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Catch a Wave!
WAVES UNIT
Catch a Wave!
UNIT INTRODUCTION
The study of waves is an important topic in science. Without waves, sounds would not be produced
and heard by others. In this module, IPC students build a musical instrument. Each student
demonstrates that his/her musical instrument can change pitch and plays a designated song with at
least 8 different notes. Each student demonstrates to other fellow students that his/her musical
instrument is "on pitch" by playing a set of 8 musical notes in order from lowest to highest pitch.
IPC students study properties of waves, such as frequency, amplitude, wavelength, and types of
waves. They examine how the pitch of a sound depends on the vibrating object's length, thickness
and tightness. Student explorations include the use of a slinky to study longitudinal waves and the
application of their knowledge to how sound travels through matter. Other explorations allow the
student to observe how the pitch of different objects change, when set into vibration.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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TABLE OF CONTENTS
UNIT COMPONENTS
PAGE
Steve’s Engaging Movie Clip
A brief description of the accompanying SCIENCE in the MOVIES DVD for this unit.
Overview of Learning Experiences
Targeted Science TEKS, Engage, Explore, Explain, Elaborate, Evaluate
3
Unit Project Description
An exciting project focuses student learning and participation in unit activities. A
description of the project is outlined here.
4
Unit Engagement
Students participate in introductory activities to capture their interest about a
problem or phenomenon and make connections to prior knowledge and experiences.
6
Unit Exploration
Students manipulate materials during hands-on activities to explore the concept
further while sharing their observations and ideas with others.
Unit Explanation
Students communicate their findings from the explore activity as the teacher guides
the discussion using effective questioning strategies, introducing new terms as
appropriate, and clarifying any misunderstandings.
Unit Elaboration
Students apply, extend, and enhance their understanding by participating in
additional active learning opportunities.
Unit Evaluation
Students demonstrate their understanding of concepts. This section includes both a
performance rubric and sample TAKS items.
Unit Materials
List and description of items required for each section of the learning experience.
Background Information for Teachers
Teaching tips/Common misconceptions.
References
List of books, articles, and websites used by developers of this learning experience.
Master Copies
Student sheets and other material to be copied by teacher when using these learning
experiences in the classroom.
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Overview of Learning Experiences
5. Science concepts. The student knows how waves and sound are a part of everyday life.
ENGAGE
TEKS
The student is expected to:
5A demonstrate wave types and their characteristics through a variety of activities such as modeling
with ropes and coils, activating tuning forks, and interpreting data on seismic waves.
5B demonstrate wave interactions including interference, polarization, reflection, refraction and
resonance within various materials.
5D demonstrate the application of acoustic principles such as in echolocation, musical instruments,
noise pollution and sonograms.
See Steve's "Catch A Wave" engaging movie clip
Hit a tuning fork with a rubber mallet and put the vibrating ends into a glass of water. Discuss
what happened and why.
EXPLORE
EXPLORATION ACTIVITIES:
Exploration
Exploration
Exploration
Exploration
Activity
Activity
Activity
Activity
One:
Two:
Three:
Four:
“Pitch of a Sound”
“Comparing and Contrasting Waves”
“Station Lab for Sound Activities”
“Building a Musical Instrument Project”
EXPLAIN
WHOLE GROUP DISCUSSION
Teacher facilitates a class discussion of findings and new understandings that resulted from the
exploration activities. Students explain what they have learned.
ELABORATE
TECHNOLOGY CONNECTIONS
Students surf the web for information on noise pollution, use of sound waves in sonograms, seismic
waves caused by earthquakes, Tacoma-Narrows Bridge collapse, and how to build different musical
instruments.
EVALUATE
FINAL PROJECT: “Build a Musical Instrument”
Students design, construct and play a musical instrument for the class. They explore the need to discover
how to make their instrument change pitch, and how to "tune" their instrument. They practice playing an
eight note scale and find the music for another song to play for the class. The experiences in this unit are
designed to ensure that students are successful in producing a musical instrument that can perform the
required notes and song.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Musical Instrument Project
PROJECT DESCRIPTON:
Every student designs and builds a musical instrument that can play a series of 8 notes of increasing
pitch (suggestion: C,D,E,F,G,A,B,C) and will play the notes for the class. The student plays a
designated song for the class that uses as many of the notes as possible. Each student will describe
how to change the pitch of his/her musical instrument and how to change the loudness (amplitude)
of the instrument. Students will apply what they have learned about the properties of sound and
acoustics as they build and play their instruments.
ACTION: Students are hired to play background music for a movie using home-made instruments.
Design Constraints
Materials: Students will build their instruments with inexpensive materials such as fishing line and plastic
tubes. Teacher should supply books on musical instruments from a library and provide the opportunity for
students to conduct Internet searches for ideas on building musical instruments. Students cannot use parts from
other musical instruments and the instrument must play 8 notes of increasing pitch (suggested scale:
C,D,E,F,G,A,B.C) If possible, the purchase of materials with school budget funds would help students with
limited access to supplies for this project.
Procedure and Analysis:
Musical Instrument Project Instruction Sheet given to students:
You are in charge of designing and constructing your own musical instrument. You can get help from family
members especially if a tool, such as a saw is needed.
1. The instrument must be a string, percussion or wind instrument.
2. The instrument cannot use parts from other musical instruments.
3. If you play a musical instrument, pick another type of instrument to construct for this project.
4. You must play a scale of eight notes in increasing pitch with your instrument: C,D,E,F,G,A,B,C on pitch.
5. You must play a song that uses at least six different musical notes.
6. Prepare a short oral presentation to the class, explaining how you built your instrument, how your
instrument works to change loudness and pitch, and the problems you encountered while building and tuning
the musical instrument. You must also tell the class where you found the idea for your instrument (book name
and author or web page).
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7. On a poster or with a computer slide show, include diagrams of how you built your instrument, photos of the
project from beginning to end and any other information that would make your presentation interesting to your
fellow students and teacher.
DIRECTOR’S (Teacher) NOTES:
1.
2.
3.
4.
5.
6.
7.
This project should take about three weeks.
Allow students to research ideas for their instruments using library books and the Internet.
Plan a firm date when their ideas are due to you for approval.
At the end of the first week of the project, students must bring in their instrument to show the progress of the project.
Set a due date for the instrument and posters or computer slide shows.
PVC pipe and bamboo make great wind instruments, such as pan pipes and flutes.
Fishing line can be used to make string instruments. A note of caution: Fishing line tends to stretch so students must be
able to tighten or loosen the strings on the day of the presentation to tune their instruments.
8. Rubber sheeting, metal pipe, PVC pipe and copper tubing can be used to make percussion instruments such as
xylophones and drums.
9. Local stores may be willing to donate small pieces of wood and other materials for the students to use.
10.After all instruments have been presented, a great idea is to videotape the entire class playing the required song. Showing
the videotape is funny and enjoyable to everyone.
11. Encourage students to play other songs in addition to the required song.
12. Some students may wish to build an additional musical instrument.
13. Family members should receive clear instructions that if they help their children, the student must be actively involved in
the building of the instrument. Stress that the "look of the instrument" is not important. Students must understand how
their instrument works and must play the required song as close as possible "on pitch." Adults must supervise cutting,
drilling, and all activities where safe practices must be used.
14. For students with little family support in this project, work days could be set up at school.
Once more for safety:
Use protective eye wear if students are cutting materials for their projects.
Adults must help with any tools used especially saws and drills.
The project belongs to the student, but supervision is essential.
Cut, Print, and Wrap:
Students use this checklist to make sure their presentations are complete:
1. The musical instrument is shown to the class.
2. You play at least a scale of eight notes on your instrument (C,D,E,F,G,A,B,C)
3. You play a song that uses at least six different notes.
4. Your musical notes were pretty close to correct pitch.
5. During your oral presentation, you explain how you built your musical instrument.
6. During your oral presentation, you explain how you change the instrument's pitch and loudness.
7. You explain any problems that you encountered during the design, construction, and tuning of
the instrument. You include how you solved each problem.
