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7La Making Sound TJT

The document outlines a lesson plan focused on sound, including demonstrations of how vibrations create sound and the relationship between amplitude, frequency, volume, and pitch. Worksheets are provided for students to interpret oscilloscope data and draw waveforms, while optional tasks include peer assessment and exam questions. Key concepts include the visualization of sound waves and how different characteristics affect sound perception.

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n31981
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29 views23 pages

7La Making Sound TJT

The document outlines a lesson plan focused on sound, including demonstrations of how vibrations create sound and the relationship between amplitude, frequency, volume, and pitch. Worksheets are provided for students to interpret oscilloscope data and draw waveforms, while optional tasks include peer assessment and exam questions. Key concepts include the visualization of sound waves and how different characteristics affect sound perception.

Uploaded by

n31981
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Needed for this lesson.

• From technicians
• Optional demo: show how a guitar string or a tuning fork vibrates to make
sound; pluck/hit harder to increase size of vibrations and use a finer string/fork
to increase frequency of vibrations.

•Worksheets
• Each student needs a copy of “7La Sound, Amplitude and Frequency” worksheet
which should be downloaded alongside this PowerPoint as part of the resource
package.
• Optional: if using past SATS question, simply download as instructed on slide 21.
New topic: Sound. 12/03/25

Making sounds.

Starter A: Starter B:
What is sound and How else can we detect
how do we hear sound besides “hearing” it?
To make sound an object must
vibrate.
For example:
• A guitar string
• Our vocal cords
• Ridges on a male grasshopper’s hind legs.

The Vibration
object s reach
vibrat our ears
es
This makes air particles vibrate so
the vibrations are passed through
Detecting and visualising sound.
“Hearing” is basically your brain making sense of
how hard and how fast your eardrum vibrates.
We can also use a microphone and oscilloscope to
detect vibrations (sound) and turn them into
electrical signals.

Oscilloscopes display sound as transverse


waveforms.
Soundwaves do not really look like this but they are
Making sounds. 12/03/25

•Interpret oscilloscope data and


draw waveforms of differing
volume and pitch.

•Describe how amplitude and frequency


of waves relates to volume and pitch of
sound.
•Recall what is meant by amplitude and
frequency of a waveform.
Change the waveform, change the
sound.
Listen to the sounds and see how they match the
SINUSOID.EXE

waveforms on the screen.


•What happens to the wave as the volume increases
(sound gets louder)?
•What happens to the wave as the pitch increases
(sound becomes higher)?
Amplitude and volume.
Which of these sounds would be louder?
A B
2 cm
1 cm

• Sound B is louder than sound A.


• Wave B has greater height meaning larger vibrations.
• Wave height is called amplitude.
Higher amplitude = bigger vibrations = higher volume
Frequency and pitch.
Which of these sounds has a higher pitch?

X Y

1.5 3
wave wave
cycles cycles

• Sound Y is higher pitched than X.


• Y has more complete waves (vibrations) per second.
• Number of waves per second is called frequency.
Higher frequency = faster vibrations = higher pitch
Copy and fill the blanks. Some words are
needed more than once, others are not needed at
all.
• An oscilloscope allows us to see the vibrations of sound
as transverse ______________ .
• As you increase the amplitude ( ________ ) of a sound
wave, the vibrations get _________ and you
_________ the __________ .
• As you increase the frequency of a sound wave, the
vibrations get _________ and you __________ the
__________ .

decrea increase height pitch volu


se
waveforms bigge smalle faster me
slower
Check, mark, correct and annotate your
work.
• An oscilloscope allows us to see the vibrations of sound
as transverse ______________
waveforms .
• As you increase the amplitude ( ________
height ) of a sound
bigge and you increa
wave, the vibrations get _________
volu the __________r .
_________ se
me
• As you increase the frequency of a sound wave, the
vibrations get _________
faster and you __________
increa the
__________
pitch . se

decrea increase height pitch volu


se
waveforms bigge smalle faster me
slower
Making sounds. 12/03/25

•Interpret oscilloscope data and


draw waveforms of differing
volume and pitch.

•Describe how amplitude and frequency


of waves relates to volume and pitch of
sound.
•Recall what is meant by amplitude and
frequency of a waveform.
Drawing waveforms. Comp
lete t
Draw a grid like the one below. he
gr i d .
What should the wave in the first box look like?

Quiet, Quiet,
lower higher
pitched pitched

Louder, Louder,
lower higher
pitched pitched

Extension: draw a waveform that starts quiet


and becomes loud (but stays the same pitch).
Drawing waveforms. Comp
lete t
Draw a grid like the one below. he
gr i d .
What should the wave in the first box look like?

Quiet, Quiet,
lower higher
pitched pitched

Louder, Louder,
lower higher
pitched pitched

Extension: draw a waveform that starts quiet


and becomes loud (but stays the same pitch).
Making sounds. 12/03/25

•Interpret oscilloscope data and


draw waveforms of differing
volume and pitch.

•Describe how amplitude and frequency


of waves relates to volume and pitch of
sound.
•Recall what is meant by amplitude and
frequency of a waveform.
Analysing oscilloscope data.
Look at the oscilloscope traces on the
worksheet.
Stick the sheet in your book and use what you
have learned today to answer the questions.
Include details about frequency and amplitude
in your explanations.
Extension:
Draw waveforms which:
•Start deep and quiet then
become loud and squeaky.
•Start quiet and squeaky,
become loud and deep, then
stay loud and go squeaky
again.
Why does F have the lowest frequency?
•The waveform finishes at the blue arrow.
•To complete a full wave cycle it would need to reach
the red dotted line.

Why does F have a lower volume than A, D and


E?
•The vertical arrow does not quite cover 4 full
squares.
Making sounds. 12/03/25

•Interpret oscilloscope data and


draw waveforms of differing
volume and pitch.

•Describe how amplitude and frequency


of waves relates to volume and pitch of
sound.
•Recall what is meant by amplitude and
frequency of a waveform.
Optional additional task
How sound is your
understanding?
You have 5 minutes to answer the past
exam question.

Exam
conditions.

2008 SATS paper 2


Q1 on 5-7 tier.
Peer assess (1).

2008 SATS paper 2


Q1 on 5-7 tier.
Peer assess (2).

1-2 marks = improvement


needed
3-4 marks = decent
2008 SATS paper 2
Q1 on 5-7 tier.
Analysing oscilloscope data.
Stick the sheet in your book and use what you
have learned today to answer the questions.
Include details about frequency and amplitude
in your explanations.
Extension
Draw these waveforms and
explain whether each one is
louder or quieter and higher
or lower than the wave
before it:
f = 4 Hz, A = 2 cm
f = 1 Hz, A = 1 cm
f = 10 Hz, A = 0.5 cm

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