Lesson 1 | Sound
Student Labs and Activities
Page
8
Content Vocabulary
9
Lesson Outline
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MiniLab
12
Content Practice A
13
Content Practice B
14
Math Skills
15
School to Home
16
Key Concept Builders
17
Enrichment
21
Challenge
22
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Launch Lab
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Launch Lab
Class
LESSON 1: 15 minutes
How is sound produced?
When an object vibrates, it produces sound. How does the sound produced depend on how
the object is vibrating?
Procedure
1. Read and complete a lab safety form.
2. Place a ruler on a table so it extends
over the table edge. Hold the ruler
firmly on the table with one hand.
3. With the other hand, lightly bend the
then release it. Observe the ruler’s
motion and note the sound it produces.
4. Move the ruler back 2 cm so there is
less of it extending over the edge of
the table. Repeat step 3.
protruding end of the ruler down and
Data and Observations
1. How did the ruler’s vibration rate and the sound change as the length of the ruler over
the side of the table decreased?
2.
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Key Concept Were the sound and the ruler’s vibration rate related? Explain.
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Think About This
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Content Vocabulary
LESSON 1
Sound
Directions: In the puzzle below, each number will correspond to one letter of the alphabet. For example, 11 = E.
Shaded letters will not be used. Crack the code by using the clues for hints. After you read the clues and fill in the
blanks, complete the chart with the number that corresponds to each letter you have used.
A
B
C
D
E
F
G
H
I
J
K
L
M
S
T
U
V
W
X
Y
Z
11
N
O
P
Q
R
1. a reflected sound wave
E
11
18
1
13
2. how high or low a sounds seems to be
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15
2
7
18
1
3. a longitudinal wave that can travel only through matter
E
26
13
6
21
19
14
25
9
11
4. a wave in which particles in a material travel in the same direction as the wave
10
13
21
4
2
7
6
19
2
21
25
E
10
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25
9
11
9
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Lesson Outline
LESSON 1
Sound
A. What is sound?
1. All sounds that people hear travel to the ears as
.
2. Sound waves travel through all kinds of
—solids,
liquids, and gases.
3. Objects that are
produce sound waves.
a. As the object moves outward, it pushes air molecules closer together, producing
a(n)
.
b. As the object moves inward, it pulls air molecules farther apart, producing
a(n)
.
c. A(n)
is a series of rarefactions and compressions.
4. Matter vibrates back and forth in the same direction as the sound waves travel;
so sound waves are classified as
waves.
5. The distance between a point on a wave and the nearest point just like it is called
the
.
; its SI unit is
.
7. A sound wave with a(n)
high frequency is produced by
an object that vibrates quickly.
B. Speeds of Sound Waves
1. The
of sound waves depends on the kind of material
the waves are traveling through.
2. Sound waves generally travel fastest through
slowest through
and
.
3. Sound waves generally travel faster through
slower through
air and
air.
C. The Human Ear
1. People hear things when sound waves come into contact with
their
2. The outer ear
10
.
sound waves.
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6. The number of wavelengths that pass a given point in 1 second is a sound wave’s
Name
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Lesson Outline continued
3. The middle ear
sound waves. Three tiny
strengthen the sound waves as they travel to the inner ear.
4. The inner ear changes vibrations to
that travel to the
brain.
5. Humans hear frequencies from
Hz to
Hz.
D. Sound and Pitch
1. How high or low people perceive a sound to be is the
of the sound.
2. Sounds with a low frequency have a(n)
3. When you speak, you use your
pitch.
to make sounds.
E. Sound and Loudness
1. How loud or soft people perceive a sound to be is related to the
of the sound.
2. The
of a sound wave indicates how much energy the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
sound has.
3. The loudness of a sound can be measured in
.
F. Using Sound Waves
1. A sound that is reflected is a(n)
2.
.
systems use reflected sound to calculate distance. The
distance of an object can be calculated from the time difference between when
leaves the system and when it returns to the system.
3. Bats use
4. Ultrasound scanners convert
to hunt and to help them navigate.
sound waves to images
of internal body parts.
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Name
Date
MiniLab
Class
LESSON 1: 20 minutes
Can you model a sound wave?
A wave on a coiled spring toy is similar to a sound wave.
Procedure
1. Read and complete a lab safety form.
2. Set the long coiled spring toy on a
flat surface. Tie three small pieces of
yarn on three different coils, dividing
the spring into four equal sections.
Stretch the spring about 2 m between
you and a partner.
3. Squeeze together about one-fourth
of the coils and hold the end of the
spring with the other hand. While
holding the end of the spring tightly,
release the group of coils. Observe
the wave.
