Grade 8 SCIENCE Can sound energy traveling through liquids?

Fill a large
SY 2017-2018 bowl or bucket (metal works best) with water. One student
taps two spoons together under the water. Two other students
Quarter: 1st Topic: SOUND Date: July 20, 2017 observe and compare the tapping sound they hear, as heard
Sound transmission Day: Thursday through the air and as heard by placing an ear against the
bowl.
Can sound energy traveling through gases (air)?The
students feel their throats gently during each of these tasks:
I. OBJECTIVES: Hum with your mouth and nose open.
Given the necessary materials, at the end of the period, 75 % Hum with your mouth open and nose closed.
of the students will be able to; Hum with your mouth closed and nose open.
a. distinguished which material transmits sound the best Hum with your mouth and nose closed.
b. explain that sound can move through solids, liquids and Have students discussed what happened.
gases; and Can sound travel through air, water and solids?
c. compare the speed of sound through solids, liquids and
gases;
II. SUBJECT MATTER: D. ACTIVITY
Activity 3 Sound race...Where does sound travel fastest?
A. Topic: Sound Procedure:
Learning Competency 1. Hold a ticking watch/clock as far away from your body as
infer how the movement of particles of an object affects the you can. Observe whether or not you can hear the ticking.
speed of sound through it; 2.Press one end of the wooden dowel against the back part of
a. describe how sounds travel and transmitted the watch and the other end beside your ear. Listen very well
b. distinguished which material transmits sound the best to the ticking sound. Record your observations.
3. Repeat step #2 using a metal rod instead of the wooden
B. MATERIALS dowel. Record your observations.
activity sheet 4. Repeat steps #1 to #3 using a vibrating mobile phone
watch/clock that ticks instead. Record your observations.
mobile phone 5. Place the mobile phone in the waterproof carrying case and
wooden dowel 80-100 cm long dip it in a basin of water while it vibrates.
metal rod 80-100 cm long 6. At the center of the meter long string, tie the handle of the
string (1 meter) metal spoon. Hold the string at each end and knock the spoon
metal spoon against the table to make it ring or to create a sound. Listen to
3 pieces zip lock bag (3x3) or waterproof mobile phone the ringing sound for a few seconds then press the ends of
carrying case the strings against your ears. Observe and record the
C. REFERENCES difference in sound with and without the string pressed
Science learners module pp 78- 80 against your ear.
Science Teachers Guide pp 47-51 7. Knock the spoon against the table. When you can no
Exploring life through Science-Physics pp 382-401 longer hear the sound of the ringing spoon, press the ends of
www.physicsclassroom.com the string against your ears. Record whether or not you could
III. STRATEGIES hear the ringing of the spoon again.
Questions:
A. DAILY ROUTINE 1. Did you hear the watch tick when you held it at arm's
Prayer, Attendance, Cleanliness of the room length? When you held it against the wooden dowel? When
you held it against the metal rod?
B. REVIEW 2. Did you hear the mobile phone vibrate when you held it at
Direction: Using several resources and references, compare arm's length? When you held it against the wooden dowel?
the different characteristics of solids, liquids and gases by When you held it against the metal rod?
completing the table below: 3. Based on your observations, which is a better carrier of
Comparing Solids, Liquids, and Gases sound? Air or wood? Air or water? Air or metal? Water or
metal?
4. How did the sound of the spoon change when the string
was held against your ears?
5. When the ringing of the spoon was too quiet to be heard
through the air, could it be heard through the string?
Is the string a better carrier of sound than air?

E. ANALYSIS
Discussion of the result of the activity
C. MOTIVATION
1. Through which material does sound travel fastest?
Traveling sound
2. Through which material did sound travel the slowest?
Can sound energy travel through solids? Students place
3.Why does sound travel fastest in solids and slowest in air?
heir ears on a desk or table as they tap or scratch on the top.
4. Do you have any idea what makes sound move fast in
They compare that to the same sound made when their ear is
solids?
not pressed to the table.
F. ABSTRACTION
Based on the figure below, which is solid?
Why sound moves fastest in a solid medium?
G. APPLICATION.
Why cant we hear as well when we sit in the back of
the classes when we sit in the front? What about in the
assembly hall or gymnasium? on the playground? Can
you think of other times when you cannot hear as well
as someone else? What happened?

