Unit Plan-Waves and Sound(SPH3U),Course EAQ 1330Y-S-5001

Unit Overview

Name of the Unit: - Waves and Sound

Course Name: - Grade 11 Physics (SPH3U)

Introduction:-Sound is one of the major means of communication. It is a topic that appeals to young people because they are surrounded by sound and music. Hearing is an important sense, and understanding how humans hear enables students to better care for that sense. Furthermore, many students are musically inclined or like music, so the study of music, musical instruments, and acoustics is relevant to their daily lives. Thus, this unit is popular with most students.

Overall Expectations:-

In this unit, you will be able to

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.

Learning Skills (LS) Key:- R—Responsibility, O—Organization, IW—Individual Work, C— Collaboration, I—Initiative, SR—Self Regulation

Lesson (Title and Topic) Expectation Code

Lesson Strategy and Assessment Evaluation includingCriteria addressedFrom Achievement Chart.(Learning Skills)

1- (i)Introduction about Waves and Sound (ii) Vibrations.

E2.1, E3.1 Discuss in groups some of the questions. How waves are produced? What is difference between noise and music? Do moving objects transmit energy? Brainstorming about the lesson.Have an appropriate rope handy

K/U—Brainstorming ( Diagnostic Rubric)I---Activities/Inquiry SheetC---Experiment S/Pendulum-Communication Rubric

to demonstrate the activity of producing waves with it. Experiment about simple pendulum. Practice Questions.Assigned home work, an activity of transfer of energy through a medium.(Assessment For Learning)

Application—RubricLS:- R(Home work)C(Group work)O(class activity and experiment)

2-Wave Motion E2.1,E3.1 Lecture with diagrams: Difference between Longitudinal and Transverse waves? Parts of a wave.Investigation: Waves Transmission, Pulses on a Coiled Spring. Practice Questions. Entry into the Journal.How to make graph with graphing calculator about S/Pendulum vibrations?MCQ Test about the basic concepts in Wave Motion. Think Pair Share about connection of topic to society.(Assessment For Learning)

K/U—Practice Questions. Test(Diagnostic Rubric)I---Inquiry Assessment Sheet about Investigation and graphC—Investigation(Rubric)A—Think Pair Share(Check List)LS:- R(Journal Entry)O:-(Investigation and graph)IW(Test)C:-(Think Pair Share)

3-(i) The Universal Wave Equations.(ii) Transmission and Reflection

E2.2, E2.4 Lecture on deriving universal wave Eq.Solution of Sample Problems in small groupsBrainstorming about concepts of wave motion and relating it to Transmission and Reflection of waves followed by a Group Discussion.Home work about Problems. Anecdotal Record of today’s work.(Assessment For and AS Learning)

K/U— Anecdotal RecordI— Inquiry Sheet for Sample Problems and HomeworkC— discussion(Coop. work rubric)A—RubricLS:-R(Anecdotal Record)IW(homework,problems)C(group work)SR( Cooperative Assessment)

4-Waves in Two Dimensions

E2.2 Paper and Pencil Test on the prior knowledge learnt so for. A Demonstration on transmission

K/U—Diagnostic RubricI---Inquiry Skills SheetC--discussion(Peer

and reflection involving wave generator and ripple tank. Making a graphical representation of waves produced on graph paper.Refraction and Diffraction of waves. In groups discussion about making connections of the phenomenon of Reflection, Refraction and Diffraction to everyday life.(Assessment For and AS Learning)

Assessment Rubric)A—RubricLS:- R and I(Test)O(plotting graph)C(Group Work)SR(Peer Assessment)

5-(i)Interference of Waves(ii)Mechanical Resonance

E2.1, E3.2 Lecture about interference of waves.Activity demonstrating Interference with springs.Experiment to show production of Resonance with tuning fork and water tubes.A video about collapse of Tacoma Narrows Bridge. Reason? Thinking?Other examples of resonance from everyday life(home work)(Assessment For Learning)

K/U—Rubric(homework)I—Rubric about ActivityC—Observation Sheet about VideoA—Rubric about applications of ResonanceLS:- R( Class discipline)O(Activity and Experiment)I(home work)C&SR(video)

6- (i)Standing Waves(ii)Interference of Waves in two dimensions

E3.3,E3.4 An Activity: Standing Waves in One dimension.A video or CD-ROM of two source interference pattern, Principal of Superposition.Experiment with Ripple Tank about two point source of lightQuestion Answer session about the knowledge of Waves.Home work about different patterns of standing waves, Nodes and Anti-nodes(Assessment For Learning)

