Grade 11 Physics, University Preparation

Unit Plan
E. Waves and Sound
This unit will cover the following 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

Outline: This unit begins with an introduction to the phenomenon of sound, and then covers the
different types of mechanical waves and their properties. Students will explore the relationship
between speed, wavelength and frequency and examine the interaction of waves.
Demonstrations and laboratory exercises are used throughout the unit to refine understanding
of ideas and concepts. There will be a focus on applying knowledge to the real-world (e.g.,
transmission of sound and waves by animals, design of structures, technological devices and
musical instruments). Assessment is done throughout the unit and includes three quizzes, four
lab reports, and a culminating task.

Vocabulary for Word Wall: amplitude, compression, constructive interference, crest, cycle,
destructive interference, diffraction, Doppler effect, frequency, hertz, longitudinal waves, natural
frequency, period, phase, principal of superposition, rarefaction, refraction, resonance,
transverse wave, trough, universal wave equation, vibration, wave, wavelength

Sara Fitzpatrick 2014

Lesson Title
1.The
Phenomenon of
Sound- An
Introduction

Specific
Expectations
E2.1
E3.1

2.The Anatomy
of Waves

E2.1
E2.2
E2.4
E3.1

3.The Wave
Equation

E2.1
E2.4

Lesson Strategy
Students will work in groups at five
different stations to explore how
sound waves travel through
different mediums.
I will demonstrate what transverse
and longitudinal waves look like
using a slinky and students will be
introduced to the properties of
waves: frequency, period, cycle,
amplitude, phase, wavelength,
velocity.
I will perform the bell in a jar
demonstration.
(For reference:
http://www.youtube.com/watch?
v=ce7AMJdq0Gw)
I will ask the class to explain what
they observed to assess their
understanding that sound requires
a medium through which to
transfer.
Students will complete a Slinky Lab
to identify and examine the
properties of transverse waves
crest, trough, amplitude,
wavelength, period, cycle; and
longitudinal waves-- compression,
rarefaction, amplitude,
wavelength, period, cycle.
(For reference:
http://www.mrschamberlain.com/P
HYS/WAVESandCOSMOS/Slinky
%20lab.pdf)
Students will be asked to discuss
the relationships between velocity,
frequency and wavelength they
found during the lab in the previous
task (Think/Pair/Share).
I will introduce the universal wave
equation, v = fs. Students will
complete practise problems using
the wave equation.

Assessment

Students will watch

two short video clips:
crowd wave at a
stadium, ocean
waves. Students will
be asked to identify
the wave form of
each example.
(Assessment FOR
Learning)
Students will hand in
a labeled diagram of
a transverse and a
longitudinal wave that
will be given back to
include in their notes.
(Assessment FOR
Learning)

Students will hand in

a worksheet with
practise problems.
(Assessment FOR
and AS Learning)

Sara Fitzpatrick 2014

4.The Speed of
Sound

E2.3
E2.4
E3.5

Students will be asked to consider

how to determine the speed of a
wave in a solid object
(Think/Pair/Share).
Students will complete a Speed of
a Wave Lab to examine what types
of variables affect the speed of a
wave on a string.
(For reference:
http://www.pgccphy.net/157/Labs/la
b05.pdf)

Students will be
asked complete a full
lab report including a
comparison
theoretical and
empirical values, and
explanation for
discrepancies.
(Assessment OF
Learning)

5.Sound
Properties and
Their
Perception

E2.1
E3.6

QUIZ on Lessons 1-4

Quiz on wave
properties and the
universal wave
equation
(Assessment OF
Learning)

6.Interference
and Beats

E2.1
E2.2
E3.3

Students will learn about sound

properties and their perception. I
will show students a diagram of the
human ear and we will discuss the
following concepts: frequency and
pitch, sound intensity and
distance, threshold of hearing
and decibel scale.
(For reference:
http://www.physicsclassroom.com/c
lass/sound/Lesson-2/The-HumanEar)
I will perform the interference
demonstration (place speakers 1-m
apart, have students plug one ear
and turn the other ear towards the
place of the speakers and then
slowly walk across the room
parallel to the plane of the
speakers).
I will explain the phenomena of
constructive and deconstructive
interference.
Students will log onto Gizmos
http://www.explorelearning.com/
and be given a short tutorial. Then
they will then complete the Gizmos
on Sine Waves and Beat to
determine why beat happens, what
happens, when it happens, and