Analyze and Conclude
1. Draw three sketches of the spring, showing how the wave traveled through the spring.
Label the compressions and rarefactions.
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Key Concept Explain how the wave on the spring is similar to a sound wave.
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2.
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Content Practice A
LESSON 1
Sound
Directions: Complete this concept map by choosing terms from the word bank and writing them in the
correct spaces.
air
frequencies
gas
liquid
material
metal
solid
sounds
vibrations
water
wavelengths
All
1.
consist of
2.
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of varying
3.
and
4.
conducted by a
5.
which can be a
6.
7.
such as
9.
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8.
such as
10.
such as
11.
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Content Practice B
LESSON 1
Sound
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
1. the matter through which a sound wave moves
A. sound wave
2. how high or low a sound seems to be
B. hertz
3. a measure of the energy in a sound wave
C. material
4. a system that uses sound waves to locate
underwater objects
5. the unit of sound-wave frequency
6. a structure in the inner ear
D. cochlea
E. pitch
F. decibel
G. sonar
H. amplitude
7. the measuring unit of the loudness of sounds
8. a series of rarefactions and compressions
Directions: Answer each question on the lines provided.
9. What is echolocation?
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10. What do the vocal cords do?
11. What is an ultrasound scanner?
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Math Skills
LESSON 1
Use a Simple Equation
Speed is the distance something travels in a certain period of time. This can be shown by
the equation below, where s = speed, d = distance, and t = time.
d
s = __
t
You can rearrange the equation to solve for distance or time.
d=s×t
d
t = __
s
If the speed of sound in ice is 3,850 m/s, how far will sound travel in 0.1 second?
Step 1 Identify the variable you will solve for and choose the appropriate equation.
You are solving for d, the distance.
d=s×t
Step 2 Substitute the known values to solve the equation.
d = 3,850 m/s × 0.1 s
d = 385 m
Practice
1. If a wave travels 30 m in 6 seconds,
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what is the speed of the wave?
2. Sound travels at 1,500 m/s through
water at 25ºC. Under these conditions,
how long would it take sound to travel
300 m?
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3. At 331 m/s, how far would sound
travel in 0.5 seconds?
4. Sound travels at 1,500 m/s through water
at 25ºC. Under these conditions, how far
would sound travel in 30 seconds?
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Name
School to Home
Date
Class
LESSON 1
Sound
Demonstrating Pitch
For this activity, you and your adult learning partner will construct a simple musical
instrument to experiment with pitch. You will need three rubber bands of the same size,
a 6-inch by 12-inch by 1-inch piece of plywood, six nails, and a hammer.
1. Have your adult learning partner use the hammer to partially insert three pairs of nails
at opposite ends of the board. Each pair should be a different distance from each other,
as in the illustration.
2. Wrap one end of a rubber band around a nail at one end of the board. Then stretch the
rubber band and wrap its other end around the nail at the opposite end of the board.
Repeat this procedure for the other two rubber bands.
3. The tension of each rubber band will be different, due to the varying distance between
each pair of nails. Pluck each rubber band. Observe the way it vibrates and the way this
affects the pitch of the sound it makes. Summarize what you observe about tension and
pitch of each rubber band on the lines provided. In the space below, draw a diagram of
the board, nails, and rubber bands that you and your learning partner laid out.
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Class
Key Concept Builder
LESSON 1
Sound
Key Concept How are sound waves produced?
Wavelength
Rarefaction
Compression
Rarefaction
Compression
Compression
Wavelength
Directions: Use the diagram to answer each question below.
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1. What does the illustration represent?
2. What are the lighter and darker areas called?
3. What material does this drawing represent?
4. What do the dots represent?
5. What is the distance between the middle of one dark area or light area and the middle
of the next one called?
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Date
Class
Key Concept Builder
LESSON 1
Sound
Key Concept How are sound waves produced?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each
term is used only once.
amplitude
decibels
echolocation
energy
frequency
longitudinal
material
sonar
vibrations
wavelength
1. Sound waves are produced by
.
2. Sound waves are a type of
wave.
3. All sound waves need a(n)
to travel through.
4.
and
can be used to describe a
sound wave.
5. The amount of
.
6. The loudness of a sound is measured in units called
.
7. A system that uses sound waves to detect underwater objects is
called
.
8. Some animals use a method called
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to navigate and hunt.
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its
a sound wave carries depends on
Name
Date
Key Concept Builder
Class
LESSON 1
Sound
Key Concept Why does the speed of sound waves vary in different materials?