K/U-- Diagnostic RubricI—Activity/ Experiment SheetC&A—Q and A result cardLS:-R(Homework and video observation)O(Activity and Experiment)C(Activity and Experiment)I&SR(Q & A session)

7- Review of Chapter (Vibrations and Waves) finished in the last lesson

Some items from the lessons studied so for can be assigned as compulsory (Socratic Reading) and some optional and some can

K/U—RubricI—Inquiry Sheet problem solvingC— Observation Rubric

be discussed orally with the help of debates and jigsaw strategy. Observation by the teacher. Practice of Problem Solving relating to Simple Pendulum and Universal Wave Equation in small groups (Assessment For Learning)

A—RubricLS:-I&IW(Socratic Reading)C&SR(debates and jigsaw strategy)O&R(Problem Solving)

8-(i) Introduction: what is sound?(ii) Production and Transmission of Sound Energy

E1.1, E2.3,E3.4

Activity of Tuning Fork producing sound. What is a sound? A Gizmo (computer simulation) about production of sound and testing frequencies humans can withstand. To make table and draw graph between frequency and loudness of sound. A lecture: How does sound travel? Demonstration about a Mechanical bell inside a jar from which air is evacuated.(Assessment For Learning)

K/U—RubricI—Inquiry Sheet(Activity and Demonstration)C—Gizmo and plotting graph (Rubric)A—(Observation Sheet about testing of hearing)LS:-R&O(discipline during Gizmo)C(Activity and Demo)SR(During Lecture)

9- The Speed of Sound E3.5 Questions and Answers about understanding previous concepts.Lecture -Speed of Sound, Its dependence on temp.Demonstration: Measuring Speed of sound in class.Sample Problems:- Solving problems relating to speed of sound in small groups.Homework- Solution of Problems on the above topic.(Assessment For and As Learning)

K/U— Diagnostic Rubric about Qs and AsI—Demonstration Sheet C- Problems(Sheet)A—(Self-Assessment Rubric about problem solving)LS:- R&SR(Lecture and homework)I&IW(Qs and As)C(group work)O(Demo)

10- (i)The Intensity of Sound(ii)Human Ear

E2.3, E1.2 Lecture about Intensity of sound.Plotting graph between Frequency and Intensity Levels with the help of MS Excel.Study of Human Ear with diagrams, Group Discussion about Audible Frequency Range, Noise pollution and its effects on

K/U-Rubric for graphI&C-Inquiry Sheet(results of assignment)A-Rubric for Cooperative learning assessment and Peer AssessmentLS:- I&O(pair work for

human ears.Explore an issue –In urban setting, the use of Gasoline-Powered Blowers( In pairs submit your findings and recommendations as an Assignment)(Assessment For Learning)

studying Blowers)R & IW( Lecture and graph)C(group and pair work)

11- (i)Reflection of Sound waves(ii)Diffraction and Refraction of Sound waves

E3.6 An activity with card board pieces.Echolocation-Dolphins, Orca Whales, and Bats ( A video on you tube)Group study about applications of Sound- Ultrasound, A Stethoscope, SONARSocratic reading about Diffraction and Refraction of Sound Waves and then presentations of the ideas in pairs.(Assessment For and As Learning)

K/U &C—Rubric about presentationsI—Activity Sheet)A—Knowledge of applications(peer and self-evaluation sheet)LS:- R & IW(Socratic reading)I & O(presentations)C(group work)SR(presentations)

12- (i)The Interference of Sound Waves(ii)Beat Frequency

E2.6 Demonstration of Interference of Sound Waves from a Tuning Fork and Two LoudspeakersWhat are Beats? A Gizmo about interference of sound and beats.(Computer simulation)Think pair share about applications of interference and beats in everyday life.Solving sample problems about beats.Home work of Problems.(Assessment For Learning)

K/U—Rubric(home work)I—Demonstration/Activity SheetC—Assessment of Gizmo and DemoA—think pair share assessment sheetLS:-R & C( Gizmo and Think- Pair- Share)IW(home work)I & O(problem solving)

13- Doppler’s EffectAnd its applications in society

E1.2,E2.5 Lecture with diagrams about Doppler Effect and Doppler Shift.Solving Sample problems relating to Doppler effect in small groupsCoop Learning on applications of

K/U—Rubric(learning)I— Sheet about problem solvingC—(coop learning rubric)A—self assessment sheet).

