🎧Sound Analyzer JavaScript Simulation Applet HTML5

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Code	Language		Translator	Run

Credits

Felix J. Garcia Clemente; Tze Kwang Leong; Loo Kang Wee

Need Safari on iOS, Chrome will not render the sound on iOS.

Need Chrome on the rest.

I. Sound Analyzer JavaScript Simulation Applet HTML5

This resource focuses on providing an interactive simulation for understanding sound wave resonance in pipes. It aims to help students learn about the properties of stationary waves in air columns and their relationship to the sound produced by wind instruments.

A. Main Themes and Important Ideas:

Resonance in Pipes: The core theme revolves around sound wave resonance within pipes, explaining how stationary waves are formed and how they relate to the tones produced (as with a flute). The document explicitly mentions investigations into the characteristics of these stationary waves in air columns.
Relationship between Pipe Properties and Wavelength: A key learning objective is that the wavelength of a sound wave is independent of the width of the pipe's material. More importantly, it highlights the relationship between the longest wavelength and the length of the pipe for both open and closed ends:
Open Pipe: "Students will learn the longest wavelength of the sound is twice the length of an open pipe..."
Closed Pipe: "...and four times the length of a closed pipe."
Students are also expected to learn the formula for the second harmonics.
Hands-on Investigation with Simulation and Real Objects: The provided worksheet (Task 7a) encourages students to use both the JavaScript simulation and physical materials (straws, toilet rolls, PVC pipes) to explore sound. The process involves:
Using the provided URL to access the simulation.
Producing a consistent tone by blowing into pipes.
Using the simulation to record fundamental and higher harmonic frequencies.
Calculating wavelengths using the formula v = fλ (where v is the speed of sound).
Comparing results for open and closed pipes of varying properties.
Understanding the Effect of Open and Closed Ends: The motivation section prompts students to consider why blowing a straw with both ends open sounds different from when one end is closed. The investigation aims to help students "deduce what causes the difference in sound when you closed the end of the pipe?" based on their observations.
Practical Application and Musical Context: Task 7b presents a "Challenge" where students collaboratively perform "Twinkle Twinkle Little Star" using cut straws to produce different frequencies. This task connects the physics of sound to a practical musical application and reinforces the relationship between length and pitch. An extra challenge involves performing the song with pipes closed at one end, prompting further observation and explanation of the resulting sound.
Importance of Dynamic Visualizations: The document notes that "Waves are dynamic in nature. Usual representations are static. Best to complement the visual with an applet or simulation," emphasizing the value of the provided JavaScript simulation for understanding wave behavior. Links to additional applets visualizing air particle movement and videos animating standing waves in open and closed tubes are provided.
Prediction of Pipe Length: The resource mentions that the "Sound Analyzer JavaScript Simulation Applet HTML5" is capable of predicting the length of open-open and open-closed end pipes, suggesting an advanced functionality within the simulation.
Technical Requirements: It's noted that the simulation has specific browser requirements, needing Safari on iOS and Chrome on other operating systems for proper sound rendering.

B. Key Facts:

The simulation is an HTML5 applet.
It is designed to measure sound wave resonance in pipes.
It includes predictive scripts for closed-closed and closed-open ends.
It can estimate the length of a pipe producing sound waves.
There is a related Android app available ("Sound Analyzer").
Several versions of the simulation have been developed and are linked in the document.
The speed of sound in air is given as 340 ms-1 for calculations in the worksheet.
Frequency values for musical notes (C to B) in the key of C are provided for the "Twinkle Twinkle Little Star" challenge.

C. Notable Quotes:

"Stationary waves produced in the air columns are responsible for the tones produced by the flute and other wind instruments." (Problem Statement/Description)
"The student will learn that the wavelength of the sound wave is independent of the width of the material of the pipe. Students will learn the longest wavelength of the sound is twice the length of an open pipe and four times the length of a closed pipe." (Learning Objective, Task 7a)
"Try blowing the straw with both ends open and then with one end closed. Did you notice they sound different? Can you explain why they sound different?" (Motivation)
"Waves are dynamic in nature. Usual representations are static. Best to complement the visual with an applet or simulation" (Note)

II. Sound Spectrum Analyzer

This entry is a concise listing that seems to describe a separate but related tool.

