89-100 A, 77-88 B, 65-76 C, 53-64 D, 0-52 F.
* Exam 2 answers are posted on the ~D2L site.
* Exam 2 will take place Thursday 3/22 in class.
* The exam is open-book and calculators are allowed.
** Calculator apps on wireless devices are ''not'' allowed on the exam.
** If your cell phone, ipod, or other device is out (visible to us) during the exam you get a zero.
* You can bring a 1-page formula sheet to the exam, with any notes handwritten on it (both sides).
* Problems on the exam will be similar to the homework problems and the clicker questions done in class.
* One of the best ways to study is to write your own exam: what topics would you want to test if you were teaching this class? What type of problems would you put on the exam? How many points would you assign to each?
* The exam will be multiple choice and will have 20-30 questions.
* The exam will focus on material covered in class since the last exam, particularly Chapters 3-5 in Hall.
* [[Click here to download|exams/ex2_old.pdf]] a practice exam (PDF) that was given in this course in fall 2009.
** [[Practice exam 2 answers|exams/ex2_old_sol.pdf]].
** Note that solutions to this exam will ''not'' be posted, only answers. This is intentional! To check that you have the correct understanding, you should discuss the exam with other students in the course, with the TA, an LA, or the helproom staff, or with one of the instructors.
* Please review the general information about the [[Exams]].
Two exams will be held in class:
* [[Exam 1]], Thursday, 2/16
* [[Exam 2]], Thursday, 3/22
The final exam will take place from 1:30-4:00 PM on
* [[Final Exam]], Tuesday 5/8
!Exam policies
* There will be ''no'' make-up exams or early exams. If you are sick during an exam, please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work.
* Calculators are allowed on the exams.
* The exams are open-book.
* Formula sheets are allowed on the exams. For each midterm exam, you may bring one letter size (8 1/2" x 11") sheet with anything written on both sides. For the final exam you may bring two letter size sheets.
* A special needs room for people with documented [[Disabilities]] will be provided for each exam. See me for more information.
You are encouraged to get extra help whenever you need it.
* Help-room hours are an excellent place to get help on the homework or ask questions about the course in general. See the [[Instructors]] page.
* Tutoring may be available through the dorms.
* Tutoring help is available through the Student Academic Services Center, see [[this site|http://www.colorado.edu/sasc/]].
<html><img src="exams/Final-Exam-Hist.png" width="500"/></html>
* The final exam had an average score of 58 and a standard deviation of 16. Approximate letter grade ranges are A:74-100, B:61-73, C:46-60, D:31-45, F:0-30.
* The final exam will take place Tuesday 5/8 1:30-4:00 PM.
* The exam is open-book and calculators are allowed.
** Calculator apps on wireless devices are ''not'' allowed on the exam.
** If your cell phone, ipod, or other device is out (visible to us) during the exam you get a zero.
* You can bring a ''2-page'' formula sheet to the exam, with any notes handwritten on it (both sides).
* Problems on the exam will be similar to the homework problems and the clicker questions done in class.
* The exam will be multiple choice and will have 30-40 questions.
* The ''final exam is cumulative'' but ''emphasizes more recent material.''
** The final exam will include material from the entire class.
** The final exam will emphasize material covered since the last exam: about ''half of the exam'' will be on this more recent material.
* One of the best ways to study is to write your own exam: what topics would you want to test if you were teaching this class? What type of problems would you put on the exam? How many points would you assign to each?
* [[Click here to download|exams/final_old.pdf]] (PDF) a practice exam that was given in this course in fall 2009.
** [[Practice final answers|exams/final_old_answers.pdf]].
** Note that solutions to this exam will ''not'' be posted, only answers. This is intentional! To check that you have the correct understanding, you should discuss the exam with other students in the course, with the TA, an LA, or the helproom staff, or with one of the instructors.
* Please review the general information about the [[Exams]].
|!Category|!Percentage |!Points|
|Homework | 30% |300 points |
|Online participation (reading questions) | 10% |100 points|
|Midterm exam | 30% |150 points each |
|Final exam | 30% |300 points |
|>|Total |1000 points |
!Extra Credit
|!Category|!Points|
|Clicker questions |Up to 100 points|
Clicker points are extra credit. If, at the end of the course, your clicker point average is greater than your overall average, your clicker points will replace 100 points of your overall grade.