Doppler’s effect like Supersonic Travel, Breaking the sound barrier.Home work about Problems relating to Doppler’s Effect.(Assessment For and As Learning)

LS:-R & C(group learning)IW(lecture and home work)SR(problem solving)

14- Review of Chapter-Properties of Sound finished in the last lesson

Questions and Answers and Debates on the topics covered so for in the lessons 8-13. Revision of Problem Solving in small groups.Class work –preparing Concept Map of the ideas studied in the above lessons(Assessment For Learning)

K/U—Rubric about concept maps.I & C— problem solving SheetA—(Qs and As, debates assessment record)LS:-I&IW(Qs and As, debates)C&SR(concept map and group work)O&R(Problem Solving)

15- (i)Introduction, Music and Music Scales (ii) Vibrating Strings

E2.6 and E2.7

An activity about Seeing Sound (using amplifier, oscilloscope and microphone).Lecture Music and Musical Scales.Socratic Reading of Vibrating Strings and writing paragraphs in journals.A you-tube video to explain musician’s scale on pianoSolving sample Problems. in small groups.Home work of Numerical Problems.(Assessment For Learning)

K/U—Rubric(paragraph assessment)I—Inquiry Sheet about activity and problemsC & A---you tube video observationsLS:-R & IW(Socratic reading)C & SR(video and problem solving)

16- (i)Quality of Sound (ii) Resonance in Air Columns

E2.6 Investigation- Resonance in Closed Air Column (Plastic Pipe, Graduated Cylinder and Two Tuning Forks).Solving sample problems in small groupsDemonstration About speed of sound in Closed Air Column.Home work about Numerical

K/U—Rubric about home workI—Inquiry Sheet about experiments and problem solvingC—problem solving assessment rubricA---problem solvingLS:-

Problems.(Assessment For Learning)

R & IW(experiments)C & SR(group work in problem solving and experiments)I(home work)

17- Musical Instruments(Stringed Instruments, Winged Instrument, Percussion Instruments)

E2.7 Activity with Violin. Lecture on different types of Instruments.A guest musician in class to playVarious Musical Instruments. In groups student will, later on, find the difference between each sound in terms of Physics with the help of knowledge learnt in today’s performance.Jigsaw grouping strategy will be used to distinguish the sounds(Assessment For and As Learning)

K/U—learning skills RubricI—Inquiry Sheet about activityC—coop learning rubric for group work assessmentA—group comments sheetLS:-R(musicians performance)SR(lecture and performance)C(group work)

18-(i) The Human voice as a musical instrument-(ii) Electrical Instruments and Digital sound.

E1.1 Lecture with the help of diagrams about Human voice.A documentary film on Electrical Instruments and Digital sound to be played on computer.Activity—Evaluating Headphones.A research study in groups about the ancient musical instruments using internet. Submit results in the form of a chart by each group.(Assessment For and As Learning)

K/U—Chart Assessment Rubric and observation of documentary filmI—Activity SheetC—Research study self assessmentC—group assessmentLS:-R & O(research study)C(group work)SR & IW(lecture and documentary)

19- (i)Electronic Musical Instruments(ii)Acoustics and its applications in real life

E1.1 Activity of Electronic sound (artificial sound). Study of graphs of different electronic sounds.Lecture on Acoustics. Internet study on the applications of this knowledge for the benefit of society in

K/U—Rubric about internet studyI—Activities SheetC—Assessment of findings of Think groups through teacher observation

making echo proof concert halls.An activity of Reverberation time.Students Think Groups about proposing some other applications of Acoustics. The will submit their presentations in group interview with the teachers.(Assessment For Learning)

A—Report from groups (Sheet).LS:-R &SR(think groups)O & I( interview observations)C(group work)IW( internet study)

20- Culminating Task-To draw Concept map about the major concepts studied in all three chapters of the unit of Waves and Sound

Brainstorming about the concepts studied so far.Completing KWL chart about prior knowledge.Distribution of a hand-out about the concept maps.A brief about the use of computer and Inspiration soft ware.(Assessment Of will apply)

(i)Concept Map assessment sheet.(ii) group work assessment(ii) Summative assessment sheet

21- Unit TestA test of 75 minutes duration covering the whole unit.

Test will contain a variety of questions from the whole unit with a choice available for students in the optional questions. Compulsory questions will have to attempt by everyone.(Assessment Of Learning)

(i)Achievement Chart Rubric.(ii)Summative assessment sheet.

