By: Satinder Virdi
October 29, 2011
Unit Overview: Waves and Sound
(Reference: McGraw-Hill Ryerson Physics 11)
Overall Expectations:
E1. Analyse how mechanical waves and sound affect technology, structures, society, and
the environment, and assess ways of reducing their negative effects;
E2. Investigate, in qualitative and quantitative terms, the properties of mechanical waves
and sound, and solve related problems;
E3. Demonstrate an understanding of the properties of mechanical waves and sound and
of the principles underlying their production, transmission, interaction, and reception.
In This Unit:
Students will demonstrate an understanding of the properties of mechanical waves and
sound and of the principles underlying their production, transmission, interaction, and
reception. They will investigate the properties of mechanical waves and sound, and solve
related problems. They will analyse how mechanical waves and sound affect technology,
structures, society, and the environment, and assess ways of reducing their negative side
effects.
Key to Abbreviations used in Unit Overview Charts
AC = Achievement Chart
K/U = Knowledge/Understanding
T/I = Thinking/Inquiry
C = Communication
A = Application
S#
Lesson (Title
and topic)
1.
Unit
introduction,
Safety Contract
2.
Vibrations,
Wave behavior,
The universal
wave equation,
Exp.
Codes
LS = Learning Skills
WI = Works Independently
WH = Work Habits/Homework
TW = Team Work
I = Initiative
Lesson Strategy and Assessment
Evaluation
including criteria
addressed from
Achievement Chart
This unit will be the first therefore we will go
over safety rules and sign a safety contract
together.
E2.1,
E2.2,
Lesson Strategy:
Explain the introductory terms, definitions etc.,
using traditional lecture method.
Cooperative activity method (Asking students
to stand in a line and make a wave with hands
I, K/U and TW
Evaluation of the
students will be done
on the basis of their
involvement and
participation
By: Satinder Virdi
October 29, 2011
or they bend their heads one after the other to
make a wave).
Wave
Transmission
and Reflection
Activities involved: Simple Pendulum, Spring
producing longitudinal waves, other daily life
examples like swings etc.
E2.3,
E2.4
Explain the students the meaning of the terms
like amplitude and frequency etc. Tell the
students to search at least two internet
resources on waves and vibrations in small
groups.
Teaching Aids: A spring, A Simple PendulumA clamp, utility stand, test-tube rubber stopper,
string, stop watch etc.
3.
Transmission
and Reflection
of Water
Waves,
Refraction and
Reflection,
Interference of
Waves, Types
of interference
– constructive /
destructive
E3.1
Assessment:
Involvement in the class activity, Group
Discussion, Students will solve problems based
on the Universal Wave Equation in the class
Direct Teaching Method, Class group Activity Students will be
(Alternatively : Use Prism and
assessed on their
Mirrors) to define and explain the terms
WH and TW
Refraction, Reflection and Wave motion.
Peer evaluation
Explain the Principle of superposition of waves
by using a slinky (a long spring).
Students will participate in activity
“Demonstrating Interference with
Springs” Reference: MGR Physics 11 Page
344
Group Activity: The students will understand
the concept of Interference using Slinky spring.
4.
Interference of
E3.3,
waves, Standing E3.4
Waves – A
Special Case of
Interference in a
Formation of
Nodes and
The students will be given home work – Solve
problems on page 339-340 (1 and 2) based on
Universal Wave Equation.
Activity on 1- Dimensional Medium – Students
will participate in this activity explained on
page 349-350 MHR Physics 11.
Material Required: Long Spiral Spring, Long
String, measuring tape, stop watch
Cooperative learning: The students will discuss
the conditions necessary to produce standing
K/U and LS
Evaluation of the
students will be done
on the basis of their
involvement and
participation.
The home work done
By: Satinder Virdi
October 29, 2011
Antinodes,
waves in a one - dimensional medium.
Self-Directed Learning:
Discuss with the students the nodes and
antinodes in the waves produced in the string.
