unit 3 waves and sound -...

© 2002 Nelson Thomson Learning Unit 3 Waves and Sound 123

Unit 3 Waves and Sound

Overview Sound is one of the major means of communication. It is a topic that appeals to young people because they are surrounded by sound and music. Hearing is an important sense, and understanding how humans hear enables students to better care for that sense. Furthermore, many students are musically inclined or like music, so the study of music, musical instruments, and acoustics is relevant to their daily lives. Thus, this unit is popular with most students.

Chapter 6, Vibrations and Waves, introduces the properties of vibrations and waves. These properties are then applied in Chapter 7, Properties of Sound Waves, and Chapter 8, Music, Musical Instruments, and Acoustics. Thus this unit treats all of the wave phenomena together, first in the category of mechanical waves, then as they relate to sound waves, and finally as they relate to the study of music. Some teachers prefer to introduce wave phenomena, such as vibration, periodicity, and transfer of energy, individually. As each phenomenon is introduced, its relationship to mechanical waves, sound waves, and the study of music and acoustics is also treated. If you choose this method, you will have to choose the parts of each of chapters 6 to 8 that apply to the wave phenomena you want to cover.

Several interesting careers apply the knowledge of this unit. Also, there are applications of vibrations, waves, resonance, and interference in other topics, such as mechanics, earthquakes, and light and other parts of the electromagnetic spectrum.

These chapters contain several activities, some of which could take advantage of your musically inclined students. With proper planning and organization, these activities will help make the topic exciting and memorable.

The unit also has potential for independent study, especially if you have several musically inclined students in your class. For example, the topics of Chapter 8 could be split among the students, who would research the topics and then present their findings in class.

This unit has two curriculum emphases, technology and society, as suggested by expectations WS3.01, WS3.02, and WS3.03. The physics of waves is linked to technology through the analysis of building design (i.e., acoustics), various technological devices (e.g., musical instruments and audio entertainment equipment), and the production, transmission, and reception of sound (e.g., in hearing aids and earphones). The study of waves is linked to society through an analysis of sources of noise pollution.

CONTENT SUGGESTIONS General Comments The following facts will help in planning the content of Unit 3: • Individual sections do not always fit into one class period; some need less time, and some need more time. • The key expectations are often covered in more than one way or in more than one section. Thus, choices can be made to

save time or to adapt to the prior knowledge and skills of the students. • The Practice questions are meant for student practice, not for assessment. Some students may reduce the time they spend on

those questions by doing rough solutions rather than formal solutions for evaluation or assessment. (The Section Questions are meant for assessment.)

• The Unit 3 Performance Task (pages 314–25) can be used to cover several of the specific expectations, including WS3.01, WS3.02, and WS3.03.

TEACHING SUGGESTIONS

1. Discuss the introductory photograph and the feature on Dr. John Ford on page 191 of the text. 2. Discuss with the students the expectations for the unit and the assessment rubrics (found in this manual). 3. Have your students work on the Are You Ready? diagnostic assignment on pages 192–3. Most of the 12 questions need

only short answers or a sketch. Since many of the answers require prerequisite knowledge and logic based on previous learning, there are a number of teaching options for using this material: • Assign the questions for homework, directing the students to use point form. Take up their answers in class, but do

not try to correct their answers. Just summarize the class results for reference at the end of the chapter. • Take up the questions together with the class, summarizing the results for further reference. • Assign this section as a homework assignment. After checking to ensure that each student has provided his or her

best answer for each question, inform them that they will correct their answers as part of the review at the end of the chapter.

124 Unit 3 Overview © 2002 Nelson Thomson Learning

SPECIFIC SUGGESTIONS The suggestions in Table 1 are based on these assumptions: • Class periods are 70 to 75 min long. • Five units are to be covered in a little more than 100 periods, so on average each unit should be completed within about 20

periods, including assessment and evaluation. • To cover the 28 sections in this unit as well as the introduction, reviews, performance task, and testing, more than one

section will have to be covered in each of several class periods. Table 1 Unit 3 Planning Pathway

Topic Period Content Comments, Including Time-Saving Strategies 1 Intro;

6.1 start Discuss some of the questions on pages 192–4. Have an appropriate rope handy to do the last part of the Try This Activity on page 195. Introduce section 6.1 by demonstrating transverse and longitudinal vibrations as shown in Figures 1–4, pages 196–97. Assign to the end of page 199 for homework. (This includes students’ predictions for next period’s investigation..)

