Sound and Resonance Page 1 Sound and Resonance List of Materials Needed Sample Curriculum Sound Information
|
|
- Lynn Dean
- 6 years ago
- Views:
Transcription
1 Sound and Resonance Page 1 Sound and Resonance Sound Words 2 Sound and Vibrating Objects 3 Soda Bottle Symphonies 5 Hooey Stick Mystery 7 The Tacoma Narrows Bridge 9 Springs and Waves Demonstration 10 Coat Hanger Stethoscope 12 Sounding Tubes 14 Wine Glass Resonance 16 Soda Straw Symphony 18 Screaming Soda Cans 20 List of Materials Needed Sample Curriculum Sound Information
2 Sound and Resonance Page 2 Sound Words Scientific Concept Involved: Words which describe sounds often mimic those sounds. Equipment Needed: Your thinking cap. Procedure: Make a list of words for different sounds. How many can you come up with in five minutes? What do the words have in common (they should make you think of the sounds they represent). Which words best represent their sounds. Vocabulary Development: Fill in your list of words here: Data Collected: Questions: Conclusions and Comments: Further Investigations: Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
3 Sound and Resonance Page 3 Scientific Concept Involved: Sound and Vibrating Objects Sounds result when molecules are set into vibrational motion. This vibrational motion occurs when the molecular medium which was distorted desires to return to its original shape. This desire to return to one s original shape is called elasticity and is the characteristic which determines the velocity of sound traveling through the material. A good example of a substance desiring to return to its original shape is the tires on your car. If you look at them, you will see that they are flat on the bottom side. If you were to roll the wheel over and the flat side never returned to its original shape, the car ride would be very bouncy. However, elasticity allows the flat side to round out as soon as the stress is relieved. The distortion of a body of matter and its return to its original shape is called elasticity, and objects which are distorted and return to their original shape at regular intervals are said to vibrate. Equipment Needed: Procedure: Stick or ruler, table top. Place the ruler on the table top so that the 10 inch mark is even with the edge of the table. This means you will have a 2 inch overhang. Now lift up on the ruler s edge and quickly release the ruler. Note the pitch of the sound. Now move the ruler to the 8, the 6, and the 4 inch marks, each time flicking the ruler with one hand and holding the other hand of the ruler firmly to the table top with the other hand. Each time record the pitch of the sound. Vocabulary Development: Pitch, vibration, and elasticity. Data Collected: Questions: 1. What happens to the pitch as the length of the ruler overhang increases? 2. What do you think would be the pitch of a violin? A bass fiddle? A snare drum? A kettle drum? 3. Can you deduce the relationship between the length of a vibrating object, such a string, and the sound made by the object?
4 Sound and Resonance Page 4 Conclusions and Comments: Further Investigations: Place a thin piece of paper or grass between your thumbs, making a reed whistle. Blow between your thumbs and notice the sounds you can create. Place a piece of cellophane over your comb and placing your lips tightly on the surface, gently voice-blow across the comb s teeth. Notice the sound you create? How do your lips feel as you blow your Komb Kazoo? Place your hand on your larynx and make various humming sounds with your mouth opened, and then with your mouth closed. Notice the difference in your larynx s vibration speed in relation to high or low pitch. Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
5 Sound and Resonance Page 5 Scientific Concept Involved: Soda Bottle Symphonies Sound is produced when molecules are made to vibrate in a periodic pattern. The pitch of the sound depends on the length of the vibrating object. The longer the vibrating object, the lower the pitch. Equipment Needed: Glass bottles, water. Procedure: Put water in a soda bottle and blow across the top. Experiment with the sounds made when you blow across bottles containing different amounts of water. Quantify the experiment by filling different bottles with measured amounts of water (for example, 10 ml, 20 ml, 30 ml, etc.) or with water to measured heights (2 cm, 4 cm, 6 cm, etc.) and comparing the sounds. Instead of blowing across the top of the bottle, tap on the side of the bottle with a pencil, ruler, or pen. Are there any differences compared to when you blow across the top of the bottle? Vocabulary Development: Data Collected: Questions: 1. What is the relationship between the height of the water and the pitch of the sound when you blow across the top of the bottle? 2. What is the relationship between the height of the air and the pitch of the sound when you blow across the top of the bottle? 3. If we really believe that higher pitch is caused by shorter vibrating objects, as suggested in the previous experiment, what is vibrating to cause the sound when you blow across the top of the bottle?
6 Sound and Resonance Page 6 Conclusions and Comments: When you blow across the top, you cause the column of air in the bottle to vibrate up and down and produce sound. Further Investigations: Make a set of musical bottles and play a song on them. Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: The experiment where you blow across the top of the bottles produces the right result (longer length of air column produces lower pitch). Students may see the length of the water column rather than the length of the air column and get confused. The experiment where you tap on the bottles produces the wrong result. Of course, the result really isn t wrong, it just isn t easy to explain. I did this once with fourth graders, and I was very surprised to find they did not know the difference between pitch of sound (high or low) and volume of sound (loud or soft). Best Grade Level: Show-Me Standards:
7 Sound and Resonance Page 7 Scientific Concept Involved: Hooey Stick Mystery Vibrations can be created using many methods. You can pluck the string of a musical instrument and cause it to vibrate. You can pound with a stick on a drum set and cause the drum membrane to vibrate. You can drive your car over a cattle grate and feel the car vibrate. Vibrations result when a repetitive movement in equal time sequences is sustained. You will notice that the hooey stick contains many equally spaced notches. If you can consistently rub another stick over these notches, a sustained vibration will be maintained. The rate of vibration can be changed by the rate at which the moving stick bumps along the hooey stick. Also the freedom of the hooey stick to vibrate can be changed by the tension of your hold on the hooey stick.. Equipment Needed: Procedure: Hooey stick, dowel stick, patience. Hold the hooey stick in one hand and the dowel stick in the other. Rub the dowel stick along the notched portion of the hooey stick. You may have to rub slower or faster and grip the hooey stick with more or less pressure. When everything is right, the propeller on the hooey stick will begin to rotate. Once you get it to go one direction try to reverse the direction of the propeller by changing your method of rubbing or holding the hooey stick. Vocabulary Development: Vibration. Data Collected: Questions: 1. What is the relationship between the rate you move the dowel stick and the rate the propeller rotates? 2. What do you have to do to get the propeller to reverse direction of rotation?
