It is safe to eat & drink Bring out a pencil or pen!

Weird Fact of the Day:

Humans are capable of
hearing sound frequencies
between roughly 20 Hz to
20,000 Hz. Anything
below 20 Hz is called
“infrasound” and anything
about 20,000 Hz is called
“ultrasound”.

20 Hz sounds include:
lowest notes on a pipe
organ, rumble of distant
thunder, low sounds from
an elephant or whale.

20,000 Hz sounds include:

Volcanic eruptions
© The Regents of the University of California. All rights reserved.
© The Regents of the University of California. All rights reserved. https://www.youtube.com/watch?v=tC8rOgXYoX8
Do Now Day 1 Activity 1

Frequency is how often a

sound wave repeats itself in a
second (measured in
Hertz/Hz). Pitch is our
perceived frequency of
sound.

Which of these graphs shows

a higher pitch sound?
Investigation Notebook pg 11
 Learning Target

I can model the properties of a sound

wave.

© The Regents of the University of California. All rights reserved.

 Agenda
Lesson 2.1 & 2.2 Revised Model of Sound

●Chapter 2 Phenomena
●Revised Model of Sound
○Experiment 2
●Learning Tracking Tool
●Revised Model of Sound
○Experiment 3
●Learning Tracking Tool
© The Regents of the University of California. All rights reserved.
 Unit Question

How do waves help us

communicate?

© The Regents of the University of California. All rights reserved.

 Chapter 2 Question

How can a model of a

sound account for
sounds with different
pitches and sounds
with different
volumes?

© The Regents of the University of California. All rights reserved.

https://www.youtube.com/watch?v=jVWhYNBLFFM&list=PLYOJs40aYFt-YdN0TxshsRc1kCSVwDY
hY&index=1
 Crest vs. Trough

Crest is the highest part of a wave

graph (largest Y value).

Trough is the lowest part of a wave

graph (lowest Y value).
 Crest vs. Disturbance

The crest of a sound wave is

where a disturbance is (high
density of particles and energy
transfer due to collisions).
 Wavelength

The distance between two identical

point on a wave, measured in time.

Usually we measure from crest to

crest, but any two identical points
would work.
 Period

The amount of time between two

identical point on a wave passing
the same point. This is basically
the same as wavelength (“wave
period”).
 Frequency

How often a wave repeats itself over

time (usually 1 second). Measured in
Hertz (Hz)

You could measure this by how many

“crests per second”. This can also be
defined as “how many cycles per
second”.
 Frequency = cycles per
second

We sometimes consider frequency as

the number of “cycles” per second.
 Frequency is inversely
proportional to wavelength

The higher the frequency, the lower

the wavelength.

The lower the frequency, the higher

the wavelength.
 Pitch

Pitch is our perception of frequency.

High pitch sounds (high frequency):

house cat meow, squeaking shoes
whistle

Low pitch sounds (low frequency):

lion roar, frogs croaking, drums
https://www.youtube.com/watch?v=yMLTF_0PAQw
 Agenda
Lesson 2.1 & 2.2 Revised Model of Sound

●Chapter 2 Phenomena
●Revised Model of Sound
○Experiment 2
●Learning Tracking Tool
●Revised Model of Sound
○Experiment 3
●Learning Tracking Tool
© The Regents of the University of California. All rights reserved.
 2.1 Revised Model
of Sound
Experiment 2
Questions
Remember to put:
● Your name
● Date
● Period

© The Regents of the University of California. All rights reserved.

 PEERS physics
Textbook

Turn to page 17!

© The Regents of the University of California. All rights reserved.

 Experiment 2
In experiment 2, we’ll
learn more about the
relationship between
frequency and pitch.

© The Regents of the University of California. All rights reserved.

 Materials

With Ms. J:
● Ruler
● 3 Tuning Forks of
different lengths

© The Regents of the University of California. All rights reserved.

 Step 1
Using one hand, hold a
ruler on the end of a
table. With the other
hand, quickly press
down and release the
ruler so that it vibrates
(moves up and down).
Repeat this with the
© The Regents of the University of California. All rights reserved. ruler hanging off the
 Q1
As you change the
length of the ruler
hanging off the table,
what do you notice
about the pitch you
hear?