F. ASSESSMENT
Read the questions carefully and write the letter of
correct answer on your quiz notebook.

1. Sound travels faster in

a. air b. water c. steel d. a vacuum
2. Which best explains the relationship between the
speed of sound and the medium through which it
passes?
a. sound travels faster in solids because of the
increased distance between solid particles
b. sounds travels faster in air because of the
decreased distance between air particles
c. sound travels slower in air because of the increased
distance between air particles
d. sound travels slower in solids because of the
decreased distance between solid particles
3.Compared to air, sounds travel faster in
a. liquids b. gases c. vacuum d. fluids
4. n which of following, speed of sound is least?
a. Air b. Liquid c. Solid d. Vacuum

5. Sound travels fastest in ...

a. a vacuum b. the sea
c. the atmosphere d. a broom stick

IV. ASSIGNMENT
1. What are chimes?
2. How do chimes produce sounds?
Make an improvised chimes at home use learners
module pp 85-87 as guide for procedure in making
chimes.
materials for chime
nylon string or thread
plastic lid or wood about 1 12 foot long small electric
fan
scissors
nail and hammer
beads
paint
iron stand
 D. ACTIVITY: Slinky or Snaky?
Activity 2 Characteristics of waves: Comparing
longitudinal
and transverse waves
Procedure:
1. Place the old calendar or old newspaper on the
floor. Make sure that the newspaper or old calendar is
long enough to accommodate the full length of the
slinky spring.
Grade 8 SCIENCE 2. Put the slinky on top of the old newspaper or old
SY 2017-2018 calendar. Ask one of your groupmates to hold one end
of the slinky at the one end of the newspaper. This will
Topic: SOUND Date: July 18,
serve as the fixed end.
1st 2017
3. Another groupmate will hold the other end of the
Quarter Longitudinal and Day: Tuesday
slinky. This is the movable end.
Transverse wave
4. The other members of the group should be along
the sides so they can mark the corresponding crests.
I. OBJECTIVES: Identify a reference point (point A) along the slinky
Given the necessary materials, at the end of the from which you are going to base your frequency
period, 75 % of the students will be able to; count.
a. distinguish the different characteristics of waves; 5. Shake the movable end. Apply just enough force to
b. determine their frequency and wavelength; and create large wave pulses. Make sure, however, that
c. compute the wave speed based on the frequency the crest and trough parts will still be formed within the
and wavelength newspaper area.
6. Another groupmate should count the number of
II. SUBJECT MATTER: pulses passing through point A in a minute. This is the
A. Topic: Sound frequency in waves per minute. You can convert this
later to waves per second.
Subtopic: Classification and Characteristics of 7. While your classmate is creating transverse waves
waves
by shaking the slinky, note by marking on the
Longitudinal and Transverse waves
newspaper the crest and the trough of the created
Learning Competency wave pulses.
infer how the movement of particles of an object 8. Trace the wave form then measure the wavelength
affects the speed of sound through it; of the wave pulses. Record all your data on the
a. distinguished the different characteristics of waves answer sheet provided.
c. determine frequency and wavelength 9. Repeat steps 5 to 8 for two more trials. Compute for
the wave speed in each of the 3 trials. Determine also
B. MATERIALS the average speed of the wave in the slinky.
activity sheet 10. For the second set up, repeat the whole procedure
Pentel pen or permanent marker (steps 1 to 9) but this time instead of shaking the
stopwatch or mobile phone slinky, pull and push the slinky to create a longitudinal
meterstick wave.
old calendar (big poster calendar) or old newspaper 11. Note and mark the areas/regions in the newspaper