8 Sound and Resonance Page 8 Conclusions and Comments: Further Investigations: Does the number of notches per inch affect the rate of rotation? Does the length of the notched region affect the rate of rotation? Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
9 Sound and Resonance Page 9 The Mystery of the Tacoma Narrows Bridge Scientific Concept Involved: Resonating objects can produce sound. They can also produce disasters. Equipment Needed: Tacoma Narrows Bridge video. Procedure: to us. We will watch a short video and then discuss the events we saw and what they might mean Vocabulary Development: Data Collected: Questions: Conclusions and Comments: Further Investigations: Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
10 Sound and Resonance Page 10 Scientific Concept Involved: Springs and Waves Demonstration Light and sound travel in waves. Light waves can travel through a vacuum while sound waves require an elastic molecular medium. Light waves travel very fast, 300,000,000 meters per second (what is that speed in scientific notation?), while sound waves travel more slowly. The speed of sound in air is only 331 meters per second at 0 C. Does anybody know how fast sound travels in a vacuum? Light waves slow down when they travel through media more dense than a vacuum. For example, the speed of light in water is about 133,000,000 meters per second and in glass is about 152,000,000 meters per second. The speed of sound, on the other hand, depends on the elasticity of the molecular medium. In a vacuum, sound has a speed of zero (that answers the question in the paragraph above), in air sound has a speed of about 330 meters per second, and in water sound travels about 1,435 meters per second. In oak, sound travels about 3,850 meters per second and in aluminum, about 5,104 meters per second. Light waves, which are a form of electromagnetic waves, are examples of transverse waves, and sound waves are examples of longitudinal or compressional waves. We will see what these terms mean during this activity. Equipment Needed: Two types of springs, each made of a different type of steel, and one wave catcher. Procedure: 1. Have one person hold one end of the larger diameter spring, while another person pulls the spring until it is stretched about 10 feet (depending on the length of the spring). The second person now moves the spring back and forth. One back and forth motion is called a pulse or a vibration. Observe the motion of the coils of the spring. Increase the rate of vibrations and again observe the results. 2. Now try to catch a wave compression, called a crest. 3. Next try to catch a wave rarefaction, called a trough.
11 Sound and Resonance Page We will now look at a different type of wave, called a transverse wave. It has some of the properties of light. This wave can be created by having the person making the wave move his hand from side to side. Observe and record the new wave design. 5. Use the smaller diameter spring and record any differences in this wave s velocity (and other properties) compared to the large spring s velocity. Vocabulary Development: Transverse wave, longitudinal wave, frequency, period, reflection, energy, compression, rarefaction, and velocity. Data Collected: Questions: 1. As you increased the rate of vibration, did you have to increase the amount of energy you put into the system? Which would have more energy, a red light wave or a violet light wave? Which would have more energy, a low pitch musical note or a high one? 2. When you captured the compression portion of a sound wave, how many coils did you capture? When you captured the rarefaction portion of the sound wave, how many coils did you capture? Do you think the number of air molecules in the compression portion of a sound wave would be high or low compared to the rarefaction portion? Do you think the compression portion would have high or low pressure? Conclusions and Comments: Further Investigations: Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
12 Sound and Resonance Page 12 Scientific Concept Involved: Coat Hanger Stethoscope The ability of sound to travel through different materials depends on the elasticity of the material. Elasticity is the desire of a substance when distorted to go back to its original shape. The greater the elasticity of a substance, the greater the velocity of the sound waves traveling through this material. Equipment Needed: Coat hanger, string, two cups, rocks, water, air, solid pieces of wood, metal, and a good ear for sound. Procedure: 1. Tap your desk with your knuckles and listen for the sound. Next place one ear on the desk and again tap the desk and listen for the sound. 2. If you have an aquarium in the room, tap two rocks together under the water and listen for the sound. Next place one ear on the glass and again listen for the sound of the rocks hitting together. 3. Make a simple stethoscope by first cutting a 4 foot piece of string. Next, punch a small hole in the bottom of a cup and push one end of the string through the hole. Tape the string to the bottom so that it will not come out of the cup. Do the same to the other end of the string. Now holding the two cups level, cut the string in half and tie each of the new ends around the bottom wire of a coat hanger. Place the two cups over your ears and walk around the room banging your coat hanger into different objects recording the different sounds. Vocabulary Development: Sound velocity, elasticity, loudness. Data Collected:
13 Sound and Resonance Page 13 Questions: 1. Do you think sound travels faster in air, water, or solids? 2. Why does the simple stethoscope make sounds sound louder? Conclusions and Comments: Further Investigations: Try to improve the design of your stethoscope. Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
14 Sound and Resonance Page 14 Scientific Concept Involved: Sounding Tubes If pipes and tubes of the proper length are open at both ends, they can create and amplify sound waves. The length of a tube open at both ends must be a multiple of half the wavelength of the sound being produced. Equipment Needed: Corrugated plastic tube approximately 1.5 inches in diameter and some small pieces of paper. Procedure: Grab one end of the tube and begin swinging the tube around your head, slowly at first and then faster. Make a note of changes in loudness and pitch. Now place some small pieces of paper on a table or chair or your hand and again swing the tube around your head. Make a note of what happens to the pieces of paper when the still end of the tube is placed over them. Vocabulary Development: Pitch, loudness, and frequency. Data Collected:
