MDHS Science Department SPH 3U - Student Goal Tracking Sheet

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1 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)) Did I review this for the unit test? Did I review this for the exam? Name: Unit name: Waves and Sound Goals for this unit: MDHS Science Department SPH 3U - Student Goal Tracking Sheet 1) I can explain / describe / calculate the properties of mechanical waves and sound arising in real world problems both qualitatively and quantitatively. 2) I can explain / describe / calculate the properties of mechanical waves and sound in terms of; production, transmission, interaction and reflection. 3) I can analyse how mechanical waves affect technology, society and the environment and suggest solutions to reducing negative effects. Self-Assessment Self-Reflection Today s Topic Today s Goal Wave Investigation Waves and Their Properties Transmission and Speed of Sound Sound Barrier and Intensity and The Doppler Effect I can explain a variety of wave behaviour based on my observations in the investigation. I can explain a variety of wave properties and use my knowledge to extend my explanations to new applications. I can explain the difference between transverse and longitudinal waves and their properties. I can explain how sound is transmitted through a medium and how real-world applications (ie. Mach number, Doppler Effect, etc ) are connected with the concept.

2 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)) Did I review this for the unit test? Did I review this for the exam? Self-Assessment Self-Reflection Today s Topic Today s Goal Sound Waves and Matter Constructive and Destructive Interference Characteristics of Sound Acoustical Resonance Musical Instruments I can explain how sound waves are absorbed, transmitted and/or reflected through matter and apply the knowledge to different situations. I can explain and apply the concept of superposition in terms of wave interference and predict the resulting destructive interference. I can explain the various characteristics of sound and apply them to real-world phenomena (ie. beat frequency, nodes, etc...). I can explain concepts of acoustical resonance; specifically, how it applies to open and closed ended air columns. I can explain how various wind and stringed instruments work using concepts discussed in the unit using proper terminology. Which questions did I struggle with this unit?

3 U6J1 Wave Investigation 1. Touching your finger to the surface of water is similar to a point source for a wave generator. If the dot below represents a point source, draw the resulting waves and indicate their direction. 2. Continually rocking the wooden dowel (stick) back and forth acted as a continuous plane source generator. Sketch the resulting waves for the following frequencies so that a comparison between the two frequencies can be made. Low Frequency High Frequency 3. If a plane source generator sends a single wave towards a barrier, sketch the result (What happens to the wave when it strikes the barrier?). Before After Wave Barrier Barrier 4. If a plane source generator sends continuous waves towards a barrier, sketch the result (What happens to the waves when it strikes the barrier?). Before After

4 5. If a plane source generator sends continuous waves towards a shallow end, sketch the result (What happens to the waves when they pass over the shallow section?). Shallow Area 6. If a plane source generator sends continuous waves towards a barrier as shown, sketch the results (What happens to the waves when reach and pass the barrier?). Low Frequency High Frequency Barrier Barrier 7. If a plane source generator sends continuous waves towards a barrier placed again the tank wall as shown, sketch the result (What happens to the waves when reach and pass the barrier?).

5 8. If a plane source generator sends continuous waves towards a barrier with a gap as shown, sketch the result (What happens to the waves when reach and pass the gap in the barrier?). 9. Explain how an echo works. Provide a diagram to help with your explanation. 10. When Mr. Agar is in the classroom you can hear him and see him. When he stands outside in the hall where you cannot see him you can still hear him. Explain why.