!Grade determination
!!Letter grades:
|!Points|!Grade|
|>900| A |
|>800, <900| B |
|>700, <800| C |
|>600, <700| D |
|<600| F |
!!Plus and minus grades:
|!Points|!Grade|
|>930| A |
|>900, <930| A- |
|>870, <900| B+ |
|>830, <870| B |
|>800, <830| B- |
|>770, <800| C+ |
|>730, <770| C |
|>700, <730| C- |
These are the strictest possible grading standards. In other words, if you receive more than 930 points, you are guaranteed an A for the course. However, the grading standards may be relaxed (curved): the cutoff for an A may be lower than 930 points, but it will never be higher than 930 points.
To access CAPA, [[click here|http://www.colorado.edu/physics/CAPA/Cindex.html]].
*Some students have reported that the CAPA web page does not have boxes available to enter answers. This problem occurs if you log on to CAPA with the wrong CAPA PIN. For example, using the set 2 CAPA PIN will mean that you see no answer boxes for set 1. Make sure you use the correct PIN!
* The CAPA grading system will show a grade of zero for the long-answer questions. Don't panic when you see this: these questions are graded by a person, not by the automated CAPA system. Note that grades for long-answer homework questions are posted to ~Desire2Learn only, not to the CAPA system.
*Homework is due ''Thursday night'', which is technically Friday at midnight, starting the second week of class. If you experience technical problems that prevent you from submitting your CAPA by midnight, I will give you an automatic extension until Friday morning at 8:00 am. No further extensions will be given.
*For help on the homework problems, you are encouraged to seek help in the physics "help-room," Duane ~G2B-90. Our class is encouraged to use the tables at the far end of the room (there is a sign over the table).
*Professor Betterton's ''help-room hours'' are Tuesday 1:45-3:00 pm (after class), Professor Kinney's are Mondays 2-3pm and Wednesday 2-4pm. Our Learning Assistants (~LAs) will be in the help-room, Tuesday 3-5pm, Wednesday 2-4pm, and Thursday 3-5pm; TA David Rahmani's help-room hours are Tuesday and Thursday 11:00 am-12:00 pm. In the help-room, you may always ask another instructor any time during the [[help room hours|http://capa.colorado.edu/cgi-bin/HelpRoom]], but instructors focused on ~PHYS1240 will be more aware of the detailed course material and questions.
| Instructor | Meredith Betterton |
| Office | Duane F629 |
| Help-room Hours | T 1:45-3 pm |
| Phone | x5-6135 |
| Email | mdb at colorado dot edu |
| Instructor | Ed Kinney |
| Office | Duane F227 |
| Help-room Hours | M 2-3 pm, W 2-4 pm |
| Phone | x2-0455 |
| Email | Edward dot Kinney at colorado dot edu |
*Email availability: We will make every effort to respond to email within 24-48 hours, but we typically do not reply to email at night or on weekends. Email is a terrible medium for asking questions about physics or homework; please ask these types of questions in person. Use email, for example, for setting up appointments, notifying us of personal emergencies or situations, or other administrative issues.
You can find more information about our backgrounds and research at [[Prof. Betterton's web page|http://spot.colorado.edu/~mdb]] and [[Prof. Kinney's web page|http://spot.colorado.edu/~kinneye]].
| TA | David Rahmani |
| Help-room Hours | T R 11am-noon |
| Email | david dot rahmani at gmail dot com |
* We will also be joined by three undergraduate Learning Assistants!
** Catherine Bacon - Help-room Hours T 3-5pm
** Luke ~DeGregori- Help-room Hours R 3-5 pm
** Jacob Winey - Help-room Hours W 2-4 pm
*Lectures meet TR 12:30 am - 1:45 pm, in Duane ~G1B30.
!!Lecture streams
* Access the lecture streams at the [[mediasite website by clicking here|http://classcapture.colorado.edu/Mediasite/Catalog/Full/87d1ba40-b7f0-471a-9144-53578eb16b20/?state=7Nnbp3z88G6osIrNDaEK]].
** Enter the system using your identikey and password info.
* Lectures from this course are recorded and available for viewing online as part of a pilot program in lecture capture at CU.
!!Lecture slides
* The power point slides shown in lecture are posted in the [[Detailed Schedule]] after lecture.
[[Detailed Schedule]]
[[Homework]]
[[Reading question|Online Participation]]
[[1240 FAQs]]
[[Exams]]
[[Resources]]
[[Lecture streams|Lectures]]
[[Clickers]]
[[Course Goals]]
[[Course Outline]]
[[Course Information]]
[[Desire2Learn|http://learn.colorado.edu]]
[[CAPA|http://capa.colorado.edu/CAPA/classsbin]]
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*For the last week of classes, we will have ~LA-led review sessions in the help room, from 4-6pm on both Thursday and Friday. On Tuesday, the help room hours from 3-5pm are cancelled, and instead we will have extra office hours Friday from 2-4pm.