15 Sound and Resonance Page 15 Questions: 1. Does the velocity of your swing make a difference? 2. What happened to the pieces of paper when the still end of the swinging tube was placed over them? Why? 3. What type of musical instrument does the tube resemble? Conclusions and Comments: Further Investigations: Does the length of the plastic tube make a difference? Does the diameter of the plastic tube make a difference? Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
16 Sound and Resonance Page 16 Scientific Concept Involved: Wine Glass Sound Resonance Many musical instruments obtain loudness by having a string or reed cause a pipe or wooden box to resonate. Resonance results when two objects have the same natural frequency of vibration. You may have noticed that when a truck or plane goes by your home, some things in your houses begin to vibrate on the shelves. This is an example of resonance. When you pluck a guitar string, it vibrates, but so does the entire box of the guitar. When the box vibrates, more air is set into motion and the sound produced by the guitar is much louder. Equipment Needed: Glass or wine goblet, some water, wet finger, and some patience. Procedure: Put some water in the glass, wet your index finger, and place it on the edge of the glass. Now begin to move your finger around the edge of the glass, exerting light pressure until you get a sound. Vocabulary Development: Resonance Data Collected: Questions: 1. What do you think is causing the glass to vibrate? 2. Does the velocity of your finger make a difference in the pitch? 3. Do you find that there is a certain optimum velocity of your finger necessary to get the maximum sound?
17 Sound and Resonance Page 17 Conclusions and Comments: Further Investigations: Does the shape of the glass make a difference? Does the amount of water in the glass make a difference? Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Best Grade Level: Show-Me Standards:
18 Sound and Resonance Page 18 Scientific Concept Involved: Soda Straw Symphony The air in a pipe can resonate if the pipe is of the proper length. If the pipe is open at both ends, it will resonate if the tube length is equal to ½, 1, 1 ½, etc. wavelengths of the sound wave; if the tube is closed at one end, it will resonate if the tube length is ¼, ¾, 1 ¼, etc. the wavelength of the sound wave. The air in a column in a tube can be set into motion by using a variety of methods. Some instruments like the saxophone, clarinet, and bassoon use a reed. Others like the trumpet and trombone use the musician s lips. Still others like the flute, piccolo, and organ blow air across a sharp edge. Equipment Needed: Scissors, straws, a good ear, a classroom with a door you can close, and a patient principal. Procedure: 1. Flatten one end of a straw back about one inch from the end. 2. Snip the flat end from the center to the sides to form two flat triangles about ¼ to ½ inch long.. 3. Place the flat end in your mouth and blow. If your tongue or mouth parts touch the triangular ends when you are blowing, you will get no sounc. 4. Snip various sections from your straw while you are bolowing on it and notice the different sounds you can create. 5. See if you and a partner can create the various sounds in the musical scale by cutting a number of straws to the proper lengths. Vocabulary Development: Vibration, pitch, musical scale.
19 Sound and Resonance Page 19 Data Collected: Questions: 1. What length straw is associated with a high pitch? 2. What role does the snipped end of the straw play. 3. What instrument in a band might use this design for creating sounds? Conclusions and Comments: Further Investigations: Examine a clarinet, trombone, and flute in your school band room. Which resembles your soda straw horn? Make a soda straw band using different length straws and play some tunes for the other classes in your school. Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: You may hear from your parents after this one! Best Grade Level: Show-Me Standards:
20 Sound and Resonance Page 20 Screaming Soda Cans Scientific Concept Involved: Another way to get columns of air vibrating. Equipment Needed: Two empty soda cans, maybe some ear plugs. Procedure: Hold a soda can in each hand. Hold them as loosely as you can. Bring them together until they are side by side a few millimeters apart. Blow a strong steady breath between them. Data Collected: Vocabulary Development: Questions: 1. Did you feel anything interesting about the cans as you were blowing between them? If you did, we will explain it in another experiment later this week. Conclusions and Comments: Further Investigations: Application to Everyday Life and Other Disciplines: Pitfalls to Avoid When Doing the Experiment: Close the door first! Best Grade Level: Show-Me Standards:
21 Sound and Resonance Page 21 Materials Needed stick or ruler table top. glass bottles water. hooey stick dowel stick, Tacoma Narrows Bridge video two types of springs, each made of a different type of steel wave catcher coat hanger string two styrofoam cups rocks solid pieces of wood and metal, corrugated plastic tube approximately 1.5 inches in diameter small pieces of paper glass or wine goblet scissors straws empty soda cans K: Name the five senses. Sample Curriculum First: Identify the five senses and their use; describe the sources of sound in an environment. Sixth: Identify the variables that affect pitch of vibrating objects.
22 Sound and Resonance Page 22 Here is Some Sound Information Sound and light energy is transmitted from one point to another by means of wave action. Here is a schematic representing a sound wave and how to visualize its wave nature. Here is a comparison of sound and light waves: Sound The velocity of sound in air at 0 C is 331 m/s. Sound requires an elastic molecular medium to travel through, and the velocity increases with an increase in the medium s elasticity. Is a compressional (longitudinal) wave. The human ear can detect from 20 to 20,000 Hertz. (A Hertz, abbreviated Hz, is a cycle per second.) Light The velocity of light in a vacuum is 3x10 8 m/s. Light slows down as it travels through more dense molecular media. Is a transverse wave. The human eye can detect the colors ROYGBIV.