2 6.1 finish Check the students’ predictions for Investigation 6.1.1, and then do the experiment. Complete section 6.1.

3 6.2 Investigation 6.2.1 can be done as a class demonstration, with students taking turns helping with each step. If you haven’t yet done so, now would be a good time to introduce the Unit 3 Performance Task (pages 314–5) so students can start to think about which option to choose.

4 6.3; 6.4 These two sections can be completed in a single period. 5 6.5 If the material in the text is all you intend to cover, this section

will take slightly less than a full period. It would be better if some time were spent doing demonstrations, showing videos, or performing activities to show the students more directly the wave phenomena described.

6 6.6; 6.7 Both sections involve demonstrations that require planning. Reserve time to show a video of the Tacoma Narrows Bridge collapse. The Section Questions will probably have to be assigned for homework.

Ch. 6

7 6.8; 6.9 Timing will be tight if you try to get these two sections done in a single period. You can save time by doing Activity 6.8.1 as a demonstration and showing a video or CD-ROM of the two-source interference pattern, section 6.9. Students will have to do many of the questions for homework.


Topic Period Content Comments, Including Time-Saving Strategies

8 Ch. 6 Review Some items on pages 234–35 can be assigned as compulsory and some as optional, and some can be discussed orally. If you intend to have the students do the Unit 3 Performance Task, now is a good time to get them to choose their group members and task option. Groups choosing Option 3 will benefit by looking ahead to Chapter 8 for ideas.

9 Ch. 6 Test After the test, students can begin working on Chapter 7. 10 Intro; 7.1; 7.2 To save time, you can do the Try This Activity on page 237 as

a class demonstration. Sections 7.1 and 7.2 combined take less than a full period.

11 7.3 With full student involvement, section 7.3 will take a full period, making it necessary to assign the Practice and Section Questions for homework. One way to save time is to do either or both of Activity 7.3.1 and Investigation 7.3.1 as class demonstrations.

Ch. 7

12 7.4; 7.5 The basic concepts in sections 7.4 and 7.5 and the Try This Activity on page 251 can be covered in a single period. However, this leaves little or no time for the Explore an Issue feature on page 252. This issue is an independent assignment, although time would be required for classroom presentations.

13 7.6; 7.7 These two sections can be covered in a single period, assuming the students are required to complete some of the questions for homework. Now is a good time to check whether any students doing the Unit 3 Performance Task have any questions.

14 7.8; 7.9 With careful planning, you can have the students engaged in Investigation 7.8.1 and Activity 7.9.1 in the same class period. Step 1 of Investigation 7.8.1 should be student-oriented, while steps 2–4 and the steps in Activity 2.9.1 can be a class demonstration.

15 7.10; Ch. 7 Review

Section 7.10 is meant to cover expectation WS1.07, which calls for a qualitative treatment of the Doppler effect. Thus, time can be saved by omitting all of the quantitative parts of section 7.10. Use the remaining class time to review for the Chapter 7 test. Some items on pages 273–75 can be assigned as compulsory and some as optional, and some can be discussed orally.

16 Ch 7 Test After the test, students can begin working on Chapter 8. Ch. 8 17 Intro;

8.1; 8.2 If some of the questions were assigned at the end of the Chapter 7 test, you can discuss those here and go on to the first two sections of Chapter 8. This is an appropriate time to check whether any of the students working on the Unit 3 Performance Task have any questions. Options 1 and 2 should be ready fairly soon, while Option 3 should be started soon.


Topic Period Content Comments, Including Time-Saving Strategies

18 8.3; 8.4 Plan to spend only a short time on section 8.3, reserving most of the period for student involvement in the investigations in section 8.4. Investigation 8.4.1 is highly recommended. Either or both of Investigations 8.4.1 and 8.4.2 could be done as class demonstrations if time is limited.

19 8.5 Time can be saved by showing the students the oscilloscope waveforms in Activity 8.5.1 (page 294) and the Try This Activity (page 297) without requiring corresponding write-ups. In this way, section 8.6 could be combined with section 8.5 in one class period.

20 8.6; 8.7 Section 8.6 and the text part of section 8.7 take a little more than half a class period. Activity 8.7.1 also takes a little more than half a class period, so it is best to choose which parts of these sections to emphasize.