metal slinky where the slinky forms compressions and rarefactions.
C. REFERENCES 12. Count the number of compressions passing
Science learners module pp 75-77 through point A in a minute. This is the frequency of
Science Teachers Guide pp 47-51 the longitudinal wave in waves per minute.
Exploring life through Science-Physics pp 382-401 13. Measure the length between 2 compressions. This
www.physicsclassroom.com is the wavelength of the longitudinal wave.
14. Do this for three more trials, and then compute for
III. STRATEGIES the wave speed and the average speed of the wave in
A. DAILY ROUTINE the slinky.
Prayer, Attendance, Cleanliness of the room
Activity 3 Slinky Experiment-Computing the wave
B. REVIEW speed based on the frequency and wavelength.
What type of wave is sound wave? Enrique and Liza are conducting a slinky experiment.
How do sound wave produced and transmitted? They are studying the possible effect of several
C. MOTIVATION variables upon the speed of a wave in a slinky. Their
Which do you think will have a higher and lower data table is shown below. Fill in the blanks in the
frequency? table, analyze the data, and answer the following
questions.
Medium Wavelength 2. A sound source sends waves of 400 Hz. It produces
Frequency Speed waves of wavelength 2.5 m. The velocity of sound
Zinc, 1-in. dia. coils 1.75 m 2.0Hz
waves is
______
Zinc,1-in. dia. coils 0.90 m 3.9 Hz A.100 m/s B.1000 m/s C.10000 m/s D.3000 km/s
______ 3. Dawn and Aram have stretched a slinky between
Copper,1-in. dia. coils 1.19 m 2.1 Hz them and begin experimenting with waves. As the
______ frequency of the waves is doubled,
Copper,1-in. dia. Coils 0.60 m 4.2 Hz A. the wavelength is halved and the speed remains
______
Zinc,3-in. dia. Coils 0.95 m 2.2 Hz constant
______ B. the wavelength remains constant and the speed is
Zinc,3-in. dia. Coils 1.82 m 1.2 Hz doubled
______ C. both the wavelength and the speed are halved.
D. both the wavelength and the speed remain
E. ANALYSIS constant.
Discussion of the result of activity 1. Two waves on identical strings have frequencies in
1. When there are more waves passing through the a ratio of 2 to 4. If their wave speeds are the same,
reference point in a period of time, which wave
characteristic also increases? then how do their wavelengths compare?
2. When there are more waves passing through the A. 2:1 B. 1:2 C. 4:1 D. 1:4
reference point in a period of time, what happens to 5. Compressions and rarefactions are characteristic of
the wavelength of the waves? A. longitudinal waves. B. transverse waves.
3. What characteristics are common to longitudinal C. both of these. D. neither of these.
and transverse wave?
3. How does longitudinal wave different from
transverse wave? IV. ASSIGNMENT
4. Why is longitudinal wave also called pressure 1. Which material transmits sound the best?
wave?
5. Which have higher frequency? Lower frequency? Bring the ff. materials
F. ABSTRACTION watch/clock that ticks
Waves have the following characteristics mobile phone
wooden dowel 80-100 cm long
metal rod 80-100 cm long
string (1 meter)
metal spoon
3 pieces zip lock bag (3x3) or waterproof mobile
phone carrying case

G. APPLICATION.
Medical use of ultrasound- a sound with very high
frequency that change electrical signals into sound
waves.
H. ASSESSMENT
Read the questions carefully and write the letter of
correct answer on your quiz notebook.
1. The frequency which is not audible to the human
ear is
A. 50 Hz B. 500 Hz C. 5000 Hz D. 50000 Hz
 I. OBJECTIVES:
Given the necessary materials, at the end of the
period, 75 % of the students will be able to;
a. describe how sounds travel and transmitted;
b. infer that sound waves are vibrations that travel
through the air and transmitted in air through
vibrations of air particles.
c. relate the characteristics of sound waves.

