(9-12) H3

Science Curriculum Preview Committee Clarification of Learning Results

Revised 06/29/04

9-12

H3: Explain or demonstrate how sound waves travel.

Curriculum Organizing Questions

How would you predict a wave would travel through this system?

How can we model wave behavior?

Elaboration
Students can learn some of the properties of waves by using water tables, ropes, and springs, and quite separately they can learn about the electromagnetic spectrum, including the assertion that it consists of wavelike radiations.Wavelength should be the property receiving the most attention, but only minimal calculation. A sufficient minimum is that students develop semi quantitative notions about waves---for example, higher frequencies have shorter wavelengths and those with longer wavelengths tend to spread out more around obstacles. Benchmarks pgs. 90-91.

Specific Ideas

Sound is a special kind of kinetic energy caused by regular patterns if atomic movement. We hear sounds because our eardrums vibrate in response to moving air molecules. Science Matters p. 24.

Vibration involves parts of a system moving back and forth in much the same place, so the motion can be summarized by how frequently it is repeated and by how far a particle is displaced during a cycle.Science Matters p. 45.

Vibrations may set up a traveling disturbance that spreads away from its source.SFAA p. 53.

Wavelength is the distance between successive peaks of the disturbance.SFAA p. 54.

Wavelength can greatly influence how a wave interacts with matter---how well it is transmitted, absorbed, reflected, or diffracted. SFAA p. 54.

Waves change direction at boundaries between media, diffracting around corners, and mutually interfering with one another in predictable ways.SFAA p. 53.

The observed wavelength of a wave depends upon the relative motion of the source and the observer. If either is moving toward the other, the observed wavelength is shorter; if either is moving away the observed wavelength is longer. Benchmarks 4F5.

Developmental & Instructional Implications
Children often hold a considerable number of misconceptions about sound, sound production, and sound transmission that may affect instruction. Driver et al offer a detailed discussion of children's difficulties with the ideas associated with sound on pages 133-137.

National documents recommend that some of the ideas can be introduced at a less sophisticated level in middle school.

Examples

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Curriculum Organizing Questions	How would you predict a wave would travel through this system? How can we model wave behavior?
Elaboration	Students can learn some of the properties of waves by using water tables, ropes, and springs, and quite separately they can learn about the electromagnetic spectrum, including the assertion that it consists of wavelike radiations.Wavelength should be the property receiving the most attention, but only minimal calculation. A sufficient minimum is that students develop semi quantitative notions about waves---for example, higher frequencies have shorter wavelengths and those with longer wavelengths tend to spread out more around obstacles. Benchmarks pgs. 90-91.
Specific Ideas	Sound is a special kind of kinetic energy caused by regular patterns if atomic movement. We hear sounds because our eardrums vibrate in response to moving air molecules. Science Matters p. 24. Vibration involves parts of a system moving back and forth in much the same place, so the motion can be summarized by how frequently it is repeated and by how far a particle is displaced during a cycle.Science Matters p. 45. Vibrations may set up a traveling disturbance that spreads away from its source.SFAA p. 53. Wavelength is the distance between successive peaks of the disturbance.SFAA p. 54. Wavelength can greatly influence how a wave interacts with matter---how well it is transmitted, absorbed, reflected, or diffracted. SFAA p. 54. Waves change direction at boundaries between media, diffracting around corners, and mutually interfering with one another in predictable ways.SFAA p. 53. The observed wavelength of a wave depends upon the relative motion of the source and the observer. If either is moving toward the other, the observed wavelength is shorter; if either is moving away the observed wavelength is longer. Benchmarks 4F5.
Developmental & Instructional Implications	Children often hold a considerable number of misconceptions about sound, sound production, and sound transmission that may affect instruction. Driver et al offer a detailed discussion of children's difficulties with the ideas associated with sound on pages 133-137. National documents recommend that some of the ideas can be introduced at a less sophisticated level in middle school.
Examples