Students will be
asked to hand in an
exit card:
3-2-1
(Assessment FOR
and AS Learning)
Students will be
asked to hand in an
exit card: GreenYellow-Red Light
(Assessment FOR
and AS Learning)

Sara Fitzpatrick 2014

7.Use and
Transmission of
Sound and
Waves in
Nature

E2.1
E3.6

8.The Doppler
Effect

E2.5

9.Boundary
Behaviour

E2.1
E2.2
E1.1

10.Resonance
and Standing
Waves

E2.6
E3.2
E3.4

how we can use this phenomenon.

Students will be asked to go to the
corner with their favourite animaldolphin, bat, dog, elephants (4
Corner). Each group will be asked
to research the ways in which the
animal utilizes and transmits
sound, and to put on a short
presentation for the class.
I will show a video of a fire truck
siren and ask students to discuss
what they observe
http://www.youtube.com/watch?
v=imoxDcn2Sgo.
Students will complete a Moving
Sound Lab to compare the
observed pitch and intensity of a
sound produced by an approaching
source versus a receding source
the Doppler Effect.
Students will be led to derive the
observed frequency formula,
Fobs=Fs[(V+/- VR)(V-/+Vs)] .
Students will complete a Slinky Lab
to explore the reflection (fixed end
and free end) and refraction of
waves (by attaching two different
sized slinkys).
(For reference:
http://www.mrschamberlain.com/P
HYS/WAVESandCOSMOS/Slinky
%20lab.pdf)
We will have a class discussion:
how does the reflection of sound
important to the design of concert
halls and auditoriums?
QUIZ on Lessons 5-9
I will perform the singing rod
demonstration.
(For reference:
http://www.walterfendt.de/ph14e/stwaverefl.htm)
I will introduce the concepts of
resonance and standing waves.

Observation of group
work and evaluation
of presentation
(Assessment AS and
OF Learning).

Students will be
asked complete a full
lab report
(Assessment OF
Learning).

Anecdotal notes and

observations
(Assessment AS
Learning).

Quiz on transmission
and interaction of
waves (Assessment
OF Learning).
Anecdotal notes and
observations
(Assessment AS
Learning).
Sara Fitzpatrick 2014

11.Resonance
and Standing
Waves
Continued

E2.3
E2.6
E3.2
E3.4

12.The Physics
of Music

E2.1
E2.6

13.Effect on
Technology,
Society, and the
Environment

E1.1
E2.7
E3.2

Students will complete a Standing

Waves Lab to determine the
natural frequencies of a vibrating
pole when held at different marks
and to relate these frequencies to
the standing wave pattern establish
in the pole.
Students will complete a Speed of
Sound in Air Lab to determine the
speed of sound in air using the
concepts of resonance and
standing waves, with tubes,
tuning forks and glasses of water.
(For reference:
http://www.lhup.edu/~dsimanek/sce
nario/labman2/soundvel.htm)
Students will complete a Musical
Interval Lab to determine if there
are certain frequency ratios which
sound more pleasing than others
harmonics.
(For reference:
http://www.physicsclassroom.com/
getattachment/lab/sound/s8tg.pdf)
The class will be divided into six
groups and given chart paper and
markers. Each group will be given
a structure or technological device
(e.g., the acoustical design of a
concert hall; the design of
headphones, hearing aids, musical
instruments, wave pools) and be
asked to write and draw how
properties of mechanical waves
and sound influence its design.
Every 5 minutes, the chart papers
will be passed until each group has
written their thoughts on each
topic.

Students will be
asked complete a full
lab report
(Assessment OF
Learning).

Students will be
asked complete a full
lab report
(Assessment OF
Learning).

Observations
(Assessment AS
Learning).