8. Your poster or computer slide show includes diagrams of construction, photos of the project
during construction, and any other interesting information that you can find about your instrument.
9. You play a more difficult song in addition to the required song.
10. You build and play more than one instrument.
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Watch an Engaging Film Clip!
SHOW STEVE’S
Catch a Wave
CLIP to
engage
students in the
study of
Waves.
Think About It!
1. Hit a tuning fork with a rubber mallet and put the
ends of the tuning fork in a glass of water. Discuss
what happens and why.
2. Encourage students who play musical instruments
to bring them in for a short demonstration. Let
them play a song and explain how they change the
pitch and loudness of their instrument.
3. Show objects that make different sounds and
investigate why their pitch and loudness are
different.
4. Discuss the change in a boy's voice as he grows up
and apply it to the concepts of pitch change.
ENGAGE
ENGAGE
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Students engage in the following four inquiry-based activities:
Exploration Activity One: “Pitch of a Sound”
Students investigate sound waves and learn that the pitch of a wave is
directly related to the frequency. They apply their knowledge by building a
simple musical instrument. (This is not the Musical Instrument Project.)
Let’s do Sciene!
Exploration Activity Two:
Waves”
Students explore
the concept of
waves and sounds
and participate in
four activities in
which investigate
these concepts.
EXPLORE
Explore
"Comparing and Contrasting
Students investigate transverse and longitudinal waves and compare and contrast their
properties.
Exploration Activity Three: "Surfing Sound Stations”
Students investigate sound energy and learn that sound is caused by
vibrations. Further, they observe factors that affect sound, such as resonance,
frequency, pitch, state of matter of the medium, and the thickness, length and
tightness of the medium.
Exploration Activity Four: "Building a Musical
Instrument Project"
Every student designs and builds a musical instrument that can play a series
of 8 notes of increasing pitch (suggestion: C,D,E,F,G,A,B,C) and will play the
notes for the class. The student plays a designated song for the class that
uses as many of the notes as possible. Each student will describe how to
change the pitch of his/her musical instrument and how to change the
loudness (amplitude) of the instrument. Students will apply what they have
learned about the properties of sound and acoustics as they build and play
their instruments.
Let’s do Science!
Throughout the unit, the central questions are:
1. How are changes in frequency, pitch, and
loudness produced by different objects?
2. What are the properties of sound waves that have
been observed in each exploration?
Strategies:
The expectation is that students will be asking many questions, because they
need information to successfully complete this project. Asking the same
questions about different musical instruments yield answers that follow a
common pattern. For example, students will come to realize that the length
and thickness of a vibrating object affects the pitch of the sound it produces.
They will also realize that the tightness of a string is related to the pitch of the
note it produces.
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Pitch of a Sound
Type of Lesson:
Learning Goal:
Key Question:
IPC Content TEKS:
Related Process TEKS:
Content with Process: Focus on constructing knowledge through active learning.
Students investigate sound waves and learn that the pitch of a wave is directly related to the
frequency. They apply their knowledge by building a simple musical instrument. (This is not the
Musical Instrument Project.)
1.
2.
If all sounds are caused by vibration, why are all sounds not exactly the same?
Why are some sounds high pitch, like a flute, and some sounds are low pitch , like a
tuba?
The student is expected to:
5) The student
knows the
A) demonstrate wave types and their characteristics through a variety of
effects of waves
activities such as modeling with ropes and coils, activating tuning
on everyday life.
forks, and interpreting data on seismic waves.
D) demonstrate the application of acoustic principles, such as in
echolocation, musical instruments, noise pollution, and sonograms.
(1) Scientific
processes.
The student, for
at least 40% of
instructional
time, conducts
field and
laboratory
investigations
using safe,
environmentally
appropriate, and
ethical practices
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(2) Scientific
processes.
The student uses
scientific
methods during
field and
laboratory
investigations.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from
data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking
and scientific
problem solving
to make
informed
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses
and theories, as to their strengths and weaknesses using scientific evidence
and information;
(B) draw inferences based on data related to promotional materials for
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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decisions.
products and services;
(C) evaluate the impact of research on scientific thought, society, and the
environment;
(D) describe connections between physics and chemistry and future careers;
and
(E) research and describe the history of physics, chemistry, and contributions
of scientists.
To the Teacher:
Sound depends on three factors: a vibrating source to create the sound waves,
a medium (such as air) to carry the waves, and a receiver to hear them. Sound
waves can't travel through a vacuum since there are no molecules to vibrate.
Frequency is the number of vibrations or waves per unit time that pass a certain
point. For a sound wave, it is the number of compressions that impact a given
point during a second. Objects that vibrate rapidly produce many more
compressions and refractions per second than objects that vibrate at a slower
rate. Every cycle of sound has one compression (a region of increased pressure)
and one rarefaction (a region where pressure is less than normal). The
frequency of a sound wave is measured in hertz. Hertz (Hz) indicate the number
of cycles per second that pass a given location. If a speaker's diaphragm is
vibrating back and forth at a frequency of 900 Hz, then 900 compressions are
generated every second, each followed by a rarefaction. This forms a sound
wave whose frequency is 900 Hz. How the brain interprets the frequency of an
emitted sound is called the pitch. We already know that the number of sound
waves passing a point per second is the frequency. The faster the vibrations the
emitted sound makes (or the higher the frequency), the higher the pitch.
Therefore, when the frequency is low, the sound's pitch is lower. The pitch of
sound (how high the note is) depends on the frequency of the wave. The higher
the frequency, the higher the pitch.
There are two ways to alter the pitch of a sound made by a string or a pipe. The
longer the tube or string, the lower the pitch. The shorter the tube or string, the
higher the pitch. See the "Catch The Waves" Master Template for more
information on why the length affects the pitch.
LOW FREQUENCY LONGITUDINAL WAVE
HIGH FREQUENCY LONGITUDINAL WAVE
Multiple Intelligences:
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Musical
Encompasses the capability to recognize and compose musical pitches, tones,
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Intelligence—
and rhythms. (Auditory functions are required for a person to develop this
intelligence in relation to pitch and tone, but it is not needed for the
knowledge of rhythm.)
Materials:
•
A corrugated plastic tube
•
Tuning forks
•
Small pieces of paper
•
Four straws
•
Scissors
•
Tape
•
Ruler
•
Three identical bottles
•
Wood ruler
•
Water
•
Rubber mallet or bottom of students' shoes (rubber soles are best)
SAFETY NOTE: Be careful to use a rubber mallet or the side of students' shoes to strike the tuning forks. Hitting the
table top can cause damage to the surface of the tables and desks. Clear space around where the corrugated tube
will swing so that students are not hit. Empty clear plastic water bottles work well for this activity. Glass bottles can
easily break. See Texas Science Safety Manual for lab and investigation guidelines:
http://www.tenet.edu/teks/science/safety/safety_manual.html
E
ngagement:
Ask students to strike a tuning fork on the side of their rubber soled shoes (or hit with a rubber mallet) and place it two inches
away from their ear. Ask students to explain how they think the sound is being generated.
When the tuning fork is at rest, the fork is surrounded by molecules in the air.
As a tuning fork's prongs move apart because of a vibration, the molecules ahead of it are
crowded together. They look like they are being pushed together. They bump each other.
As a tuning fork vibrates, it causes molecules in the air to move. The molecules bump into
other molecules nearby, causing them to move. This process continues from molecule to
molecule. The result is a series of compressions and rarefactions that make up sound
waves.
