Lesson 1 | Sound · The middle ear sound waves. Three tiny strengthen the sound waves as they travel to the inner ear. 4. The inner ear changes vibrations to that travel to the brain.

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Lesson 1 | Sound

Student Labs and Activities Page

Launch Lab 8

Content Vocabulary 9

Lesson Outline 10

MiniLab 12

Content Practice A 13

Content Practice B 14

Math Skills 15

School to Home 16

Key Concept Builders 17

Enrichment 21

Challenge 22

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8 Sound and Light

Launch Lab LESSON 1: 15 minutes

How is sound produced?When an object vibrates, it produces sound. How does the sound produced depend on how the object is vibrating?

Procedure 1. Read and complete a lab safety form.

2. Place a ruler on a table so it extends over the table edge. Hold the ruler firmly on the table with one hand.

3. With the other hand, lightly bend the protruding end of the ruler down and

then release it. Observe the ruler’s motion and note the sound it produces.

4. Move the ruler back 2 cm so there is less of it extending over the edge of the table. Repeat step 3.

Data and Observations

Think About This 1. How did the ruler’s vibration rate and the sound change as the length of the ruler over

the side of the table decreased?

2. Key Concept Were the sound and the ruler’s vibration rate related? Explain.

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Sound Directions: In the puzzle below, each number will correspond to one letter of the alphabet. For example, 11 = E. Shaded letters will not be used. Crack the code by using the clues for hints. After you read the clues and fill in the blanks, complete the chart with the number that corresponds to each letter you have used.

A B C D E F G H I J K L M

11

N O P Q R S T U V W X Y Z

1. a reflected sound wave

E

11 18 1 13

2. how high or low a sounds seems to be

15 2 7 18 1

3. a longitudinal wave that can travel only through matter

E

26 13 6 21 19 14 25 9 11

4. a wave in which particles in a material travel in the same direction as the wave

10 13 21 4 2 7 6 19 2 21 25

E

10 14 25 9 11

Content Vocabulary LESSON 1


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Sound A. What is sound?

1. All sounds that people hear travel to the ears as .

2. Sound waves travel through all kinds of —solids, liquids, and gases.

3. Objects that are produce sound waves.

a. As the object moves outward, it pushes air molecules closer together, producing

a(n) .

b. As the object moves inward, it pulls air molecules farther apart, producing

a(n) .

c. A(n) is a series of rarefactions and compressions.

4. Matter vibrates back and forth in the same direction as the sound waves travel;

so sound waves are classified as waves.

5. The distance between a point on a wave and the nearest point just like it is called

the .

6. The number of wavelengths that pass a given point in 1 second is a sound wave’s

; its SI unit is .

7. A sound wave with a(n) high frequency is produced by an object that vibrates quickly.

B. Speeds of Sound Waves

1. The of sound waves depends on the kind of material the waves are traveling through.

2. Sound waves generally travel fastest through and

slowest through .

3. Sound waves generally travel faster through air and

slower through air.

C. The Human Ear

1. People hear things when sound waves come into contact with

their .

2. The outer ear sound waves.

Lesson Outline LESSON 1


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Lesson Outline continued

3. The middle ear sound waves. Three tiny

strengthen the sound waves as they travel to the inner ear.

4. The inner ear changes vibrations to that travel to the brain.

5. Humans hear frequencies from Hz to

Hz.

D. Sound and Pitch

1. How high or low people perceive a sound to be is the of the sound.

2. Sounds with a low frequency have a(n) pitch.

3. When you speak, you use your to make sounds.

E. Sound and Loudness

1. How loud or soft people perceive a sound to be is related to the

of the sound.

2. The of a sound wave indicates how much energy the

sound has.

3. The loudness of a sound can be measured in .

F. Using Sound Waves

1. A sound that is reflected is a(n) .

2. systems use reflected sound to calculate distance. The distance of an object can be calculated from the time difference between when

leaves the system and when it returns to the system.

3. Bats use to hunt and to help them navigate.

4. Ultrasound scanners convert sound waves to images of internal body parts.


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MiniLab

Can you model a sound wave?A wave on a coiled spring toy is similar to a sound wave.

Procedure 1. Read and complete a lab safety form.

2. Set the long coiled spring toy on a flat surface. Tie three small pieces of yarn on three different coils, dividing the spring into four equal sections. Stretch the spring about 2 m between you and a partner.