Accommodations for Special Needs, IEPs and ELLs:

Make basic accommodations for special needs students by providing these students with extra time, computer using options, strategic seating, assistive technology, etc. as outlined in their Individual Education Plans (IEPs). . If the range of abilities in class is appropriate, will consider heterogeneous group tutoring approach during individual work time and review periods. Such students can use paper and pencil based tests, graphs and concept maps where they need accommodations.

References:-

• Grade 11 text books from Nelson, Addison Wesley, Pearson, McGraw Hill.

• Ministry curriculum document grade 11 and 12 Science.

• www.science.nelson.com

• http://www.explorelearning.com/index.cfm? method=cResource.dspDetail&ResourceID=518

• http://www.explorelearning.com/index.cfm? method=cResource.dspDetail&ResourceID=524

• www.youtube.com • Inspiration 9.0 1E software trial edition

Unit Culminating Task

To Prepare a Concept Map for the unit of Waves and Sound connecting: different ideas studied in the unit, lab references, problem solving, examples, and everyday life connections. (List of major terms to be used in this Concept Map is enclosed)

List: Waves and Sound, vibrations, frequency, period, Simple Pendulum, Wave motion, The universal wave Equation, Interference, Resonance, Standing wave, Nodes, Anti-node, Sound, Mechanical wave, Speed of Sound, Intensity of sound, Human ear, Frequency range, Noise, Music, Reflection of sound waves, Echolocation, ultrasound, Beats, Doppler Effect, Supersonic Travel, SONAR, Musical Scales, Vibrating Strings, Quality of Sound, Musical Instruments, human voice, harp, violin, pipe organ, brass drum, Digital sound, headphone, electronic synthesizers, Acoustics, Reverberation time.

Expectations Covered

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.

Background Knowledge

What is a concept map? Why we use concept maps? What are major parts of a concept map (nodes, linking lines, linking phrases, labeled lines, and a proposition)? Different types of concept maps?

How to use basic applications of a computer, internet browsing. What is Inspiration soft ware? Basic use of Inspiration soft ware?

Back ground knowledge about the unit covered?

What is wave, periodic motion, transverse and longitudinal waves, cycle, frequency, hertz, period, amplitude, crest, trough, wavelength, compression, rarefaction, wave equation, ripple tank experiment, refraction and diffraction of waves, constructive and destructive interference, principle of superposition, resonance and its implications in real life, different parts of a standing wave, tuning fork, how sound is produced and travels in a medium, the speed of sound and effects of temperature on it, loudness of sound, intensity levels, frequency range of human ear and other animals, application of sound in everyday life and society, what are beats, how sound is effected with the movement of source of sound, Difference between noise and music? What is quality of sound and how its effects on different kinds of musical instruments, Is human voice a musical instrument? Electronic music instruments and digital sound? Acoustics and its applications?

Teaching Strategies

The students will be divided into groups and there will be brainstorming session about the back ground knowledge of the whole unit.

To review the prior knowledge of the students, the teacher will introduce the following KWL chart and will help the students to fill it up:-

What I know What I wonder What I want to learn

1

2

3

The teacher will introduce the concept map to the students. An introductory hand-out about concept maps will be given to all students.

There will be a briefing session from the teacher about the use of Inspiration soft ware on the computer. After the session, students will be allowed to ask questions about the use of computer and the Inspiration soft ware so that they will be easy to use the computer and the above mentioned software.

The teacher will introduce the Culminating Task to the students with the following set of instructions:-

Time to complete the activity will be 40 minutes. Students can show their rough draft of the Concept Map to the teacher if

they need any clarification. The students will post their final draft of the map to the teacher through e-

mail. Cheat Sheet will not be allowed for this activity The students can use calculators, when they are including examples of

some numerical in their map. The students will mention at least one lab. Activity relating to any main

terms of the concept map( just write name of the lab. activity with materials used)

Lab safety protocol is in effect and computer will be used only for the constructive purpose.

Accommodations/Modifications

Accommodations will be available for IEPs and ELLs and special need students; one possible accommodation will be to use paper and pencil style for such students to draw their concept maps. The other strategy will be to award extra time to such students. If someone has language problem, teacher will help him to understand the text and how to attempt the activity.

Assessment

Differentiated assessment will be applied, Teacher will assess the students work whether it is electronic or paper pencil based as per the contents of the Concept/Mind Map scoring Rubric in the light of achievement chart categories(K/U, I, C, A).