A. Main Themes and Important Ideas:

Sound Spectrum Analysis: The title itself indicates that this resource is designed to analyze the spectrum of sound. This suggests it visualizes the different frequency components present in a sound.
Attribution and Licensing: It clearly credits the same authors as the Sound Analyzer simulation and specifies the year of copyright (2021). It also mentions compilation with EJS 6.1 BETA and release under a license (though the specific license is not detailed in this excerpt).
Relationship to EJS: The mention of EJS 6.1 BETA confirms that this tool, like the Sound Analyzer, is built using the Easy JavaScript Simulations framework.

B. Key Facts:

Title: Sound Spectrum Analyzer
Authors: Felix J. Garcia Clemente; Tze Kwang Leong; Loo Kang Wee
Copyright Year: 2021
Compiled with: EJS 6.1 BETA (201115)
Released under: a license (unspecified in the excerpt)

C. Notable Quotes:

The entire entry serves as a concise description of the resource.

III. Connections and Implications:

Both resources are developed by the same team and utilize the EJS framework, suggesting a cohesive effort in creating interactive physics learning tools related to sound.
The "Sound Analyzer" focuses on the relationship between physical properties of pipes and the resulting sound waves (resonance, harmonics, wavelength), while the "Sound Spectrum Analyzer" likely provides a tool to analyze the frequency content of various sounds, potentially including those produced through the "Sound Analyzer" simulation or real-world experiments.
These tools align with the Open Educational Resources / Open Source Physics @ Singapore initiative, aiming to provide freely accessible and interactive learning materials for physics education.
The detailed worksheet accompanying the "Sound Analyzer" demonstrates a pedagogical approach that combines simulation, hands-on experimentation, and conceptual understanding.

IV. Potential Uses:

Classroom Activities: The "Sound Analyzer" and its accompanying worksheet are explicitly designed for classroom use, facilitating student exploration of sound resonance in pipes. The "Twinkle Twinkle Little Star" challenge adds an engaging and collaborative element.
Laboratory Experiments: Students can use the simulation to predict and analyze results from physical experiments with pipes and sound sources.
Self-Learning: The interactive nature of the simulations allows students to explore concepts at their own pace and visualize abstract phenomena.
Understanding Sound Characteristics: The "Sound Spectrum Analyzer" can be used to visually understand the frequency components of different sounds, aiding in the analysis of timbre and other sound qualities.

In conclusion, these resources provide valuable interactive tools for learning about the physics of sound, particularly resonance in pipes and sound spectrum analysis. The "Sound Analyzer" offers a structured learning experience with hands-on activities, while the "Sound Spectrum Analyzer" provides a means for deeper sound analysis. Their availability as open educational resources enhances their accessibility for educators and learners.

Sound Waves and Resonance Study Guide

Quiz

What is the relationship between the wavelength of a sound wave produced in a pipe and the length of an open pipe for the longest wavelength (fundamental frequency)?
How does the longest wavelength of a sound wave in a closed pipe compare to the length of that pipe? What is the relationship to the longest wavelength in an open pipe of the same length?
State the formula that relates the speed of sound (v), the frequency of a sound wave (f), and its wavelength (λ). Explain what each variable represents.
What are harmonics in the context of sound waves in pipes? Describe the fundamental frequency and the second harmonic.
According to the provided text, what happens to the sound produced when one end of a straw or pipe is closed while blowing into it, compared to when both ends are open?
What equipment is suggested in the "Worksheet" section for investigating resonance in pipes? Briefly outline the experimental procedure described.
What is the purpose of the Sound Analyzer JavaScript Simulation Applet HTML5 mentioned in the text? Give at least one specific function it can perform related to sound waves in pipes.
Explain the concept of stationary waves (standing waves) in air columns and why they are important for the tones produced by wind instruments.
What practical challenge is presented in "Task 7b: Challenge"? What does this task aim to demonstrate about sound production?
According to the text, what is one factor that the wavelength of a sound wave in a pipe is independent of?

