CPU Adapted Sound and Waves Module for Middle School
Grade Levels 5-8
Nancy Booth, Maxine Howland, Ruby Grant
September 17, 2005
I. Major Concepts: Properties of waves and how they apply to sound.
II. Desired Outcomes:
 SC 1 2.6 a. Describe how sound energy is transferred by wave-like disturbances
that spread away from the source through a medium. Predict how the properties
of the medium (e.g. air, water, empty space, rock) affect the speed of different
types of mechanical waves.
 SC 1 2.2 a. Recognize sound travels through different mediums (i.e. air, water,
solids). Describe different ways to change the pitch of a sound (i.e. changes in
size, such as length or thickness, and in tightness/tension of the source. Describe
how the ear serves as a receiver of sound (i.e. sound vibrates eardrum).
 SC 7 1.5 a. Formulate testable questions and explanation (hypotheses).
Recognize the characteristics of a fair and unbiased test. Conduct a fair test to
answer the question. Make suggestions for reasonable improvements or
extensions of a fair test.
 SC 7 1.5 b. Make qualitative observations using the five senses. Determine the
appropriate tools and techniques to collect data. Use a variety of tools and
equipment to gather data. Compare amounts/measurement. Judge whether
measurement and computation of quantities are reasonable.
 SC 7 1.5, 1.6, 1.7, 1.8 c. Use quantitative and qualitative data as support for
reasonable explanations. Use data as support for observed patterns and
relationships, and to make predictions to be tested.
 SC 7 1.5, 1.6, 1.7, 1.8 d. Evaluate the reasonableness of an explanation. Analyze
whether evidence and scientific principles support proposed explanation.
 SC 7 1.5, 1.6, 1.7, 1.8 e. Communicate the procedures and results of
investigations and explanations through: oral presentations, drawings and maps,
data tables, graphs, equations and writings.
III. Student Objectives:
 Collect speed, amplitude, frequency, and wavelength data.
 Change the frequency and wavelength to determine their inverse properties.
 Change the medium or the tension of the medium to change the speed of the
wave.
 Analyze different lengths of vibrating materials to determine the wavelength
produced.
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Analyze the transmission of vibrations from one object to another using natural
frequencies.
Analyze the speed of sound and the wavelength that is affected by the type of
medium in which it travels.
Analyze the affect temperature has on the speed of sound.
IV. Background
1. Waves have measurable properties such as speed, amplitude, frequency,
and wavelength. Speed can be determined by dividing the distance a pulse
travels by the time it takes to travel that distance. Amplitude can be
determined by measuring the maximum motion of the medium. Our ear
interprets amplitude as loudness. Frequency can be found by measuring
the number of waves created or passing a marker per time period.
Frequency is interpreted by our ears as pitch. Wavelength is the distance
between two positions on a wave with the same displacement, heading the
same way.
2. Speed, frequency, and wavelength are independent of amplitude.
3. Changing the frequency of a wave changes its wavelength inversely.
Changing the medium or the tension in the medium changes the speed of
the wave.
4. Particles of a medium in which a wave travels may move perpendicular or
parallel to the direction of propagation of the wave.
5. Waves can change direction when they hit a boundary. If the boundary is
rigid, the pulse experiences a phase inversion. If the boundary is flexible,
the pulse is reflected with the same phase as the incoming wave. If a pulse
strikes the boundary at an angle, the incoming angle is equal to the
reflected angle.
6. Frequency = velocity divided by wavelength
7. The wave properties discovered in this curriculum apply to waves on
springs, water waves, sound waves.
8. Sound sources are vibrating objects.
9. The length of the vibrating material determines the wavelength produced.
For straws, chimes, and a bottle you blow into, the vibrating material is the
air. For a meter stick, tapped water bottle and a singing goblet, the
vibrating material is the solid.
10. Vibrations can be transmitted when a vibrating object touches another
object. The larger the area of vibration the louder the sound. When two
objects have close natural frequencies, vibrating one can cause the second
to vibrate even when they are not in direct contact. This is known as
resonance.
11. For every vibrating object there is a fundamental frequency and other
related frequencies (overtones) that will produce standing waves for that
length. In sound waves, we call the frequencies that produce standing
waves harmonics. In open and closed pipes, the fundamental frequency is
different due to the different standing waves that are established. Open
pipes the same length as closed pipes have fundamentals with about twice
the frequency of the closed pipe.
12. The number of harmonics and their relative intensities affects sound
quality. Open pipes have a richer tone than closed pipes due to the open
pipe having all harmonics and the closed pipe having only the odd
harmonics.
13. Different musical instruments playing the same note do not sound the
same due to the number of harmonics and their relative intensities
(quality).
14. Sound waves travel at a measurable speed that is not affected by the
amplitude or frequency of the wave.
15. Increasing the tension in a spring causes waves to travel faster, which
affects the wavelength.
16. The speed of sound and the wavelength is affected by the type of medium
in which it travels.
17. Sounds travel faster at higher temperatures. Temperature affects the
wavelength of the sound.
18. Observers detect an apparent change in frequency when the source of a
wave is in motion relative to the observer.