6 11. Some coastal cities build breakwaters (barriers off the edge of the beach) to protect their beaches. Below is an aerial view of a breakwater with incoming waves for the ocean. Predict the wave pattern on the beach side of the breakwater and theorize what the benefit of the breakwater is. Beach Waves Breakwater 12. Mr. Agar designed the concert hall below. One night the MDHS jazz band performed, however, none of the microphones for the theatre worked. The band had to depend on their own power so that everyone could hear. If the top view of the theatre is provided, indicate which seats you would NOT want to sit in and explain why. Orchestra pit Band Stage Audience seating Comment from teacher:

7 U6J2 Waves and Their Properties 1. Compare Longitudinal and Transverse waves. Provide a diagram / example for each. 2. Explain the relationship between frequency and Period. 3. The period of a sound wave from a piano is 1.18 x 10-3 s. If the speed of the wave in air is 3.4 x 10 2 m/s, determine its wavelength. Comment from teacher: Time for Reflective Assessment #16

8 U6J3 Transmission and Speed of Sound 1. Explain what sound is and what the conditions for sound to occur are. 2. Explain how the type of medium affects the speed of sound in solids. 3. Explain how air temperature affects the speed of sound.

9 4. A 200 m dash along a straight track was timed at 21.8 s by a timer located at the finish line who used the flash from the starter s pistol to start the stopwatch. If the air temperature was 30 C, determine the time it took for the sound of the pistol to reach the finish line. 5. Determine the Mach number of a plane travelling at each speed if the air temperature is 12 C: a m/s b. 170 m/s Comment from teacher:

10 U6J4 Sound Barrier and Intensity and The Doppler Effect 1. A sound with intensity 50 is increased by a factor of 10 4 by walking toward the source. Determine the new location (distance) you are from the source. 2. Explain what happens to the apparent frequency of a sound source in each of the following situations (use diagrams as necessary): a. The listener is stationary and the source is approaching. b. The listener is stationary and the source is receding. 3. A car s horn is pitched at 520 Hz. If the car travels by someone at 26 m/s, determine the frequency the person will hear as the car: a. Approaches b. Recedes Comment from teacher:

11 U6J5 Sound Waves and Matter 1. List 3 examples of locations where sound absorption is important. Explain several techniques they can employ to improve their absorption of sound waves. 2. A speaker produces sound waves with a frequency of 102 Hz. These waves will travel at 340 m/s in air. Determine the wavelength of the waves as they enter a concrete wall, where the speed of sound is 3400 m/s. 3. Compare free and fixed end reflection of waves. Use diagrams as necessary.

12 4. Explain the results at the interface, with the use of diagrams, for the following situations: a. A pulse is sent in a heavy rope attached to a lighter rope. b. A pulse is sent in a light rope attached to a heavy rope. Comment from teacher: Time for Reflective Assessment #17

13 U6J6 Constructive and Destructive Interference 1. Compare constructive and destructive interference. 2. Sketch the interface between the two waves with 1 second progressions. y y y x x x y y y x x x Comment from teacher:

14 U6J7 Characteristics of Sound 1. Explain what properties of waves are related to volume and pitch. 2. A tuning fork with frequency of 256 Hz is sounded at the same time as a second tuning fork. 20 beats are heard in 4 s. Determine the possible frequencies of the second fork. 3. Explain how a piano tuner can use a tuning fork or pitch pipe to tune a piano by adjusting the tension of the strings.

15 4. For the given collection of pendulums, determine which pendulum you could use to get a second pendulum to vibrate. Explain. A B C D E F Comment from teacher: Time for Reflective Assessment #18

16 U6J8 Acoustical Resonance 1. The first resonant length of a closed air column occurs when the length is 16 cm. a. Determine the wavelength of the sound wave. b. If the frequency of the source is 512 Hz, determine the speed of sound. 2. A 1000 Hz tuning fork is sounded and held near the mouth of an adjustable column of air open at both ends. If the air temperature is 20 C, determine: a. The speed of sound in air. b. The wavelength of the sound. c. The minimum length of the air column that produces resonance. Comment from teacher:

17 U6J9 Musical Instruments 1. The fundamental frequency of a string is 220 Hz. Determine the length of the: a. Second harmonic. b. Fourth harmonic. 2. Use diagrams to demonstrate that an air column closed at one end has only odd number of harmonics. 3. You tune your woodwind instrument in a house at room temperature. When you go outside to play in the cold the pitch has changed. Explain if the pitch has increased or decreased and why. Comment from teacher: Time for Reflective Assessment #19