Hold the corrugated plastic tube in one hand at one end and swing it above your head, first slowly and then faster. Ask
students to observe and take notes in their journal. Then tear a piece of paper into small pieces and leave them in a heap on
the edge of the table. Hold with one hand the stationary end of the tube above the paper and with the other hand swing the
tube.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Ask students to answer the following questions and have a classroom discussion:
1.
What effect does the speed of the plastic tube have on how high or low (pitch) the sound is?
The faster the tube is swung the higher the pitch of the sound.
2. What made the sound?
The tube caused air molecules to vibrate and that caused the sound.
3. What effect did the swinging of the tube have on the papers on the desk?
The air moving through the tube made the papers move and vibrate.
Explore:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Look at the diagram below. Take three out of the four straws and cut them so that you end up with seven straws of
different length. (Do not cut one straw).
Measure and record the lengths of each straw on your lab paper.
Flatten one end of each straw. Use scissors to cut a small triangular piece off each of the two corners of the flattened
end of the straw. The cuts should produce reed-like mouthpieces on all eight straws.
Chew down on the mouth piece end of your straw to flatten it. If chewing or cutting has closed the trimmed end,
open it.
Place the trimmed end in your mouth and blow lightly. The end should be far enough in your mouth that the flaps are
free to vibrate.
Order them from longest to shortest and place tape across them so there is a gap between the straws. Place tape on
the other side so the straws are secure.
Blow across the tops of the straws. Listen carefully to the sounds.
Compare pitches of the notes produced by the straws of different length.
Another option is to do this activity but not worry about the reed-like mouthpieces. Blowing across the straws will
produce sounds of different frequencies.
Explain:
Facilitation Questions:
1. Which length of straw produced the highest pitch sound?
The shortest straw.
2. Which length of straw produced the lowest pitch sound?
The longest straw.
3. Why do you think this happens?
By increasing the length of the straw the air has a longer distance to travel, thus producing a lower sound.
Elaborate:
1.
2.
3.
4.
5.
6.
7.
Fill three bottles with different amounts of water.
Predict which bottle will give the highest tone when struck on the side with a ruler.
Which bottle produces the highest pitch?
What was vibrating when the bottles were hit on the sides?
Blow over the mouths of the bottles and listen to the pitch of the sound produced.
What started vibrating when the bottles were blown into?
What is affecting the pitch of the sound?
Another idea is to use a "Space Phone." This is marketed by various science supply companies. It is a long coil with a small
megaphone on each end. By sending a compression through the coil, the megaphone amplifies the sound and makes unusual
sounds. The sounds will remind the students of science fiction movie sounds.
Study wind-chimes and determine how the pitch is changed.
Students who play an instrument could bring in their instruments and show the class how they change the pitch.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Evaluate
POINTS
4
3
2
1
Scientific
Accuracy
Reasoning
I can accurately
demonstrate all
wave types and
their
characteristics
through modeling.
I analyzed data
accurately and
answered the all
the analysis
questions
accurately.
I can demonstrate
all wave types
and their
characteristics
through modeling.
I analyzed data
somewhat
accurately and
answered most of
the analysis
questions
accurately.
I can demonstrate
some wave types
and their
characteristics
through modeling.
I analyzed data
and answered only
a few of the
analysis questions
accurately.
I can not
demonstrate
wave types and
their
characteristics
through modeling.
I did not analyzed
data accurately
and did not answer
the analysis
questions.
Subtotal: ____
Subtotal: ____
Communication
Collaboration
I communicated
answers to the
investigation questions
completely and
thoroughly using
correct grammar. I
shared my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
thoroughly using
correct grammar. I
shared my ideas about
the investigation in the
whole group discussion
and with my team
mates.
I communicated
answers to the
investigation questions
using correct grammar.
I shared some of my
ideas about the
investigation in the
whole group discussion
and with my team
mates.
I did not communicate
answers to the
investigation questions
using correct grammar.
I did not share my
ideas about the
investigation in the
whole group discussion
and with my team
mates.
I worked extremely
well with my group.
Each person had a lot
of input and
participated in the
investigation.
Subtotal: ____
Subtotal: ____
I worked well with my
group. Each person
had some input and
participated in the
investigation.
I worked with my
group. Some people
did not have input
and participated in
the investigation.
I did not work well
with my group. Few
had input and
participated in the
investigation.
TOTAL:
____/16pts
References/Resources/Websites:
•
Interactive Sound animations:
http://library.thinkquest.org/19537/?tqskip1=1
http://library.thinkquest.org/19537/?tqskip1=1
•
The Physics Classroom:
http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html
The following sites contain information about one or more of these topics: waves, sound, light and musical
instruments:
•
http://www.42explore.com/musicmnts.htm
•
http://midwestworldfest.org/japan/frames/2_b_instrum.html
•
http://www.sciencenews.org/articles/20040306/bob8.asp
(Killer Waves: Scientists are learning to predict tsunami risk)
•
http://www.soc.soton.ac.uk/JRD/SCHOOL/eq/eq001a_wave01.html
(Information about all types of waves and their characteristics from the Southampton Oceanography Centre)
•
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Sound.cfm
•
http://www.gmi.edu/~drussell/Demos/waves/wavemotion.html
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(Kettering University wave animation)
•
http://www.sciencemadesimple.com/index.html
(This site has free information. It is not necessary to subscribe)
This site has teacher lesson plans for sound:
•
http://school.discovery.com/lessonplans/programs/soundwaves/
These sites have information about I.P.C. including this unit:
•
http://www.colorado.edu/physics/2000/waves_particles/wavpart3.html
•
http://www.sciencenews.org/ (This site does have advertisements)
•
http://www.school-for-champions.com/science.htm
•
http://www.thinkquest.org/library/cat_show.html?cat_id=36
•
http://www.physicsclassroom.com/
•
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
•
http://www.sciencespot.net/Pages/kdzphysics3.html
•
http://school.discovery.com/lessonplans/physci.html (teacher lessons)
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Comparing and Contrasting Waves
Type of Lesson:
IPC Content TEKS:
Learning Goal/
Instructional Goal:
1.
Content with Process: Focus on constructing knowledge though active learning.
5A
5B
Students investigate and demonstrate wave types and their characteristics.
Students demonstrate wave interactions including interference, reflection,
refraction and resonance within various materials
Learning Goal:
Students investigate transverse and longitudinal waves and compare and contrast their properties.
Instructional Objectives
While participating in this exploration, students will be able to
1. Explain how a longitudinal wave is produced on a drawing and label compressions and rarefactions.
2. Explain how a transverse wave is produced and on a drawing can label the crest, trough, amplitude,
frequency and wavelength.
3. Produce constructive and destructive interference with pulses on a slinky and explain how interference affect
the waves observed.
4. Create standing waves and show how waves of different frequencies are produced.
Key Question:
Related Process TEKS:
How does the energy of a wave affect the characteristics of a wave?
(1) Scientific
processes.
The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and
ethical practices
(2) Scientific
processes.
The student uses
scientific methods
during field and
laboratory
investigations.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and
services;
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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(C) evaluate the impact of research on scientific thought, society, and the environment;
(D) describe connections between physics and chemistry and future careers; and
(E) Research and describe the history of physics, chemistry, and contributions of
scientists.
DO NOT OVERSTRETCH THE SLINKY! ONCE YOU HAVE THE SLINKY STRECHED OUT, DO
NOT LET GO! THIS WILL DAMAGE THE SLINKY.
To the Teacher:
Multiple Intelligences:
LogicalMathematical
Intelligence—
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence—
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Interpersonal
Intelligence—
Includes interpersonal feelings and intentions of others.
Intrapersonal
Intelligence—
Intrapersonal intelligence--the ability to understand one's own feelings and
motivations.
Spatial
Intelligence—
Gives one the ability to manipulate and create mental images in order to solve
problems. This intelligence is not limited to visual domains--Gardner notes
that spatial intelligence is also formed in blind children.
