SAMPLE COMPUTATION:

Table 2:

Trial 1:

𝑛 𝑇
𝜇 = 0.039 𝑓 = 𝑛𝐿 √𝜇

2 (60)(980)
𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟 = 0.010 𝑖𝑛 𝑓 = 2(34𝑐𝑚) √ 0.039

𝑛=2

𝐿 = 34 𝑐𝑚 𝒇 = 𝟏𝟏𝟒. 𝟐𝟎𝟑 𝑯𝒛

114.54−108.375
%𝐸𝑟𝑟𝑜𝑟 = | 114.54
| (100) = 𝟓. 𝟑𝟖𝟐%

GUIDE QUESTIONS:

1.) In the length measurement of vibrating string, the segment close to the stylus was not included
why?

- it was not included because the only medium that we must consider is the string. Every
string has its own linear density and we can probably have additional errors if we consider
the segment close to the stylus.

2.) What effect does increasing the tension have on the number of segment formation? Justify
your answer.

- Assuming that frequency, 𝜇, and length of the string would remain the same, tension would
be inversely proportional to the number of segments. As tension increases, the number of
segments would decrease and vice-versa. Due to addition of weight of 50 𝑔 per trial, the wire
receives increasing tension which hinders it to move freely.

3.) All strings on the acoustic guitar are of the same length. What characteristic differences do
they have that gives them different pitch (different frequencies)? Discuss other procedures
that can be done to change the frequency.
 - The strings differ in thickness and diameter. If we’re to observe the 6 unique strings they
have their own thickness. There will be a lower frequency when the string has a large
diameter for example is the thickest one the E string. Due to the thickness it vibrates slower.
The density also affects the frequency. The strings with low pitches are made of more dense
materials than the strings witch high pitches. Tension is applied to the string to stretch and
make it right. Tightening the string gives it a higher frequency while loosening it lowers the
frequency.

PROBLEMS:
𝑔
1.) A string has mass per unit length of 3𝑥10−3 𝑐𝑚
and is attached to an electrically driven
vibrator of frequency 100 vps. How long is the string if the number of segments produced is
2 when under a tension of 0.2 kg?

𝑓 = 100𝑣𝑝𝑠 𝐿 =?

𝑛 𝑇
𝑛=2 𝑓 = (2𝐿) √𝜇

𝑔 𝑛 𝑇
𝜇 = 0.003 𝐿 = ( )√
𝑐𝑚 2𝑓 𝜇

1000 𝑔 2 196,000
𝑇 = 0.2 𝑘𝑔 ( 1 𝑘𝑔
) 𝐿 = (2(100)) √ 0.003

𝑐𝑚
= 200𝑔 (980 𝑠2
) 𝑳 = 𝟖𝟎. 𝟖𝟑𝒄𝒎

= 196,000 𝑑𝑦𝑛𝑒𝑠

2.) A 2 – meter long wire vibrates with a frequency of 330 𝐻𝑧 when the tension is 500 𝑁.
What is the new frequency if the tension on the wire is reduced to a factor of 0.5?

𝑓1 𝑇
= √𝑇1
𝑓2 2

𝑇
𝑓2 = (𝑓1 ) (√𝑇1 )
2
 250
𝑓2 = (330) ( √500) = 𝟐𝟑𝟑. 𝟑𝟓 𝑯𝒛

ERROR ANALYSIS:

In conducting E303 Transverse Wave, we got percentage error of 7.17 % and 5.382 %. Base
from our own experience in conducting the experiment, the one common thing that all groups have
is that there are some bended parts in the well – worn wire which we received making it a lot harder
to read and see how many segments are formed. Errors may trigger also in wrong measurement of
the number of segments and length the waves. For an example, one time during the experiment, we’ve
done wrong in measuring its length it and it gave us a high percentage error and made us to repeat the
same procedures again. In addition to, the amplitude being used may also be a source of error. If
you used high amplitude, greater sounds the machine produces and its wavelength we’re likely hard
to read. We must designate better amplitude to see the clearly the wave; a slightly increase in
amplitude will make a different wave and harder to measure the length.

ANALYSIS:

Experiment 303 is all about transverse wave and we tackle on frequency of vibration. The
objectives of the experiment were for us to determine the frequency of vibration of a stretched string
and examine how the frequency of vibrating string is affected by tension and linear mass density.