23 Sound and Resonance Page 1
SUGGESTED ACTIVITIES
SUGGESTED ACTIVITIES (Sound) From Invitations to Science Inquiry 2 nd Edition by Tik L. Liem: Activity Page Number Concept The Coat Hanger Church Bell 305 Sound Travels The Soda Can Telephone 304 Sound
More informationSound Lab. How well can you match sounds?
How well can you match sounds? Shake each container and listen to the noise it makes. Can you hear the different sounds they make? Describe each of the sounds you hear on your lab sheet. Do two or more
More informationWhile you are hearing a sound, dip the ends of the tuning fork into the beaker of water. What is the result?
SOUND STATIONS LAB Name PROPERTIES OF SOUND Visit each station. Follow the directions for that station and write your observations and the answers to any questions on this handout. You don't have to visit
More informationCenter #1 Pipe Chimes Date. Experiment with the pipes. Hang them by the string and hit them with your pencil.
Center #1 Pipe Chimes Date Experiment with the pipes. Hang them by the string and hit them with your pencil. 1. How does the sound change with different lengths of pipe? 2. How can you change the sound
More informationSound & Music. how musical notes are produced and perceived. calculate the frequency of the pitch produced by a string or pipe
Add Important Sound & Music Page: 53 NGSS Standards: N/A Sound & Music MA Curriculum Frameworks (2006): N/A AP Physics Learning Objectives: 6.D.3., 6.D.3.2, 6.D.3.3, 6.D.3.4, 6.D.4., 6.D.4.2, 6.D.5. Knowledge/Understanding
More information3. Strike a tuning fork and move it in a wide circle around your head. Listen for the pitch of the sound. ANSWER ON YOUR DOCUMENT
STATION 1 TUNING FORK FUN Do not hit the tuning forks on the table!! You must use the rubber mallet each time. 1. Notice that there are two strings connected to the tuning fork. Loop one end of each string
More informationParents and Educators: use #CuriousCrew #CuriosityGuide to share what your Curious Crew learned!
Investigation: 01 Visible Sound We re used to hearing sound, but there s a way to SEE sound too. Computer with free downloaded tone generator software Sound cable Amplifier or speaker Shallow metal pan
More informationWorksheet 15.2 Musical Instruments
Worksheet 15.2 Musical Instruments 1. You and your group stretch a spring 12 feet across the floor and you produce a standing wave that has a node at each end and one antinode in the center. Sketch this
More informationAcoustics: How does sound travel? Student Version
Acoustics: How does sound travel? Student Version In this lab, you will learn about where sound comes from, how it travels, and what changes the loudness of a sound or the pitch of a sound. We will do
More informationWaves and Sound. AP Physics 1
Waves and Sound AP Physics 1 What is a wave A WAVE is a vibration or disturbance in space. A MEDIUM is the substance that all SOUND WAVES travel through and need to have in order to move. Classes of waves
More information6 th to 12 th grade. 20 minutes prep, 30 minutes activity
Build a Water Bottle Membranophone 6 th to 12 th grade 20 minutes prep, 30 minutes activity A clean empty water bottle, any size (bottles with ridges are best) Scissors Latex, rubber, or vinyl gloves Rubber
More informationPreview. Sound Section 1. Section 1 Sound Waves. Section 2 Sound Intensity and Resonance. Section 3 Harmonics
Sound Section 1 Preview Section 1 Sound Waves Section 2 Sound Intensity and Resonance Section 3 Harmonics Sound Section 1 TEKS The student is expected to: 7A examine and describe oscillatory motion and
More informationChristine Whitcome Good Vibrations Grades 6-8
TIME ALLOTMENT 1-3 50 minute class periods. Depending on your class time, you can make it one or more class periods. OVERVIEW Students will explore various musical instruments and associate the changes
More informationSound Unit. Unit: Sound
Unit: Sound Ohio Learning Standards for Science Some objects and materials can be made to vibrate to produce sound. Sound is produced by touching, blowing or tapping objects. The sounds that are produced
More informationVibration Song. Activity Guide. and.
Vibration Song and Activity Guide lbaum@turtlepeakconsulting.com 1 Vibration Hy Zaret/Lou Singer Lyrics and text by Hy Zaret Music by Lou Singer 1961 Argosy Music Corp. (SESAC). Worldwide rights administered
More informationHearing Listening K 12. Advance Preparation Set-Up Activity Clean-Up. 30 minutes 15 minutes 30 minutes 5 minutes
Good Vibrations Students experiment with various sound sources, including their own voices, to gain an understanding of the connection between sound and vibration. Hearing Listening K 12 Sound Observing
More informationWaves & Sound. In this chapter you will be working with waves that are periodic or that repeat in a regular pattern.