Explain the students about the different modes
of vibration.
by the students will
be evaluated.
The work done by the students will be assessed
as their in class participation.
5.
Interference of
Waves in Two
Dimensions,
Two Point
Interference
Pattern.
E3.5
The students will be given questions 1, 2 as
home work from MHR Physics 11 page 352
Activity: To understand the pattern of waves
produced in a ripple tank, vibrator.
The students will be explained about the
interference effect of two waves produced by
the wave generator in phase with one another.
The same experiment can also be used to show
the bending of waves from the corners of an
obstacle causing diffraction pattern to produce
in the tank.
T/I and I
Students work will
be assessed.
The students will draw a two - point
interference pattern on a paper.
6.
Properties of
Sound Waves,
E3.3
Tuning Fork
Activity,
Sound as
Energy,
Production and
Transmission of
Sound, The
Speed of Sound,
Activity to
measure the
Speed of
Sound outside
The students will be given questions 2, 3 as
home work from MHR Physics 11 page 360
Classroom Activity – Tuning Fork Activity to
introduce the concept of sound waves.
Classroom Activity – An electric bell as an
example of sound producing instrument. And
explain that sound needs a medium to travel
from one point to another and to show that
medium affects the speed of light.
Lecture method using overhead projector to
explain the sound waves.
The variation of speed of sound in air, steel and
other media and also the effect of temperature
and humidity on the propagation of sound.
Measure the speed of sound outside, using
echo method.
K/U and T/I
Evaluation of the
students will be done
on the basis of their
involvement and
participation
By: Satinder Virdi
October 29, 2011
7.
8.
The intensity of
Sound, Units of
measurement of
sound (Decibel
db.), The
Human Ear,
The reflection
of sound waves
Diffraction and
Refraction of
Sound Waves,
Interference of
Sound Waves,
Beat Frequency,
Doppler Effect
and Supersonic
Travel
E2.4,
E3.6
E2.5
Solve problems 6, 7 on page MHR Physics 11.
Cooperative learning model - The students will
plot a graph between the sound intensity and
the distance from the source of sound.
The students will work in groups to understand
the frequency range of hearing and the
threshold of hearing.
They will also work together to make a list of
factors effecting human ears and to know what
sound pollution is.
Lecture method can be used to explain:
1. What is Echo and how sound is
reflected?
2. What is Ultrasound and how ultrasound
waves are used in the medical science?
3. What is Echolocation? How Dolphins,
Whales and Bats use propagation of
sound to communicate?
The students will write a one paragraph on the
sound waves and applications of sound waves
in daily life by properly referencing their
work?
Lecture Method
Group Discussion
In class Activity : To produce beats from
nearly Identical Forks
Explain Supersonic Travel, Breaking Sound
Barrier by using a small video and direct
lecture method.
C, T/I and A
The students will be
evaluated on the
basis of their
participation in the
class.
The home work
assigned to the
students will be
assessed towards
their evaluation
C, T/I and K/U
The students will
search the internet to
write a one page
reflection on the
Supersonic Travel –
Breaking the Sound
Barrier.
By: Satinder Virdi
October 29, 2011
9.
10.
Music, Musical E2.6,
Instruments and E2.7
Acoustics
Music and
Musical Scales
– Music, Noise,
Pure tone,
Consonance,
Dissonance,
Octave, The
Standard
Frequency, The
Musicians’
Scale, Vibrating
Strings,
Dependency of
frequency of a
vibrating string
on length and
tension in the
string.
Lecture Method
The students will be given notes using
overhead projector and black board to explain
the terms like Music, Noise, Pure Tone,
Consonance, Dissonance, Octave and The
Standard Frequency.