*On Monday May 7th Profs. Betterton and Kinney will have extra office hours. Prof. Kinney will be in his office on the 2nd floor of the Gamow tower (Duane F-227) from 10am to 1pm, and Prof. Betterton will be in her office on the 6th floor of the Gamow tower (Duane F-629) from 1pm to 3:30pm.
*The final exam for ~PHYS1240 will be on Tuesday May 8th from 1:30pm to 4pm in our regular lecture room Duane G 1B-30.
*The "pre-final" midterm scores are now posted. This midterm score is an estimate based on your two midterm exams, HW up to number 9, reading questions up to 11 and clicker points up to April 19th. You can interpret this score using the standard scale, 90-100 A, 80-89 B, 70-79 C, 60-69 D and less than 60 as F.
* Updated clicker scores are now posted in the ~D2L grade book. The score is the percentage of total possible clicker points up to the lecture on April 19th.* Reading question 14 and HW 12 are due FRIDAY evening, May 4th.
* Each individual student must write their own long answers in the HW. Duplicating someone else's answers will result in a zero for the entire HW for all students with the same answer. Copying another student's answer or allowing another student to copy your answer is a violation of the Honor Code.
* Reading question 13 and HW 11 are due Thursday evening, April 26th.
* Reading question 12 and HW 10 are due Thursday evening, April 19th.
*New midterm Exam 2 scores are now posted on ~D2L. See [[Exam 2]] for information about the exam and interpreting your score. The regrade was concerned with the allowable answers to the "middle ear" question.
* Reading question 11 and HW 9 are due Thursday evening, April 12th.
* Midterm scores are now posted on the ~D2L site. This score is made up from your scores on midterm exam 1, ~HW1-6, and Reading Questions 1-7. It is a rough estimate of your grade at this point (before midterm 2) and can be interpreted using the regular scale 90-100 A, 80-89 B, 70-79 C, 60-69 D, below 60 F. Clicker extra credit is NOT included in this grade.
* Clicker scores are now posted on the ~D2L site. The number is the percentage of clicker points you have received up to the March 15th lecture.
* Reading question 10 and HW 8 are due Thursday evening, April 5th.
* Office Hours this week (all in Helproom, Duane ~G2B90): M 2-3pm, Tu 11-12, 1:45-5pm, W 2-6pm, Th 11am-12pm.
* Review Sessions this week (all in Helproom, Duane ~G2B90): Tu 5-7pm, W 4-5pm, W 6-7pm.
* Midterm Exam 2 will take place in class on March 22nd. See [[Exam 2]] for more information and a practice exam.
* Solutions to ~HW7 are posted on the ~D2L site.
* Reading question 9 is due Thursday evening, March 22nd; there is no HW assignment due.
* New FAQs on the doppler effect, decibels and sound intensity are posted.
* HW set 7 and reading question 8 are due Thursday evening, March 15th as usual.
* There is a misprint in HW set 6, number 2; it should ask you to assume that the speed of sound in air is 344 m/s. The online CAPA version should read correctly now.
* HW set 6 and reading question 7 are due Thursday evening, March 8th as usual.
* Due to the delay in distributing paper copies of this week's homework, HW number 5, which would normally be due Thursday night, will now be due Monday night (March 5th).
* New ~FAQs posted!
* Due to unforeseen circumstances, David Rahmani's office hour from 11-12 is cancelled Tuesday, Feb 28.
* Prof. Kinney's office hour in the helproom on Monday Feb 27, 2-3pm is cancelled.
* CAPA set 5 and reading question 6 are due Thursday evening, March 1st as usual; solutions to CAPA set 4 are posted on the ~D2L site.
*Prof. Betterton's office hours between 1:45 and 3 pm on Thursday have to be cancelled. Luke, the LA, will be there from 3-5pm as usual.
* Midterm Exam 1 scores are now posted on ~D2L. See [[Exam 1]] for information about the exam and interpreting your score.
* Helproom Office hours this week are back to regular: M 2-3; Tu 11-12, 2-5; W 2-5; Th 11-12, 2-5.
* On the CAPA set 4, question 5 should read "answer the long answer questions from problems 2 and 4."
* Helproom Office hours this week: M 2-3; Tu 11-12, 2-5; W 2-6; Th 11-12 (no after class hours).
