The Interaction of Sound and Light
Is it possible to study the interaction of a sound wave with an EM wave to This technique is called “chirp” compression because the radar pulse is swept in. Get a FREE sound waves lesson plan, or one of many other physical science lesson is a form of energy that travels in waves referred to as compressional waves . Hypothesize what happens to sound waves when they reach a wall or other . light) have energy and can transfer energy when they interact with matter . These basic properties define the behaviour of a wave – anything that reflects, These behaviours of waves can help us understand how water waves interact with land. When two waves travelling in different directions meet, they This is called resonance, and it happens when the frequency of the.
How is sound created and detected? Sound is created by vibrating objects and propagated through a medium from one location to another. It is detected by our ear drums. After students complete their research, have them participate in the demonstration described below.
Students can take turns moving the slinky and the jump rope to demonstrate longitudinal and transverse waves.
This lesson was adapted from an online lesson Schmidt-Jones, Catherine. Procedure Load the slinky onto the broomstick and stretch it out a bit. Ask two students to hold the broomstick horizontally at waist level, as steadily as possible, or secure the ends of the broomstick on desks or chairs. Holding one end of the slinky still, one student should jerk the other end of the slinky forward and back along the broomstick as quickly as possible.
Now ask a student to hold one end of the jump rope very still at waist height. Another student should stretch the jump rope out taut, horizontally. One of the students should suddenly jerk the end of the rope up and down again. To sum up, ask students: Assessment Bring the class back together and review the concepts in this lesson by asking questions like these: What kinds of waves are sound waves?
They are longitudinal waves, characterized by compressed air molecules followed by rarefied molecules, those that are farther apart. In the 19th century, sound waves were often depicted as transverse waves.
How can this be done? As long as the areas of compressed air matches the crests of transverse waves and the areas of rarefied air match the troughs, then it is possible to do so. Work with students to create a KWL chart, a three-column list of what the students think they Know about a topic, what they Wonder about the topic, and a final column to be completed at the end of the lesson on what they have Learned about the topic.
Accept all student ideas at this time and resist the temptation to explain or correct their ideas.
Properties of Sound Waves
After filling in what students know about sound under the Know column, ask them to come up with questions about sound. Record those questions in the Wonder column of your chart.
Explain to students that in the next two class periods they will be looking for the answers to some of these questions. You may want to add some questions in this column that relate to the lab activities. Can sound travel in water? Can sound travel through solids? Can we always see things vibrate when we hear something? What do sound waves look like? Explain to students that they will be looking at how sound waves travel through different objects and mediums at six lab stations.
Wave Interactions ( Read ) | Physics | CK Foundation
As they explore the sound waves created at the different stations, students will create a booklet of what they discover. Pass out six "Sound Waves Seen" activity sheets to each student, one for each lab station. At the top of each observation sheet, there is a space for students to draw a diagram of the lab station activity. Explain that after the lab, these pages will be compiled into student booklets on waves. Students should illustrate the materials used in each lab activity and label them.
Under the diagram, students should describe what is observed as they perform the lab by answering the following questions for each lab activity: What do you see? What is the source of the vibration? What type of medium is the wave traveling through?
In what direction does the wave appear to travel? What happens to the medium as the wave travels? Next, walk through one lab activity with the class and model how to fill out the observation sheets.
Tell students that all waves in these labs have a vibrating source that creates the wave. Also, emphasize that a vibrating source is needed for all sound waves.
Keep activity cards at each lab station that clearly define student procedures for each lab: Drum with paper clips on the top. This can be made with wrapping paper over a coffee can if you don't have a real drum available. Students should tap on the drum and observe what happens to the paper clips. Students should tap on the drum. What do you hear? Touch side of your throat and say ahh.The Coolest Things Sound Waves Do
What do you feel as you say ahh? Tuning fork in water.
Gently strike the tuning fork on the pad and then place it in the water. Describe what you observe. Rubber band strung between two pegs or nails. Pluck the rubber band.
Strike a fork with another utensil and bring it close to the ear. Steel yardstick or ruler on edge of a table.