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TOPIC 1.3: Sound TOPIC 1.3: Sound Students will be able to: S3P-1-17 Investigate to analyze and explain how sounds are produced, transmitted, and detected, using examples from nature and technology. Examples: production of sound by a vibrating object, drums, guitar strings, cricket, hummingbird, dolphin, piezocrystal, speakers… S3P-1-18 Use the decision-making process to analyze an issue related to noise in the environment. Examples: sonic boom, traffic noise, concert halls, loudspeakers, leaf blowers… S3P-1-19 Design, construct (or assemble), test, and demonstrate a technological device to produce, transmit, and/or control sound waves for a useful purpose. Examples: sound barrier or protective headphones to reduce the effects of noise, electromagnetic speakers, echo chamber, microphone, musical instruments, guitar pickup, electronic tuner, sonar detector, anechoic chamber, communication devices… S3P-1-20 Describe and explain in qualitative terms what happens when sound waves interact (interfere) with one another. Include: production of beats S3P-1-21 Experiment to analyze the principle of resonance and identify the conditions required for resonance to occur. Include: open- and closed-column resonant lengths S3P-1-22 Experiment to calculate the speed of sound in air. S3P-1-23 Compare the speed of sound in different media, and explain how the type of media and temperature affect the speed of sound. S3P-1-24 Explain the Doppler effect, and predict in qualitative terms the frequency change that will occur for a stationary and a moving observer. S3P-1-25 Define the decibel scale qualitatively, and give examples of sounds at various levels. S3P-1-26 Describe the diverse applications of sound waves in medical devices, and evaluate the contribution to our health and safety of sound-wave- based technologies. Examples: hearing aid, ultrasound, stethoscope, cochlear implants… S3P-1-27 Explain in qualitative terms how frequency, amplitude, and wave shape affect the pitch, intensity, and quality of tones produced by musical instruments. Include: wind, percussion, stringed instruments S3P-1-28 Examine the octave in a diatonic scale in terms of frequency relationships and major triads. Topic 1: Waves • SENIOR 3 PHYSICS GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME CONNECTION S3P-1-17: Investigate to analyze Examples: production of sound by a Students will… and explain how sounds are vibrating object, drums, guitar Understand essential life produced, transmitted, and strings, cricket, hummingbird, structures and processes detected, using examples from dolphin, piezocrystal, speakers… pertaining to a wide variety of nature and technology. organisms, including humans (GLO D1) SUGGESTIONS FOR INSTRUCTION Entry-Level Knowledge Sound waves can be demonstrated in class The phenomenon of sound is a part of the with a tuning fork. The tines of the tuning student’s everyday sensory experience. The fork are struck with a mallet and, as they previous units on characteristics of waves vibrate back and forth, they disturb are the basis for understanding the nature surrounding air molecules in a series of of sound. Sound is also an excellent topic to compressions and rarefactions. The address many varied STSE applications, propagation of these waves is very similar ranging from noise pollution to music. to longitudinal waves in a coil spring toy like a Slinky™. A sound wave can be Notes to the Teacher represented mathematically as a transverse Most sounds are waves produced by wave with the crests corresponding to vibrations. The vibrating source moves the regions of high pressure and the troughs nearby air particles, sending a disturbance corresponding to regions of low pressure. through the surrounding medium as a Note: Even though the wave is represented longitudinal wave. We use our eyes for the mathematically as a transverse wave, sound detection of light and our ears enable us to is physically a longitudinal wave. detect sound. The compressions of sound waves cause the eardrum to vibrate, which, in turn, sends a signal to the brain. There are many interesting experiences that students will have with sound. Ask students if they have ever heard the ocean in a seashell. Actually, the sounds they Pressure hear in a seashell are outside noises Pressure TimeTime that resonate in the shell, creating the illusion of hearing the ocean. transverse aspect longitudinal aspect Topic 1.3 – 42 SENIOR 3 PHYSICS • Topic 1: Waves SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME S3P-0-4b: Work cooperatively S3P-0-4c: Demonstrate confidence CONNECTION with a group to identify prior in their ability to carry out Students will… knowledge, initiate and investigations in science and Demonstrate curiosity, exchange ideas, propose to address STSE issues. skepticism, creativity, open- mindedness, accuracy, precision, problems and their solutions, S3P-0-4e: Demonstrate a and carry out investigations. honesty, and persistence, and continuing and more appreciate their importance as informed interest in science scientific and technological and science-related issues. habits of mind (GLO C5) SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT Demonstrations Class Discussion Strike a tuning fork, and then place it on a Students describe how compressions and sound box, piece of wood, or the top of a rarefactions are formed. musical instrument such as a violin or an acoustic guitar. Often we cannot see the Students describe how the vibration of an tines of the tuning fork vibrate because the object is linked to the compressions and frequency is very high. When we place the rarefactions of longitudinal waves. tuning fork on another surface, the Research Report vibrations are transmitted to that surface and the sound is amplified. Students research how animals in nature make different sounds. Many animals use Place the vibrating tuning fork in a beaker sounds as a defense mechanism by shaking of water or near a suspended pith ball to a rattle, by scratching, by beating wings, or demonstrate a transfer of energy. by vocalizing. Hold a steel strip or plastic ruler in place at Students research how sound is produced in the edge of a table. Pull the free end to one nature (e.g., a cricket, a hummingbird, or a side, and then release it to demonstrate the dolphin). oscillations necessary to produce waves. Although we cannot hear the air movement, Students provide some examples to there is a displacement of the air particles illustrate the detection of sound (e.g., as the sound is transmitted to our ears. human ear, microphone, oscilloscope). Sound waves are mechanical waves; that is, Class Discussion they can only be transmitted in a medium. Students identify the source of a sound, We can use a ringing bell in a vacuum jar to explain how the sound is transmitted, and illustrate that as the medium (air) is explain how this sound is detected. Students removed, the sound disappears. also link the explanation to the concept of waves. Senior Years Science Teachers’ Handbook Activities Students use Rotational Cooperative Graffiti, page 3.15, to describe sound, its production, transmission, and detection. Topic 1.3 – 43 Topic 1: Waves • SENIOR 3 PHYSICS GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME CONNECTION S3P-1-17: Investigate to analyze Examples: production of sound by a Students will… and explain how sounds are vibrating object, drums, guitar Understand essential life produced, transmitted, and strings, cricket, hummingbird, structures and processes detected, using examples from dolphin, piezocrystal, speakers… pertaining to a wide variety of nature and technology. organisms, including humans (GLO D1) SUGGESTIONS FOR INSTRUCTION Student Activity Te a c h i n g Using a variety of objects, students can Notes produce different sounds and explain how the sound is produced and transmitted. Examples could include a guitar string being plucked, a drum being hit, or air being blown through a straw. Students can also observe the vibration of an electromagnetic speaker. By placing an object such as a piece of light plywood in front of the speaker, you can feel the vibration of the speaker. You can also place light, non-magnetic particles on a speaker cone to observe their motion. Topic 1.3 – 44 SENIOR 3 PHYSICS • Topic 1: Waves SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME S3P-0-4b: Work cooperatively S3P-0-4c: Demonstrate confidence CONNECTION with a group to identify prior in their ability to carry out Students will… knowledge, initiate and investigations in science and Demonstrate curiosity, exchange ideas, propose to address STSE issues. skepticism, creativity, open- mindedness, accuracy, precision, problems and their solutions, S3P-0-4e: Demonstrate a and carry out investigations. honesty, and persistence, and continuing and more appreciate their importance as informed interest in science scientific and technological and science-related issues. habits of mind (GLO C5) SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT Te a c h i n g SUGGESTED LEARNING RESOURCES Notes Applets (Websites) <http://www.mta.ca/faculty/science/physics/ suren/applets.html> <http://www.kettering.edu/~drussell/ forkanim.html> This applet shows longitudinal waves produced by a vibrating tuning fork, using particles and areas of high and low pressure. Topic 1.3 – 45 Topic 1: Waves • SENIOR 3 PHYSICS GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOMES S3P-1-19: Design, construct (or CONNECTION assemble), test, and demonstrate S3P-1-18: Use the decision- a technological device to produce, Students will… making process to analyze an transmit, and/or control sound Understand essential life issue related to noise in the waves for a useful purpose. structures and processes environment. Examples: sound barrier or protective pertaining to a wide variety of Examples: sonic boom, traffic noise, headphones to reduce the effects of noise, organisms, including humans concert halls, loudspeakers, leaf electromagnetic speakers, echo chamber, (GLO C3) blowers… microphone, musical instruments, guitar pickup, electronic tuner, sonar detector, anechoic chamber, communication devices… SUGGESTIONS FOR INSTRUCTION Notes to the Teacher • Use a 9-volt battery to power a Outcomes S3P.1.18 and S3P.1.19 can be piezoelectric buzzer.
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