Musical
Intelligence—
Encompasses the capability to recognize and compose musical pitches, tones,
and rhythms. (Auditory functions are required for a person to develop this
intelligence in relation to pitch and tone, but it is not needed for the
knowledge of rhythm.)
BodilyKinesthetic
Intelligence—
Is the ability to use one's mental abilities to coordinate one's own bodily
movements. This intelligence challenges the popular belief that mental and
physical activities are unrelated.
Materials:
•
Large, metal slinky
SAFETY NOTE:
DO NOT OVERSTRETCH THE SLINKY! ONCE YOU HAVE THE SLINKY STRECHED OUT, DO NOT LET GO! THIS WILL DAMAGE
THE SLINKY AND COULD INJURE SOMEONE. See Texas Science Safety Manual for lab and investigation guidelines:
http://www.tenet.edu/teks/science/safety/safety_manual.html
Engagement:
1.
2.
3.
Use a flat dish of water on a projector and drop a small pebble or object into the water. Discuss the types of waves
produced. Put up barriers and show reflection of waves. This demonstration can also be used to illustrate diffraction and
refraction of waves.
Ask students who have been on a small boat to explain what the waves going by look like and how they affect the boat.
Use a "Space Phone" sold by science catalog companies. Produce a transverse wave and then a longitudinal wave. (The
"Space Phone" is a long coil with small megaphones on each end. A longitudinal wave produces unusual sounds.) Discuss
with the class the difference between transverse and longitudinal waves.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
15
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WAVES UNIT
Catch a Wave!
Explore:
TRANSVERSE WAVES
A transverse wave is easy to see. To make one, practice moving your hand very quickly back and forth at right angles to the
stretched spring until you can produce a pulse that travels down only one side of the spring. This pulse is called “transverse ”
because the individual coils of wire move at right angles to (transverse to) the length of the spring.
1.
Look at the wave generated by the slinky and draw what the wave looks like in your journal. Label the parts of the
wave accordingly (amplitude, wavelength, crest, and trough).
Analysis/Conclusions Questions:
2.
3.
4.
Does the pulse reflected from the far end of the spring return to you on the same side of the spring as the original, or
on the opposite side? Why?
It depends if someone is holding onto the other end of the spring. If there is no support on the opposite end to
generate an equal but opposite force (Newton's Third Law) on this spring, the pulse will return on the same side. If
there is someone holding the other end of the spring, the pulse will return to you on the opposite side because an
equal but opposite force has been exerted.
What is an example of a transverse wave? Light travels as a transverse wave.
LONGITUDINAL WAVES
With a partner to help you, pull the spring out on a smooth floor to a length of about 6 to 10 meters. With your free hand,
grasp the stretched spring about a meter from one end. Pull the meter of spring together toward yourself and then release it
being careful not to let go of the fixed end with your other hand! Notice the single wave, called a pulse, travel along the
spring. In such a longitudinal pulse, the spring coils move back and forth along the same direction as the wave travels. The
wave carries energy, but the spring remains stationary after the pulse has passed through it and reflected from the other end.
Note: You can see a longitudinal wave more easily if you tie pieces of string or put a paper clip on several of the
loops of the spring and watch their motion when the spring is pulsed.
Analysis/Conclusion Questions: Look at the second wave generated and draw what it looks like in your journal.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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2. What is an example of a longitudinal wave?
Sound travels as a longitudinal wave.
3. How are the transverse waves similar to the longitudinal?
Both are examples of energy being transferred from one place to another.
4. How are the transverse waves different from the longitudinal?
In a transverse wave, the wave moves up and down as it moves across. In a longitudinal wave,
the compression moves back and forth in the same direction as the wave does.
CONSTRUCTIVE AND DESTRUCTIVE INTERFERENCE
Have your partner send a transverse pulse on the same side at the same instant you do, so that the two pulses meet the
middle of the spring. The interaction of the two pulses is called interference.
Questions:
1.
What happens when the two pulses reach the center of the spring? Describe the size, shape, speed
and direction of each pulse during and after the interaction. It will be easier to see what happens in
the interaction if one pulse is larger than the other.
Student answers will vary based on how they set up their pulses.
2.
What happens when two pulses on opposite sides of the spring meet? That is, send one down the
right side and have your partner send another down the left side at the same time. Describe the size,
shape, speed and direction of each pulse during and after the interaction. It will be easier to see what
happens in the interaction if one pulse is larger than the other.
Student answers will vary based on how they set up their pulses.
STANDING WAVES
By vibrating your hand steadily back and forth, you can produce a train of pulses, or a periodic wave. The distance between
any two neighboring crests on such a periodic wave is the wavelength. The rate at which you vibrate the spring will determine
the frequency of the periodic wave. Produce various short bursts of periodic waves so that you can answer the following
question.
Question:
1.
How does the wavelength depend on the frequency?
As the wave crests get closer together (smaller wavelength), the frequency increases (more
waves per second)
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Analysis and conclusions
1.
By vibrating your hand steadily back and forth, you can produce a train of pulses, or a periodic wave. Try to create
and draw the following waves in your journal with the characteristics described:
•
•
•
•
High amplitude-short wavelength
Low amplitude-short wavelength
High amplitude-long wavelength
Low amplitude- long wavelength
Label the parts of your transverse waves from the above question in each of the drawings.
•
Crest
•
Trough
•
Wavelength
•
Amplitude
1.
Look back at the waves that you created above. Which waves have a high frequency?
The shorter the wavelength, the higher the frequency. The first two waves have a high frequency.
2.
Which waves have a low frequency?
The longer the wavelength, the lower the frequency. The last two waves have a low frequency.
laborate:
1.
2.
5.
6.
Use an oscilloscope hooked up to a microphone to show different types of waves.
Research seismic waves and show the wave patterns.se large tuning forks that are attached to
resonance boxes and illustrate constructive interference, destructive interference (beats) and resonance
(sympathetic vibrations) to show properties of sound waves.
Compare and contrast transverse waves (such as light energy) with longitudinal waves (such as sound) and discuss where each wave
travels the fastest, slowest and cannot travel at all. Include in your discussion, their relative speeds. This is a good bridge into the
study of light energy and electromagnetic waves.
Discuss standing waves in more detail.
Evaluate:
Students create a poster comparing and contrasting transverse and longitudinal waves in the following ways:
1. How does each wave travel?
2. What are examples of each type of wave?
3. Label the parts of each wave.
4. Explain how changing amplitude and frequency changes what you see of hear.
5. What mediums allow each wave to travel through easily? with difficulty? Why?
6. How can you use your knowledge of waves to build a musical instrument?
Sample Rubric:
POINTS
4
3
Scientific
Accuracy
All information
given was
accurate. I can
demonstrate
wave types and
their
characteristics
accurately.
Most information
given was
accurate. I can
demonstrate
wave types and
their
characteristics.
Reasoning
Communication
Collaboration
I made excellent
conclusions and
gave evidence to
support my
conclusions.
All team members took
part in the presentation
and spoke clearly. The
presentation held the
attention of the other
students.
My team worked
together in an
organized manner
and stayed on task.
I made good
conclusions and
gave some good
evidence to
support my
conclusions.
Most team members
spoke and the
presentation was fairly
interesting.
My team worked
fairly well together.
Some members not
always on task.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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WAVES UNIT
2
1
Catch a Wave!
Some information
was accurate but
there were some
mistakes. I can
identify some
wave types and a
few
characteristics.
My conclusions
made were weak
and I had little
supporting
evidence.
Some team members
spoke and presentation
was hard to
understand.
My team worked
together but was
disorganized.
Members were
sometimes off task.
Most information
given was
inaccurate and
there were many
mistakes. I can
not identify wave
types or
characteristics of
waves.
My conclusions
were poor and I
gave no evidence
to support my
conclusions.
A few students spoke
but other team
members did not
participate.
Presentation was
difficult to understand.