I will introduce the Culminating

Task. Students will have the
remainder of the class to start
brainstorming ideas.
Sara Fitzpatrick 2014

14.Negative
Effects of
Waves

15.Culminating
Task

16.Culminating
Task

17.Culminating
Task

18.Culminating
Presentation

E1.2
E2.7
E3.2

E1.1
E2.1
E2.6
E2.7
E3.2

E1.1
E2.1
E2.6
E2.7
E3.2
E1.1
E2.1
E2.6
E2.7
E3.2

Students will be asked to

brainstorm possible negative
effects of waves and sound (Place
Mat).
I will then show a video of the
collapse of the Tacoma Narrow
Bridge
http://www.youtube.com/watch?
v=3mclp9QmCGs. We will have a
class discussion: How could this
disaster have been prevented?
How do we stop unwanted
resonance based on what you
know? What are other examples of
the negative impact of mechanical
waves and/or sound? (e.g., noise
pollution, tsunamis)
QUIZ on Lessons 10-14
Work Period

Work Period

Work Period

Anecdotal notes and

observations
(Assessment AS
Learning).

Quiz on resonance
and standing waves,
and applications
(Assessment OF
Learning).
Observation of group
work
(Assessment AS
Learning).
Observation of group
work
(Assessment AS
Learning).
Observation of group
work
(Assessment AS
Learning).

Each student will present their

instrument and play a song of their
choice for the class.

Sara Fitzpatrick 2014

MAKING MUSICAL INSTRUMENTS

Objectives:
Students will work in groups of 2 or 3:
1. To design and build a musical instrument
2. To play a recognizable tune on the instrument
3. To explain how the instrument creates sound

Timeline/ Deliverables:

Task assigned (Lesson 13)

Proposal Due (Lesson 15):

Include a draft of your calculations and diagram of your instrument.
Draw the diagram to scale (can use 2:1 or 3:1 scale if instrument is larger than a piece of
paper).
Work periods (Lesson 15, 16, 17):
Construct your instrument!
It must be able to play at least the following full musical scale: C, D, E, F, G, A, B, C
Make sure the pitches are in tune and accurate.

Presentations Due (Lesson 18):

You have 5 minutes to present your instrument!
Play a recognizable tune and explain how it creates sound.
Include your calculations and diagram, as well as visuals to help explain the physics
behind your instrument.

Examples of Instruments:
banjo, electric guitar, flute, pan pipe, trumpet, xylophone, etc.

Examples of Materials:
PVC pipe, plywood, plexiglas, wire, nails, screws, glue

Sara Fitzpatrick 2014

Category
Calculations
of instrument
dimensions

Level 1

Level 2

Level 3

Level 4

The
background
research and
calculations
were done with
limited
effectiveness.

The
background
research and
calculations
were done with
some
effectiveness.

The
background
research and
calculations
were done with
considerable
effectiveness.

The scaled
diagram of the
instrument was
done with
limited
effectiveness.
Construction of
the instrument
is based on the
calculations
with limited
effectiveness.

The scaled
diagram of the
instrument was
done with some
effectiveness.

Instrument is
in tune
(compared
with the
tuner)
Performance
of musical
tune

The instrument
is strongly out
of tune.

The instrument
is somewhat in
tune.

The scaled
diagram of the
instrument was
done with
considerable
effectiveness.
Construction of
the instrument
is based on the
calculations
with
considerable
effectiveness.
The instrument
is mostly in
tune.

The
background
research and
calculations
were done with
a high degree
of
effectiveness.
The scaled
diagram of the
instrument was
done with a
high degree of
effectiveness.
Construction of
the instrument
is based on the
calculations
with a high
degree of
effectiveness.
The instrument
is in tune.

The musical
tune is played
with limited
effectiveness
(plays sound).

The musical
tune is played
with some
effectiveness
(plays 2-3
note).

The musical
tune is played
with
considerable
effectiveness
(plays 4-6
notes).

Explanation
of how the
instrument
creates
sound

Communicates
how the
instrument
creates sound
with limited
effectiveness.

Communicates
how the
instrument
creates sound
with some
effectiveness.

Communicates
how the
instrument
creates sound
with
considerable
effectiveness.

Diagram of
instrument

Construction
of instrument

Construction of
the instrument
is based on the
calculations
with some
effectiveness.

The musical
tune is played
with a high
degree of
effectiveness
(plays more
than 6 notes of
a recognizable
tune).
Communicates
how the
instrument
creates sound
with a high
degree of
effectiveness.

Sara Fitzpatrick 2014

Sara Fitzpatrick 2014