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Sound Waves and Pressure

Investigation 3 – PreLab

 

 

 

 

 

 

 

Back to Investigation 3

ZERO-IN

Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that sound makes up most of our lives. We use it for safety reasons; like when we step out of a street because of an oncoming car. We use it for enjoyment; like when we listen to music or watch TV. And we use it for communication; like when we tell each other about exciting scientific discoveries!

BRANCH OUT

Remind students that acoustic engineers monitor and control noise levels. They work to control the level of sound created by airplanes or traffic in designated areas, design the architectural acoustics within a building to control the noise levels, and also develop medical devices, such as hearing aids.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Question:

  • How do different types of matter affect the speed, the wavelength, and the frequency of sound? The speed of sound changes depending on the type of matter. Matter that exhibits more attraction between its atoms or molecules will allow sound to travel at greater speeds. Matter that exhibits less attraction between its atoms or molecules will allow sound to travel at lower speeds.

Note: This question is located in students’ SDRs at the beginning and end of the Investigation.

Note: This is a succinct response to the Focus Question and is placed here for your reference at this time. A fully developed response to the Focus Question can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

  • The speed of sound is different in different types of matter depending on how the particles of matter interact.
  • Greater attraction between particles results in a greater speed of sound in that matter.
  • Little attraction between particles results in a lower speed of sound in that matter.
  • Typically, the speed of sound is greater in solids than in liquids and greater in liquids than in gasses.
  • The unit of frequency is the Hertz which is defined as the number of vibrations that occur in one second. Hertz are therefore expressed as 1/sec.
  • The unit of wavelength is the meter and is defined as the length of the standing wave of a vibrating object and the length of the pressure wave of the sound the vibrations produced.
  • The speed of a standing wave or a pressure wave has units of meters per second.
  • The speed of a wave, its frequency, and its wavelength are all related by the following equation: Speed = wavelength x frequency

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

 

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

  •  There are no new Key Terms introduced in Investigation 3.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

  • Direct students to complete the Prediction section in their SDRs. Student answers will vary. 
    • Does sound have slower or faster speed in gases, liquids, or solids?
    • What properties of matter might affect the speed of sound?
    • Can you think of some examples of how the type of matter might affect the speed of sound?
  • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
  • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.