Quiz Answer Key

For an open pipe, the longest wavelength of the sound wave is twice the length of the pipe. This is because the fundamental mode of vibration in an open pipe has antinodes at both ends, and the length of the pipe corresponds to half a wavelength.
For a closed pipe, the longest wavelength of the sound wave is four times the length of the pipe. This is because the fundamental mode in a closed pipe has a node at the closed end and an antinode at the open end, meaning the length of the pipe corresponds to one-quarter of the wavelength. Therefore, the longest wavelength in a closed pipe is double that of an open pipe of the same length.
The formula is v = f λ, where 'v' represents the speed of sound in the medium (e.g., air), 'f' represents the frequency of the sound wave (number of cycles per second, measured in Hertz), and 'λ' (lambda) represents the wavelength (the distance between two consecutive identical points on the wave).
Harmonics are integer multiples of the fundamental frequency. The fundamental frequency is the lowest resonant frequency of a system (the first harmonic). The second harmonic has a frequency twice that of the fundamental frequency, the third harmonic has a frequency three times the fundamental, and so on.
Closing one end of the straw or pipe changes the boundary conditions for the standing waves that can form inside. This results in a different set of resonant frequencies and therefore a different sound compared to when both ends are open. Typically, the pitch of the fundamental frequency will be lower when one end is closed.
The suggested equipment includes a smartphone and various tubes (straws, toilet rolls, PVC pipes) of different widths, lengths, and materials that are flat on both ends. The procedure involves blowing into the tubes, using a simulation to record frequencies (fundamental and harmonics), and then calculating the corresponding wavelengths using the speed of sound in air. This is repeated with one end of the tube closed.
The Sound Analyzer JavaScript Simulation Applet HTML5 is designed to help users measure and analyze sound waves, particularly those produced by resonance in pipes. One specific function mentioned is its ability to predict the length of open-open and open-closed end pipes based on the sound waves produced.
Stationary waves, or standing waves, in air columns are formed by the superposition of incident and reflected sound waves of the same frequency traveling in opposite directions. For wind instruments, these stationary waves create specific resonant frequencies that determine the tones the instrument produces. Nodes (points of zero displacement) and antinodes (points of maximum displacement) are characteristic of standing waves.
The practical challenge in "Task 7b" is for the class to perform the song "Twinkle Twinkle Little Star" using only straws, a ruler, and scissors by creating pipes that produce the required musical notes. This task aims to demonstrate the relationship between the length of a pipe and the frequency (pitch) of the sound it produces.
According to the text, the wavelength of the sound wave is independent of the width of the material of the pipe.

Essay Format Questions

Discuss the formation of standing waves in both open and closed pipes. Explain the boundary conditions at each end and how these conditions determine the allowed wavelengths and frequencies of the resonant modes. Use diagrams to illustrate the fundamental and the first two overtones for both types of pipes.
Analyze the experiment described in the "Worksheet" section (Task 7a). Explain the learning objectives of this task and how the proposed activities help students understand the relationship between the physical properties of a pipe (length, open/closed ends) and the characteristics of the sound waves produced within them (wavelength, frequency, harmonics).
Compare and contrast the sound produced by an open pipe and a closed pipe of the same length. Explain the differences in their fundamental frequencies and harmonic series. How does closing one end of a wind instrument affect its tonal possibilities?
Evaluate the use of the Sound Analyzer JavaScript Simulation Applet HTML5 as a tool for learning about sound waves and resonance. What are the potential benefits and limitations of using such simulations in a physics classroom? How can these simulations complement hands-on experiments with physical pipes?
The "Challenge" task (Task 7b) involves performing a song using only straws cut to different lengths. Discuss the physics principles behind this activity. How does the length of the straw relate to the musical notes produced? What challenges might students face in accurately producing the required frequencies, and what physical phenomena might they observe or need to consider?