* Review Sessions: Tu 5-6 in Duane ~G1B20; Wed 6-7 in Muen E0046.
* The first midterm exam will be Thursday, February 16th, in class. See the exams link on the sidebar for more information.
* There is no CAPA HW set assignment for next week due to the midterm exam.
* The fourth reading question webform is now active (see Detailed schedule for link).
* Solutions to the third CAPA HW set are now posted on the ~Desire2Learn (~D2L) site. You'll find them under the Content tab.
* HW and Reading question scores for the first two weeks are now posted in the gradebook of the ~D2L site.
* The third CAPA HW set is now posted. You can pick the printout up at the usual place.
* The third reading question webform is now active (see Detailed schedule for link).
* Solutions to the second CAPA HW set are now posted on the ~Desire2Learn (~D2L) site. You'll find them under the Content tab.
* The second CAPA HW set is now posted. You can pick the printout up at anytime the building is open. Just go downstairs to the 2B level of Duane (one floor down below the lecture hall) and you'll find a wall with many plastic bins on it. Find the bins for our class (~PHYS1240), then your printout should be in the bin which has the alphabetic range which contains your last name.
* The second reading question webform is now active (see Detailed schedule for link).
* Solutions to the first CAPA HW set are now posted on the ~Desire2Learn (~D2L) site. You'll find them under the Content tab.
* The first reading question webform is now active (see Detailed schedule for link).
* The first CAPA HW set is now posted. You can pick the printout up at anytime the building is open. Just go downstairs to the 2B level of Duane (one floor down below the lecture hall) and you'll find a wall with many plastic bins on it. Find the bins for our class (~PHYS1240), then your printout should be in the bin which has the alphabetic range which contains your last name.
* This course uses iClickers in lecture.
* First Lecture is Tuesday January 17th
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Each week in this course you will submit a reading question online. Links to the reading question will be posted in [[Detailed Schedule]].
* Reading questions are due ''Thursday night'', which is technically Friday at midnight, starting the second week of class.
* The reading questions are graded based on participation only.
** If you submit a thoughtful reading question, you receive full credit.
** If you do not submit a reading question, or submit a pro forma question like "I don't have a question" you receive no credit.
* If you experience technical problems that prevent you from submitting your reading question by midnight, I will give you an automatic extension until Friday morning at 8:00 am. No further extensions will be given.
* Late reading questions will not be accepted or graded.
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Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance.
In this class, you should speak with me at least two weeks before any anticipated class absences. See policy details at [[this site|http://www.colorado.edu/policies/fac_relig.html]].
Here are some useful resources for the course and for learning about music and acoustics.
* [[Math review sheet|notes/math_1240.pdf]].
* Simulations from the ~PhET project:
** [[Wave on a string|http://phet.colorado.edu/simulations/sims.php?sim=Wave_on_a_String]].
** [[Fourier: Making Waves|http://phet.colorado.edu/en/simulation/fourier]].
** [[Sound waves|http://phet.colorado.edu/en/simulation/sound]].
** [[Wave interference|http://phet.colorado.edu/simulations/sims.php?sim=Wave_Interference]].
** [[Masses and springs|http://phet.colorado.edu/simulations/sims.php?sim=Masses_and_Springs]].
* Physics [[help room schedule|http://capa.colorado.edu/cgi-bin/HelpRoom]].
* [[Longitudinal wave applet|http://surendranath.tripod.com/Applets/Waves/LWave01/LW01.html]] and animations of [[transverse and longitudinal waves|http://paws.kettering.edu/~drussell/Demos/waves/wavemotion.html]]; another animation of [[transverse, longitudinal, and periodic waves|http://www.physics.nyu.edu/~ts2/Animation/waves.html#]].
* [[Interactive visual sound applet|http://www.seeingwithsound.com/javoice.htm]].
* Resonance examples and information:
** [[Tidal resonance|http://earthobservatory.nasa.gov/IOTD/view.php?id=6650]] in the [[Bay of Fundy|http://en.wikipedia.org/wiki/Bay_of_Fundy]]: [[video|http://www.youtube.com/watch?v=_J2AtORivSY]].
**[[Video|http://www.youtube.com/watch?v=3mclp9QmCGs]] of the [[Tacoma Narrows bridge|http://en.wikipedia.org/wiki/Tacoma_Narrows_Bridge]] collapse and [[video|http://www.youtube.com/watch?v=eAXVa__XWZ8]] of the [[Millennium bridge|http://en.wikipedia.org/wiki/Millennium_Bridge_%28London%29]] [[resonance|http://www.mace.manchester.ac.uk/project/teaching/civil/structuralconcepts/Dynamics/resonance/resonance_pra1.php]].