© The Regents of the University of California. All rights reserved.

 Materials

With Ms. J:
● Ruler

© The Regents of the University of California. All rights reserved.

 Step 1 & Q1

Hang the ruler off the

table at different
lengths. Consider what
you are noticing about
the pitch you hear.
Answer Question 1.

© The Regents of the University of California. All rights reserved.

 Q1
As you change the
length of the ruler
hanging off the table,
what do you notice
about the pitch you
hear?

© The Regents of the University of California. All rights reserved.

 Q1
The pitch (sound) the
ruler makes changes
depending on how much
of the ruler is hanging
off of the table.

© The Regents of the University of California. All rights reserved.

 Fill in the blanks
Read the toolbox on
page 17 and consider
the graph on your
worksheet to fill in the
blanks.

© The Regents of the University of California. All rights reserved.

 Fill in the blanks
CYCLE
A ___________ is when an
object moves from a
neutral position, then
moves up, then move
down, then returns to its
neutral position. A cycle
can be measured as

WAVELENGTH
_________________(λ).
© The Regents of the University of California. All rights reserved.
 Step 2
Hold the ruler so that 11
inches hang off the end
of the table. Quickly
press down and release
the ruler so that it
vibrates. Determine the
relative pitch and
estimate the number of
cycles the ruler has
© The Regents of the University of California. All rights reserved.
every second.
 Q2 & 3
Q2: What patterns do
you notice in the data
table?

Q3: Write the

relationship between the
ruler length and the
pitch you observed.
© The Regents of the University of California. All rights reserved.
 Step 2
Data table, Q2 & Q3

Hang the ruler off by

11, 6, and 4 inches.
Record pitch and
cycles on the data
table. Answer
questions 2 & 3

© The Regents of the University of California. All rights reserved.

https://www.youtube.com/watch?v=4SpSwTvbZI4
https://www.youtube.com/watch?v=WLMen_tvNZo&list=PLYOJs40aYFt-YdN0TxshsRc1kCSVwDYh
&index=2
 Q2
Q2: What patterns do
you notice in the data
table?

Higher pitched sounds

have many cycles.
Lower pitched sounds
have very few cycles.
© The Regents of the University of California. All rights reserved.
 Q3
Q3: Write the
relationship between the
ruler length and the
pitch you observed.

An increase of cycles
increases the pitch of a
sound (more frequency
© The Regents of the University of California. All rights reserved. = higher pitched, less
 FLIP TO THE BACK

Flip to the back of your

worksheet!

© The Regents of the University of California. All rights reserved.

 PEERS physics
Textbook

Turn to page 18!

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

Read the toolbox on

page 18 and fill in the
blanks.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

The

FREQUENCY
______________________of
a sound wave
represents the number
of cycles that occur in a
period of time.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

With sound, the

frequency is typically
measured in cycles per
second, which is
referred to
HERTZ
as___________________.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

For example, 400

vibrations in one second
is a
FREQUENCY
_____________________ of
400 Hertz (Hz).

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

This is sometimes
referred to as 400

CYCLES PER
_____________________.
SECOND

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

A sound at a high
______________________
FREQUENCY
is said to have a high
PITCH
_____________________,
and a sound at a low
FREQUENCY
_____________________
is said to have a low
PITCH
_____________________.

© The Regents of the University of California. All rights reserved.

 Step 5
Choose three tuning forks
of different lengths. Each
is stamped with its
frequency in Hertz.
Notice the sound each
one creates as you hit it
(be sure not to hit it on a
hard surface - the bottom
of your show should work
well.
© The Regents of the University of California. All rights reserved.
 Q5

What is similar
between length and
the sound generated
with both the tuning
fork and ruler
experiments?

© The Regents of the University of California. All rights reserved.

 Materials

With Ms. J:
● 3 Tuning Forks of
different lengths

© The Regents of the University of California. All rights reserved.