Cooperative Skills Assessment/Team Assessment will also be done through a Rubric to see the impact of group work on the performance of the students. It will be related to learning skills assessment.

In the light of the above assessments, Summative Assessment will also be done.

It is traditional and/or performance based that is used to evaluate performance at the conclusion of a course or program. (A hand out on concept mapping, a scoring Rubric for concept map assessment, a Rubric for group work assessment, a Summative assessment sheet are attached separately).

Concept Map Hand out

A concept map is a drawing that represents your thinking about a topic. It includes:

Concept Terms (in circles or on sticky-notes) One-way arrows that relate two concepts Linking Phrases or words that label the arrows and describe the relationship between a

pair of Concept Terms

Rules for Constructing a Simple Concept Map:

Concept Terms appear only once on the map The map can be organized any way you want Use only the Concept Terms that are provided Use only one labeled arrow between two concepts You can link a Concept to more than one other Concept, but use separate labeled arrows You can only draw arrows between Concepts, not to another arrow

Example of a Concept Map

Concept Terms list: Rose, Flower, Fragrance, Love, Florist, and Feeling

Examples of map structure typesA: LinearB: CircularC: Hub or spokeD: TreeE: Network

Concept Map PracticeWorking as a classroom team, create a “Water Cycle” concept map using Linking Phrases you think best describe the relationship between pairs of Concept Terms:

Water Mass

Volume BuoyancyCubic Centimeter (cm3) Gram (g)

Wood Matter

Density

Buoyancy Concept Map:

Examine the Concept Terms listed above. They were selected from a unit on buoyancy.

Step 1) Construct a concept map using the Concept Terms given above and the rules for

creating a simple concept map given above.

You may use any linking phrase you choose to best describe the relationship between pairs of

Concept Terms.

Step 2) When you are finished, make sure that:

All the Concept Terms given above appear only once on your map All the Linking Lines are labeled with a Linking Phrase Your map makes sense when you read it (see example: “Rose is a type

of flower”)Step 3) when you are done checking your map; redraw it so someone else can read it.

Rubric: Concept/Mind Map

Criteria and Achievement Chart Categories

Level 1(Below Standard)

Level 2(Approaching Standard)

Level 3( Standard)

Level 4(Above Standard)

Arrangement of ConceptsStates the main concepts and sub-concepts without repetition

Achievement chart categories:-K/U---understands the main concepts studied in the unit.

The main concept is not identified and some sub-concepts do not flow appropriately from main concept

The main concept is identified and some sub-concepts flow appropriately from main concept

The main concept is identified and some sub-concepts flow appropriately from main concept. One sub-concept is repeated. Relationships between concepts are logical.

The main concept is easily identified and some sub-concepts flow and branch appropriately from main concept. No repetition. Relationships between concepts are

logical.Links and Linking LinesUses links lines to connect related concepts. Uses arrow heads to indicate direction of linkages. Uses linking words to describe relationship between concepts.Achievement chart categories:-C---- communication of information and ideas

Links lines always do not point in the correct direction

Some linking lines connect properly and point in correct dirction(s)

Most linking lines connect properly and point in correct dirction(s)

All linking lines connect properly and point in correct dirction(s)

Graphics(Mind Maps)Uses crisp and clear graphics in appropriate locations to enhance the topic, add interest and aid comprehensionAchievement chart categories:-I--- application of the skills and strategies of scientific inquiry

A limited number of graphics are crisp and clear and some are poorly positioned on the page

Some graphics are crisp and clear and are well positioned on the page

Most graphics are crisp and clear and are well positioned on the page

All graphics are crisp and clear and are well positioned on the page

ContentThe content reflects essential information and is logically arranged with concepts succinctly presented. Avoids misspelling or grammatical errorsAchievement chart categories:-K/U---understands the main concepts studied in the unit.

The concepts and connecting words contain extraneous information and many are not logically arranged

Some concepts and connecting words are not logically arranged and some reflect misinformation

Most concepts and connecting words are logically arranged and reflect essential information

The concepts and connecting words are logically arranged and reflect essential information

TextUses easy to read fonts of appropriate size and an amount of text appropriate for intended audience. Uses boldface sometimes for emphasis.

The fonts (or handwriting) are too small to read. Too many different fonts have been used.