In setting up the experiment, we mount the sine wave generator and string vibration on
the iron stand. Then, we connect the string vibrator to the output jacks of the sine wave generator
with a pair of banana patch cords and connect it to the power supply.

In part 1, there are assigned diameter of wire per group. Since I’m with group four, we
used a diameter of 0.020 𝑚 and its linear mass density is 𝜇 = 0.0150 g/cm. Then we tie one end of
the wire to the stylus of the string vibrator and pass it over to the pulley given. The other end is
attached with mass hanger. Per each trial, we gradually add 50 grams on the mass hanger and we
adjust the frequency to our desired number to read the waves clearly. For trial 1, where we’ve read 4
segments and then we measure the total length of all the segments coming to 40.0 𝑐𝑚. Since its trial
1, we’ve only added 50 𝑔𝑟𝑎𝑚𝑠 and the total tension is 53900 𝑑𝑦𝑛𝑒𝑠. With these data, we can
compute for the frequency of vibration using eq. 3 in the laboratory manual. For table 1, the total
average frequency we’ve conducted is 101.03 𝐻𝑧 and it has 7.77 percentage error compared to the
actual value.

At the last part, the procedures and objectives were the same, but the diameter of the wire
weren’t. We are here to compute for the average frequency of vibration and we’re given five different
diameters from 0.010 in to 0.022 in for each trial and having only 60 𝑔𝑟𝑎𝑚𝑠 hanging on the hanger.
With the same procedure, we’re able to compute for the average frequency of vibration of
108.375 𝐻𝑧 and a percentage error of 5.382 % compared to the actual value.

CONCLUSION:

Transverse waves are vibrating waves at right angles to the direction of its propagation. It
assumes a sinusoidal wave pattern. By different diameter of wire, the dependency of frequency to the
linear mass will be determined. For its objective, we’ve able to determine the frequency and what is
the relation of frequency of vibrating wire is affected by the tension and linear mass density.

In Part 1 where diameter of wire and μ is constant, the table shows that as tension
increases, the number of segments decreases. As a conclusion, the number of segments is inversely
proportional to tension. As tension would increases, the number of segments would decrease and
vice-versa. In Part 2, the table shows that as frequency increases, the number of segments decreases.
As a conclusion, the number of segments is directly proportional to the frequency. As frequency
increases, number of segments would also increase.

In this experiment, I strongly recommend that a new set of wire would help a lot to the
students to be able to get accurate results during conducting the experiment. More likely, some
machines should be checked by some technicians due to some defects and anomalies. Wrong
measurements of data would make a great dealt in the experiment. For those students who will
perform the experiment, keen eye is a need and focus are a must.

APPLICATION:

I as a computer engineer the application that can I apply for E303 laboratory is about the
clock rate / clock speed of the computer. In a computer, clock speed refers to the number of pulses
per second generated by an oscillator that sets the tempo for the processor. Clock speed is usually
measured in MHz(megahertz, or millions of pulses per second) or GHz (gigahertz, or billions of
pulses per second). Today's personal computers run at a clock speed in the hundreds of megahertz
and some exceed one gigahertz. The clock speed is determined by a quartz-crystal circuit, similar to
those used in radio communications equipment.

Computer clock speed has been roughly doubling every year. The Intel 8088, common in
computers around the year 1980, ran at 4.77 MHz. The 1 GHz mark was passed in the year 2000.

Clock speed is one measure of computer "power," but it is not always directly proportional
to the performance level. If you double the speed of the clock, leaving all other hardware
unchanged, you will not necessarily double the processing speed. The type of microprocessor,
the bus architecture, and the nature of the instruction set all make a difference. In some applications,
the amount of random access memory (RAM) is important, too.
 Some processors execute only one instruction per clock pulse. More advanced processors
can perform more than one instruction per clock pulse. The latter type of processor will work faster
at a given clock speed than the former type. Similarly, a computer with a 32-bit bus will work faster
at a given clock speed than a computer with a 16-bit bus. For these reasons, there is no simplistic,
universal relation among clock speed, "bus speed," and millions of instructions per second (MIPS).

Excessive clock speed can be detrimental to the operation of a computer. As the clock
speed in a computer rises without upgrades in any of the other components, a point will be reached
beyond which a further increase in frequency will render the processor unstable. Some computer
users deliberately increase the clock speed, hoping this alone will result in a proportional
improvement in performance, and are disappointed when things don't work out that way.

Reference:

https://whatis.techtarget.com/definition/clock-speed