smith

PHYSICS MODULE: 

PHYSICS MODULE UNDERSTANDING SOUND BY MS. A. SMITH, R.E.T. PARTICIPANT U. OF MINNESOTA IN MINNEAPOLIS JULY, 2004

INTRODUCTION: 

INTRODUCTION Several teachers of other science disciplines are being invited to teach physics due to the shortage of physics teachers in many school systems and due to the changes in the course requirements for students. How do you determine within the time constraints which activities and experiments will help your students to understand the principles of the physics of sound? This module is designed to equip the teacher who may or may not have the experience or time for research, with several activities that will help students to understand the propagation of sound. The module will also present suggestions that can be used to introduce students to other areas of scientific research and study.

OBJECTIVES: 

OBJECTIVES This unit is designed to engage students and allow them to explore the propagation of vibrations through different materials. The following activities will remind students what they know about sound and guide them toward the concepts to be covered in the main activity. -It is not crucial what the outcome will be. -The key is to get students to think about sound and its characteristics.

OBJECTIVES: 

OBJECTIVES Engage students in using their prior knowledge about sound. Expose students to sound on a personal level. Demonstrate an understanding of resonance especially as applied to air columns.

NATIONAL STANDARDS: 

NATIONAL STANDARDS CONTENT STANDARD B As a result of their activities in grades 9-12, all students should develop an understanding of interactions of energy and matter

WHAT’S THAT SOUND ACTIVITY #1: 

WHAT’S THAT SOUND ACTIVITY #1 1. Write down the names of as many sounds made by: -the human body (ex. heart sounds, abdominal peristalsis) -your home (furnace sounds) 2. Make a comparison chart describing the location of the sound and classifying which sounds are: -loudest -softest -most important Each group should present their findings to the class.

RESONANCE DIAGRAM ACTIVITY #2: 

RESONANCE DIAGRAM ACTIVITY #2 OBJECTIVE: Students Will to learn draw and determine the length of a standing wave in an air column in order to calculate the frequency of the vibrating air in the column. VOCABULARY: node, anti-node, wavelength, resonance length, frequency, open-pipe resonator, closed-pipe resonator

CLOSED PIPE DIAGRAMA closed pipe resonates when its length is an odd number of quarter wavelengths: 

CLOSED PIPE DIAGRAM A closed pipe resonates when its length is an odd number of quarter wavelengths

OPEN PIPE DIAGRAMS: 

OPEN PIPE DIAGRAMS These wave diagrams are similar to the standing waves that occur in an organ pipe that is open at one end. An open pipe resonates when its length is an even number of quarter wavelengths. Credit: Adapted from Modern Stellar Astrophysics. Ostlie and Carrol, Figure 17.4 p. 550

RESONANCE ACTIVITY #3: 

RESONANCE ACTIVITY #3 Diagram a sound wave in an open pipe and in a closed pipe. Label the nodes and anti-nodes in the resonance column diagrams that the students have drawn. -Use the diagrams of a closed pipe and an open pipe on the next two slides in order to familiarize themselves with a visual for understanding of resonance frequencies in an open and closed pipe.

AIR COLUMN ASSESSMENT: 

AIR COLUMN ASSESSMENT Have students verbally identify the following in the air column diagram on the next slide: 1) nodes 2) antinodes 3) frequency formula for each pipe 4) wavelength for each for pipe This assessment can be accomplished verbally or in written form.

AIR COLUMN ASSESSMENT DIAGRAM: 

AIR COLUMN ASSESSMENT DIAGRAM

CONCEPT MAP ASSESSMENT EXAMPLEGive students the physics terms and let them develop a concept map. Credit: Georgia State University:http://hyperphysics.phy-astr.gsu.edu/hbase/sound/rescon.html#c1: 

CONCEPT MAP ASSESSMENT EXAMPLE Give students the physics terms and let them develop a concept map. Credit: Georgia State University:http://hyperphysics.phy-astr.gsu.edu/hbase/sound/rescon.html#c1

REFERENCES: 

REFERENCES 1. McFadden, C. et al (1997). Science Plus Technology and Society. New York: Holt. Rinehart and Winston 2. McLaughlin, C. and M. Thompson (1999). PhysicaL Science. New York, New York: McGraw Hill Publishers 3. Rossing, Thomas (1982). The Science of Sound. Reading Massachusettes: Addison-Wesley Publishing Company 4. Zitzewitz, Paul (1999). Physics Principles and Problems. New York, New York: McGraw Hill Publishers

SPECIALAPPRECIATION AND GRATITUDE : 

SPECIAL APPRECIATION AND GRATITUDE THANK YOU DR. FRANK SNOWDEN, DIRECTOR FOR MAKING THIS OPPORTUNITY POSSIBLE!

THANK YOU ALSO TO:: 

THANK YOU ALSO TO: WILLIAM H. BARNES, PRINCIPAL SURRATTSVILLE HIGH SCHOOL DR. PETER OZIMBA, RET INSTRUCTOR DR. CLAIRE HYPOLITE DR. ALETHA HALCOMB MR. DAVID HILL