Some fonts are easy to read or neat hand writing

Most fonts are easy to read or neat hand writing

All fonts are easy to read or neat hand writing

Achievement chart categories:-I--- application of the skills and strategies of scientific inquiry

DesignUses a clean uncluttered design with high visual appeal that fits on one page, and uses colour when appropriate for emphasisAchievement chart categories:-A-------understanding of connections among science, technology, society, and the environment

The design is cluttered. It is not efficiently organized and the choice of colour lacks visual appeal and impedes comprehension

The design is somewhat cluttered with low visual appeal but fits on one page. Some colours decrease visual appeal and impede comprehension.

The design is clean and uncluttered with high visual appeal and fits on one page. Color is effectively used for emphasis.

The design is clean and uncluttered with high visual appeal and fits on one page. Color is effectively used for emphasis.

Group work/Team work Rubric

Criteria Level 1(Below Standard)

Level 2(Approaching Standard)

Level 3( Standard)

Level 4(Above Standard)

Commitment to Team goals

Is uncommitted to learn goals, but carries out assigned task with supervision

Communicate a commitment to learn goals and carries out assigned task with supervision

Communicate a commitment to learn goals and effectively carries out assigned task without supervision

Actively helps to identify team goals and works hard to achieve all tasks

Share of the work Did much less work than others

Did almost as much work as others

Did the same amount of work as others

Did much more work than others

Initiative Became involved only when coaxed

Took less initiative than others

Took the same initiative as others

Motivated others and was the leader in taking initiative

Contribution to Ideas

Provided only one or two ideas

Provided several ideas but fewer than others

Provided as many ideas as others

Provided the majority of quality ideas

Encouragement and Assistance

Offered limited encouragement and assistance

Offered below-average encouragement

Offered average encouragement and assistance

Offered above average encouragement

and assistance and assistanceTimeliness All work was late

and some was never completed

Most work was late but was eventually completed

Most work was completed and close to the agreed time

All work was consistently on time and sometimes ahead of time

Communication of ideas and Opinion

Rarely expressed ideas or opinions even when coaxed

Sometimes expressed ideas or opinions with coaxing

Usually voluntarily expressed ideas or opinions

Always voluntarily expressed ideas or opinions

Provision of Positive Feedback

Rarely provided feedback, but usually in a positive way

Sometimes provided feedback, and in a positive way

Usually provided valid feedback and in a positive way

Frequently provided valid feedback and always in a positive way

Acceptance of Feedback

Listened to feedback, but not carefully and usually argued own point of view

Listened to feedback, reluctantly accepted it , but without evaluating its validity

Listened carefully to feedback and readily accepted it, but without evaluating its validity

Listened carefully to feedback and readily accepts it, but after evaluating its validity

Summative Achievement LevelsTeacher: _________________________________

Student Achievement LevelsUnit 1:____________

Unit 2:____________

Unit 3:___________

Unit 4:____________

SPH3U Unit Test – Waves and Sound Name of Student: ___________

Maximum time allowed: 75 Minutes

Total Marks: 50

Important: - Question No. 1, 2 and 6 are compulsory. Attempt any two questions out of Questions No. 3, 4 and 5.

1. Define the following terms with one example or application from everyday life:- (Marks= 2x5 =10 )

(a) The longitudinal wave(b) Mechanical Resonance(c) The intensity of sound(d) SONAR(e) Acoustics

2. (a) Circle the correct choice in each of the following questions:- ( overwriting or erasing is not allowed) ( Marks= 1x5=5)

(i) The universal wave equation can be written as(A) λ = vf (B) f =vλ (C) v = fλ (D) f = 1/λ

(where λ represents wavelength, f is frequency and v is velocity)(ii) The unit to measure the intensity level of sound is(A) Hz (B) db (C) m/s (D) ml(iii) The beats are the periodic changes in intensity of sound due to(A) Interference of sound(B) Diffractions of sound(C) Reflection of sound(D) Refraction of sound(iv) The value of speed of sound in air at 0 oC is

(A) 332 m/s (B) 342 m/s (C) 352 m/s (D) 322 m/s

(v) Technically speaking, the difference between noise and music is the ---------- of the sound producing it:

(A) velocity (B) intensity (C) frequency (D) speed

(b) Fill in the blanks with appropriate words :- ( overwriting or erasing is not allowed)

(Marks = 1x5= 5)

(i) A wave is a -------------- of energy over a distance, in the form of a disturbance.

(ii)The time required to complete one vibration or oscillation called---------------.

(iii) The pitch of sound is directly proportional to ---------------------- of the sound.

(iv)The ---------------- is a fascinating instrument, it is also the oldest and most versatile of

all musical instruments.