21 8.8; 8.9; Career

Since Activity 8.9.1 is optional, it could be omitted to allow students more time to review their Chapter 8 work.

22 Review Some items on pages 311–3 and 316–9 can be assigned as compulsory and some as optional, and some can be discussed orally.

Review 22 Unit Review Make a list of questions on pages 316–9 that you recommend

students work on for their review of Unit 3. Test 23 Unit Test After the Unit 3 test, students can begin working on the next

unit.


Curriculum and Assessment Map for Unit 3 Overall Expectations

WSV.01 demonstrate an understanding of the properties of mechanical waves and sound and the principles underlying the production, transmission, interaction, and reception of mechanical waves and sound WSV.02 investigate the properties of mechanical waves and sound through experiments or simulations, and compare predicted results with actual results WSV.03 describe and explain ways in which mechanical waves and sound are produced in nature, and evaluate the contributions to entertainment, health, and safety of technologies that make use of mechanical waves and sound

Section Overall

Expectations Achievement Chart Categories

Assessment/Evaluation Opportunities (Evidence)

Assessment Tools

.01 .02 .03 Knowledge/ Understanding

Practice questions Understanding Concepts, q. 1–8 Section 6.1 Questions Understanding Concepts, q. 1–11 WS1.01

Rubric 1: Knowledge/Understanding

Inquiry Section 6.1 Questions Applying Inquiry Skills, q. 12 Investigation 6.1.1 WS1.01

Rubric 2: Inquiry Skills

Communication Investigation 6.1.1 WS1.01

Rubric 3: Communication

6.1 Vibrations •

Making Connections Section 6.1 Questions Making Connections, q. 13 WS3.01

Rubric 4: Making Connections

Knowledge/ Understanding

Practice questions Understanding Concepts, q. 1–5 WS1.01, WS1.02 Section 6.2 Questions Understanding Concepts, q. 1–6 WS1.01, WS1.02


Inquiry Section 6.2 Questions Applying Inquiry Skills, q. 7 Investigation 6.2.1 WS1.01, WS2.01, WSV.02


Communication Investigation 6.2.1 WS2.01


6.2 Wave Motion

• •

Making Connections Section 6.2 Questions Making Connections, q. 8–9 WS3.01



Section Overall Expectations

Achievement Chart Categories


Assessment Tools


Practice questions Understanding Concepts, q. 1–2 WS1.01, WS1.02 Section 6.3 Questions Understanding Concepts, 1–8 WS1.01, WS1.02


6.3 The Universal Wave Equation

• •

Making Connections Section 6.3 Questions Making Connections, q. 9 WS1.01, WS1.02



Practice questions Understanding Concepts, q. 1–2 WS1.01 Section 6.4 Questions Understanding Concepts, q. 1 WS1.01


6.4 Transmission and Reflection

•

Inquiry Section 6.4 Questions Applying Inquiry Skills, q. 2 WS2.01



Practice questions Understanding Concepts, q. 1–5 WS1.01, WS1.02 Section 6.5 Questions Understanding Concepts, 1–2 WS1.01, WS2.01


Inquiry Practice questions Applying Inquiry Skills, q. 6 Section 6.5 Questions Applying Inquiry Skills, q. 3 WS2.01


6.5 Waves in Two Dimensions

• •



6.6 Interference of Waves

• Knowledge/ Understanding

Practice questions Understanding Concepts, q. 1–2 WS1.01, WS1.04, WS2.01 Section 6.6 Questions Understanding Concepts, q. 1–5 WS1.01, WS1.04, WS2.01






Assessment Tools




Inquiry Practice questions Applying Inquiry Skills, q. 3 WS1.01, WS1.05


6.7 Mechanical Resonance

• •

Making Connections Section 6.7 Questions Making Connections, q. 3 WS1.01, WS1.05





6.8 Standing Waves— A Special Case of Interference in a One-Dimensional Medium

• • •

Inquiry Practice questions Applying Inquiry Skills, q. 4 WS1.01, WS1.05 Section 6.8 Questions Applying Inquiry Skills, q. 4 WS1.01, WS1.05 Activity 6.8.1 WS1.01, WS2.01