II. SUBJECT MATTER:

A. Topic: Sound
Learning Competency
infer how the movement of particles of an object
affects the speed of sound through it;
a. describe how sounds travel and transmitted

B. MATERIALS
activity sheet
1 rubber band,1 piece of plastic sheet,1 empty large
can of powdered milk - 800 g,1 wooden ruler1 empty
small can of evaporated milk - 400 mL, rock salt,1
dowel or 1 wooden rod,1 blue bead,4 colored
beads,3 inches of tape,2 large books,scissors,5
pieces of stringpaper,slinky spring, transistor radio .
C. REFERENCES
Science learners module pp 69- 75
Science Teachers Guide pp 47-51
Exploring life through Science-Physics pp 382-401
www.physicsclassroom.com
III. STRATEGIES
A. DAILY ROUTINE
Prayer, Attendance, Cleanliness of the room
B. REVIEW
Types of waves they have studied in grade seven
science and their characteristics

C. MOTIVATION
The teacher may start with the popular songs of
popular artists like maroon 5, Justin Bieber and Taylor
Swift. Students may be asked to sing some of the
popular tunes.
ask students to explain what they know about the
sounds they have heard. How does sound get from its
source (a stereo, voice, etc.) to our ears?
Unlocking of Words:
Wave can be described as a disturbance that travels
through a medium, transporting energy from one
location (its source) to another location without
transporting matter.
Frequency is measured in Hertz (Hz) and refers to the
number of waves within a second.
Wavelength the distance it takes for a wave to repeat
itself.
Grade 8 SCIENCE Period The time interval required for one complete
SY 2017-2018 wave to pass a point
Amplitude is how tall a wave is. Amplitude is one half
Topic: SOUND Date: July 17, of the distance from the crest to the trough of one
1st 2017 wavelength.
Quarter Vibration and Day: Monday Crest refers to the highest point of a wave.
transmission of Trough refers to the lowest point of a wave.
sound
Compressiona crowded area causing a high-pressure
region
Rarefractiona spread out area causing a low-
pressure region
D. ACTIVITY
Activity 1The dancing salt and the moving beads!
Procedure:
Part A: Vibrations produce sound
1. Prepare all the materials needed for the activity.
Make sure that you find a work area far enough from
other groups.
2. Put the plastic tightly over the open end of the large
can and hold it while your partner puts the rubber band
over it.
3. Sprinkle some rock salt on top of the plastic.
4. Hold the small can close to the salt and tap the side
of the small can with the ruler as shown in Figure4.
5. Try tapping the small
can in different spots or
holding it in different
directions. Find out how
you should hold and tap
the can to get the salt to
move and dance the most.
6. Switch on the transistor radio and position the
speaker near the large can. Observe the rock salt.
7. Increase the volume of the radio while it is still
positioned near the large can. Observe the rock salt
again.
Questions:
Q1. What happens to the salt?
Q2. How were you able to make the salt move and
dance the most?
Q3. What was produced when you tapped the small
can? Did you observe the salt bounce or dance on top
of the plastic while you tapped the small can?
Q4. What made the salt bounce up and down?
Q5. From your observations, how would you define
sound?
Q6. What happened to the rock salt as the loudness is
increased?
Q7. Which wave characteristic is affected by the
loudness or the intensity of sound?
Part B: Transmitting sound
8. Let 2 books stand up as shown in Figure 5. Place
the dowel on top of the 2 books.
9. Cut out an image of a human ear from a magazine
and tape it to one of the books.
10. Start with the blue bead. Tape the string to the
mark on the dowel that is farthest away from the ear.
11. Then tape the 4 colored beads to the other 4
marks. Make sure that all the beads hang in a straight
line.