My team worked very
poorly together and
members were often
off task.
Subtotal: ____
Subtotal: ____
Subtotal: ____
Subtotal: ____
TOTAL:
____/16pts
References/Resources/Websites:
•
http://www.42explore.com/musicmnts.htm
•
http://midwestworldfest.org/japan/frames/2_b_instrum.html
•
http://www.sciencenews.org/articles/20040306/bob8.asp (Killer Waves: Scientists are learning to predict tsunami risk)
•
http://www.soc.soton.ac.uk/JRD/SCHOOL/eq/eq001a_wave01.html (Information about all types of waves and their
characteristics from the Southampton Oceanography Centre)
•
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Sound.cfm
•
http://www.glenbrook.k12.il.us/gbssci/phys/class/light/lighttoc.html (Physics Classroom)
•
http://www.gmi.edu/~drussell/Demos/waves/wavemotion.html (Kettering University wave animation)
•
http://www.sciencemadesimple.com/index.html (This site has free information. It is not necessary to subscribe)
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Lab-Sound Surfing for Sound Waves Stations
Type of Lesson:
IPC Content TEKS:
Content with Process: Focus on constructing knowledge through active learning.
5A
Demonstrate wave types and their characteristics through a variety of
activities such as modeling with ropes and coils, activating tuning forks, and
interpreting data on seismic waves.
5B
Demonstrate wave interactions including interference, polarization, reflection,
refraction and resonance within various materials.
5D
Learning Goal/
Instructional
Objective:
Demonstrate the application of acoustic principles such as in echolocation,
musical instruments, noise pollution and sonograms.
Learning Goal: Students investigate sound energy and learn that sound is caused by vibrations.
Further, they observe factors that affect sound, such as resonance, frequency, pitch, state of
matter of the medium, and the thickness, length and tightness of the medium.
Instructional Objectives: While conducting this exploration, students will be able to:
4. Explain that sound is made by the vibrations of molecules that travels as a
longitudinal wave.
5. Observe that higher frequencies sound waves produce higher pitches.
6. Discuss that sound travels fastest in solids where the molecules are closer
together and more elastic, and slower through gases like air because the
molecules are further apart and harder to vibrate quickly.
7. Recognize resonance when you set up vibrations at a certain frequency that
matches another object's natural frequency. The second object begins to vibrate
too.
8. Increase tightness of a string by tightening it.
9. Observe that as the length of a straw or string decreases, the sound's pitch
increases.
Key Questions:
What are the properties of sound?
How do you change the speed of sound?
How can you change the pitch of a string or wind instrument?
Related Process TEKS:
(1) Scientific
processes.
The student, for
at least 40% of
instructional
time, conducts
field and
laboratory
investigations
using safe,
environmentally
appropriate, and
ethical practices.
The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(2) Scientific
processes.
The student uses
scientific
methods during
The student is expected to:
(A) plan and implement experimental procedures including asking questions,
formulating testable hypotheses, and selecting equipment and technology;
(B) make wise choices in the use and conservation of resources and the
disposal or recycling of materials.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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WAVES UNIT
Catch a Wave!
field and
laboratory
investigations.
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from
data; and
(D) communicate valid conclusions.
(3) Scientific
processes.
The student uses
critical thinking
and scientific
problem solving
to make
informed
decisions.
The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses
and theories, as to their strengths and weaknesses using scientific evidence
and information;
(B) draw inferences based on data related to promotional materials for
products and services;
(C) evaluate the impact of research on scientific thought, society, and the
environment;
(D) describe connections between physics and chemistry and future careers;
and
(E) Research and describe the history of physics, chemistry, and contributions
of scientists.
To the Teacher:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Multiple Intelligences:
Sound is produced by the vibration of molecules.
Sound travels as a longitudinal wave. Moving back and forth in the same direction as the
wave. The rarefactions are areas of low pressure of molecules and compressions are
areas of high pressure of molecules.
Sound travels fastest through solids because their molecules are close together. Elastic
solids allow sound to travel quickly. Sound travels slowly through gases because their
molecules are far apart and difficult to vibrate. Sound waves cannot travel at all through
a vacuum because there are no molecules to vibrate.
As the amplitude of a sound changes, its loudness changes. The more energy that a wave
has, the greater its amplitude and loudness.
The pitch (highness or lowness) of a sound depends on its frequency. The higher the
frequency, the higher the pitch.
Every object has its own natural frequency. When you match the natural frequency of the
object, it begins to vibrate and you hear resonance. (Also called sympathetic vibrations)
The thicker a string, the lower its pitch; the thinner the string, the higher its pitch.
As a string is tightened, its pitch increases because the string will vibrate faster.
Waves show the property of reflection when they hit a barrier and most of the energy
bounces back. The Law of Reflection can be shown with ripple tank waves because the
angle that they hit the barrier (Angle of Incidence) equals the angle that they bounce off
(Angle of Reflection). Refraction can be shown if the tank has different depths of water.
Interference can be shown by the effect of two waves hitting each other.
LogicalMathematical
Intelligence
Consists of the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific and
mathematical thinking.
Linguistic
Intelligence
Involves having a mastery of language. This intelligence includes the ability to
effectively manipulate language to express oneself rhetorically or poetically. It
also allows one to use language as a means to remember information.
Includes interpersonal feelings and intentions of others.
Interpersonal
Intelligence
Intrapersonal
Intelligence
Intrapersonal intelligence--the ability to understand one's own feelings and
motivations.
Materials:
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Catch a Wave!
SAFETY NOTE:
1. Students must put all materials back on the lab table before moving to the next station. This will prevent
objects from falling off of the table as teams move around the room.
2. Some stations contain glass containers. Check the glass before starting the lab station. If there are any
cracks, notify the teacher immediately.
Clean up any spills before moving to the next station.
See Texas Science Safety Manual for lab and investigation guidelines:
http://www.tenet.edu/teks/science/safety/safety_manual.html
3.
4.
Engagement:
1.
2.
3.
4.
Show a short movie clip from a science fiction movie like "Star Wars" where the battle scenes in the middle of space
have the sounds of explosions and engines noises. Ask the question: If this really happened in the middle of outer
space where it is a vacuum, would what you are hearing be accurate?
Bring in several sized tuning forks and hit each one with a rubber mallet? Why do they sound different?
Play a guitar or child's xylophone for the class. Why does each note sound different?
Find examples of common household items that make different sounds. Discuss why the sounds are different.
Explore:
Follow the procedures below.
Procedure
See Student Pages in the back of the unit for a list of procedures for each of the stations. You will find the questions and
possible answers to each. Some or all of the stations can be used in your classroom.
Explain: (Sample student answers in italics)
Questions for Hang It Up Station
1. What do you hear with the ear in which the pencil is placed?
I heard the sound of the objects hitting each other.
2. Why didn’t you hear the coat hanger vibrations through the air?
Air does not conduct sound as easily as solids do.
3. What was the source of the sound?
The vibrations were made when the hanger hit a solid object.
4. Describe how the vibrations reached your ear from the source?
The molecules vibrated inside the hanger and the vibrations traveled quickly toward my ear because the molecules in
solids are so close together.
5. What other objects could you hang from the string for a source of sound?
Any solids that are elastic and whose molecules can vibrate easily when hit.
Questions for Ring Around the Rim Station
1. What is the purpose of the vinegar?
The vinegar produces the right amount of friction needed to cause resonance in the glass of water.
2. Why do the hands and glass have to be cleaned?
Dirt on my hands or on the glass prevents the friction needed to cause the resonance of the glass of water.
3. What is the finger actually doing when it rubs the glass rim?
My finger is making vibrations. (Teacher note: This is similar to a bow rubbing on a string of a violin.)
4. What happens to the pitch when water is added to the glass?
When the frequency of the vibrations that I make matches the natural frequency of the water and glass, a sound is made.
