Students were testing their hearing range

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Homework Help Overview

The discussion revolves around an experiment where students are testing their hearing range, specifically focusing on the calculation of wavelengths corresponding to frequencies of 25 Hz to 18,000 Hz in air, given the speed of sound as 343 m/s.

Discussion Character

  • Mathematical reasoning, Assumption checking

Approaches and Questions Raised

  • Participants discuss the use of the formula for wavelength, questioning the correctness of their calculations and unit handling. There is an exploration of how to properly express and manipulate units in the calculations.

Discussion Status

Some participants have provided guidance on unit management and clarity in calculations. There is acknowledgment of the approach being correct, but no explicit consensus on the accuracy of the final numerical results has been reached.

Contextual Notes

Participants are navigating potential confusion regarding unit notation and ensuring proper mathematical representation in their calculations. There is an emphasis on maintaining clarity in unit usage throughout the problem-solving process.

Brittykitty
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In an experiment, students were testing their hearing range and found that it averaged about 25 Hz to 18 000 Hz. What are the wavelengths of sound waves producing these frequencies in air where the speed of sound is 343 m/s?

Would I use the formula

wavelength= velocity/ frequency?

wavelength = 343ms/25hz

and

wavelength = 343ms/18000hz ??
 
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Brittykitty said:
In an experiment, students were testing their hearing range and found that it averaged about 25 Hz to 18 000 Hz. What are the wavelengths of sound waves producing these frequencies in air where the speed of sound is 343 m/s?

Would I use the formula

wavelength= velocity/ frequency?

wavelength = 343ms/25hz

and

wavelength = 343ms/18000hz ??

You're basically using the right formation, but be careful to carry your units along correctly. You've written ms a couple of time where you mean m/s.

It's helpful to put units in square brackets (at least for me), and do math on the units at the same time you do math on the numbers. Cancel anyplace you get the same unit on the top and bottom of a division. So your equation could look more clear like this:

wavelength [m] = 343 [m/s] / 18000 [Hz] = 343 [m/s] / 18000 [1/s], etc...
 


berkeman said:
You're basically using the right formation, but be careful to carry your units along correctly. You've written ms a couple of time where you mean m/s.

It's helpful to put units in square brackets (at least for me), and do math on the units at the same time you do math on the numbers. Cancel anyplace you get the same unit on the top and bottom of a division. So your equation could look more clear like this:

wavelength [m] = 343 [m/s] / 18000 [Hz] = 343 [m/s] / 18000 [1/s], etc...

Thank you =) so...

wavelength [m] =343[m/s] / 18000 [Hz] =0.019m

and wavelength [m] =343[m/s] / 25 [Hz] =13.72m

does that look right to you?
 


I didn't check the calculations, but the approach seems correct. Good work.
 

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