 Step 5 & Q5

Record the frequency

labeled on the tuning
fork and the pitch you
hear. Answer
question 5 between
the length and the
sound generated in
the tuning fork and
© The Regents of the University of California. All rights reserved.
ruler experiments.
 Materials Return

Return to Ms. J:
● Ruler
● 3 Tuning Forks of
different lengths

© The Regents of the University of California. All rights reserved.

https://www.youtube.com/watch?v=81mhTUILXY8&list=PLYOJs40aYFt-YdN0TxshsRc1kCSVwDYhY&
 Q5

What is similar
between length and
the sound generated
with both the tuning
fork and ruler
experiments?

© The Regents of the University of California. All rights reserved.

 Q5

The longer the ruler or

tuning fork, the lower
the frequency. The
shorter the tuning fork
or ruler, the higher
the frequency.

© The Regents of the University of California. All rights reserved.

 PEERS physics
Textbook

Turn to page 18!

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

Read the toolbox on

page 19 to fill in the
blanks.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

When the pitch of a

sound is higher, the
frequency is
HIGHER
______________________.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS
Throughout this
experiment, you’ve been
exploring the idea of
frequency (the cycles
that happen in a period
of time). The amount of
time to complete one
cycle is called a
PERIOD
______________________.
© The Regents of the University of California. All rights reserved.
 Agenda
Lesson 2.1 & 2.2 Revised Model of Sound

●Chapter 2 Phenomena
●Revised Model of Sound
○Experiment 2
●Learning Tracking Tool
●Revised Model of Sound
○Experiment 3
●Learning Tracking Tool
© The Regents of the University of California. All rights reserved.
 2.1
Revised
Models
Exp 2

Activity Chunk
2.1 Revised Models Exp 2

© The Regents of the University of California. All rights reserved.

 Determined the
2.1
relationship
Revised
between
Models
frequency (Hz)
Exp 2
and pitch.

What did we do?

Determined the relationship between
frequency (Hz) and pitch.
© The Regents of the University of California. All rights reserved.
 Determined the Frequency is
2.1
relationship cycles per
Revised
between second. One
Models
frequency (Hz) cycle is a
Exp 2
and pitch. wavelength(λ).
.

What did we figure HIGH

FREQUENC
out? Y
Frequency is cycles
LOW
per second. One FREQUENCY
© The Regents of the University of California. All rights reserved.
 Determined the Frequency is
2.1 How can we model
relationship cycles per
Revised pitch and volume in
between second. One
Models sound?
frequency (Hz) cycle is a
Exp 2
and pitch. wavelength(λ).

What are we asking now?

How can we measure pitch and
volume in sound?
© The Regents of the University of California. All rights reserved.
 Agenda
Lesson 2.1 & 2.2 Revised Model of Sound

●Chapter 2 Phenomena
●Revised Model of Sound
○Experiment 2
●Learning Tracking Tool
●Revised Model of Sound
○Experiment 3
●Learning Tracking Tool
© The Regents of the University of California. All rights reserved.
 2.2 Revised Model
of Sound
Experiment 3
Questions
Remember to put:
● Your name
● Date
● Period

© The Regents of the University of California. All rights reserved.

 PEERS physics
Textbook

Turn to page 20!

© The Regents of the University of California. All rights reserved.

 Experiment 3
In experiment 3, you
will be thinking about
the relationships
between pitch and
volume to think about
wavelength and
amplitude of a wave.
© The Regents of the University of California. All rights reserved.
 Materials

With Ms. J:
Headphones

You will need to

download the sim
onto a laptop.

© The Regents of the University of California. All rights reserved.

 Headphones

Wear headphones
while you work in the
sim.

Pick a pair up if you

need headphones.

© The Regents of the University of California. All rights reserved.

 Log into your
device and
go to your
Physics A
Schoology
© The Regents of the University of California. All rights reserved.
page.
 Download Phet Sound
Sim
Find the link to the
sim and download it.
Once the sim is open,
click on “Accept and
Continue”

© The Regents of the University of California. All rights reserved.

 Step 1
Put on headphones
and go to the sound
sim. Select play and
take 5 minutes to
explore.

