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Waves and Sound SPH3U UP Summarydocx - WLouisChemGrade12

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Waves and Sound SPH3U UP Summarydocx - WLouisChemGrade12up,Up,and,Sound,Waves,waves,sound

20 Lesson Grade 11 Physics Waves and Sound

    Completed by Paul Plazek Unit Plan SPH3U

    Unit Rationale: This unit will cover the following overall Ministry expectations for the unit on Waves and Sound:

    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.

The unit plan begins with a general introduction to the concept of waves and then moves into types of waves

    and their physical properties including: speed, wavelength, frequency, interaction, production, transmission and reception. The concept of sound as a wave is then examined. A substantial amount of time is spent on applying what has been learned to real life problems and to examining and understanding how waves interact in nature. Demonstrations and labs are used throughout this unit plan to clarify and solidify concepts

    and learning. In the latter portion of the unit plan the negative effects of waves are examined as well as how we can utilize the properties of waves for our benefit. Assessment is done throughout and includes a quiz after 6 lessons, a final unit test, and a culminating task near the end of the unit.

    General Notes: Specific textbook work and readings can accompany this unit where applicable and provide more background information for concepts. Gizmos (www.explorelearning.com) is a subscription site that does have a 30 day free trial period.

Achievement Chart Criteria

    KU Knowledge and Understanding

    TI Thinking and Investigation

    C Communication

    A Application

    Skills Being Developed

    RSTSE Relating Science to Technology, Society, and the Environment

    IP Initiating and Planning

    PR Performing and Recording

    AI Analysing and Interpreting

    COM Communicating

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

     Lesson (Title Lesson Strategy and Assessment Evaluation Code and Topic)

    1. Introduction E3.1 Review of the lab and safety issues. Worksheet to waves and E2.1 Review the scientific method on a worksheet. Includes sound what E2.2 Get the students to answer the question: What is a wave? Hand students’ is a wave? Lab in the worksheet. Have the students line up around the ideas on the introduction classroom and do the “wave”. Discuss what occurs. Repeat the scientific and safety demo but use a long rope and 2 volunteers. Review “medium”, method and review. “propagation”, and energy transfer. what they

     Skills: COM, AI thought a

     ELL: Have review material pre-printed or downloadable. wave was.

     (Assessment

    for learning -

    KU) 2. Waves in E2.1 Brainstorming session on waves found in nature (Mind Map on Anecdotal nature: E3.1 SMART Board). Note how long it takes the class to determine that notes and transverse and there are 2 kinds of common waves transverse and observations. longitudinal longitudinal. Give examples of both and discuss. Students should (Assessment (an intro) copy Mind Map into their notes. for and as

     learning KA,

    Have students chose their lab partners and review proper use of TI, C).

    the computers for virtual labs. Have the students log onto Gizmos

    and give an introductory tutorial.

    Skills: RSTSE, AI, PR, COM

    IEP, ELL: Provide download of today’s Mind Map

    3.Properties of E2.1 Long slinky demo with 1 point marked off to demonstrate wave Whole class Transverse E2.2 (or energy) forward motion and lack of material forward motion. questions and waves: E2.4 Instruction properties of transverse waves: Amplitude, an exit card Amplitude, Wavelength, Period, Cycle, Frequency. Introduce relationship on today’s Wavelength, between wave speed, frequency, and wavelength (qualitatively learning. Period, Cycle, only). (Assessment Frequency Skills: PR, AI as and for

    IEP: Provide extra support/time/questions to ensure learning KU,

    understanding TI)

    4.Properties of E2.1 Demos to introduce transverse waves (use a Slinky and Gizmos Anecdotal Longitudinal E2.2 Longitudinal Waves). notes and waves: E2.4 Instruction properties of transverse waves: Wavelength, observations. wavelength, E3.1 Period, Cycle, Frequency, Compression, Rarefaction.

    period, cycle, Introduce wave formula. Finish with a short worksheet containing Worksheet frequency, questions that require use of the wave formula. handed in at compression, Skills: RSTSE, PR, AI, COM the end of rarefaction IEP: Provide extra support/time/questions to ensure class.

    understanding (Assessment

     as and for

    learning KU,

    TI, C, A)

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

    Code Evaluation Lesson Strategy and Assessment Lesson (Title

    and Topic)

    5.Transmission E3.5 Brainstorm on how the particle theory of matter helps explain Solution sheet of waves: E2.3 the speed difference of waves in different mediums. of how to Determining In pairs have the students discuss how they would determine the determine the the Speed of speed of a wave in a solid object of unknown composition. speed of a Waves in Have each pair join another pair. Each team of four chooses the wave.

    String question different best method of determining the speed. Hand in one sheet with

    sheet Medium the solution on it per team of 4.