Glossary of Key Terms

Wavelength (λ): The spatial period of a periodic wave—the distance over which the wave's shape repeats. In sound waves, it is the distance between two consecutive compressions or rarefactions.
Frequency (f): The number of cycles of a periodic waveform per unit time, usually measured in Hertz (Hz), where 1 Hz = 1 cycle per second. In sound, frequency determines the pitch.
Speed of Sound (v): The speed at which sound waves propagate through a medium. In air at room temperature, it is approximately 340 m/s.
Resonance: The phenomenon that occurs when a system is driven by a periodic force at one of its natural frequencies, causing a large amplitude of oscillation. In pipes, resonance occurs when standing waves can be sustained within the air column.
Harmonics: Frequencies that are integer multiples of the fundamental frequency. They contribute to the timbre or tone quality of a sound.
Fundamental Frequency (First Harmonic): The lowest resonant frequency of a vibrating system, such as an air column in a pipe. It determines the basic pitch of the sound produced.
Open Pipe: A pipe or tube that is open at both ends.
Closed Pipe: A pipe or tube that is open at one end and closed at the other.
Standing Wave (Stationary Wave): A wave pattern created by the superposition of two waves of the same frequency traveling in opposite directions. It is characterized by fixed points of maximum amplitude (antinodes) and zero amplitude (nodes).
Nodes: Points along a standing wave where the amplitude of the wave is zero.
Antinodes: Points along a standing wave where the amplitude of the wave is maximum.
Overtones: Frequencies higher than the fundamental frequency. In many musical instruments, these are harmonics.
Timbre: The quality of a musical note, sound, or tone that distinguishes different types of sound production, such as voices and musical instruments. It is determined by the presence and relative strengths of different harmonics.

WebPage to measure sound wave resonance in pipes with predictive scripts of Closed-Closed Closed-Open Ends and the estimated length of the pipe producing the sound waves. App

Worksheet

6. Resonance in Pipes

Problem Statement/Description

The oldest object referred to as a musical instrument was a simple flute, which dates back as far as 67,000 years. Stationary waves produced in the air columns are responsible for the tones produced by the flute and other wind instruments. Stationary waves can also be set up in the medium such as string and water. The following tasks will investigate the characteristics of the stationary waves in the air column.

Task 7a

Learning Objective

The student will learn that the wavelength of the sound wave is independent of the width of the material of the pipe. Students will learn the longest wavelength of the sound is twice the length of an open pipe and four times the length of a closed pipe. They will also learn the formula for the second harmonics.

Prerequisite knowledge

Knowing the formula v = f λ

Motivation

Try blowing the straw with both ends open and then with one end closed. Did you notice they sound different? Can you explain why they sound different?

Equipment

Smartphone, various tubes of different width, length and materials that are flat on both end (eg. straws, toilet roll, PVC pipe)

Go to URL: https://iwant2study.org/lookangejss/04waves_14sound/ejss_model_sound_analyzer/sound_analyzer_Simulation.xhtml $C:\Users\MOE-14838D\Pictures\phone photo\20151119_110148.jpg$
Blow into the straw with a steady stream of air to produce a consistent tone.
Pause the simulation.
Record the fundamental frequency of the straw (i.e. lowest frequency) and the 2nd harmonics (2nd lowest frequency) and 3rd harmonics (3rd lowest frequency)
Given the speed of sound in air is 340 ms-1, calculate the respective wavelength of the sound wave.
Reset the simulation and repeat step 2 to 5 with your hand placed on one end of the straw. $C:\Users\MOE-14838D\Pictures\phone photo\20151119_110200.jpg$
Repeat steps 3 to 7 with different pipes.
By plotting graphs or otherwise, suggest the relationship between the properties of the pipes and
1. the longest wavelengths of the sound wave for the open pipe.
2. the longest wavelengths of the sound wave for the closed pipe.
3. the second longest wavelengths of the sound wave for the open pipe.
4. The second longest wavelengths of the sound wave for the closed pipe.
By considering the relationship you found in step 9, could you deduce what causes the difference in sound when you closed the end of the pipe?