3. Squeeze together about one-fourth of the coils and hold the end of the spring with the other hand. While holding the end of the spring tightly, release the group of coils. Observe the wave.

Analyze and Conclude 1. Draw three sketches of the spring, showing how the wave traveled through the spring.

Label the compressions and rarefactions.

2. Key Concept Explain how the wave on the spring is similar to a sound wave.

LESSON 1: 20 minutes


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SoundDirections: Complete this concept map by choosing terms from the word bank and writing them in the correct spaces.

air frequencies gas liquid material

metal solid sounds vibrations water

wavelengths

All

1.

of varying

and

consist of

2.

3. 4.

5.

conducted by a

which can be a

7. 8.6.

such as

10. 11.9.

such as such as

Content Practice A LESSON 1


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SoundDirections: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once.

Content Practice B LESSON 1

1. the matter through which a sound wave moves

2. how high or low a sound seems to be

3. a measure of the energy in a sound wave

4. a system that uses sound waves to locate underwater objects

5. the unit of sound-wave frequency

6. a structure in the inner ear

7. the measuring unit of the loudness of sounds

8. a series of rarefactions and compressions

A. sound wave

B. hertz

C. material

D. cochlea

E. pitch

F. decibel

G. sonar

H. amplitude

Directions: Answer each question on the lines provided.

9. What is echolocation?

10. What do the vocal cords do?

11. What is an ultrasound scanner?


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Use a Simple Equation Speed is the distance something travels in a certain period of time. This can be shown by the equation below, where s = speed, d = distance, and t = time.

s = d __ t

You can rearrange the equation to solve for distance or time.

d = s × t t = d __ s

If the speed of sound in ice is 3,850 m/s, how far will sound travel in 0.1 second?

Step 1 Identify the variable you will solve for and choose the appropriate equation. You are solving for d, the distance. d = s × t

Step 2 Substitute the known values to solve the equation. d = 3,850 m/s × 0.1 s d = 385 m

Math Skills LESSON 1

Practice 1. If a wave travels 30 m in 6 seconds,

what is the speed of the wave?

2. Sound travels at 1,500 m/s through water at 25ºC. Under these conditions, how long would it take sound to travel 300 m?

3. At 331 m/s, how far would sound travel in 0.5 seconds?

4. Sound travels at 1,500 m/s through water at 25ºC. Under these conditions, how far would sound travel in 30 seconds?

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SoundDemonstrating Pitch For this activity, you and your adult learning partner will construct a simple musical instrument to experiment with pitch. You will need three rubber bands of the same size, a 6-inch by 12-inch by 1-inch piece of plywood, six nails, and a hammer.

1. Have your adult learning partner use the hammer to partially insert three pairs of nails at opposite ends of the board. Each pair should be a different distance from each other, as in the illustration.

2. Wrap one end of a rubber band around a nail at one end of the board. Then stretch the rubber band and wrap its other end around the nail at the opposite end of the board. Repeat this procedure for the other two rubber bands.

3. The tension of each rubber band will be different, due to the varying distance between each pair of nails. Pluck each rubber band. Observe the way it vibrates and the way this affects the pitch of the sound it makes. Summarize what you observe about tension and pitch of each rubber band on the lines provided. In the space below, draw a diagram of the board, nails, and rubber bands that you and your learning partner laid out.

School to Home LESSON 1

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SoundKey Concept How are sound waves produced?

Key Concept Builder LESSON 1

Directions: Use the diagram to answer each question below.

1. What does the illustration represent?

2. What are the lighter and darker areas called?

3. What material does this drawing represent?

4. What do the dots represent?

5. What is the distance between the middle of one dark area or light area and the middle of the next one called?

CompressionCompression Compression

Rarefaction Rarefaction

Wavelength

Wavelength

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LESSON 1

SoundKey Concept How are sound waves produced?

Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is used only once.

amplitude decibels echolocation energy frequency

longitudinal material sonar vibrations wavelength

1. Sound waves are produced by .

2. Sound waves are a type of wave.

3. All sound waves need a(n) to travel through.

4. and can be used to describe a sound wave.

5. The amount of a sound wave carries depends on

its .

6. The loudness of a sound is measured in units called .

7. A system that uses sound waves to detect underwater objects is

called .

8. Some animals use a method called to navigate and hunt.



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SoundKey Concept Why does the speed of sound waves vary in different materials?

Sound moves faster in liquids than in air and even faster in most solids, especially metals. In addition, sound moves faster as the temperature of a material increases.