    (Assessment including along Briefly introduce the experiment that will take place in class #12

    as learning a string. to determine the speed of sound in air using “resonance”.

    TI, C, A) Speed of waves on a string: New concept?string length = ? * λ

    (question sheet)

    Skills: RSTSE, IP, AI, COM

    IEP, ELL: Encourage cooperative work with partners.

    6. Sound as a E3.5 Class discussion on whether sound is a wave. Can we test our An exit card is wave. The E2.3 hypothesis? Mechanical waves (not electromagnetic) cannot due on what speed of sound travel in a vacuum. Perform the bell jar experiment to illustrate has been in different that sound is a form of mechanical wave and will not travel in a learned today mediums. vacuum. Demo to illustrate a sound wave: Air gun vs. long slinky. plus check

    Record the results and use Think Pair-Share to discuss. notes on

     demos.

    More practice questions using “wave speed = λ * f”

    Skills: PR, AI (Assessment

     as learning

    KU, TI)

    7.Quiz of Types of waves (and examples in nature), properties, basic use of Quiz lessons 1-6 wave formula, understanding of the scientific method. (Assessment

    Skills: RSTSE, AI, COM of learning

    IEP: Extended time, modified questions (not modified curriculum KU, TI, C, A)

    or expectations)

    ELL: Ensure diagrams are easily read and questions use simplest

    language possible to accomplish the assessment effectively.

    8.Use and E3.6 4 corners Dolphin, bat, dog, elephants. Have the class go to Hinterland transmission of E3.1 their favourite animal and as a group come up with the ways in Who’s Who waves and which that animal utilizes sound. Use terms like frequency, Presentation sound in wavelength, transverse, longitudinal, wave speed, etc. Each (Assessment nature group will put on a short “Hinterland Who’s Who” about the for, as, and of

     animal in front of the class. learning KU,

     Review any misconceptions. TI, C, A)

    http://www.hww.ca/index_e.asp Go to this website to hear the

    classic HWW song.

    Skills: IP, COM, RSTSE

    IEP, ELL: Prepare instructional handouts and allow for extra

    questions. Encourage cooperative work with partners.

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

    Code Evaluation Lesson Strategy and Assessment Lesson (Title

    and Topic)

    9.Interaction E2.1 Gizmos Lab. Students will complete the lab on the Doppler effect Lab rubric of waves: E2.5 which will include hypothesis, set-up, experiment, observations, provided and Doppler Effect and conclusions. Lab partners will measure the frequency of Lab handed in

     approaching and receding objects at varying speeds and collect either today

     and record the data. Key question: What happens to the or next class.

     frequency as the source advances and recedes and why? (Assessment

     Skills: RSTSE, IP, PR, AI, COM as and of

     IEP, ELL: Prepare instructional handouts. Encourage cooperative learning KU,

    work with partners. TI, C, A)

    10.Interaction E2.1 Review the Gizmo Lab on the Doppler effect. Brainstorm how the Practise of waves: The E2.4 frequency of the approaching sound could be determined. Derive questions due Observed the Observed Frequency formula using their thoughts and next class. Frequency teacher background knowledge: F=F[(V+/- V)?(V-/+V)] (Assessment obssRs

    Formula for {Note: some texts may not have this but online sources do}. as learning moving source Provide several questions for them to practise on. Encourage C, A). and/or group work on solutions. (we will revisit this formula in lesson 13)

    receiver Skills: RSTSE, AI, COM

    Ell, IEP: Ensure notes are online or handed out as well.

    11.Interaction E3.2 Introduction to resonance. Simple example swings. Perform the Students will of waves: E3.3 vibrating metal rod demo (very loud and fun). Have the class provide an Resonance E2.6 draw and label what is happening with the rod. Exit Card (Introduction), E3.4 Show this demo: answering Standing E2.1 http://www.walter-fendt.de/ph14e/stwaverefl.htm several Waves to illustrate how resonance in waves causes standing transverse questions on

     waves. Have the students draw and label what they see. Connect key concepts

     that image with the Gizmo on “Longitudinal Waves” to show that of the class.

     resonance and standing waves with sound in a tube

    (longitudinal) are the same phenomenon as resonance and Anecdotal

    standing waves in transverse forms. notes and

    Use the terms constructive and destructive interference to observations

    describe the above phenomena. especially the

    Skills: RSTSE, PR, AI, COM diagrams of

    Ell, IEP: Ensure notes are online or handed out as well. the students.