6.9 Interference of Waves in Two Dimensions

•

Inquiry Practice questions Applying Inquiry Skills, q. 4 WS1.01, WS1.04, WS2.01 Section 6.9 Questions Applying Inquiry Skills, q. 3 WS1.01, WS1.04, WS2.01



Section 7.1 Questions Understanding Concepts, q. 1 WS1.01


7.1 What Is Sound?

• •

Making Connections Section 7.1 Questions Making Connections, q. 2–3 WS3.01






Assessment Tools




Inquiry Practice questions Applying Inquiry Skills, q. 5 WS1.01, WS1.02


7.2 Production and Transmission of Sound Energy

• •

Making Connections Section 7.2 Questions Making Connections, q. 8–9 WS1.01, WS1.02





Inquiry Activity 7.3.1 Investigation 7.3.1 WS1.02, WS1.03, WS2.02


7.3 The Speed of Sound

• •




Practice questions Understanding Concepts, q. 1–4 WS1.01 Section 7.4 Questions Understanding Concepts, q. 1–6 WS1.01


7.4 The Intensity of Sound

• •

Communication Section 7.4 Questions, q. 7 WS3.03





7.5 The Human Ear

• •

Inquiry Try This Activity WS3.01 Explore an Issue WS3.01, WS3.02, WS3.03






Assessment Tools

.01 .02 .03 Making Connections Section 7.5 Questions

Making Connections, q. 4–5 WS3.01, WS3.03





Inquiry Practice questions Applying Inquiry Skills, q. 4 Try This Activity WS1.01, WS1.02, WS2.01


7.6 The Reflection of Sound Waves

•

Making Connections Practice questions Making Connections, p. 5 Section 7.6 Questions Making Connections, q. 4–7 WS3.01



Practice questions Understanding Concepts, q. 1–3 WS1.01, WS2.01 Section 7.7 Questions Understanding Concepts, q. 1, 2 WS1.01, WS2.01




7.7 Diffraction and Refraction of Sound Waves

• •




Practice questions Understanding Concepts, q. 1–3 WS1.1, WS2.01, WS1.04 Section 7.8 Questions Understanding Concepts, q. 1–2 WS2.01, WS1.04


Inquiry Practice questions Applying Inquiry Skills, q. 4 WS1.01, WS1.04 Investigation 7.8.1 WS1.04, WS2.01, WS3.03


7.8 The Inteference of Sound Waves

• •







Assessment Tools


Practice questions Understanding Concepts, q. 1–2 WS1.01 Section 7.9 Questions Understanding Concepts, q. 1–7 WS.01, WS1.04


Inquiry Activity 7.9.1 WS1.01, WS1.04, WS2.01


7.9 Beat Frequency

•

Making Connections Practice questions Making Connections, q. 3 Section 7.9 Questions Making Connections, q. 8 WS3.01





7.10 The Doppler Effect and Supersonic Travel

• •






8.1 Music and Musical Scales

•




Practice questions Understanding Concepts, q. 1–3 Section 8.2 Questions Understanding Concepts, q. 1–5 WS1.01


8.2 Vibrating Strings

•







Assessment Tools

.01 .02 .03 8.3 Modes of Vibration—Quality of Sound

• Knowledge/ Understanding

Practice questions Understanding Concepts, q. 1–3 WS3.01 Section 8.3 Questions Understanding Concepts, q. 1– 4 WS1.04, WS3.01





8.4 Resonance in Air Columns

•

Inquiry Investigation 8.4.1 Investigation 8.4.2 WS1.02, WS1.03, WS1.08, WS2.03



Practice questions Understanding Concepts, q. 1–4 WS1.08, WS3.01 Section 8.5 Questions Understanding Concepts, q. 1–9 WS3.01


8.5 Musical Instruments

•

Inquiry Section 8.5 Questions Applying Inquiry Skills, q. 10 WS3.01 Activity 8.5.1 WS3.01



Practice questions Understanding Concepts, q. 1 WS1.08 Section 8.6 Questions Understanding Concepts, q. 1–3 WS1.08


8.6 The Human Voice as a Musical Instrument

•







Assessment Tools




8.7 Electrical Instruments and Audio Reproduction

• •

Inquiry Section 8.7 Questions Applying Inquiry Skills, q. 3 WS3.01 Activity 8.7.1 WS3.02



Practice questions Understanding Concepts, q. 1 WS3.01 Section 8.8 Questions Understanding Concepts, q. 1 WS1.04