* [[Ripple tank|http://www.falstad.com/ripple/]] simulation that can show diffraction, reflection, interference, and the Doppler effect.
* [[Pulse interference|http://www.physics.nyu.edu/~ts2/Animation/waves.html#]] animation.
* [[Standing wave|http://www.physics.nyu.edu/~ts2/Animation/waves.html#]] animation.
* Two Doppler effect animations: one [[fairly simple|http://www.physics.nyu.edu/~ts2/Animation/waves.html#]] and another [[more complicated|http://www.astro.ubc.ca/~scharein/a311/Sim/doppler/Doppler.html]].
* New York Times Blog posts on the [[basics of mathematics by Steven Strogatz|http://opinionator.blogs.nytimes.com/category/steven-strogatz/]].
** [[Learning counting from Sesame Street|http://opinionator.blogs.nytimes.com/2010/01/31/from-fish-to-infinity/]].
** [[Rearranging rocks to be creative about arithmetic|http://opinionator.blogs.nytimes.com/2010/02/07/rock-groups/]].
** [[Negative numbers and World War 1|http://opinionator.blogs.nytimes.com/2010/02/14/the-enemy-of-my-enemy/]].
** [[What happens when your phone company doesn't understand division|http://opinionator.blogs.nytimes.com/2010/02/21/division-and-its-discontents/]].
** [[Why algebra is great|http://opinionator.blogs.nytimes.com/2010/02/21/division-and-its-discontents/]].
** [[Complex numbers and fractals|http://opinionator.blogs.nytimes.com/2010/03/07/finding-your-roots/]].
** [[The beauty of geometry|http://opinionator.blogs.nytimes.com/2010/03/14/square-dancing/]].
** [[Finding the shortest path|http://opinionator.blogs.nytimes.com/2010/03/21/think-globally/]].
** [[Powers, exponentials, and logarithms|http://opinionator.blogs.nytimes.com/2010/03/28/power-tools/]]. This could help you better understand decibels.
* [[What is a decibel?|http://www.phys.unsw.edu.au/jw/dB.html]] includes sound files with noise decreasing in steps of 3, 1, and 0.3 dB.
* [[Online tester|http://www.phys.unsw.edu.au/jw/hearing.html]] of constant loudness curves. You can make your own personal ~Fletcher-Munson graph using this site. Fun!
* The [[promenade round the cochlea|http://www.cochlea.org/]] has lots of good information about human hearing. Click on ''Ears'' and ''Cochlea'' to see images & animations of the human ear.
* [[FAQ in musical acoustics|http://www.phys.unsw.edu.au/jw/musFAQ.html]] from Joe Wolfe at the University of New South Wales.
!!Miscellaneous music, sound & science links
These are links to articles or web resources you may find interesting, but are not required for the course.
* New York Times [[blog article|http://opinionator.blogs.nytimes.com/2010/01/13/on-future-performance/]] by composer Tod Machover about inventing new musical instruments.
* Musical road videos from [[California|http://www.youtube.com/watch?v=RLNfN6-eA0g]], [[California|http://www.youtube.com/watch?v=gxRgf5czTiM]], [[Korea|http://www.youtube.com/watch?v=ou-Xy5OI1kc&]], [[Denmark|http://www.youtube.com/watch?v=Vt5IxDMN-I8]].
* [[Wine glass resonance|http://www.youtube.com/watch?v=17tqXgvCN0E]] video.
* News article from the Onion: "[[Science Channel Refuses To Dumb Down Science Any Further|http://www.theonion.com/content/news/science_channel_refuses_to_dumb]]." What do you think about the impulse to make science entertaining and not too technical?
<<search>><<closeAll>><<permaview>><<newTiddler>><<newJournal 'DD MMM YYYY'>><<saveChanges>><<slider chkSliderOptionsPanel OptionsPanel 'options »' 'Change TiddlyWiki advanced options'>>
Physics 1240: Music & Sound
http://www.colorado.edu/physics/phys1240/phys1240_sp12/
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<<timeline better:true firstDay:20100108 maxDays:30 maxEntries:30>>
This course will use the textbook:
* "Musical Acoustics" (3rd edition), by Donald E. Hall.
See also the information on [[Resources]].
Reading assignments are posted on the [[Detailed Schedule]].
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