The relationship between frequency (f) and
length of the string (l) and Density (D)
F= L / √D
Independent Learning Method: The students
will work independently to solve problems
Modes of
Vibration –
Quality of
Sound,
Resonance in
Air Columns,
Resonance in
Closed Air
Columns,
Resonance in
Open Air
columns,
Different types
of Musical
Instruments
Investigation and Experimental
The students will participate in an activity on
“Resonance in Closed Air Columns”
The Materials required are: Plastic Pipe, Large
Graduated Cylinder, Metre Stick and
Thermometer.
Lecture Method:
The students will learn the methods of
Resonance, Resonance in Closed Air Columns,
Resonance in Open Air Columns and Speed of
Sound in Closed Air Columns.
E2.6,
E2.7
K/U, WI and A
Individual work will
be assessed during
the activity and
homework will be
marked
The students have to finish numerical problems
on page 283.
Homework and In class activity and
participation.
TW, T/I and K/U
The marks of this
small assignment
will be used to
evaluate the
Students.
Group Activity: Waveforms of Stringed
Instruments.
Assignment: The students will work on finding
musical instruments and classify them as
Stringed, Wind, Percussion instruments
11.
The Human
Voice as a
Musical
Instrument,
Electrical
E3.2
Direct Instruction: Use overhead projector to
show the production of human voice, explain
the terms like soft palate, pharynx, epiglottis,
larynx, vocal cords and esophagus.
Investigation and Analysis method: Various
TW, I and T/I
Individual work will
be assessed during
the activity and
marked
By: Satinder Virdi
October 29, 2011
Instruments
and Audio
Reproduction,
Digital Sound,
Activity on
Evaluating
Headphones
electrical instruments like An electric guitar,
Loud speakers and concept of Digital Sound.
The students will investigate and find the
difference between electrical sound
instruments and other instruments. Why an
electric guitar is considered an acoustic guitar?
In Class Activity: The students will work in
small groups on Evaluating Headphones
12.
Electronic
Musical
Instruments,
Acoustics,
Reverberation
time,
E2.7
Lecture Method: The students will be shown a
portable electronic synthesizer, Acoustics, the
importance of acoustics, Reverberation time
and its importance in acoustics.
Investigation and Analysis:
The students will work in groups to find
various shapes of the buildings as examples of
acoustics. They will investigate why the theatre
halls have certain shape and how acoustics is
important in construction technology.
Experimental
Determination
of
Reverberation
time.
Home Work: The students will be asked to
write one page on acoustic and its importance
in building or construction technology.
13.
STSE
interaction
E1.1,
E1.2
The teacher will initiate a well planned debate
on the topic – “Engineers have developed
different designs of bridges, depending on
local conditions, but no single design can take
all possible wave frequencies into account.”
Students will be assessed on different skills
with the help of assessment rubric.
14.
Unit Review
Session
All the
expecta
tions
Students review the concepts learned in groups
of 2 to 3. Review sheets will be provided.
Question-Answer Session, Student asks
T/I and K/U
The group activity
and their individual
participation.
Home work: There
will be a quiz based
on the complete unit.
This will be an
objective type,
multiple choices and
some problem based
K/U, C, I and A
All the four skills
will be tested by the
teacher during the
debate and further
discussion
By: Satinder Virdi
October 29, 2011
16.
Unit Test
covered questions if they have, and the doubts are
so far
clarified if any.
All the
expecta
tions
covered
so far
Accommodation for special need students
While planning instruction and assessment for special need students following
accommodation will be made 1) providing additional time to complete tests or
assignments 2) permitting oral responses 3) computer options and use of technology 4)
preferential sitting as outlined in their Individual Education Plans (IEPs).
Accommodation for English Language Learners
Providing opportunity to work in small groups using 1) extensive use of visual clues such
as 1) graphic organizers 2) pre-teaching vocabulary 3) pre-viewing text books 4) peer
tutoring 5) using a variety of learning resources such as bi-lingual dictionaries, simplified
texts.
Use of assessment accommodations such as oral interviews, demonstrations or visual
representations, granting extra time and completion of cloze sentences instead of essay
questions.
In sum, make sure all students succeed in their learning process.