8.8 Electronic Musical Instruments

•






Inquiry Activity 8.9.1 WS3.01


8.9 Acoustics •

Making Connections Practice questions Making Connections, q. 3 WS3.01



Prerequisite Knowledge and Skills The following are samples of specific expectations from Ontario’s grades 8 and 10 curriculum that relate to Unit 3. (See the Ontario Guidelines for full details.) Grade 8 Water Systems • describe wave formation and the effects of waves on coastal features

Grade 8 Fluids • compare fluids in terms of their compressibility or incompressibility • explain the effects of changes in temperature on the density of solids, liquids, and gases, and relate the findings to the

particle model of matter Grade 10 Motion • describe quantitatively the relationship among one-dimensional average speed, distance travelled, and elapsed time, and

solve simple problems involving these simple quantities Key Inquiry and Communication Skills As students begin this unit, they should • Be familiar with the meanings, use, and conversion of metric prefixes; for a review, refer to Appendix C, page 576, in the

text. • Be aware of how to perform a controlled experiment involving three variables (see Investigation 6.1.1); for suggestions, see

Appendix A1, page 548–53. • Be able to write lab reports; for suggestions, refer to Appendix A4, pages 560–4. • Be able to apply decision making to issues related to the topics of waves, sound, and music; for reference, see Appendix A2,

pages 554–7. • Be proficient in applying math skills such as writing numbers in scientific notation, rounding off answers to the correct

number of significant digits, applying equations to solve problems, using dimensional analysis, and drawing and interpreting wave diagrams; see Appendix A5, pages 565–71.

• Be able to use a variety of resources, including the Internet, to research topics related to waves, sound, and music. Key Technical and Safety Skills As students begin this unit, they should • Display wise safety practices when participating in any lab activity; refer to Appendixes B1 and B2 on pages 572–5. • Be able to use mechanical and electrical equipment such as a stopwatch, a coiled spring, an oscilloscope or a computer

interface, a tuning fork, and an audio frequency generator. Making Connections As students progress through this unit, they should • Be capable of recognizing and/or explaining the connections between the science principles presented and the applications

to technology, society, and the environment.

Unit 3 Investigation/Activity/Lab Exercise/Try This Activity Chart and Skills Menu Summary Chapter 6 Investigations, Activities, Lab Exercises, Try This Activities

Completed by Student

Title Purpose Question Prediction/ Hypothesis

Design Materials Procedure Evidence Analysis Evaluation Synthesis

Try This Activity: Wave Action

to experience and observe the transfer of energy by a transverse and a longitudinal wave

y

Investigation 6.1.1: The Pendulum

to investigate the factors affecting the period of a pendulum

y y y y y

Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring

to investigate the transmission and reflection of transverse and longitudinal waves in a coiled spring

y y y

Try This Activity: Demonstrating Interference with Springs

to demonstrate constructive and destructive interference

y

Activity 6.8.1: Standing Waves in a One-Dimensional Medium

to create and explore the properties of standing waves and find the speed of a wave using its standing wave properties

y y

Chapter 7 Title Purpose Question Prediction/

Hypothesis Design Materials Procedure Evidence Analysis Evaluation Synthesis

Try This Activity: Vibrating Tuning Fork

to explore the seffect of a vibrating tuning fork on water and a pith ball

y y

Activity 7.3.1: Measuring the Speed of Sound Outside

to perform a procedure to measure and calculate the speed of sound in the outside air

y y

Investigation 7.3.1: Measuring the Speed of Sound in the Classroom

to perform a procedure to measure and calculate the speed of sound in the classroom

y y y y

Try This Activity: Frequency Range of Hearing

to perform a procedure to illustrate a student’s frequency range of hearing

y

Try This Activity: Simple Reflection

to investigate the reflection of sound from a flat surface

y

Investigation 7.8.1: Interference of Sound Waves from a Tuning Fork and Two Loudspeakers

to locate the areas of constructive and destructive interference around a tuning fork and between two loudspeakers

y y y y

Activity 7.9.1: Beats of Nearly Identical Tuning Forks

to demonstrate the production of beats

y y

Chapter 8 Title Purpose Question Prediction/


Try This Activity: Seeing Sound

to explore the use of an oscilloscope to analyze sound

y y

Try This Activity: Fundamentals and Overtones

to explore the overtone structure of various sounds using an oscilloscope or computer software