© The Regents of the University of California. All rights reserved.

 Steps 2 & 3

Select the tab listen to a

single source. Using the
controls on the right,
check the box audio
enabled and select
speaker. Set the
amplitude to maximum
(far right on the slider).
Experiment with the
© The Regents of the University of California. All rights reserved.
frequency.
Listen to a single
source.

• Frequency:
Experiment
• Amplitude:
Maximum
• Audio Enabled
• Speaker
 Q1

When you change the

frequency, what do you
observe about the
speaker and about the
way the speaker affects
the air? Do your
observations from the
simulator align with you
observations from
© The Regents of the University of California. All rights reserved.
experiment 2 with the
 Q2

When the frequency is

high, what do you notice
about the distance
between the dense (dark)
regions?

© The Regents of the University of California. All rights reserved.

 Steps 2 & 3, Q1 & 2
Use the sim to think about
frequency. Focus on the
dark bands you see from the
speaker and answer Q1 & 2

Listen to a single source

● Frequency: Experiment
● Amplitude: Maximum
● Audio Enabled
© The Regents of the University of California. All rights reserved.
● Speaker
 Lower your
screen lid

© The Regents of the University of California. All rights reserved.

https://www.youtube.com/watch?v=FG9tJs9-o90&list=PLYOJs40aYFt-YdN0TxshsRc1kCSVwDYhY&inde
x=4
 Q1

When you change the

frequency, what do you
observe about the
speaker and about the
way the speaker affects
the air? Do your
observations from the
simulator align with you
observations from
© The Regents of the University of California. All rights reserved.
experiment 2 with the
 Q1

Lower frequencies result

in very few thick dark
bands that reach the
listener slowly. Higher
frequencies result in many
thing dark bands that
reach the listener quickly.
The higher pitch and
lower pitch sounds are
© The Regents of the University of California. All rights reserved.
similar to our ruler and
 Q2

When the frequency is

high, what do you notice
about the distance
between the dense (dark)
regions?

© The Regents of the University of California. All rights reserved.

 Q2

When the frequency is

high, what do you notice
about the distance
between the dense (dark)
regions?

When frequency is high,

there is only a small
© The Regents of the University of California. All rights reserved.
distance between the
 Step 4

Use your simulator

observations to analyze
the two density diagrams
(note that these two
sounds are traveling in
the same medium at the
same speed).

© The Regents of the University of California. All rights reserved.

 Q3

Which sound do you think

has a higher pitch (sound
A or sound B)? Describe
your reasoning.

© The Regents of the University of California. All rights reserved.

 Go back to
the sim.

© The Regents of the University of California. All rights reserved.

 Step 4, Q3

Try to make two sounds

similar to sound A and
sound B. Answer question
3 about which diagram
shows a higher pitch and
why.

© The Regents of the University of California. All rights reserved.

 Lower your
screen lid

© The Regents of the University of California. All rights reserved.

 Q3

Which sound do you think

has a higher pitch (sound
A or sound B)? Describe
your reasoning.

Sound A is higher pitch. I

know this because there
are more dark bands.
© The Regents of the University of California. All rights reserved.
 PEERS physics
Textbook

Turn to page 21!

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

Read the top tool box on

page 21 to fill in the
blanks.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

Darker regions on a
density graph shows a

DISTURBANCE
__________________. The
distance between a
disturbance is called the

WAVELENTGH (λ).
__________________
© The Regents of the University of California. All rights reserved.
 FLIP TO THE BACK

Flip to the back of your

worksheet!

© The Regents of the University of California. All rights reserved.

 Q4

In the simulation, when

the frequency is higher,
what do you notice about
the wavelength?

© The Regents of the University of California. All rights reserved.

 Q4

In the simulation, when

the frequency is higher,
what do you notice about
the wavelength?

Higher frequencies result

in shorter wavelengths.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

Read the second toolbox

on page 21 and consider
the diagram on your
worksheet to fill in the
blanks.

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

In the simulation, when

the dense region is
darker, it means the
particles are closer
together
MORE DENSE
(__________________).