Name: Waves & Sound Hr: Vocabulary Wave: A disturbance in a medium. In this chapter you will be working with waves that are periodic or that repeat in a regular pattern. Wave speed = (wavelength)(frequency)
More informationVibration. The Energy of Sound. Part A Sound Vibrations A vibration is the complete back andforth. object. May 12, 2014
The Energy of Sound In this lab, you will perform several activities that will show that the properties and interactions of sound all depend on one thing the energy carried by sound waves. Materials: 2
More informationENGINEERing challenge workshop for science museums in the field of sound & acoustics
ENGINEERing challenge workshop for science museums in the field of sound & acoustics 1 Index Workshop ID card...3 Specific unit objectives...4 Resources...4 The workshop...5 Introduction...5 The main activity...6
More informationVibrations and Waves. Properties of Vibrations
Vibrations and Waves For a vibration to occur an object must repeat a movement during a time interval. A wave is a disturbance that extends from one place to another through space. Light and sound are
More informationIntroduction. Physics 1CL WAVES AND SOUND FALL 2009
Introduction This lab and the next are based on the physics of waves and sound. In this lab, transverse waves on a string and both transverse and longitudinal waves on a slinky are studied. To describe
More informationChapter 21 Musical Instruments
Lecture 22 Chapter 21 Musical Instruments CR/NC Deadline Oct. 19 Musical Instruments Now that we understand some of the physics of sound, let s analyze how musical sound is produced by different types
More informationSECTION A Waves and Sound
AP Physics Multiple Choice Practice Waves and Optics SECTION A Waves and Sound 2. A string is firmly attached at both ends. When a frequency of 60 Hz is applied, the string vibrates in the standing wave
More informationChapter 05: Wave Motions and Sound
Chapter 05: Wave Motions and Sound Section 5.1: Forces and Elastic Materials Elasticity It's not just the stretch, it's the snap back An elastic material will return to its original shape when stretched
More informationSECTION A Waves and Sound
AP Physics Multiple Choice Practice Waves and Optics SECTION A Waves and Sound 1. Which of the following statements about the speed of waves on a string are true? I. The speed depends on the tension in
More informationNo Brain Too Small PHYSICS
WAVES: STANDING WAVES QUESTIONS No Brain Too Small PHYSICS PAN FLUTES (2016;1) Assume the speed of sound in air is 343 m s -1. A pan flute is a musical instrument made of a set of pipes that are closed
More informationName: Design Musical Instruments Engineer s Journal ANSWER GUIDE
Name: Design Musical Instruments Engineer s Journal ANSWER GUIDE YOUR GRAND ENGINEERING DESIGN CHALLENGE: Design and build a musical instrument that can play at least three different notes and be part
More informationSeeing Sound Waves. sound waves in many different forms, and you get to have fun making a loud mess.
Seeing Sound Waves Overview: This section is actually a collection of the experiments that build on each other. We ll be playing with sound waves in many different forms, and you get to have fun making
More informationSound. Introduction. Key concepts of sound
Sound Introduction This topic explores the key concepts of sound as they relate to: the nature of sound the transmission of sound resonance the speed of sound sound and hearing. Key concepts of sound The
More informationWarm-Up. Think of three examples of waves. What do waves have in common? What, if anything, do waves carry from one place to another?
Warm-Up Think of three examples of waves. What do waves have in common? What, if anything, do waves carry from one place to another? WAVES Physics Waves If you can only remember one thing Waves transmit
More informationComplete the sound and music introductory lesson and the Musical Instruments Part I lesson. Gather supplies (see materials list).
Acoustical Society of America Musical Instruments: Part II Adams, W.K. Edited by: Kelseigh Schneider Reviewed by: American Association of Physics Teachers Physics Teacher Resource Agents ASA Activity Kit
More informationDemonstrate understanding of wave systems. Demonstrate understanding of wave systems. Achievement Achievement with Merit Achievement with Excellence
Demonstrate understanding of wave systems Subject Reference Physics 3.3 Title Demonstrate understanding of wave systems Level 3 Credits 4 Assessment External This achievement standard involves demonstrating
More informationName Date Class _. Holt Science Spectrum
Holt Science Spectrum Holt, Rinehart and Winston presents the Guided Reading Audio CD Program, recorded to accompany Holt Science Spectrum. Please open your book to the chapter titled Sound and Light.
More informationSOUND & MUSIC. Sound & Music 1
SOUND & MUSIC Sound is produced by a rapid variation in the average density or pressure of air molecules. We perceive sound as these pressure changes cause our eardrums to vibrate. Sound waves are produced
More informationSounds Like Fun! Frequency is the time the wave takes to repeat itself. In terms of waves at the beach it is the time between waves.
Sounds Like Fun! Description: In this activity students will explore musical sounds using tuning forks, wooden rulers, boom-whackers, and saxoflute toys. Students practice science and engineering practices
More informationMusic: Sound that follows a regular pattern; a mixture of frequencies which have a clear mathematical relationship between them.
The Sound of Music Music: Sound that follows a regular pattern; a mixture of frequencies which have a clear mathematical relationship between them. How is music formed? By STANDING WAVES Formed due to
More informationPHYSICS 102N Spring Week 6 Oscillations, Waves, Sound and Music
PHYSICS 102N Spring 2009 Week 6 Oscillations, Waves, Sound and Music Oscillations Any process that repeats itself after fixed time period T Examples: Pendulum, spring and weight, orbits, vibrations (musical
More informationABC Math Student Copy
Page 1 of 17 Physics Week 9(Sem. 2) Name Chapter Summary Waves and Sound Cont d 2 Principle of Linear Superposition Sound is a pressure wave. Often two or more sound waves are present at the same place
More informationCHAPTER 12 SOUND ass/sound/soundtoc. html. Characteristics of Sound
CHAPTER 12 SOUND http://www.physicsclassroom.com/cl ass/sound/soundtoc. html Characteristics of Sound Intensity of Sound: Decibels The Ear and Its Response; Loudness Sources of Sound: Vibrating Strings
More informationCopyright 2009 Pearson Education, Inc.