     (Assessment

    as and for

    learning KU,

    TI)

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

    Code Evaluation Lesson Strategy and Assessment Lesson (Title

    and Topic)

    12. Lab: Speed E2.7 Speed of sound in air experiment. Students will perform a sound Lab rubric of sound using experiment (with partners) with tubes, tuning forks, and glasses provided and resonance and of water to determine the speed of sound in air using the Lab sheets standing concepts of resonance and standing waves. See website below handed in. waves. for reference: (Assessment

     (http://www.lhup.edu/~dsimanek/scenario/labman2/soundvel.hof and as

    tm) learning KU,

    Skills: RSTSE, IP, PR, AI, COM C, A).

    IEP, ELL: Prepare instructional handouts. Encourage cooperative

    work with partners.

    13.Negative E1.2 Brainstorm on the possible negative effects of waves and sound. Observation effects of E2.2 Video: http://www.youtube.com/watch?v=3mclp9QmCGs Show and anecdotal waves and E2.4 this video of the collapse of the Tacoma Narrows Bridge (very notes of sound and spectacular). Questions to answer in teams How could this have answers. more problem been stopped? How do we stop unwanted resonance based on

    solving. what you know? List other examples of the negative impact of (Assessment

     waves and sound (e.g. pollution) and discuss. as learning

    Review the use of Fobs=Fs[(V+/- VR)?(V-/+Vs)] . Give out practice TI, C, A).

    problems and have the students work in groups of 3 to solve.

    Skills: RSTSE, AI, COM

    IEP, ELL: Thoroughly discuss beforehand what the students are

    about to see in the video and why. Make a strong relation to the

    curriculum. Ensure at least one “level 3+ or 4” student in each

    group.

    14. E1.1 Culminating task review and explanation. Answer questions and Observation. Culminating concerns. Give out timelines and form groups of 3. Groups can (Assessment task work on task for the rest of the period. as learning - explanation Skills: RSTSE, IP C)

    and work time. IEP, ELL: Encourage cooperative work with partners.

    15.Interaction E3.3 Students will complete the Gizmos on Sine waves and Beat. Lab rubric of waves and Inquiry learning to determine why beat happens what happens provided and sound: Beat when it does and how we can use this phenomenon to our Lab handed

     advantage. (E.g. musicians to tune instruments. I would bring my in.

     guitar in and demonstrate.) (Assessment

     Skills: RSTSE, IP, PR, AI, COM of and as

    IEP, ELL: Prepare instructional handouts. Encourage cooperative learning KU,

    work with partners. TI, C, A)

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

    Code Evaluation Lesson Strategy and Assessment Lesson (Title

    and Topic)

    16. Draft of Allow some time to work on the culminating task. Anecdotal culminating notes and task due at the Video: Rubin’s Tube observations

    http://www.youtube.com/watch?v=gpCquUWqaYw&feature=related end of class. during work Illustrates resonance in a tube. Have the students discuss what time and they think is going on. discussions. Skills: RSTSE, AI, COM (Assessment IEP, ELL: Thoroughly discuss beforehand what the students are as and for about to see in the video and why. Make a strong relation to the learning C, curriculum. Encourage cooperative work with partners for A) culminating task.

    17.Solving E2.4 Review more complex wave problems using the wave speed Question problems with formula (S=λ x F) and the observed frequency formula sheet to be waves Fobs=Fs[(V+/- VR)?(V-/+Vs)] . Review problems and brainstorm peer

     different variations of questions possible. Complete question reviewed.

     sheet. (Assessment

     Skills: RSTSE, AI, COM as learning

     Ell, IEP: Ensure notes are online or handed out as well. KU, C, A)

    18.Effect of E1.1 How is the design and structure of places, objects and Observation waves on E1.2 technological devices affected by the properties of waves and anecdotal Technology, including sound waves? notes on Society and the (Acoustic nature of music halls, the shape and length of group work, Environment instruments, communication devices, recording studios, etc.) plus

     Have the class break into groups of 4. Each group will present presentation

     their findings on how the designs of their 2 items are affected by grading.

     the properties of waves. Presentations due in the second half of (Assessment

     class. as and of

    Skills: RSTSE, IP, AI, COM learning KU,

    IEP, ELL: Prepare instructional handouts. Encourage cooperative C, TI, A)

    work with partners.

    19. Review and Culminating culminating Culminating task due today. tasks task due today. (Assessment

     Review unit concepts on waves and sound. of and as

     Skills: RSTSE, AI, COM learning KU,

     TI, C, A) 20. End of unit Unit Test (all topics covered in this unit including days 1-18) Unit test test Skills: RSTSE, AI, COM (Assessment

     IEP: Extended time, modified questions (not modified curriculum of learning

     or expectations) KU, TI, C, A)

     ELL: Ensure diagrams are easily read and questions use simplest

    language possible to accomplish the assessment effectively.

    Grade 11 University Preparation Physics SPH3U Waves and Sound Paul Plazek

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