12. The colored beads represent air particles. Create
vibrations (sound) in the air by tapping the blue bead
toward the colored beads.
13. Create more vibrations by continuously tapping the
blue bead and observe the other beads.
14. If the beads represent air particles, what do the
converging and expanding of the beads represent?
15. Connect one end of the slinky to a fixed point. Hold
the other end then push and pull the slinky
continuously. Record your observations.
16. This time shake the other end of the slinky while
the other end is still connected to the fixed point.
Record your observations.
Questions:
Q8. What happens to the other colored beads when
the blue bead is tapped?
Q9. Are there occasion when the beads converge then
expand?
Q10. Are there converging and expanding parts of the
slinky?
Q11. How then is sound classified as a wave?
E. ANALYSIS
Discussion of the result of activity
1. What does the salt and the beads represent?
2. What causes the salt to bounce up and down and
the beads to move together and spread alternately?
3. How does bouncing salt manifest/show energy
transmission?
4. What about the beads? Did you observe the
alternating converging and spreading of the beads?
5. Compare this to your observations in the slinky
spring. The converging portions of the beads match
the compressions in the slinky while the spreading
portions are the rarefactions of
the slinky. With the compressions and rarefactions,
what you were able to produce?
6. How does longitudinal and transverse wave
formed?
7. How is wavelength and frequency related to
converging and spreading, compression or
rarefraction, trough and crest?
F. ABSTRACTION
Sound consists of waves of air particles. Generally,
sound propagates and travels through air. It can also
be propagated through other media. Since it needs a
medium to propagate, it is considered a mechanical
wave.
The salt and the beads represent particles of air when
disturbed. The disturbance encountered by the salt
and the beads causes the salt to bounce up and down
and the beads to move together and spread
alternately. Bouncing salt is also a manifestation of
energy transmission.
The converging portions of the beads match the
compressions in the slinky while the spreading
portions are the rarefactions of the slinky. With the
compressions and rarefactions, what you were able to
produce is called a longitudinal wave. Longitudinal
waves are waves that are usually created by pulling
and pushing the material or medium just like in the 4. Which of the following does not describe a sound
slinky (Figure 6). Alternating compressions and wave?
rarefactions are observed. These compressions and
A. transverse wave B. longitudinal
rarefactions move along with the direction of the
pushing and pulling activity of the material or medium. wave
Thus, the wave moves parallel to the motion of C. compression wave D. push-pull
material or the particles of the medium. This is known wave
as a longitudinal wave. 5. A sound wave is produced when an object ...
A. accelerates B. decelerates
C. vibrates D. remains
stationary
IV. ASSIGNMENT
Bring the following materials by group
Pentel pen or permanent marker
stopwatch or mobile phone
meterstick
old calendar (big poster calendar) or old newspaper
metal slinky
Let us compare the longitudinal wave with the other
kind of wave known as a transverse wave in Figure 7.
The compressions resemble the trough while the
rarefactions are the crests. The trough is the lowest
part of a transverse wave while the crest is the
highest portion. The distance from one compression to
the next or between two successive compressions in a
longitudinal wave equals the wavelength. If you count
the number of compressions passing by a certain point
in 1 second, you are able to determine the frequency
of the longitudinal wave. Thus, speed of sound can be
equated as follows.

