PHYSICS MODULE

1
PHYSICS MODULE

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

2
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.

3
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.

4
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.

5
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

6
WHATS 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.

7
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

8
CLOSED PIPE DIAGRAMA closed pipe resonates when
its length is an odd number of quarter wavelengths
9
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

10
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.

11
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.

12
AIR COLUMN ASSESSMENT DIAGRAM
13
CONCEPT MAP ASSESSMENT EXAMPLEGive students the
physics terms and let them develop a concept map.
Credit Georgia State Universityhttp//hyperphy
sics.phy-astr.gsu.edu/hbase/sound/rescon.htmlc1
14
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

15
SPECIALAPPRECIATION AND GRATITUDE

• THANK YOU
• DR. FRANK SNOWDEN, DIRECTOR
• FOR MAKING THIS OPPORTUNITY POSSIBLE!

16
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