Task 7b:

Challenge

As a class, you have to perform the song “Twinkle Twinkle Little Star” using only the apparatus given.

Apparatus

Each group is given only a single straw*, ruler and scissors.

*Class will get a total of 6 straws. Some groups may get more straws if there are less than 6 groups.

Reminder: Present your workings clearly on your whiteboard.

Note	Frequency / Hz
C	1047
D	1175
E	1319
F	1397
G	1568
A	1760
B	1976

"Twinkle Twinkle Little Star" music notation in the key of C
CC GG AA G
FF EE DD C
GG FF EE D
GG FF EE D
CC GG AA G
FF EE DD C

Extra challenge: Try performing using the pipe with one end closed instead of both ends open. Explain what you hear.

Note: Waves are dynamic in nature. Usual representations are static. Best to complement the visual
with an applet or simulation
Applets to study the air particles movement in relation to the frequency:
https://sg.iwant2study.org/ospsg/index.php/interactive-resources/physics/04-waves/02-general-waves/111-standing-waves-in-a-pipe

Videos

Demo video https://www.youtube.com/watch?v=2u_djWwm0u8

Videos to animate standing wave formed in an open-open air column:
https://www.youtube.com/watch?v=BhQUW9s-R8M Standing waves in open tubes | Mechanical waves and sound | Physics | Khan Academy by khanacademymedicine

https://www.youtube.com/watch?v=1S4DtuMY88I Standing waves in closed tubes | Mechanical waves and sound | Physics | Khan Academy by khanacademymedicine

https://youtu.be/vF0GAS3i-yk Sound Analyzer by TheLeongster

Detection of Length of Pipe

Sound Analyzer JavaScript Simulation Applet HTML5

https://sg.iwant2study.org/ospsg/index.php/820

need user input before it can run

Sound Analyzer JavaScript Simulation Applet HTML5

https://sg.iwant2study.org/ospsg/index.php/820

able to predict the length of the open-open end pipe

Sound Analyzer JavaScript Simulation Applet HTML5

https://sg.iwant2study.org/ospsg/index.php/820

able to predict the length of the open-closed end pipe

Sound Analyzer JavaScript Simulation Applet HTML5

https://sg.iwant2study.org/ospsg/index.php/820

able to predict the length of the open-closed end pipe

Version:

Other Resources

end faq

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Frequently Asked Questions: Sound Analysis and Resonance

1. What is the Sound Analyzer JavaScript Simulation Applet and what is its primary function?

The Sound Analyzer JavaScript Simulation Applet is an interactive tool, likely web-based (HTML5), designed for educational purposes, specifically to explore the properties of sound waves and resonance, particularly in pipes. Its primary function is to allow users to visualize and analyze sound waves, and to investigate the phenomenon of resonance in air columns with different end conditions (open or closed).

2. What key physics concepts can be investigated using the Sound Analyzer simulation?

Several key physics concepts can be investigated using this simulation, including:

Sound Waves: Understanding the nature of sound as a wave.
Frequency and Wavelength: Exploring the relationship between the frequency and wavelength of a sound wave (v = fλ, where v is the speed of sound).
Harmonics: Identifying and analyzing the fundamental frequency and higher harmonics (2nd, 3rd, etc.) produced by vibrating air columns.
Resonance: Investigating how stationary waves are formed in air columns and the conditions under which resonance occurs.
Standing Waves in Pipes: Understanding the formation of standing waves in pipes with both open ends, one closed end, and how the boundary conditions affect the allowed wavelengths and frequencies.
Length of Pipes and Sound: Determining how the length of a pipe influences the fundamental frequency and harmonics produced.