v f

G. APPLICATION.
Is sound wave a transverse wave or a longitudinal
wave? Defend your answer.

H. ASSESSMENT
Read the questions carefully and write the letter of
correct answer on your quiz notebook.
1. When sound travels through air, the air particles
______.
A. vibrate along the direction of wave propagation
B. vibrate but not in any fixed direction
C. vibrate perpendicular to the direction of wave
propagation
D. do not vibrate
2. The relation between wave velocity 'v', frequency 'f
', and wavelength 'l' is ______.

A. B.

C. D.
3. Sound waves are
A. longitudinal
B. transverse
C. partly longitudinal and partly transverse
D. sometimes longitudinal and sometimes transverse
 What is being depicted in the picture?
How quickly does sound travel?
Grade 8 SCIENCE Does temperature affect the speed of sound?
SY 2017-2018
D. ACTIVITY
Quarter: Topic: SOUND Date: July 21, Faster sound... In hotter or cooler?
1st 2017 Procedure:
Effect of Day: Friday 1. Label the 3 graduated cylinders with HOT, ROOM
temperature in the TEMP, COLD respectively.
speed of sound 2. Half-fill the ROOM TEMP graduated cylinder with
tap water.
3. Sound the tuning fork by striking it on the sole of
I. OBJECTIVES: your rubber shoes and hold it on top of the graduated
Given the necessary materials, at the end of the
cylinder.
period, 75 % of the students will be able to;
4. When no loud sound is produced increase the
a. Determine the relationship between the speed of a
amount of water up to a level where loud sound is
sound and the temperature of the air it passes produced when the vibrating tuning fork is placed on
through. top. Note this level of water.
b. Explain how temperature affects speed of sound. 5. Fill the HOT graduated cylinder with hot water
c. Compare the speed of sound in a cold and hot (about 70oC) to the same level as that of the ROOM
medium. TEMP cylinder.
6. Fill the COLD graduated cylinder with COLD water
(about 5OC) at the same level as that of the ROOM
II. SUBJECT MATTER:
TEMP cylinder.
A. Topic: Sound 7. Determine the temperature of the water in each of
Learning Competency the cylinders just before sounding the tuning fork.
infer how the movement of particles of an object 8. Sound the tuning fork in each of the cylinders and
affects the speed of sound through it; note the sound produced by each cylinder. Record all
a. investigates the effect of temperature to speed of your observations.
sound through fair testing; 9. Do this for three trials focusing on the differences in
b. determine how temperature affects the speed of the pitch of the sound each cylinder creates. Record
sound all your observations.
B. MATERIALS E. ANALYSIS
activity sheet Q1 Which cylinder gave the loudest sound?
3 pieces 1000 mL graduated cylinders or tall Q2. Which cylinder gave the highest pitched sound?
containers thermometer Q3. If pitch is directly dependent on frequency, then,
bucket of ice which cylinder gives the highest frequency sound?
electric heater or alcohol lamp Q4. Since wave speed is directly dependent on
tuning fork frequency, then, which cylinder gives the fastest
C. REFERENCES sound?
Science learners module pp 83- 85 Q5. How would you relate the temperature of the
Science Teachers Guide pp 47-51 medium with the speed of sound?
Exploring life through Science-Physics pp 382-401 F. ABSTRACTION
www.physicsclassroom.com How does temperature affect the speed of sound?
III. STRATEGIES Temperature actually increases the speed of sound,
A. DAILY ROUTINE because warmer particles generally move at a faster
Prayer, Attendance, Cleanliness of the room rate. Scientists have derived a special formula for
finding the speed of sound in dry air. It works for most
of the temperatures found on Earth. The formula is v =
B. REVIEW 331 + (0.61)T, where v is the speed of sound, and T is
Where does sound travel fastest? the temperature.
In solids? liquids? or Gases?
G. APPLICATION.
C. MOTIVATION What is the speed of sound in air of temperature
25oCelsius?
F. ASSESSMENT
Read the questions carefully and write the letter of
correct answer on your quiz notebook.

1. Sound travels faster at

a. room temperature b. low temperature
c. high temperature d. freezing temperature
2. Which of the following statements best describe the
effect of temperature to speed of sound?
a. The temperature is lower, so speed of sound is
faster.
b. The temperature is higher, so speed of sound is
lower.
c. The temperature is higher, so speed of sound is
higher.
d. The temperature is lower, so the speed of sound is
the not affected.
3. What is the speed of sound in air of temperature
35oCelsius?
a. 325 0C b. 352 m/s a. 352 0C a. 325 m/s
4. Calculate the speed of sound in air of temperature
10oCelsius?
a. 337 0C b. 733 m/s a. 373 m/s a. 337 m/s
5. Determine the speed of sound in air of temperature
0oCelsius?
a. 331 m/s b. 331.6 m/s a. 0 m/s a. 0.6 m/s

IV. ASSIGNMENT
1. What are chimes?
2. How do chimes produce sounds?
Make an improvised chimes at home use learners
module pp 85-87 as guide for procedure in making
chimes.
materials for chime
nylon string or thread
plastic lid or wood about 1 12 foot long small electric
fan
scissors
nail and hammer
beads
paint
iron stand

Read on properties of sounds

How are echoes formed?
Explain Doppler effect
Differentiate reflection, reverberation and refraction

References
Learners Module pp 85-89
.