y y

Investigation 8.4.1: Resonance in Closed Air Columns

to locate the resonant lengths for a closed column and express them in wavelengths of the source of the sound

y y y y

Investigation 8.4.2: Speed of Sound in a Closed Air Column

to determine the speed of sound in a closed air column

y y y y y y y

Activity 8.5.1: Waveforms of Stringed Instruments

to explore the modes of vibration using an oscilloscope or a computer

y y

Try This Activity: Analyzing the Sound from Various Musical Instruments

to explore by ear, oscilloscope, and computer the sounds emitted by various instruments

y y

Activity 8.7.1: Evaluating Headphones

to determine the frequency response of headphones and evaluate them as a consumer

y y y

Title Purpose Question Prediction/ Hypothesis

Design Materials Procedure Evidence Analysis Evaluation Synthesis

Try This Activity: Electronic Sound

to explore the waveforms of electronically produced sounds using an oscilloscope or a computer

y y

Activity 8.9.1: Reverberation Time

to measure the reverberation time in a large room and evaluate the room’s acoustics

y y

Performance Task Title Purpose Question Prediction/


Option 1: Research the Creation and Control of Sound

to research the design and function of technological device, applying the properties of waves

y y y y

Option 2: Research Devices that Create Sound

to research a technological device related to the human perception of sound and evaluate its effectiveness using proscribed criteria

y y y y

Option 3: Create a Physics Band

to design and create musical instruments by applying the properties of waves

y y y y y y y


Materials List for Unit 3

Students need the following items to perform the investigations, activities, lab exercises, and Try This activities in Unit 3.

The number of items required is based on a class of 30 students working in pairs. Unless stated otherwise, 15 items are required. An “×” following the number means 15 times that number (i.e., 3× means 45 of that particular item). Where the term “item” is inappropriate, such as for a piece of tubing or masking tape, the teacher must look at the individual activity or investigation to obtain appropriate quantities.

Activity or Investigation Text Page Materials Try This Activity: Wave Action (Chapter 6)

195 long, light rope

Investigation 6.1.1: The Pendulum (Chapter 6)

199–201 utility stand clamp test-tube clamp split rubber stopper string stopwatch metre stick metal masses (50 g, 100 g, and 200 g)

Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6)

203–5 coiled spring (such as a Slinky toy) masking tape metre stick piece of paper stopwatch string at least 4 m long

Try This Activity: Demonstrating Interference with Springs (Chapter 6)

221 masking tape spring, long spiral

Activity 6.8.1: Standing Waves in a One-Dimensional Medium (Chapter 6)

226–7 long spiral spring long string For the class: electric vibrator

Try This Activity: Vibrating Tuning Fork (Chapter 7)

237 low-frequency tuning fork Styrofoam cup rubber hammer pith ball

Activity 7.3.1: Measuring the Speed of Sound Outside (Chapter 7)

244 two wooden boards (hardwood) stopwatch thermometer

Investigation 7.3.1: Measuring the Speed of Sound in the Classroom (Chapter 7)

244–5 cardboard mailing tube (closed at one end) thermometer button microphone tape measure oscilloscope and amplifier, or computer interface

Try This Activity: Frequency Range of Hearing (Chapter 7)

251 audio frequency generator loudspeaker or earphone

Try This Activity: Simple Reflection (Chapter 7)

254 two cardboard tubes (or plastic pipe used in Investigation 8.4.1) mechanical clock


Activity or Investigation Text Page Materials Investigation 7.8.1: Interference of Sound Waves from a Tuning Fork and Two Loudspeakers (Chapter 7)

261–2 tuning fork rubber hammer or rubber stopper For the class demonstration: amplifier audio generator two identical loudspeakers

Activity 7.9.1: Beats of Nearly Identical Tuning Forks (Chapter 7)

264–5 two tuning forks mounted on resonant boxes rubber hammer oscilloscope and sound generator computer and wave interference software

Try This Activity: Seeing Sound (Chapter 8)

277 oscilloscope or computer microphone amplifier tuning fork various sources of sound

Try This Activity: Fundamentals and Overtones (Chapter 8)

285 oscilloscope or computer, and microphone microphone various sources of sound

Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8)

287–8 80 cm of plastic pipe large glass cylinder (1000 mL) (graduated is not required; ungraduated is much cheaper) at least 2 tuning forks (e.g., 512 Hz and 1024 Hz) metre stick thermometer

Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8)

290–1 80 cm of plastic pipe large glass cylinder (1000 mL) (graduated is not required; ungraduated is much cheaper) 2 tuning forks (e.g., 512 Hz and 1024 Hz) metre stick thermometer striking pad

Activity 8.5.1: Waveforms of Stringed Instruments (Chapter 8)

294 sonometer or stringed instrument oscilloscope or computer

Try This Activity: Analyzing the Sound from Various Musical Instruments (Chapter 8)

297 oscilloscope or computer attached to a microphone tuning fork or stringed, wind, and percussion instruments (e.g., triangle)

Activity 8.7.1: Evaluating Headphones (Chapter 8)

303–4 headphones (either supplied or brought from home) audio oscillator (or frequency generator) amplifier decibel sound level meter connecting wires sound-absorbing material (e.g., Styrofoam block) semi-logarithmic graph paper

Try This Activity: Electronic Sound (Chapter 8)

306 audio frequency generator oscilloscope or computer musical synthesizer musical instrument computer software to analyze output of synthesizer (optional)

Activity 8.9.1: Reverberation Time (Chapter 8)

308–9 microphone oscilloscope or computer two boards


Materials Activity or Investigation amplifier Investigation 7.8.1: Interference of Sound Waves from a

Tuning Fork and Two Loudspeakers (Chapter 7), text pages 261–2; Try This Activity: Seeing Sound (Chapter 8), text page 277; Activity 8.7.1: Evaluating Headphones (Chapter 8), text pages 303–4

audio (frequency) generator Try This Activity: Frequency Range of Hearing (Chapter 7), text page 251; Investigation 7.8.1: Interference of Sound Waves from a Tuning Fork and Two Loudspeakers (Chapter 7), text pages 261–2; Activity 8.7.1: Evaluating Headphones (Chapter 8), text pages 303–4; Try This Activity: Electronic Sound (Chapter 8), text page 306

boards, two Activity 7.3.1: Measuring the Speed of Sound Outside (Chapter 7), text page 244; Activity 8.9.1: Reverberation Time (Chapter 8), text pages 308–9

cardboard mailing tube (closed at one end) or plastic pipe

Investigation 7.3.1: Measuring the Speed of Sound in the Classroom (Chapter 7), text pages 244–5; Try This Activity: Simple Reflection (Chapter 7), text page 254; Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8), text pages 287–8; Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8), text pages 290–1

coiled spring (Slinky toy) Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6), text pages 203–5

clamp Investigation 6.1.1: The Pendulum (Chapter 6), text pages 199–201

computer

Activity 7.9.1: Beats of Nearly Identical Tuning Forks (Chapter 7), text pages 264–5 (computer and wave interference software)

decibel sound level meter (and connecting wires) Activity 8.7.1: Evaluating Headphones (Chapter 8), text pages 303–4

electric vibrator (for the class) Activity 6.8.1: Standing Waves in a One-Dimensional Medium (Chapter 6), text pages 226–7

glass cylinder, large (1000 mL) Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8), text pages 287–8; Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8), text pages 290–1

headphones (and sound-absorbing materials to wrap around one headphone)

Activity 8.7.1: Evaluating Headphones (Chapter 8), text pages 303–4

loudspeaker Investigation 7.8.1: Interference of Sound Waves from a Tuning Fork and Two Loudspeakers (Chapter 7), text pages 261–2 (two identical loudspeakers); Try This Activity: Frequency Range of Hearing (Chapter 7), text page 251

masking tape Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6), text pages 203–5 Try This Activity: Demonstrating Interference with Springs (Chapter 6), text page 221


Materials Activity or Investigation masses (50 g, 100 g, 200 g) Investigation 6.1.1: The Pendulum (Chapter 6), text pages

199–201 mechanical clock Try This Activity: Simple Reflection (Chapter 7), text page

254 metre stick Investigation 6.1.1: The Pendulum (Chapter 6), text pages

199–201; Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6), text pages 203–5; Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8), text pages 287–8; Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8), text pages 290–1

musical synthesizer and computer software to analyze output of synthesizer (optional)