Chapter 16 Sound 16-1 Characteristics of Sound Sound can travel through h any kind of matter, but not through a vacuum. The speed of sound is different in different materials; in general, it is slowest
More informationPhysics 1240: Sound and Music Scott Parker 1/31/06. Today: Sound sources, resonance, nature of sound waves (begin wave motion)
Physics 1240: Sound and Music Scott Parker 1/31/06 Today: Sound sources, resonance, nature of sound waves (begin wave motion) Next Time: Wave motion Outline Last time: Sound sources (string, reed, brass,
More informationCh17. The Principle of Linear Superposition and Interference Phenomena. The Principle of Linear Superposition
Ch17. The Principle of Linear Superposition and Interference Phenomena The Principle of Linear Superposition 1 THE PRINCIPLE OF LINEAR SUPERPOSITION When two or more waves are present simultaneously at
More informationWaves Homework. Assignment #1. Assignment #2
Waves Homework Assignment #1 Textbook: Read Section 11-7 and 11-8 Online: Waves Lesson 1a, 1b, 1c http://www.physicsclassroom.com/class/waves * problems are for all students ** problems are for honors
More informationHave sound panels fitted on A-frame best to slot in bottom hook first, then top.
I Can Hear 1 - Pitch and Volume Topic: I can hear sound Time: 20 mins Age group: 4-7 What you need The Kia Rapua playground A frame with sound panels fitted Drum stick with rubber tip Optional: Extra sound
More informationChapter 15 Supplement HPS. Harmonic Motion
Chapter 15 Supplement HPS Harmonic Motion Motion Linear Moves from one place to another Harmonic Motion that repeats over and over again Examples time, speed, acceleration Examples Pendulum Swing Pedaling
More informationThe Energy of Sound GO ON
UNIT 5 WEEK 5 Read the article The Energy of Sound before answering Numbers 1 through 5. The Energy of Sound Crash! Ping! Hiss! Woof! Sounds surround us. Some sounds are enjoyable. Think of the song of
More informationSound 1. Tinkering with a Shrink-Wrapped Drum Set and a Torsion Drum
Sound 1 Tinkering with a Shrink-Wrapped Drum Set and a Torsion Drum Figure 1-1. Your own percussion section Sound is great to tinker with. It s rare to find a kid who doesn t enjoy making noise. Kids have
More information1. How does life depend on water? 2. Give three examples of the interactions between spheres. International School of Arts and Sciences ISAS
Grade 6 Science Summer Work International School of Arts and Sciences ISAS 2015-2016 Earth s spheres Our planet has many parts. These parts work together. Without these parts, our spinning days would be
More information26 Sound. Sound is a form of energy that spreads out through space.
Sound is a form of energy that spreads out through space. When a singer sings, the vocal chords in the singer s throat vibrate, causing adjacent air molecules to vibrate. A series of ripples in the form
More informationCh 26: Sound Review 2 Short Answers 1. What is the source of all sound?
Ch 26: Sound Review 2 Short Answers 1. What is the source of all sound? 2. How does a sound wave travel through air? 3. What media transmit sound? 4. What determines the speed of sound in a medium? 5.
More informationDate Period Name. Write the term that corresponds to the description. Use each term once. beat
Date Period Name CHAPTER 15 Study Guide Sound Vocabulary Review Write the term that corresponds to the description. Use each term once. beat Doppler effect closed-pipe resonator fundamental consonance
More informationTest Review # 7. Physics R: Form TR7.17A. v C M = mach number M = C v = speed relative to the medium v sound C v sound = speed of sound in the medium
Physics R: Form TR7.17A TEST 7 REVIEW Name Date Period Test Review # 7 Frequency and pitch. The higher the frequency of a sound wave is, the higher the pitch is. Humans can detect sounds with frequencies
More informationHomemade Musical Instruments
Instruments Strike up the band with your own handmade instruments. Follow the directions below and on the following pages to make a tube kazoo, a comb kazoo, a tambourine, a horn, maracas, sand blocks,
More informationSound & Waves Review. Physics - Mr. Jones
Sound & Waves Review Physics - Mr. Jones Waves Types Transverse, longitudinal (compression) Characteristics Frequency, period, wavelength, amplitude, crest, trough v = f! Review: What is sound? Sound is
More informationLesson 12 Sound and resonant frequencies
72 Lesson 12 Sound and resonant frequencies Sound and resonant frequencies 73 Suitable for: 11 16 years Curriculum and learning links: Sound and hearing, resonance Learning objectives: State that sound
More informationPhysics 20 Lesson 31 Resonance and Sound
Physics 20 Lesson 31 Resonance and Sound I. Standing waves Refer to Pearson pages 416 to 424 for a discussion of standing waves, resonance and music. The amplitude and wavelength of interfering waves are
More informationPhysics I Notes: Chapter 13 Sound
Physics I Notes: Chapter 13 Sound I. Properties of Sound A. Sound is the only thing that one can hear! Where do sounds come from?? Sounds are produced by VIBRATING or OSCILLATING OBJECTS! Sound is a longitudinal
More informationSPH 3U0: Exam Review: Sound, Waves and Projectile Motion
SPH 3U0: Exam Review: Sound, Waves and Projectile Motion True/False Indicate whether the sentence or statement is true or false. 1. A trough is a negative pulse which occurs in a longitudinal wave. 2.