5. How does the pitch change as you add more water?
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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The higher the water level, the lower the pitch is. When there is less water, the pitch is higher.
Questions for Phone Home Station
1. Are the vibrations generated longitudinal or transverse?
All sounds are made by longitudinal waves traveling through the string.
2. Why does the cup appear to amplify the sound?
The cup vibrates the air molecules and this causes a louder sound.
3. Why does the sound travel better through the string than through the air?
String molecules are closer together than air molecules. Longitudinal waves need molecules so that the compressions can
travel back and forth
4. Could a whisper be heard from one end of the classroom to the other end through this telephone? Through the air?
It would be easier for a whisper to be heard on a telephone because the waves are traveling through a solid. Air
molecules are much further apart so sound waves have much more trouble traveling through it.
Questions for Tuning Out Station
1. Compare the sounds and frequencies of the two forks. Does there seem to be any relationship between the number
on the side of the tuning fork, its sound and its frequency? If so, what is the relationship?
The smaller the tuning fork, the higher the pitch sounded and the frequency number on the side of the tuning fork was a
higher number. As the tuning fork got longer, the pitch sounded lower and the frequency number was a lower number.
2. Were the sounds made by the tuning forks the result of vibrations? Explain.
The sounds were made by vibrations. I saw the water vibrate and splash out of the beaker when the tuning
fork went into the water.
Teacher note: A ping pong ball attached to a string and hung from a stand is very effective
at showing the vibrations of the tuning forks. The ping pong ball swings back and forth
when the ball is touched by the vibrating tuning fork.
Questions for Rubber Band-jo station
1. What happens to the pitch as you widen the gap between your fingers?
The pitch goes higher when the rubber band is stretched tighter.
2. What properties of the rubber band changed while being stretched?
The tension (tightness) of the rubber band changed. As the rubber band tightened, it became easier for the vibrations to
travel faster through the band.
3. How does the pitch change when a guitar string is tightened?
When a guitar string is tightened, the pitch of the string goes up too.
4. Which rubber band produced the highest pitched sound? The lowest pitched sound?
If all rubber bands were at the same tightness, the small, thinner rubber band had the highest pitch. The thicker rubber
band had the lower pitch.
Questions for Amplifiers Lab Station
1. Which step produced the louder sound?
Step #2 produced the louder sound.
2. How did the sound get amplified?
The surface area of the table touching the air is greater than the comb. The comb causes the table's molecules to vibrate
and the air molecules touched by the table begin to vibrate. This produce more vibrating molecules and a louder sound.
3. Was there a different sound produced with the other comb?
Answers vary depending on the type of comb chosen.
4. What caused the change in pitch?
Answers will vary but may include the thickness of the comb of the size of the comb.
5. Which material amplified the sound the greatest?
Answers vary.
6. Explain how musical instruments can use amplifiers.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Answers vary. For example: Guitars have resonance chambers. The more air molecules that can be set into motion, the
louder the sound.
Straw Oboe Lab Station Questions:
1. What is producing the sound?
The air inside the straw is vibrating.
2. How did the pitch change when all of the holes were closed? How did that pitch compare to the sound that was heard
when all of the holes were open?
When all of the holes were closed, the pitch was lower. When the holes were open, the pitch was higher.
3. What does opening or closing a hole in the straw really mean in terms of vibrating an air column?
When all of the holes were closed, the vibrating air column was longer and the pitch was lower. As the holes were
opened, the shorter the vibrating air column and the higher the pitch.
Teacher Note: When the holes were closed, the length of the tube is longer. That is, the
standing wave length is longer. Since velocity equals the product of frequency times
wavelength, and the velocity stays constant, the wavelength increases and the
frequency decreases. This means that the pitch decreases (gets lower). this is also the
reason why the pitch goes up as the straw is cut shorter.
4. What happens to the pitch as you cut off pieces of the straw? Why?
As the straw was cut, the pitch increases as the vibrating column of air gets shorter.
Questions for Rocking Pebbles Station
1. Predict what will happen if you pluck the rubber band.
Answers will vary.
2. Predict what will happen to the pebbles if you pluck the rubber band.
Answers will vary.
3. What did you observe about the rubber band? Did it create a sound?
The rubber band makes a small sound.
4. What caused the sound?
As the rubber band vibrates, it makes sound waves and causes the pan to vibrate.
5. What did you observe about the pebbles? What caused their motion?
The pebbles started to vibrate because the rubber band vibrated the baking pan. The pebbles were easily moved by the
vibrating pan as the energy was transferred.
Questions for Stringed Instrument Lab Station
1. What do you observe about the rubber bands?
The rubber bands are the same thickness but different lengths.
2. Predict what sounds the different rubber bands will make when they are plucked.
Answers will vary.
3. How do the sounds of the three rubber bands compare?
The shortest string had the highest pitch and the longest rubber band had the lowest pitch.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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4. Which string vibrates the quickest? Which string vibrates the slowest?
The short string vibrated the fastest and the long string vibrated the slowest.
5. What can you say about the speed of the vibrations and the sound that is produced?
The faster that the string vibrates, the higher the pitch of the string is.
6. How does the pitch differ as you change the length of the rubber band?
As I change the length of the rubber band and hold it down in the middle, the pitch goes up.
Questions for Vibrating Ruler Lab Station
1. What do you predict will happen to the pitch of the sound if we make the ruler longer?
Answers will vary.
2. How does the sound compare to the first sound made by the ruler?
The pitch goes down because the ruler is longer and vibrated slower.
3. What happens to the pitch as the length of the ruler changes?
As the ruler sticking out over the table increases in length, the pitch decreases.
Questions for Tuned In Washers Lab Station
1. What washers started to swing when you swung washer number 7? Why?
The washer that hangs at the same length vibrated because it has the same natural frequency.
2. Predict which washer would swing with washer number 1.
Answers might vary.
3. Was your prediction accurate? Why or why not?
Answers might vary.
4. If washer number 2 were swinging first, what washer would swing with it?
The washer that hangs at the same length will swing because it has the same natural frequency.
5. How can we compare this event with a sound source and resonating objects?
If two objects have the same natural frequency, and one vibrates, the other will start to vibrate if it is free to do so. This
is called resonance (sympathetic vibrations) and is seen with drum membranes that start to vibrate when music is played.
Teacher Note: Piano strings can begin to vibrate if a tuning fork with the same frequency as one of the strings begins to
vibrate. Guitar strings and tuning forks mounted on resonance boxes can also vibrate at certain frequencies. Resonance
caused the collapse of the Tacoma Narrows Bridge. It is also the reason why soldiers crossing a bridge that can swing,
break step and do not march in unison. If they march in military fashion, they may match the bridge's natural frequency.
If the bridge starts to swing, it might collapse. Finally, resonance can be used to break a glass when its natural frequency
is matched by a singer.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
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Questions for Dropping Sound Lab Station
1. Which object sent out the sound waves with the largest frequency (highest pitch)?
Answer may vary.
2. Which object sent out sound waves with the largest amplitude (loudest sound)?
Answers may vary.
Elaborate:
1. Discuss how information learned in this exploration could be used to pick and construct the students' musical instruments.
2. Investigate how musical instruments use resonance.
3. Investigate racing teams that are building cars that can go faster than the speed of sound.
4. Investigate aircraft that can go faster than Mach 1.
5. Investigate the uses of sound waves in medicine and technology.
6. Find other examples of movies (besides the "Star Wars" film mentioned at the beginning of this exploration) that
mistakenly showed that sound can travel through a vacuum.
7. Compare the speed of sound to light as in the example of lightning and thunder.
8. Investigate the resonance examples listed in the Teacher's Note paragraph for the Washers Lab Station.
Evaluate:
Each team must demonstrate a property of sound that the team members find interesting. Use materials that have not been
used. Demonstrate the property of sound using a visual poster, computer slide show or using actual materials. Share why you
picked that property of sound and what is so interesting about it. Do research into properties of sound energy or interesting
facts that we did not discuss.