V. Overview:
This unit is designed for middle-school students in grades 5-8. It enables a greater
understanding of wave properties. Knowledge of these concepts will enable the students
to apply the mechanics of waves to sound. Lessons will be taught with a constructivist
approach. Optimum group size is 3-5 students.
VI. Time Required:
This module begins with a pretest to check students’ pre-existing knowledge. The
elicitation activities will draw on the students’ background knowledge and encourage risk
taking. There are four developmental activities to increase students’ understanding, and
the application activity will give the students an opportunity to apply knowledge.
Depending on the class, this module will take a minimum of three (3) weeks to teach, this
is based on daily class meetings of 45 minutes. After the time allotted, a post test will be
administered.
VII. Assessment Tools:
A pencil and paper pre-test and post-test assessment will be administered which will
include constructive response.
VIII.
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Materials:
Wave tank
Tuning forks and rubber mallet for each group
Slinky for each group
Coil for each group or as a demonstration
Ripple tank
Stop watch for each group
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Metric ruler for each group
2 Flasks for each group
Water glass for each group
Straw for each student
Scissors for each group
Large graduated cylinder for each group
Boom whackers for each group
Water
Hangers and string for each group
IX. Activities:
 Activity 1 – Pretest
 Wave and Sound Activity I-E: Waves and Boats
 Wave and Sound Activity I-D2: How do Waves on a Spring Behave?
 Wave and Sound Activity I-D3: Exploring Waves in a Ripple Tank
 Wave and Sound Activity II-E: Harmonics
 Wave and Sound Activity II-D1: Tuning Forks of Varying Lengths
 Wave and Sound Activity II-D2: Sound made by Straws, Meter Sticks, and
Chimes
 Wave and Sound Activity II-A1: Resonance in a Graduated Cylinder Singing
Rods
 Activity 9 -- Posttest
X. Bibliography
1. CPU Curriculum, Energy Concepts in Waves and Sound, Light and Color,
Rockhurst University
2. DESE, www.dese.state.mo.us
3. Holt, Rinehart, and Winston. Science Plus Technology and Society.
Austin: Harcourt Brace & Company, 1997
Name:
Class:
__________________________
_________________
Waves and Sound
1. How would you demonstrate or explain convincingly each of the
following to someone who has never studied science before?
a. Energy is needed to produce sounds.
b. Sound is produced from vibrating objects.
2. Using the words sound, amplitude, energy, and ears, explain why you
think many construction workers wear earplugs when operating
jackhammers.
3, Draw a tuning form that will produce a higher-pitched sound than the
one shown below.
4. How might you explain each of the following?
a. When you strike tuning fork A, the paper ball jumps off its resting
spot on an identical tuning form, B. Why?
b. The sound of a dentist’s drill is louder to the patient than to the
dentist. Why?
5. Number the following materials from 1-4 to show how well they
transmit sound. Use 1 for the BEST transmitter and 4 for the
WORST.
Cardboard _________
Cotton
_________
Steel
_________
Wood
_________
6. tension, frequency, amplitude, energy, loudness, pitch,
length, quality, resonance, distance, patterns of vibration
Use several of the appropriate words from the list above to write one
or two sentences about each of the following (Not all the words will
be used.).
a. distinguishing sounds of different musical instruments
b. sounds of vibrating strings
7. Pierre selected six different pieces of steel wire. He hung different
numbers of identical masses from the wires, as shown below. Then he
plucked the strings and arranged them in order of pitch, from lowest
to highest. Write down this order.
8. Marie blows into the trombone with the slide (1) all the way in and
then (2) all the way out, with equal loudness both times. Which tone
is lower? Why?
9. Mrs. Cleaver’s favorite music CD ends with a loud, sustained chord.
She notices that when she plays the CD, her piano sounds the exact
same chord for a few seconds after the music stops. Explain what is
happening.
10.Your friend Kiki tells you about the last music concert she attended
and says, “It couldn’t have been that dangerously loud. After all,
ordinary conversation has a loudness of 60 dB, and a rock concert is
only twice as many decibels, so a concert is only as damaging as
hearing two conversations as once.” Her explanation is incorrect.
What would you say to her?
11.Describe how you could make each of the following objects vibrate
faster:
a. a ruler
b. a rubber band
12.The following diagram illustrates a portion of a sound wave in air
after the string on a guitar has been plucked, but the artist did not
include the labels! Complete the illustration by labeling the following
parts: compression regions, expansion regions, and one wavelength.
13.John plays the note A on the flute. The air column vibrates 880
times per second.
What would be the frequency if John played the A one octave below
this one. Show your work. Remember to label your answer.
14.Acoustics is the branch of science that deals with the transmission
of sound. It is often a very important consideration for designers of
concert halls and auditoriums. Using what you know about how
sound moves and how sound waves are reflected, sketch a design for
an auditorium that would allow the sound from the voice of a single
speaker to reach as many areas of the room as possible. You may
want to consider building materials as well as the shape of the room.
Name:
Class:
__________________________
_________________
Waves and Sound
3. How would you demonstrate or explain convincingly each of the
following to someone who has never studied science before?
a. Energy is needed to produce sounds.