More information1. Transverse Waves: the particles in the medium move perpendicular to the direction of the wave motion
Mechanical Waves Represents the periodic motion of matter e.g. water, sound Energy can be transferred from one point to another by waves Waves are cyclical in nature and display simple harmonic motion
More informationMath in the Real World: Music (7/8)
Math in the Real World: Music (7/8) CEMC Math in the Real World: Music (7/8) CEMC 1 / 18 The Connection Many of you probably play instruments! But did you know that the foundations of music are built with
More informationISSUED BY KENDRIYA VIDYALAYA - DOWNLOADED FROM CHAPTER 12 Sound
1. Production of Sound CHAPTER 12 Sound KEY CONCEPTS [ *rating as per the significance of concept] 1 Production of Sound **** 2 Propagation of Sound ***** 3 Reflection of Sound ***** 4 Echo **** 5 Uses
More informationSound Interference and Resonance: Standing Waves in Air Columns
Sound Interference and Resonance: Standing Waves in Air Columns Bởi: OpenStaxCollege Some types of headphones use the phenomena of constructive and destructive interference to cancel out outside noises.
More informationName: SPH 3U Date: Unit 4: Waves and Sound Independent Study Unit. Instrument Chosen:
Unit 4: Waves and Sound Independent Study Unit Name: Instrument Chosen: In this ISU, you will be investigating sound and waves, as well as analyzing a musical instrument of your choosing. It will be up
More informationThe Nature of Sound. What produces sound?
1 The Nature of Sound What produces sound? Every sound is produced by an object that vibrates. For example, your friends voices are produced by the vibrations of their vocal cords, and music from a carousel
More informationMusic. Sound Part II
Music Sound Part II What is the study of sound called? Acoustics What is the difference between music and noise? Music: Sound that follows a regular pattern; a mixture of frequencies which have a clear
More informationBlock 3: Physics of Waves. Chapter 12: Sound. Relate pitch and loudness to frequency and amplitude Describe how sound travels
Chapter 12: Sound Describe production of sounds Measure the speed of sound Relate pitch and loudness to frequency and amplitude Describe how sound travels Sound is a longitudinal (compression) wave Sound
More informationSOUND. Second, the energy is transferred from the source in the form of a longitudinal sound wave.
SOUND - we can distinguish three aspects of any sound. First, there must be a source for a sound. As with any wave, the source of a sound wave is a vibrating object. Second, the energy is transferred from
More informationWaves-Wave Behaviors
1. While playing, two children create a standing wave in a rope, as shown in the diagram below. A third child participates by jumping the rope. What is the wavelength of this standing wave? 1. 2.15 m 2.
More informationWaves and Modes. Part I. Standing Waves. A. Modes
Part I. Standing Waves Waves and Modes Whenever a wave (sound, heat, light,...) is confined to a finite region of space (string, pipe, cavity,... ), something remarkable happens the space fills up with
More informationSound All sound begins with a vibrating object Ex. Vibrating tuning fork Vibrating prong sets molecules near it in motion
Sound All sound begins with a vibrating object Ex. Vibrating tuning fork Vibrating prong sets molecules near it in motion As prong swings right, air molecules in front of the movement are forced closer
More informationTuning Forks TEACHER NOTES. Sound Laboratory Investigation. Teaching Tips. Key Concept. Skills Focus. Time. Materials (per group)
Laboratory Investigation TEACHER NOTES Tuning Forks Key Concept Sound is a disturbance that travels through a medium as a longitudinal wave. Skills Focus observing, inferring, predicting Time 40 minutes
More informationSound 05/02/2006. Lecture 10 1
What IS Sound? Sound is really tiny fluctuations of air pressure units of pressure: N/m 2 or psi (lbs/square-inch) Carried through air at 345 m/s (770 m.p.h) as compressions and rarefactions in air pressure
More informationconstructive interference results when destructive interference results when two special interference patterns are the and the
Interference and Sound Last class we looked at interference and found that constructive interference results when destructive interference results when two special interference patterns are the and the
More information9.3 The Physics of Music. Grade 9 Activity Plan
9.3 The Physics of Music Grade 9 Activity Plan Reviews and Updates 9.3 Waves and Sound Objectives: 1. To understand the law of conservation of energy with regard to how other forms of energy are converted
More information(A) 2f (B) 2 f (C) f ( D) 2 (E) 2
1. A small vibrating object S moves across the surface of a ripple tank producing the wave fronts shown above. The wave fronts move with speed v. The object is traveling in what direction and with what
More informationCopyright 2010 Pearson Education, Inc.
14-7 Superposition and Interference Waves of small amplitude traveling through the same medium combine, or superpose, by simple addition. 14-7 Superposition and Interference If two pulses combine to give
More information1st Grade Waves
Slide 1 / 91 Slide 2 / 91 1st Grade Waves 2015-11-20 www.njctl.org Slide 3 / 91 Table of Contents What are Waves? Click on the topic to go to that section Sound Sight What Happens When Light Hits Certain
More informationF R O M T H E S C I E N C E L A B
FROM THE SCIENCE LAB Volume, Decibels and Forces Ultrasound The Secrets of Sound Ruben s Tube Puppets! Prokofiev wrote his first opera aged nine Each character in the story represented by a different instrument
More informationPHYSICS. Sound & Music
PHYSICS Sound & Music 20.1 The Origin of Sound The source of all sound waves is vibration. 20.1 The Origin of Sound The original vibration stimulates the vibration of something larger or more massive.