Directions: Rank each material in the order of its ability to transmit sound, from slowest to fastest. Put a capital letter on the line before each one, starting with the letter A for the slowest and going up to G for the fastest.

1. air at 50°C

2. steel at 0°C

3. water at 20°C

4. air at 10°C

5. water at 10°C

6. air at 100°C

7. water at 30°C

Directions: Answer the question on the lines provided.

8. Why do sound waves move fastest in solids and slowest in gases? Use the term particles in your answer.



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LESSON 1

SoundKey Concept How do your ears enable you to hear sound?

Directions: Label this diagram of the ear by writing the correct term from the word bank on each line.

anvil cochlea ear canal

eardrum hammer stirrup


Directions: On each line, write the term that correctly completes each sentence.

6. The outer ear receives , which are

in the middle ear.

7. In the inner ear, sound vibrations are converted into ,

which are transmitted to the .

8. Humans hear sounds ranging from to

hertz.

9. The of a sound is the human sensation of how high or low

it is. This quality depends on the of the wave.

Inner ear

Outerear

Middle ear

1. 2.

3.

4.

5.


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Sonar and Whales

Enrichment LESSON 1

Scientists use sonar to find and identify objects in water, to determine water depth, and to map the ocean floor. Active sonar emits a pulse of sound into the water. If an object is in the path of the sound pulse, the sound bounces off the object and returns an echo to the sonar transducer. By determining the time between the emission of the sound pulse and its reception, the transducer can determine the position of the object. Passive sonar detects noise from objects in the oceans, such as submarines, ships, and marine animals. Passive sonar does not emit signal; it only detects sound waves coming toward it.

Sonar Sound Levels The sonar systems used by the U.S. Navy

produce intense waves of sound that sweep the ocean like a floodlight. Some systems can put out more than 235 decibels, a level that can spread harmful sound across hundreds of kilometers of ocean. During testing off the California coast, the Navy’s system was detected across the entire breadth of the Pacific Ocean. At 480 km from the source, the sonic waves can retain an intensity of 140 decibels: a hundred

times more intense than the level known to alter the behavior of large whales.

Effects on WhalesEvidence from scientific studies links

sonar’s use to the death of whales from damage to organ tissues and hemorrhaging of air cavities, beaching of animals, loss of hearing, abandonment of habitat, and disruption of mating, feeding, nursing, and migrating behaviors.

In the early years of this century, environmental groups campaigned to bring attention to the serious risks of active sonar and continue to increase pressure on the international community and the U.S. Navy to reduce the impact of active sonar on the oceans. Navy officials contend that they need practice to detect submarines overseas, and must practice close to shore because of the possibility of terrorist attacks on a port and the need to detect so-called silent subs. They also say that they are addressing the issue by using spotters to look for mammals in the water, and reducing use of sonar by 75 percent if a whale is detected within 1,000 m of a ship.

Applying Critical-Thinking Skills Directions: Respond to each statement.

1. Navy officials contend that they are protecting whales by reducing sonar when the whales are detected within 1,000 m of a ship. Compare that distance to the distance from the source at which the sonic waves retain an intensity of 140 decibels.

2. Most home ranges and migratory routes of whales are close to continental shores. Navy officials have stated their reasons for the necessity of practicing sonar activities near the shore. Evaluate their arguments and defend or criticize them.

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Sonar and WhalesThe sonar systems used by the U.S. Navy produce intense waves of sound that sweep

the ocean like a floodlight. During testing off the California coast, the Navy’s system was detected across the entire breadth of the Pacific Ocean. Evidence from scientific studies links sonar’s use to the death of whales from damage to organ tissues and hemorrhaging of air cavities, beaching of animals, loss of hearing, abandonment of habitat, and disruption of mating, feeding, nursing, and migrating behavior.

Mapping DataResearch the home ranges and migration routes (search “species profiles” and “species

distribution maps”) for the following whale species: gray, beaked, humpback, and melon-headed. Plot the data on a world map.

Identify areas where you think that the Navy could conduct sonar practice activities without harming the whales.

Directions: Respond to each statement.

1. Explain why each identified area would be appropriate.

2. Compare your map with those of your classmates. Discuss the similarities and differences. Try to construct a better plan by combining some of the ideas from different maps. What would you change?

Challenge LESSON 1

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Lesson 1 | Sound · The middle ear sound waves. Three tiny strengthen the sound waves as they travel to the inner ear. 4. The inner ear changes vibrations to that travel to the brain.

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