Professional Documents
Culture Documents
Target Audience:
11th and 12th grade Physics course
Objectives:
Students Will Be Able To:
• Think about and examine how different musical instruments work.
• Explore tuning forks and which of their characteristics determine pitch.
• Serious play with filling cylindrical beakers to discover how pitch changes.
• Observe how the vocal mechanism can affect the quality of sound and pitch.
Misconception(s) Addressed:
• Pitch is related to intensity.
• Frequency is connected to loudness for all amplitudes.
• Waves transport matter.
Becky McCoy
Aim: Explore different aspects of sound including pitch, volume, and natural frequencies.
Necessary Preparation:
COPIES
• Sound Worksheets
• Station Posters
MATERIALS
• Computer and projector
• Two different sized plastic cylinders.
• Water.
• Guitar.
• Tuning forks of different pitches.
SET UP
• Have videos loaded.
• Have “Beats Working” Simulation ready.
• Have water and cylinders prepared.
• Designate where around the room each station is.
Becky McCoy
Lesson Plan
Aim: Explore different aspects of sound including pitch, volume, and natural frequencies.
Procedure:
• Notes from lecture should be taken in the notebook.
“What do you have to do in order to talk/hear?” Have students hum or sing and feel their larynx.
http://en.wikipedia.org/wiki/
File:Gray956.png
http://en.wikipedia.org/wiki/File:Gray http://en.wikipedia.org/wiki/
994.png File:Gray954.png
Becky McCoy
The larynx is the home of the vocal folds which stretch thin and thick when they vibrate to produce different
pitches. The entire larynx sits high or low in the neck to produce a different quality of sound. The palette is
domed or flat to produce different reflection/resonance/quality.
30 MINUTES: “Today we’re going to explore different aspects of sound via different stations. Each station has
a poster (might be double sided) that gives directions and questions to answer. We’ll spend about three minutes
in each station”
STATIONS: with guiding questions posters and worksheets – 2-3 minutes each
1. Filling plastic cylinders (what happens when you pour water in the big/little? what’s diff? why?
what happens when you tap on the bottom of the cylinder?)
2. Guitar (why is it shaped this way? why is there a hole? what happens when strings are
tightened/loosened? why are strings different?)
3. KWL
4. Tuning forks (show picture of piano keyboard w/ notes labeled and treble staff showing same
notes. use resonance box. have students identify middle c through c up the octave and note the
frequencies. find the wavelengths for these frequencies in air 343 m/s. what’s the relation of the
two “octaves”? why can you hear the pitch at a louder volume than the tuning fork alone?))
5. Beats (show Wolfram “Beats Working”. Identify parts of standing wave – what parts of the two
pitches are interacting? draw the two waves at the anti node and the node. what would you hear
at the node/antinode? try with the tuning forks.)
6. KWL
7. Organ (show picture of organ pipes. have students draw them on their worksheet and draw the
standing waves in them. will longer or shorter pipes produce higher/shorter pitches?)
8. Piano (picture of inside of piano. what changes about the strings? what does this change?
Becky McCoy
9. KWL
Students return to table and take 1 minute to finish their KWL Chart.
Homework: n/a
Exit Strategy:
Hand in work sheet.
Extension Activity: spend more time with the drum or revisit any video or station.
Assessment:
Formative:
• Student discussions in small groups and whole class
• Sound Worksheet responses
Resources:
Larynx Pictures:
• http://en.wikipedia.org/wiki/File:Gray994.png
• http://en.wikipedia.org/wiki/File:Gray954.png
• http://en.wikipedia.org/wiki/File:Gray956.png
Marilyn Horne Habanera: http://www.youtube.com/watch?v=jTuNUZEFBJk
Idina Menzel Wicked: http://www.youtube.com/watch?v=3g4ekwTd6Ig
GLEE Tonight: http://www.youtube.com/watch?v=mJ-XKY_WU8g
FILLING PLASTIC
CYLINDERS
TAP THE BOTTOM OF EACH CYLINDER.
WHAT SOUNDS DIFFERENT?
FILL THE TALL CYLINDER AND NOTICE HOW
IT SOUNDS.
GUITAR STATION
QUESTIONS TO CONSIDER:
HOW DOES A GUITAR PRODUCE SOUND?
WHAT IS SIGNIFICANT ABOUT THE
GUITAR’S SHAPE?
KWL
COMPLETE AS MUCH OF THE “W” AND “L” SECTIONS
AS YOU CAN!
Becky McCoy
TUNING FORKS
QuickTimeª and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
C D E F G A B C
Qu ickTimeªa nda
TIFF(Uncompressed)d ecomp ressor
areneededtose ethispicture.
THE PICTURE ABOVE SHOWS WHAT THE MUSICAL SCALE WOULD LOOK LIKE (MINUS THE HIGHER
“C”) ON A MUSICAL STAFF. EACH NOTE (PITCH) HAS ITS OWN PLACE ON A LINE OR IN A
SPACE.
Becky McCoy
Becky McCoy
BEATS
USE THE SIMULATION “BEATS WORKING.”
ORGAN
QuickTimeª and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
PIANO
QuickTimeª and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
SOUND WORKSHEET
Name _____________________________________ Date ______________
K W L
Becky McCoy
2. GUITARS
Becky McCoy
4. TUNING FORKS
5. BEATS
Becky McCoy
7. ORGAN
8. PIANO
Becky McCoy