A drum produces no sound until it is struck.
b. Sound is produced from vibrating objects.
When a tuning fork is struck, it produces sound while it vibrates.
4. Using the words sound, amplitude, energy, and ears, explain why you
think many construction workers wear earplugs when operating
jackhammers.
Sample answer: The sound produced by jackhammers is very loud because
the vibrations they produce have a very large amplitude. Construction
workers often wear earplugs because the amount of energy transferred by
these vibrations could damage their ears.
3. Draw a tuning form that will produce a higher-pitched sound than the
one shown below.
Tuning fork should have shorter tines.
15.How might you explain each of the following?
a. When you strike tuning fork A, the paper ball jumps off its resting
spot on an identical tuning form, B. Why?
Tuning fork A vibrates, casing waves of vibrating air particles to pass
to tuning fork B. Tuning fork B then vibrates, and the paper ball
jumps.
c. The sound of a dentist’s drill is louder to the patient than to the
dentist. Why?
The sound travels through the teeth and the bones of the patient’s jaw as
well as through the air. Bones, being a solid material, transmit sound better
than the air does.
16.Number the following materials from 1-4 to show how well they
transmit sound. Use 1 for the BEST transmitter and 4 for the
WORST.
Cardboard _________3
Cotton
_________4
Steel
_________1
Wood
_________2
17.
tension, frequency, amplitude, energy, loudness,
pitch, length, quality, resonance, distance, patterns of
vibration
Use several of the appropriate words from the list above to write one
or two sentences about each of the following (Not all the words will
be used.).
c. distinguishing sounds of different musical instruments
Sample answer: The sounds of different musical instruments can be
distinguished by the quality of the sounds they produce. Sounds that have
the same frequency and amplitude of vibration may exhibit different patterns
of vibration because the shape and composition of the instruments affect the
resonance of the sounds produced.
d. sounds of vibrating strings
Sample answer: The pitch, or frequency of vibration, of a string depends on
the string’s thickness, length, tension. The thicker the string is, the lower its
pitch. The longer the string is, the lower its pitch. The less tension a string
has, the lower its pitch.
18.Pierre selected six different pieces of steel wire. He hung different
numbers of identical masses from the wires, as shown below. Then he
plucked the strings and arranged them in order of pitch, from lowest
to highest. Write down this order.
If the wires are put in the
correct order, the letters will
spell out brainy. The
following factors raise the
pitch: more tension, sorter
wire, thinner wire.
19.Marie blows into the trombone with the slide (1) all the way in and
then (2) all the way out, with equal loudness both times. Which tone
is lower? Why?
The tone produced with the slide all the way out is lower because the
vibrating column of air is longer.
20.Mrs. Cleaver’s favorite music CD ends with a loud, sustained chord.
She notices that when she plays the CD, her piano sounds the exact
same chord for a few seconds after the music stops. Explain what is
happening.
The chord from the CD is amplified sufficiently to cause he
corresponding piano strings to vibrate in resonance.
21.Your friend Kiki tells you about the last music concert she attended
and says, “It couldn’t have been that dangerously loud. After all,
ordinary conversation has a loudness of 60 dB, and a rock concert is
only twice as many decibels, so a concert is only as damaging as
hearing two conversations as once.” Her explanation is incorrect.
What would you say to her?
Answers will vary. Sample answer: Kiki is correct in estimating the
loudness of a rock concert at 120 dB. The fact that this is twice as many
decibels as a normal conversation, however, does not mean that it is like
hearing two conversations at once. An additional 60 dB of loudness
corresponds to an increase in 1,000,000 in sound energy. This greater
amount of sound energy could be very dangerous to the middle ear.
22.Describe how you could make each of the following objects vibrate
faster:
a. a ruler
Sample answers: Shorten the ruler; make the ruler narrower
b. a rubber band
Sample answers: Tighten the rubber band; reduce its width or its length
23.The following diagram illustrates a portion of a sound wave in air
after the string on a guitar has been plucked, but the artist did not
include the labels! Complete the illustration by labeling the following
parts: compression regions, expansion regions, and one wavelength.
24.John plays the note A on the flute. The air column vibrates 880
times per second.
What would be the frequency if John played the A one octave below
this one. Show your work. Remember to label your answer.
One octave below a given note corresponds to one-half of the given
frequency, so the new frequency would be 440 Hz.
25.Acoustics is the branch of science that deals with the transmission
of sound. It is often a very important consideration for designers of
concert halls and auditoriums. Using what you know about how
sound moves and how sound waves are reflected, sketch a design for
an auditorium that would allow the sound from the voice of a single
speaker to reach as many areas of the room as possible. You may
want to consider building materials as well as the shape of the room.
Sketches will vary from simple to elaborate but should show an
awareness of how sound waves are reflected by some objects better than
by others. Students may sketch an auditorium with seats on an incline or
in a circle. They may suggest using panels on the ceiling to help reflect
sound waves to specific locations, and they may describe how walls
made from wood would help to absorb extra, unwanted reverberation that
other materials, such as metal, would transmit.