Sound moves faster in liquids than in air and even faster in most solids, especially
metals. In addition, sound moves faster as the temperature of a material increases.
Directions: Rank each material in the order of its ability to transmit sound, from slowest to fastest. Put a capital
letter on the line before each one, starting with the letter A for the slowest and going up to G for the fastest.
1. air at 50°C
2. steel at 0°C
3. water at 20°C
4. air at 10°C
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5. water at 10°C
6. air at 100°C
7. water at 30°C
Directions: Answer the question on the lines provided.
8. Why do sound waves move fastest in solids and slowest in gases? Use the term particles
in your answer.
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Date
Class
Key Concept Builder
LESSON 1
Sound
Key Concept How do your ears enable you to hear sound?
Directions: Label this diagram of the ear by writing the correct term from the word bank on each line.
anvil
cochlea
ear canal
eardrum
hammer
stirrup
1.
2.
5.
4.
Outer
ear
Inner ear
3.
Middle ear
6. The outer ear receives
, which are
in the middle ear.
7. In the inner ear, sound vibrations are converted into
which are transmitted to the
,
.
8. Humans hear sounds ranging from
to
hertz.
9. The
of a sound is the human sensation of how high or low
it is. This quality depends on the
20
of the wave.
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Directions: On each line, write the term that correctly completes each sentence.
Name
Date
Enrichment
Class
LESSON 1
Sonar and Whales
Scientists use sonar to find and identify
objects in water, to determine water depth,
and to map the ocean floor. Active sonar
emits a pulse of sound into the water. If an
object is in the path of the sound pulse,
the sound bounces off the object and
returns an echo to the sonar transducer. By
determining the time between the emission
of the sound pulse and its reception, the
transducer can determine the position of
the object. Passive sonar detects noise from
objects in the oceans, such as submarines,
ships, and marine animals. Passive sonar
does not emit signal; it only detects sound
waves coming toward it.
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Sonar Sound Levels
The sonar systems used by the U.S. Navy
produce intense waves of sound that sweep
the ocean like a floodlight. Some systems
can put out more than 235 decibels, a level
that can spread harmful sound across
hundreds of kilometers of ocean. During
testing off the California coast, the Navy’s
system was detected across the entire
breadth of the Pacific Ocean. At 480 km
from the source, the sonic waves can retain
an intensity of 140 decibels: a hundred
times more intense than the level known
to alter the behavior of large whales.
Effects on Whales
Evidence from scientific studies links
sonar’s use to the death of whales from
damage to organ tissues and hemorrhaging
of air cavities, beaching of animals, loss
of hearing, abandonment of habitat, and
disruption of mating, feeding, nursing,
and migrating behaviors.
In the early years of this century,
environmental groups campaigned to bring
attention to the serious risks of active sonar
and continue to increase pressure on the
international community and the U.S.
Navy to reduce the impact of active sonar
on the oceans. Navy officials contend that
they need practice to detect submarines
overseas, and must practice close to shore
because of the possibility of terrorist attacks
on a port and the need to detect so-called
silent subs. They also say that they are
addressing the issue by using spotters to
look for mammals in the water, and
reducing use of sonar by 75 percent if a
whale is detected within 1,000 m of a ship.
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. Navy officials contend that they are protecting whales by reducing sonar when the
whales are detected within 1,000 m of a ship. Compare that distance to the distance
from the source at which the sonic waves retain an intensity of 140 decibels.
2. Most home ranges and migratory routes of whales are close to continental shores. Navy
officials have stated their reasons for the necessity of practicing sonar activities near the
shore. Evaluate their arguments and defend or criticize them.
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Name
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Challenge
Class
LESSON 1
Sonar and Whales
The sonar systems used by the U.S. Navy produce intense waves of sound that sweep
the ocean like a floodlight. During testing off the California coast, the Navy’s system was
detected across the entire breadth of the Pacific Ocean. Evidence from scientific studies
links sonar’s use to the death of whales from damage to organ tissues and hemorrhaging
of air cavities, beaching of animals, loss of hearing, abandonment of habitat, and disruption
of mating, feeding, nursing, and migrating behavior.
Mapping Data
Research the home ranges and migration routes (search “species profiles” and “species
distribution maps”) for the following whale species: gray, beaked, humpback, and melonheaded. Plot the data on a world map.
Identify areas where you think that the Navy could conduct sonar practice activities
without harming the whales.
Directions: Respond to each statement.
1. Explain why each identified area would be appropriate.
differences. Try to construct a better plan by combining some of the ideas from
different maps. What would you change?
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2. Compare your map with those of your classmates. Discuss the similarities and