More informationChapter 14, Sound. 1. When a sine wave is used to represent a sound wave, the crest corresponds to:
CHAPTER 14 1. When a sine wave is used to represent a sound wave, the crest corresponds to: a. rarefaction b. condensation c. point where molecules vibrate at a right angle to the direction of wave travel
More informationNo Brain Too Small PHYSICS
WAVES: DOPPLER EFFECT AND BEATS QUESTIONS A RADIO-CONTROLLED PLANE (2016;2) Mike is flying his radio-controlled plane. The plane flies towards him at constant speed, and then away from him with constant
More informationReview. Top view of ripples on a pond. The golden rule for waves. The golden rule for waves. L 23 Vibrations and Waves [3] ripples
L 23 Vibrations and Waves [3] resonance clocks pendulum springs harmonic motion mechanical waves sound waves golden rule for waves musical instruments The Doppler effect Doppler radar radar guns Review
More informationThe Tingler. -Community Resources for Science
Thank you for downloading the science and mathematics activity packet! Below you will find a list of contents with a brief description of each of the items. This activity packet contains all the information
More informationUnit 10 Simple Harmonic Waves and Sound Holt Chapter 12 Student Outline
Unit 10 Simple Harmonic Waves and Sound Holt Chapter 12 Student Outline Variables introduced or used in chapter: Quantity Symbol Units Vector or Scalar? Spring Force Spring Constant Displacement Period
More informationWaves-Wave Behaviors
1. While playing, two children create a standing wave in a rope, as shown in the diagram below. A third child participates by jumping the rope. What is the wavelength of this standing wave? 1. 2.15 m 2.
More informationMusica II: Torsion Drum, Buzzer, Maraca, Chirper, Flute Make your own symphony.
Musica II: Torsion Drum, Buzzer, Maraca, Chirper, Flute Make your own symphony. Parts: Torsion Drum 1 Low cup, #1 recyclable plastic (can bend without breaking) 2 Beads String, kite Heat shrink plastic
More informationPhys Homework Set 1 Fall 2015 Exam Name
Exam Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Which of the following is a children s drawing toy that uses a circle within a circle
More informationChapter 12. Preview. Objectives The Production of Sound Waves Frequency of Sound Waves The Doppler Effect. Section 1 Sound Waves
Section 1 Sound Waves Preview Objectives The Production of Sound Waves Frequency of Sound Waves The Doppler Effect Section 1 Sound Waves Objectives Explain how sound waves are produced. Relate frequency
More informationSUMMARY. ) f s Shock wave Sonic boom UNIT. Waves transmit energy. Sound is a longitudinal mechanical wave. KEY CONCEPTS CHAPTER SUMMARY
UNIT D SUMMARY KEY CONCEPTS CHAPTER SUMMARY 9 Waves transmit energy. Crest, trough, amplitude, wavelength Longitudinal and transverse waves Cycle Period, frequency f 1_ T Universal wave equation v fλ Wave
More informationCopyright 2014 Edmentum - All rights reserved.
Study Island Copyright 2014 Edmentum - All rights reserved. Generation Date: 12/10/2014 Generated By: Cheryl Shelton Title: Grade 5 Blizzard Bag 2014-2015 Science - Day 5 1. Julia did an experiment using
More information3A: PROPERTIES OF WAVES
3A: PROPERTIES OF WAVES Int roduct ion Your ear is complicated device that is designed to detect variations in the pressure of the air at your eardrum. The reason this is so useful is that disturbances
More informationL 23 Vibrations and Waves [3]
L 23 Vibrations and Waves [3] resonance clocks pendulum springs harmonic motion mechanical waves sound waves golden rule for waves musical instruments The Doppler effect Doppler radar radar guns Review
More informationMDHS Science Department SPH 3U - Student Goal Tracking Sheet
Did I watch the assigned video for this topic? Did I complete the homework for this topic? Did I complete the Journal for this topic? How successful was I with this Journal? (1 (need review) to 4 (mastered))
More informationCHAPTER 12 SOUND. Sound: Sound is a form of energy which produces a sensation of hearing in our ears.
CHAPTER 12 SOUND Sound: Sound is a form of energy which produces a sensation of hearing in our ears. Production of Sound Sound is produced due to the vibration of objects. Vibration is the rapid to and
More informationSection 1 Sound Waves. Chapter 12. Sound Waves. Copyright by Holt, Rinehart and Winston. All rights reserved.
Section 1 Sound Waves Sound Waves Section 1 Sound Waves The Production of Sound Waves, continued Sound waves are longitudinal. Section 1 Sound Waves Frequency and Pitch The frequency for sound is known
More informationMusical instruments: strings and pipes
Musical instruments: strings and pipes Physics 211 Syracuse University, Physics 211 Spring 2017 Walter Freeman April 24, 2017 W. Freeman Musical instruments: strings and pipes April 24, 2017 1 / 11 Announcements
More informationStation 0 -Class Example
Station 0 Station 0 -Class Example The teacher will demonstrate this one and explain the activity s expectations. Materials: Hanging mass string Procedure Hang a 1 kilogram mass from the ceiling. Attach
More informationSTUDENT NAME DATE. Science Grade 2. Read each question and choose the best answer. Be sure to mark all of your answers. A B C.
FORMATIVE MINI ASSESSMENTS Third Grading Period 2010-11 March 21-24 STUDENT NAME DATE Science Grade 2 Read each question and choose the best answer. Be sure to mark all of your answers. 1 A student wanted
More information2. When is an overtone harmonic? a. never c. when it is an integer multiple of the fundamental frequency b. always d.
PHYSICS LAPP RESONANCE, MUSIC, AND MUSICAL INSTRUMENTS REVIEW I will not be providing equations or any other information, but you can prepare a 3 x 5 card with equations and constants to be used on the
More informationSound, acoustics Slides based on: Rossing, The science of sound, 1990.
Sound, acoustics Slides based on: Rossing, The science of sound, 1990. Acoustics 1 1 Introduction Acoustics 2! The word acoustics refers to the science of sound and is a subcategory of physics! Room acoustics
More information