3. What practical experiments or tasks can be performed using the simulation and readily available materials?

The provided material suggests several practical tasks:

Using straws or other tubes of varying widths, lengths, and materials to produce sound by blowing air.
Observing the sound produced when both ends of a tube are open versus when one end is closed.
Using the simulation to record the fundamental frequency and harmonics of the sound produced by these tubes.
Calculating the wavelengths of the sound waves using the measured frequencies and the known speed of sound in air.
Investigating the relationship between the physical properties of the pipes (primarily length) and the resulting wavelengths and frequencies for both open and closed pipes.
Attempting to play a simple song ("Twinkle Twinkle Little Star") using straws cut to specific lengths to produce the required frequencies.

4. How does the Sound Analyzer help students understand the difference in sound produced by open and closed pipes?

The Sound Analyzer allows students to experimentally (with real tubes) and virtually observe the frequencies and harmonics produced by pipes with different end conditions. By comparing the fundamental frequencies and the series of overtones (harmonics) for open and closed pipes of similar lengths, students can deduce that:

An open pipe (open at both ends) produces a fundamental frequency with a wavelength twice the length of the pipe, and all integer harmonics are present (1st, 2nd, 3rd, etc.).
A closed pipe (open at one end, closed at the other) produces a fundamental frequency with a wavelength four times the length of the pipe, and only odd integer harmonics are present (1st, 3rd, 5th, etc.). This difference in the harmonic content is what leads to the distinct sound quality.

5. What role does the concept of stationary waves play in the sound produced by wind instruments like flutes?

Stationary waves formed within the air column of a wind instrument, like a flute, are directly responsible for the tones produced. When air is blown into the instrument, sound waves are generated and travel along the air column. These waves reflect at the open and closed ends of the instrument. At certain frequencies, the incident and reflected waves interfere constructively to create stationary waves, also known as standing waves. These stationary waves have fixed points of maximum and minimum displacement (antinodes and nodes) and correspond to the resonant frequencies of the air column, which are the musical notes the instrument can produce.

6. What are some of the technical requirements or recommendations for using the Sound Analyzer JavaScript Simulation Applet?

Based on the provided information, the technical requirements or recommendations include:

Browser Compatibility: Safari is recommended for iOS devices, as Chrome might not render sound on this platform. Chrome is suggested for other operating systems.
Internet Access: As it is a web-based applet, internet access is required to run the simulation from its URL.
Possibly User Input: One of the linked versions requires user input before it can run.

7. Besides the Sound Analyzer simulation, what other resources are mentioned that could be helpful in studying sound and waves?

Several other resources are mentioned:

Sound Analyzer prototype: A direct link to another version of the Sound Analyzer.
Sound Analyzer Android App: A link to a mobile application version of the Sound Analyzer on the Google Play Store.
Videos on Standing Waves: Links to Khan Academy videos explaining standing waves in open and closed tubes, as well as a demo video of the Sound Analyzer.
Applets for Air Particle Movement: Links to simulations that visualize air particle movement in relation to frequency and standing waves in a pipe.
phyphox (Beta): A link to the phyphox app, which likely offers various physics experiments using smartphone sensors.
Online Tone Generator: A link to a website for generating specific audio frequencies.

8. How can the Sound Analyzer be used in an educational setting, particularly in relation to the provided "Worksheet" tasks?

The Sound Analyzer, in conjunction with the worksheet, can be used in several ways in an educational setting:

Hands-on Experimentation: Students can use real-world materials (straws, tubes) to produce sound and then use the simulation to analyze the frequencies produced, bridging the gap between physical experience and abstract concepts.
Guided Inquiry: The worksheet provides structured tasks and questions that guide students to explore the relationships between pipe properties and sound characteristics.
Data Collection and Analysis: Students can record data from both their physical experiments and the simulation, calculate wavelengths, and plot graphs to identify patterns and relationships.
Collaborative Learning: The "Challenge" task (playing a song) encourages teamwork and the application of learned concepts in a creative problem-solving scenario.
Visual Reinforcement: The simulation provides a visual representation of sound waves and resonance, complementing the abstract nature of these concepts and aiding in deeper understanding.

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Details: Written by Fremont; Parent Category: 03 Waves; Category: 05 Sound; Published: 02 May 2018; Created: 02 May 2018; Last Updated: 22 March 2025; Hits: 7574

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