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