Try This Activity: Electronic Sound (Chapter 8), text page 306

oscilloscope and amplifier, or computer, and microphone

Investigation 7.3.1: Measuring the Speed of Sound in the Classroom (Chapter 7), pages 244–5; Activity 7.9.1: Beats of Nearly Identical Tuning Forks (Chapter 7), text pages 264–5 (oscilloscope and sound generator); Try This Activity: Seeing Sound (Chapter 8), text page 277; Try This Activity: Fundamentals and Overtones (Chapter 8), text page 285; Activity 8.5.1: Waveforms of Stringed Instruments (Chapter 8), text page 294; Try This Activity: Analyzing the Sound from Various Musical Instruments (Chapter 8), text page 297; Try This Activity: Electronic Sound (Chapter 8), text page 306; Activity 8.9.1: Reverberation Time (Chapter 8), text pages 308–9

rope, long, light Try This Activity: Wave Action (Chapter 6), text page 195 rubber hammer or rubber stopper Investigation 7.8.1: Interference of Sound Waves from a

Tuning Fork and Two Loudspeakers (Chapter 7), text pages 261–2; Activity 7.9.1: Beats of Nearly Identical Tuning Forks (Chapter 7), text pages 264–5

semi-logarithmic graph paper Activity 8.7.1: Evaluating Headphones (Chapter 8), text pages 303–4

sonometer or stringed instrument Activity 8.5.1: Waveforms of Stringed Instruments (Chapter 8), text page 294

sound, sources of Try This Activity: Seeing Sound (Chapter 8), text page 277; Try This Activity: Fundamentals and Overtones (Chapter 8), text page 285

split rubber stopper Investigation 6.1.1: The Pendulum (Chapter 6), text pages 199–201

spring, long spiral Activity 6.8.1: Standing Waves in a One-Dimensional Medium (Chapter 6), text pages 226–7 Try This Activity: Demonstrating Interference with Springs (Chapter 6), text page 221


Materials Activity or Investigation stopwatch Investigation 6.1.1: The Pendulum (Chapter 6), text pages

199–201; Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6), text pages 203–5; Activity 7.3.1: Measuring the Speed of Sound Outside (Chapter 7), text page 244

string Investigation 6.1.1: The Pendulum (Chapter 6), text pages 199–201; Investigation 6.2.1: Wave Transmission: Pulses on a Coiled Spring (Chapter 6), text pages 203–5; Activity 6.8.1: Standing Waves in a One-Dimensional Medium (Chapter 6), text pages 226–7

stringed instrument Activity 8.5.1: Waveforms of Stringed Instruments (Chapter 8), text page 294; Try This Activity: Analyzing the Sound from Various Musical Instruments (Chapter 8), text page 297

Styrofoam cup and pith ball Try This Activity: Vibrating Tuning Fork (Chapter 7), text page 237

tape measure Investigation 7.3.1: Measuring the Speed of Sound in the Classroom (Chapter 7), text pages 244–5

thermometer Activity 7.3.1: Measuring the Speed of Sound Outside (Chapter 7), text page 244; Investigation 7.3.1: Measuring the Speed of Sound in the Classroom (Chapter 7), text pages 244–5; Try This Activity: Simple Reflection (Chapter 7), text page 254; Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8), text pages 287–8; Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8), text pages 290–1

test-tube clamp Investigation 6.1.1: The Pendulum (Chapter 6), text pages 199–201

tuning fork Try This Activity: Vibrating Tuning Fork (Chapter 7), text page 237 (low-frequency tuning fork); Investigation 7.8.1: Interference of Sound Waves from a Tuning Fork and Two Loudspeakers (Chapter 7), text pages 261–2; Activity 7.9.1: Beats of Nearly Identical Tuning Forks (Chapter 7), text pages 264–5 (tuning forks mounted on resonant boxes); Try This Activity: Seeing Sound (Chapter 8), text page 277; Investigation 8.4.1: Resonance in Closed Air Columns (Chapter 8), text pages 287–8 (e.g., 512 Hz and 1024 Hz tuning forks); Investigation 8.4.2: Speed of Sound in a Closed Air Column (Chapter 8), text pages 290–1; Try This Activity: Analyzing the Sound from Various Musical Instruments (Chapter 8), text page 297

two wooden boards (hardwood) Activity 7.3.1: Measuring the Speed of Sound Outside (Chapter 7), text page 244

utility stand Investigation 6.1.1: The Pendulum (Chapter 6), text pages 199–201

unit 3 waves and sound -...

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