© The Regents of the University of California. All rights reserved.

 FILL IN THE BLANKS

VOLUME
________________________re
fers to how loud you
perceive a sound. Be
careful not to confuse this
definition of volume with
other ways you may have
used this term in math or
science (for example, the
amount of space in a
© The Regents of the University of California. All rights reserved.
 FILL IN THE BLANKS

Amplitude refers to the

HEIGHT
_______________________ of
the wave, measured from
neutral (or normal)
position to the crest of the
wave.

© The Regents of the University of California. All rights reserved.

 Amplitude

The amplitude of a
wave shows the
distance from the
mid point of the
wave to the crest of
the wave. This is
sometimes called
the height of a
wave.
© The Regents of the University of California. All rights reserved.
 Step 5

In the simulator, use the

controls on the right to set
the frequency to 500
Hz. Experiment with the
amplitude.

Its okay if its not exactly

500 Hz. Once you set
frequency, only change
© The Regents of the University of California. All rights reserved.
 Q5 & 6

Q5: When you change the

amplitude, what do you
notice about the sound
you hear from the
speaker?

Q6: What do you notice

about the density
(darkness of the
© The Regents of the University of California. All rights reserved.
 Go back to
the sim.

© The Regents of the University of California. All rights reserved.

 Step 5, Q 5 & 6

In the simulator, use the

controls on the right to set
the frequency to 500
Hz. Experiment with the
amplitude. Answer Q5 &
6.

Its okay if its not exactly

500 Hz. Once you set
© The Regents of the University of California. All rights reserved.
 Log out.
Return
headphones
if you
borrowed
© The Regents of the University of California. All rights reserved.
them.
 Q5 & 6

Q5: When you change the

amplitude, what do you
notice about the sound
you hear from the
speaker?

Q6: What do you notice

about the density
(darkness of the
© The Regents of the University of California. All rights reserved.
 https://www.youtube.com/watch?v=FG9tJs9-o90&list=PLYOJs40aYFt-YdN0TxshsRc1kCSVwDYhY&index=4
© The Regents of the University of California. All rights reserved.
 Q5

When you change the

amplitude, what do you
notice about the sound
you hear from the
speaker?

The smaller the

amplitude, the quieter the
sound (less volume). The
© The Regents of the University of California. All rights reserved. greater the amplitude, the
 Q6
What do you notice about
the density (darkness of
the disturbance) when
you increase the
amplitude?

The smaller the

amplitude, the lighter the
band (less density). The
© The Regents of the University of California. All rights reserved.
greater the amplitude, the
 CIRCLE THE WORDS
• When a sound is
louder, the amplitude is
GREATER/LESS.
• The disturbance is
MORE/LESS dense for a
louder sound compared to
a quieter sound.
• The area between
disturbance is MORE/LESS
dense for a loud sound
© The Regents of the University of California. All rights reserved.
compared to a quieter
 Agenda
Lesson 2.1 & 2.2 Revised Model of Sound

●Chapter 2 Phenomena
●Revised Model of Sound
○Experiment 2
●Learning Tracking Tool
●Revised Model of Sound
○Experiment 3
●Learning Tracking Tool
© The Regents of the University of California. All rights reserved.
 2.2
Revised
Model
Exp 3

Activity Chunk
2.2 Revised Model Exp 3

© The Regents of the University of California. All rights reserved.

 Observed pitch
2.2
(frequency) and
Revised
volume
Model
(amplitude) of
Exp 3
sound waves.

What did we do?

Observed pitch (frequency) and
volume (amplitude) of sound waves.
© The Regents of the University of California. All rights reserved.
 Observed pitch
2.2
(frequency) and
Revised
volume
Model
(amplitude) of
Exp 3
sound waves.

© The Regents of the University of California. All rights reserved.

 Observed pitch
2.2 How can wavelength,
(frequency) and
Revised frequency, and
volume
Model amplitude explain
(amplitude) of
Exp 3 sounds we hear?
sound waves.

What are we asking now?

How can wavelength, frequency, and
amplitude explain sounds we hear?
© The Regents of the University of California. All rights reserved.