(v)The time required for the intensity of the sound to drop to 10-6 (one millionth) of its

original value or until the sound is inaudible is called----------------------------------------.

3 (a) Write a short essay on the phenomenon of Doppler Effect with one application from practical life.(Definition, explanation with diagram and one application) (Marks= 1+3+1=5)

(b) A car travelling at 100.00 km/h sounds its horn as it approaches a hiker standing on the highway. If the car’s horn has a frequency of 440 Hz and the temperature of the air is 0 oC , what is the frequency of the sound waves reaching the hiker (i) as the car approaches ? (ii) after it has passed the hiker?(Marks= 5)

4. (a)Why a wineglass could shatter into pieces when a sound from a piano is played close to it ? Explain the science involved. Give one similar example involving this phenomenon. (Marks=2+2+1=5)

(b)A tuning fork with a frequency of 256 Hz is sounded together with a note played on a piano. Nine beats are heard in 3 seconds. What is the frequency of the piano note? (Marks=5)

5. (a) Write a short note on any one application of sound waves in the medical field. (name of the application, how sound works in it , how it is beneficial)(Marks=1+2+2=5)

(b) With the help of a graph paper or by using the Microsoft Excel, draw a periodic transverse wave consisting of two wavelengths with amplitude (A) = 1.0 cm and wavelength (λ) = 2.0 cm (Marks=5)

6. Write the names of different parts of human ear as shown in the picture below (any 10 parts out of 12) (Marks = 10)

Model Answers of Unit Test

Question No. 1

(a) In some types of waves the particles vibrates parallel to the direction of motion of the wave, and not at right angles to it. The most common longitudinal waves are sound waves. ( Max. marks allowed = 2)

(b) This is the response of an object that is free to vibrate to a periodic force with the same frequency as the natural frequency of the object. We call this mechanical resonance because there is physical contact between the periodic force and the vibrating object. The rattling of windows of a house due to a truck or train passing near a house is due to resonance. ( Max. marks allowed = 2)

(c) The power of a sound per unit area. The unit of sound intensity is watt/m2. The loudness of sound or intensity level depends on the intensity of sound. Sounds audible

to humans can vary in intensity from the quietest whisper (10-12 Watt/m2) to a level that is painful to the ear (10 Watt/m2) ( Max. marks allowed = 2)

(d) SONAR stands for Sound Navigation and Ranging. A system that uses transmitted and reflected underwater sound waves to locate objects or measure the distance to the bottom of the water body. Sonar is used by the armed forces to locate submarines. ( Max. marks allowed = 2)

(e) The total effect of sound produced in an enclosed space or the qualities of a room or auditorium that determine how well sound is heard are called acoustics. We use this knowledge in designing and constructing echo proof concert halls. ( Max. marks allowed = 2)

Question No. 2 ( Max. 1 mark for each item)

(a) (i) v=fλ (ii) db (iii) Interference of sound (iv) 332 m/s (v) frequency(b) (i) transfer (ii) period (iii) frequency (iv) human voice (v) reverberation time

Question No.3(a) ( Max. marks =5, 1 for definition, 3 for explanations, 1 for application)

When a source of sound approaches on observer, the observed frequency increases; when the source moves away from an observer, the observed frequency decreases.

If you have ever been to an automobile race, you probably noticed that when a racing car streaks past you, you can detect a change in frequency of the sound from the car. As the car approaches, the sound becomes higher in frequency. At the instant the car passes you, the sound becomes higher in frequency. This apparent changing frequency of sound in relation to an object’s motion is called the Doppler Effect after the name of Christian Doppler, an Australian Physicist. +(diagram or graphical representation of the phemomenon)

The Doppler Effect is applied in the use of RADAR to determine the speed of vehicles on a highway. The radar system in a moving police cruiser can determine the speed of a car ahead or behind, travelling in the same direction or in the opposite directions.

(c) (max. marks allowed=5 , 1 for each part )

Given:- t = 0 oC , f1 = 440 Hz

V = 332 m/s

Vs = 100.00 km/h or 100 x 1000/3600 = 27.8 m/s

Required:- f2 = ?