Each team will present to the class in an oral report lasting no more than five minutes.
See rubric on the next page.
Grading Rubric
POINTS
Scientific
Accuracy
Demonstration
matched
property chosen
Information
perfectly explained
the property of
sound chosen.
Communication
and Collaboration
Effort and
Interesting to class
Team worked well
together and presented
information clearly.
Presentation showed
lots of effort and was
very interesting.
4
Information
presented was
very accurate.
3
Information
presented was
mostly accurate.
Information mostly
explained the
property of sound
chosen.
Team worked
somewhat well together
and presented
information adequately.
Presentation showed
average effort and
was fairly interesting.
2
Information
presented had
some errors.
Team had problems
working together and
presentation was below
average.
Presentation showed
some effort and was
not very interesting.
Team-work and
presentation were poor.
1
Information
presented had
many errors.
Information
somewhat
explained the
property of sound
chosen.
Information did not
explain the
property of sound
chosen.
Presentation showed
little effort and was
uninteresting.
Subtotal: ____
Subtotal: ____
Subtotal: ____
Subtotal: ____
TOTAL:
____/16pts
References/Resources/Websites:
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
26
sE
WAVES UNIT
Catch a Wave!
The following sites contain information about one or more of these topics: waves, sound, light and musical
instruments:
•
http://www.42explore.com/musicmnts.htm
•
http://midwestworldfest.org/japan/frames/2_b_instrum.html
•
http://www.sciencenews.org/articles/20040306/bob8.asp (Killer Waves: Scientists learning to predict tsunami risk)
•
http://www.soc.soton.ac.uk/JRD/SCHOOL/eq/eq001a_wave01.html
(Information about all types of waves and their characteristics from the Southampton Oceanography Centre)
•
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Sound.cfm
•
http://www.glenbrook.k12.il.us/gbssci/phys/class/light/lighttoc.html (Physics Classroom)
•
http://www.gmi.edu/~drussell/Demos/waves/wavemotion.html
•
http://www.sciencemadesimple.com/index.html (This site has free information. It is not necessary to subscribe)
(Kettering University wave animation)
This site has teacher lesson plans for sound:
•
http://school.discovery.com/lessonplans/programs/soundwaves/
These sites have information about I.P.C. including this unit:
•
http://www.colorado.edu/physics/2000/waves_particles/wavpart3.html
•
http://www.sciencenews.org/ (This site does have advertisements)
•
http://www.school-for-champions.com/science.htm
•
http://www.thinkquest.org/library/cat_show.html?cat_id=36
•
http://www.physicsclassroom.com/
•
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
•
http://www.sciencespot.net/Pages/kdzphysics3.html
•
http://school.discovery.com/lessonplans/physci.html
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
(teacher lessons)
27
sE
WAVES UNIT
Catch a Wave!
IPC: Science Course Module—Goes to the Movies!
Explain
How did you change the pitch of different musical
instruments? Why did it change the pitch?
As the length of a string, wind instrument or percussion instrument increases, the
pitch decreases. As the thickness increases, the pitch decreases. As the tightness
of a string increases, the pitch increases. This can be proved by a physics formula:
v2 = FT /(m/L)
v = velocity of wave
FT = tension on string
m= mass of string
L = length of string
As the velocity of the wave changes, its frequency changes in direct proportion.
The following explanation may be in more detail than your students want
to know but it is excellent background information.
The pitch of a sound depends on its frequency. Frequency is inversely proportional
to the length of the string. The fundamental is the lowest resonant frequency
when the nodes of the string vibrating only occur at the ends. The wavelength is
equal to twice the length of the string.
Frequency = velocity/ two times the length of the string. When you place your
finger on the string, you shorten the wavelength of the fundamental and increase
the pitch and fundamental frequency.
Suggested
Teaching
Strategy:
Whole Group
Class Discussion
Teacher facilitates
a class discussion
of findings and
new
understandings
that resulted from
the exploration
activities.
Students do the
explaining.
Strings are different thickness, have a different mass per unit length. This affects
the velocity. The velocity on a heavier string is less and so the frequency will be
less for the same wavelength. Adjusting the tension affects the velocity of the
wave. The velocity increases on a tighter string and the frequency and pitch also
increase.
The loudness of a string can be increased by plucking it with more force but a
more effective way to increase loudness is by using a sounding box or board which
can be set into vibration by the strings. This is a good example of resonance. A
much larger surface area of air is in contact with the sounding box (board) and a
louder sound is heard. Electric amplifiers can also be used.
The air in the column of a wind instrument vibrates. A vibrating reed, the vibrating
lips of the player or a stream of air directed against one side of the opening or
mouthpiece can set the air into vibration. The frequencies that correspond to the
standing waves are heard. The tube must be open at least on one end or no sound
will be produced. The longer the length of the vibrating air column, the lower the
frequency for reasons similar to a string.
A percussion instrument can use open tubes or flat bars. The pitch also changes
depending on the length of the vibrating material. The longer and wider the bar or
tube, the lower the pitch is. In all cases loudness is related to the intensity of the
wave. Intensity is defined as the energy transported and is proportional to the
square of the wave amplitude. So the more energy given in striking the percussion
instrument, plucking the string or blowing into the wind instrument, the louder the
sound because the amplitude of the wave increases.
An excellent reference for open and closed tube pitches, sonograms, and
everything about sound is
Physics Principles With Applications by Douglas Giancoli
1998 ISBN 0-13-611971-9
Published by Prentice Hall
pages 347-381.
This book was used as a reference for the information on this page.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
28
EXPLAIN
Important Teacher Information
sE
WAVES UNIT
Question Strategies
Question Strategies
1. Discuss with students how they hear destructive
and constructive interference when instruments are
tuned.
2. Relate how resonance is essential to building
musical instruments.
3. Research how sound waves are used in sonograms
and other medical uses.
4. Measure sound levels using a sound meter and
report on the effects of exposure to loud sounds
over long periods of time. Research noise pollution
effects.
5. Look at seismic waves from earthquakes and
describe the different types of waves.
6. Vibrate two tuning forks with the same frequency to
hear constructive interference. Vibrate two tuning
forks with different frequencies to hear beats
(destructive interference) and discuss how the wave
patterns lead to what you hear.
7. Vibrate a tuning fork and see if you can vibrate the
string on a guitar by using resonance (sympathetic
vibrations). Research the collapse of the TacomaNarrows Bridge in the state of Washington and how
it involved resonance.
8. Summarize the characteristics of mechanical sound
waves when students begin to study the
electromagnetic waves.
Students research
and investigate
everyday sound
and wave issues
via a variety of
extension
activities.
ELABORATE
Elaborate
Catch a Wave!
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
29
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WAVES UNIT
TAKS Items
Use the Rubric
The rubric for this project can be found on the next
page.
Student
understanding of
sound and waves
is evaluated using
a performance
rubric and by
successfully
responding to a
set of selected
response (TAKSlike) items.
EVALUATE
Evaluate
Catch a Wave!
A sample student checklist can be used by the
teacher and students to prepare for the final
presentation:
1. The musical instrument is shown to the
class.
2. You play eight musical notes in increasing
pitch on the musical instrument.
(C,D,E,F,G,A,B,C)
3. You play a song that uses at least six
different musical notes.
4. The musical notes are fairly close to correct
pitch.
5. During the presentation, you explain how
you designed and constructed your
instrument.
6. You explain how to change the instrument's
pitch.
7. You explain how to change the instrument's
loudness.
8. You explained any problems that were
encountered while making the instrument
and how you solved them.
9. Your poster/slide show includes diagrams
and/or pictures of your musical instrument
as you built it.
