Can anyone help with this lab on waves please?

here is the link for the phet Hello here is the link we are using https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html

1:24 . . Tt 0 > L Lab on Waves and Wave interference: Waves occur in many forms - sound waves (compression waves), light waves (transverse waves), Ocean waves (circular waves). In this class we are studying sound and light, so that will be the focus of this lab. However since we have all seen ocean waves, they may be used as examples of wave behavior as the goal of this lab is to understand how waves interact with each other. When waves collide (we call this interference) they can become smaller or larger, and can even completely cancel each other out. This behavior is important to understand as interference must be taken into account when designing sound studios or you get what is known as dead spots. When sound waves cancel each other out the sound is hard to hear. We can also look at interference by sending light through a very small opening (called an aperture, or a slit) and looking at the pattern that shows up on a screen beyond the opening. When we do so we notice that it creates what is known as a diffraction pattern, with bright spots and dark spots - analogous to loud and dead spots with sound. We want to understand why waves behave this way. If you are at the beach on day when the waves are big, or when there is both a swell from the north and a swell from the south, you can see this behavior - waves constructively interfering (getting larger) and waves interfering destructively (getting smaller). For this lab you will use the simulation here: https://phet.colorado.edu/sims/html/wave-interference/latest/wave-interference_en.html and click on waves and start experimenting with the different settings Explain your understanding of waves: 1) Define wavelength: 2) Use your own words and captured images from the simulation to show you can measure: a) Wavelength of longest wave possible b) Wavelength of shortest wave possible c) Height of tallest wave possible 3) Define the following terms, in terms of waves: a) Compression: b) Rarefaction:4) Click on sound You can play a tone if you'd like. Then click on particles and waves. Where are the compressions? Where are the rarefactions? Describe the motions of the particles. Insert a screenshot with these labeled. 5) Use your own words and captured images from the simulation to show you can or cannot measure: a) Period of longest wave possible (by longest we mean in terms of wavelength) b) Period of shortest wave possible(by shortest we mean in terms of wavelength) c) Period of tallest wave possible (does height make a difference in the period?) 6) Describe your experiments to measure period including which views and tools were needed and why. Support your explanation with images from the simulation. 7) Use your own words and captured images from the simulation to show you can or cannot measure: (think about how these things affect the speed of the wave. .. or do they....?? a) Speed of longest wave possible b) Speed of shortest wave possible c) Speed of tallest wave possiblePart 2: 8) Develop your understanding: Open the Interference screen, then explore to make water waves with varying patterns. Frequency Amplitude eparation D Graph Normal O Wave hterference - Interference PHET Explain your understanding: 9) Consider these three patterns of water waves: (a) 10) A B C 1 1) Describe the similarities and differences of the three patterns of water waves.12} Experiment to make similar patterns, then explain how you can use the simulation to make each. The don't have to be exact but explain what you changed what is different with the 3 patterns. 13) Experiment to make waves of different interference patterns with water, sound, and light. Use your own words and captured images from the simulation to show you can meet learning goal A: \"Create an interference pattern with two sources, and determine the ways to change the pattern." 14 Use the Water Level tool to understand what is happening in the water tank: a) Measure the dark and light areas of waves made with om)! rmefaueer. Insert a screen image to help explain your answer. What does dark represent? What does light represent? What is happening with the waves? b) Make waves using both faucets and measure the dark, light and fuzzy spots. Insert a screen image to help explain your answer. What does dark represent? What does light represent? What is happening with the waves? c) What do you think constructive and destructive interference means based on your measurements? 15) 16) Consider the light pattem above: a) Describe where the points of constructive and destructive interference are in the image on the right. b) Create a similar wave pattern and use the detectors to nd points of constructive and destructive interference. c) Explain how you made the waves and used the detector. Insert an image ofthe entire screen to illustrate your work. _ I?) These three patterns were made with sound waves by varying only one thing a) What do you think was varied? b) Test your idea by making similar patterns. e) 15 there more than one way to make these three patterns by varying only one thing? Test your ideas and provide evidence for support. 18) Try to make similar patterns with light. Describe your observations and ideas. 19) Summarize key ideas that you want to remember about the relationships of interference patterns of water, sound and light waves Develop your understanding: Open the Slit's screen, then explore to make water waves with varying patterns. Use both 1 slit and 2 slits look at the varying patterns you see.. .. Compare this to the previous experiments with faucets and answer the questions below: E L meevlc'r "'\". Amplnudn Nan-e r=t:r'ererI-ce Sills Explain your understanding by answering the following questions: 20) How do waves made by a dripping faucet compare to the waves seen passing through slits?I You may want to have both Interference and Slits open (or open the full simulation Waves Interference), so that you can easily compare the waves and their patterns. 21) Do the same concepts apply when you compare the sound and light waves in Interference and 81115 screens? 22) Summarize your understanding of waves as they pass through slits. Make sure you demonstrate meeting learning goal C \"Put up a barrier to see how the waves move through one or two slits. What sort of pattern do the slits create'? How can you change this pattern?" Part 2 light in color htt s: het.colorado.edu sims html color-vision latest color-vision en.html Use the RGB Bulbs~You are going to adjust sliders to create different colored light 1. Describe what happens as you move each slider. 2. How do you create grey light? 3. How do you create white light? 4. How do you create yellow light ? 5. How do you create orange light ? 6. How do you create cyan light ? 7. How do you create purple light ? Insert a screen shot of colored light Quiz questions: You must show work for creditl ll 1. What is a transverse wave? 2. What is a compression wave? 3. You find the period of a wave is 0.2 sec. What is the frequency? 4. You find the period of a wave is 2 sec. What is the frequency? 5. If you find that the frequency of a wave is 5 Hz and the wavelength is 40 meters, what is the velocity of the wave? 6. If you see 20 waves pass by in 10 sec, what is the period? 7. If you find that the frequency of a wave is 5 Hz, what is the frequency? 8. If you find that the velocity of a wave is 50 m/s and the wavelength is 10 meters, what is the frequency of the wave? 9'. What 2 colors do you mix to get yellow light? 10. What is constructive and destructive interference