Analysis and Solution:- f2 = f1 ( v/ v±vs )

= 440( 332/332- 27.8 )

= 4.8 x 102 Hz

Statement:- The frequency as the car approaches is 4.8 x 102 Hz

Question No. 4(a) ( Max. marks =5, 2 for definition, 2 for explanations, 1 example)

The wine glass will shatter due t the phenomenon of Resonance. We know that the response of an object that is free to vibrate to a periodic force with the same frequency as the natural frequency of the object is called resonance. When a piano will be played producing sound equal to the natural frequency of the wine glass, the particles of the glass start to move with very large amplitude, if the piano continues to play, that amplitude become longer and longer and ultimately it will broke and shatter in to the pieces. This was the same reason due to which the Tacoma Narrows Bridge was collapsed in Washington DC.

(b) (max. marks allowed=5 , 1 for each part )

Given: - f1 = 256 Hz

Number of beats =9

Time = 3 second

Required:- Frequency of the piano note (f2) = ?

Analysis and Solution:-

Beat frequency = number of beats/total time

= 9 beats/3 second

= 3 Hz

We also know that

Beat frequency = | f1 – | f1 – f2 | |

= | 256 – f2 |

3 Hz = 256 Hz - f2 , 256 Hz+f2

f2 = 253 Hz or 259 Hz

Statement:- there are two possible answers 253 Hz or 259 Hz

Question No. 5(a) ( Max. marks =5, 1 for name, 2 for explanations, 2 for how it is beneficial)

Ultrasound:- Ultrasound , like any wave, carries energy that can be absorbed or reflected by the medium in which it is travelling. Unlike X-rays, ultrasound is used in medical diagnosis and therapy with no side effects. In ultrasound imaging, the probe consists of a transducer, which emits the ultrasound wave, and a microphone that receives the reflected waves. Ultrasound echo are produced when the waves are partially reflected by tissues with different densities. Typically, the probe sweeps across the area, the echoes are timed, and the distances are calculated. The results are computerized and viewed on a screen or digitally stored for future use; such distance information reveals the thickness of tissue, the presence of a foreign body or tumors, or the image of a fetus. Focused high-energy ultrasound can be used to destroy unwanted tissue. Gall and kidney stones can be shattered when a short pulse of high-energy ultrasound is focused on the stone.

(b) ( Max. marks=5 , 3 for drawing graph, 2 for exact measurement)

λ = 2.0 cm

| |

A= 1 cm

P Q

Question No. 6 ( Max. marks=10, 1 for each correct part). The students just have to write the name of the part not definition.

The names and definitions of 12 parts of human ear are detailed below.

1. Helix - The in-curve rim of the external ear 2. Antihelix - A landmark of the outer ear 3. Lobule - A landmark of the outer ear. The very bottom part of the outer ear 4. Crest of Helix - A landmark of the outer ear 5. External Auditory Meatus - or External Auditory Canal. The auditory canal is the channel

through which the sounds are led from the ear outside to the middle ear. 6. Eardrum - (tympanic membrane) A thin layer of skin at the end of the external ear canal 7. Auditory Ossicles - The three small bones in the middle ear, known as the hammer

(malleus), anvil (incus) and stirrup (stapes) which are connected to one another. Together these ossicles are called the ossicular chain. Their purpose is to lead the sound striking the eardrum further into the inner ear

8. Oval Window - An opening in the bone between the air filled middle ear cavity and the fluid filled inner ear, and is covered by a thin membrane

9. Cochlea - Part of the inner ear that contains part of the hearing organs. 10. Semicircular Canals - Part of the organ of balance that is part of the inner ear 11. Eighth Nerve - Nerve that transmits messages from the inner ear to the brain. 12. Eustachian Tube - A tube connecting the middle ear cavity and the pharynx (back of the

throat). It can be opened by coughing or swallowing, though it is normally closed. The occasional opening of the Eustachian tube is necessary to equalize they are in the middle ear cavity

Assessment Scheme (Scoring Rubric):

Achievement Chart Category

Level 1

(50-59 %)

Level 2

(60-69 %)

Level 3

(70-79 %)

Level 4

(80-100 %)Knowledge/understanding

- understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations)- understanding of relationships between concepts

Demonstrates a limited

Understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations) and understanding of relationship between the concepts.

Demonstrates some

Understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations) and understanding of relationship between the concepts.

Demonstrates considerable

Understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations) and understanding of relationship between the concepts.

Demonstrates thorough

Understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations) and understanding of relationship between the concepts.

Application

- understanding of connections among science, technology, society, and the

Provided a limited understanding of connections among science, technology,

Provided some understanding of connections among science, technology,

Provided a considerable understanding of connections among science, technology,

Provided a thorough understanding of connections among science, technology,

environment society, and the environment

society, and the environment

society, and the environment

society, and the environment