10. Did you play more than eight musical notes?
11. Did you play a more difficult song in addition
to the required song?
12. Did you make more than one musical
instrument?
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
30
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WAVES UNIT
Catch a Wave!
Musical Instrument Rubric
DESIGN
THUMBS UP!
and
CONSTRUCTION
4
3
2
1
Instrument was
designed and
constructed so it
could be played
easily.
Instrument was
designed and
constructed so it
could be played
with a small
amount of
difficulty.
PLAYED SONG
ACCURACY
OF AT LEAST SIX
of pitch
DIFFERENT
PITCHES
All of the eight
required notes
were in perfect
pitch. Student
may have made
an instrument
capable of more
than 8 notes.
Most of the
required notes
were in perfect
pitch.
and Accuracy of
information
Song was played
with a minimum of
mistakes. A more
difficult song may
have been played.
Explanations were
clear and accurate
about how pitch and
loudness can be
changed, problems
with construction, and
the source of idea.
Oral report was
interesting and
included diagrams,
pictures.
Song was played
with some mistakes.
Explanations were
fairly clear and
accurate about pitch,
loudness, problems
and idea source. Oral
report was fairly
interesting and
included some
diagrams and pictures.
Explanations were
unclear about pitch,
loudness, problems
and idea source. Oral
report was poorly done
and included no
diagrams and pictures.
Instrument was
designed and
constructed so the
instrument was
difficult to play.
Most of the notes
were not in perfect
pitch.
Song was played
Instrument was so
poorly constructed
that student could
not play it.
All eight notes
could not be
played and they
were not in pitch.
Many mistakes were
made as the song
was played.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
COMMUNICATION
with more mistakes.
Explanations were
inaccurate about pitch,
loudness, and
problems. No source
for the idea is given.
Oral report includes
little information.
31
sE
WAVES UNIT
Catch a Wave!
Below, you will find sample TAKS questions.
To make it easier to visualize sound waves, some test creators draw sound waves as
transverse (up and down) waves. Sound actually travels as longitudinal waves and
compressions travel back and forth in the same direction as the wave travels. Please point
out to students that the sound waves are pictured as sine waves or oscilloscope waves to
highlight the amplitude and frequency of the sound.
Sample T.A.K.S. Questions
WAVES: (Items 1 –5)
Use the following sine wave representations of sound waves to answer questions 1-2.
Wave A
1.
Wave D
Wave
Wave
Wave
Wave
A
B
C
D
Which wave would be associated with the highest pitched sound? (TEKS 5D)
A
B
C
D
3.
Wave C
Which wave would be associated with the loudest sound? (TEKS 5D)
A
B
C
D
2.
Wave B
Wave
Wave
Wave
Wave
A
B
C
D
A sound wave is different from a light wave, because a sound wave is …
(TEKS 5A)
A
B
C
D
produced by a vibrating object and a light wave is not.
not capable of traveling through a vacuum but light can.
not capable of diffracting and a light wave is.
capable of existing with a variety of frequencies and a light wave has a single
frequency.
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
32
sE
WAVES UNIT
Catch a Wave!
4.
A sound wave is a pressure wave with regions of high (compressions) and low
pressure (rarefactions) initiated by a vibrating object. Which of the following
statements explains why compressions and rarefactions result? (TEKS 5A)
A
Sound waves are denser than air and therefore have more inertia, which causes the
bunching up of sound.
B
Sound waves have a speed which is dependent only upon the properties of the
medium.
C
Sound is like all waves; it is able to bend into the regions of space behind obstacles.
D
Sound waves vibrate in a back-and-forth, longitudinal manner, as it travels through a
solid, liquid, or gaseous medium.
5. One tuning fork is struck and placed next to an identical fork. The two forks do not touch.
The second tuning fork begins to vibrate as a result of which of the following? (TEKS 5A)
A
interference
B
the Doppler effect
C
resonance
D
standing wave
Unit Materials
Materials Details Sheet
A metal coat hanger
A pencil with eraser end
A short piece of string
A wine glass
Aluminum baking pans
Box with three rubber bands
Corrugated plastic tube
Eye droppers
Large metal slinky
Large rubber bands
Medium rubber bands
Metric rulers
Paper Clips
Ring stands
Scissors
Small pebbles
Small rubber bands
Straws
Styrofoam cups
Thick rubber bands
Three identical bottles
Tooth picks
Tuning forks
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
33
sE
WAVES UNIT
Catch a Wave!
Vinegar
Washers
Water
The following materials are needed for the unit project:
PVC pipes, copper tubing, steel plates, fishing line, bamboo, and any materials that students can use
to make their musical instruments.
Background Information for Teachers
What should the IPC learner know about Sound and Waves?
Apply concepts of sound and light waves to everyday situations.
Students should be familiar with models of sound and light waves. This includes experientially grounded understanding of the concepts of
frequency, wavelength, speed, energy, refraction, and reflection. Students should be able to compare and contrast how different forms of wave
energy are produced, transferred, and detected. For example, explorations of light and sound contribute to explanations of why we are able to
see and hear. Contrasted with how other living things see and hear can be an engaging way in which to explore this concept. Additional effective
investigations and analyses of relevant applications would include, but are not limited to, simple optical devices and acoustical systems, waves
in/on water, music, and noise.
Watch out for the following common misconceptions:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Sound comes from people's mouths.
Sound comes from wires sparking in electronic devices. Sound actually travels in wires of telephone
Sound is waves of different noises coming from different objects.
When waves go through some objects and come out as music or conversation
Is vibrations in the air that the ear picks up and the brain interprets as sound.
Sound waves cause sound to come out of an object.
Sound moves between particles (empty space).
Matter moves with waves
In a flute… the flute vibrates (column of air)
Sound travels faster in air because there is open space. Sound would be slower in water because the bubbles would
get in the way. It’s hard to hear in solid and water because the stuff gets in the way. Sound can't travel in liquids or
solids.
Hitting and object harder or softer changes pitch.
Pitch changes as the vibration increases or decreases, rubber band, tuning fork…
The Doppler Effect is caused by the horn changing pitch or engineer in train changing it.
Sound travels in one direction like a flash light beam.
References/Resources/ Helpful websites:
The following sites contain information about one or more of these topics: waves, sound, light and musical
instruments:
•
•
•
•
http://www.42explore.com/musicmnts.htm
http://midwestworldfest.org/japan/frames/2_b_instrum.html
http://www.sciencenews.org/articles/20040306/bob8.asp
(Killer Waves: Scientists are learning to predict tsunami risk)
http://www.soc.soton.ac.uk/JRD/SCHOOL/eq/eq001a_wave01.html
(Information about all types of waves and their characteristics from the Southampton
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
34
sE
WAVES UNIT
•
•
•
•
Catch a Wave!
Oceanography Centre)
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Sound.cfm
http://www.glenbrook.k12.il.us/gbssci/phys/class/light/lighttoc.html
(Physics Classroom)
http://www.gmi.edu/~drussell/Demos/waves/wavemotion.html
(Kettering University wave animation)
http://www.sciencemadesimple.com/index.html
(This site has free information. It is not necessary to subscribe)
This site has teacher lesson plans for sound:
• http://school.discovery.com/lessonplans/programs/soundwaves/
These sites have information about I.P.C. including this unit:
• http://www.colorado.edu/physics/2000/waves_particles/wavpart3.html
• http://www.sciencenews.org/ (This site does have advertisements)
• http://www.school-for-champions.com/science.htm
• http://www.thinkquest.org/library/cat_show.html?cat_id=36
• http://www.physicsclassroom.com/
• http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
• http://www.sciencespot.net/Pages/kdzphysics3.html
(teacher lessons)
• http://school.discovery.com/lessonplans/physci.html
This site has information about seismic waves and earthquakes:
• http://www.usgs.gov
Science Course Module: Integrated Physics and Chemistry (IPC) 2005
35