Waterloo Double Slit 1 at https://www.youtube.com/watch?v=acgb5uP4CBM
I think it would help viewers if you draw a wave on a transparency and overlay it onto another wave to show what is happening. Put two arbitrary time series and look where they match or do not as the time difference changes. Put a time series made of three fundamental waves. Doing it on the black (white) board makes the students have to mimic your handwriting and drawing. Doing it on the computer is something they can manipulate themselves. Try to find some good tools that can be shared with everyone on the Internet. There are about 1.92 Billion first time learners in the world right now from 5 to 20. And many people (7.8 Billion total) find new interests and learning all their lives.
This is a nice problem. But my first impression was “Why did they not keep measuring, and map the whole room?” “Why did they not change the frequency?” This problem almost never shows up except as part of a larger context where there a usually many people, many tools and resources. The one focal point where something is measured can bring a group together. But when they all try and combine their skills, the group can go well beyond the abilities of any one. It is working together, collaboratively, that changes this from your demonstration, to effective lifetime learning.
There is nothing in the description area about you, or your purpose in doing this. So not only is the problem in isolation, but your video is as well. You might have to go back and add descriptions and context for all your videos, but it can help. You have 70 views as of 29 July 2021 when I am writing this. Acoustic imaging and measurement is a rich and effective field. With computer controlled 3D acoustic levitation and force field generation maturing finally (low cost parts, fast enough sensors and controllers, powerful processors and global collaborations), new things will be happening every day.
I posted my comments at /?p=2036 under the title, “Comment on video to measure wavelength of sound and apply reasoning”. It was your focus on taking the problem apart that impressed me. But you can use better visuals and visualizations. Visualizations (overlaying curves and similar things) are tools to put the simulation outside our brains where they can be seen and shared with many. Mathematics can do it, but that requires a lot of symbol manipulation one or several steps removed from the real things that people see and change. Mathematics and programs that change things and show relationships can help.
Keep up the great work! Don’t be afraid to change or upgrade your videos. You can keep a playlist of drafts and first experiments.
Richard Collins, Director, The Internet Foundation