Unit 9: Let Us Entertain You

Essential QuestionsWhat are the relationships among wavelength,

frequency, and speed of a wave?How are vibrations and pitch varied in a string

to produce different sounds?How does vibrating air produce sound?How do plane and curved mirrors affect the

image that is produced?How can the colour of an object appear to be

different by shining different colour light on it?

Chapter ChallengeYou will work with your partner to create a 2-4

minute light and sound show This can be performed “live” or shown as a video

Along with it, there will be a written report that explains the physics concepts used in the show and explains why each concept is important

The sound must come from instruments or noise makers you make yourself

Due date: Monday, June 3 (During exam time)

Day 1: Making WavesLearning Objectives:

Observe the motion of a pulseMeasure the speed of a waveObserve standing wavesInvestigate the relationship among

wave speed, wavelength, and frequency

Make a model of wave motion

StarterTsunamis are giant ocean waves caused by an

underwater earthquakeWaves can reach extremely high heights, for

example in Thailand (2004), the waves reached 30m

How does water move to make a wave?How does a wave travel?Time: 10 minutes

Video: Japan Earthquake

Activity 1Draw a picture of a wave that includes the

following terms: Amplitude Wavelength Crest Trough

Time: 15 minutes

Activity 2For you to do, pg. 327Steps #1-10Write down observations, record dataData table will be provided for you Make a concluding statement about the

relationship of frequency, wavelength and speed of a wave

Time: 45 minutes

Activity 3Discussion of results and conclusion Draw a picture that shows what happens to the

frequency of a wave if you increase or decrease the wavelength

Time: 10 minutes

HomeworkFor you to read, pg. 331Physics talk, pg. 333Physics to go, pg. 337 #1, 7, 10, 11, 12

Day 2: Sounds in StringsLearning Objectives:

Observe the effect of string length and tension upon pitch produced

Control the variables of tension and length Summarize experimental results Calculate wavelength of a standing wave Organize data in a table

StarterWhen the ancient Greeks made stringed

musical instruments, they discovered that cutting the length of the string by half or two-thirds produced other pleasing sounds.

How do guitarists or violinists today make different sounds?

Time: 10 minutes

Video: The Physics of Sound

Activity 1For you to do, pg. 340 in lab groupsSteps #1-7Record the data table and answer the

questions/observations to go along with the steps

Hand in 1/lab group at the end of the periodAll equipment is on back tableTime: 45 minutes

Activity 2 Physics to go, pg. 344 #7 There are wood blocks in the back storage area that have

strings on them Work with your lab group to produce different sounds and

answer the following: Explain how different sounds are being produced using

wavelength, frequency, pitch, and standing waves in your explanation

Describe how the instrument works using wavelength, frequency, and standing waves in your description

Hand in with the “for you to do” activity Time: 20 minutes

Homework Please take your roller coaster models homeFor you to read, pg. 343Physics to go, pg. 344 #1, 2, 3

Day 3: Sounds from Vibrating AirLearning Objective:

Identify resonance in different kinds of tubes Observe how resonance pitch changes with length

of tube Observe the effect of closing one end of the tube Summarize experimental results Relate pitch observations to drawings of standing

waves Organize observations to find a pattern

StarterThe longest organ pipes are about 11m long. A

flute, is about 0.5m long and makes musical sound in the same way.

How do a flute an organ pipes make sound?Time: 15 minutes

Video: Sound in pipes

Video: Fresh PrinceSeason 1, Episode 1Time: 13:51

Activity 1For you to do, pg. 347 Steps 1-3Data table is provided for youWrite a concluding statement about straw

length and the pitch obtainedTime: 20 minutes

Activity 2For you to do, pg. 347, steps 4-5Write a concluding statement about the

amount of water in the test tube and the sound you hear.

How can this be changed to use in your sound and light show? (i.e. what materials could you use?)

Time: 20 minutes

Activity 3Create an “instrument” that uses at least one

of the principles that we have discussed thus far Wavelength Frequency Pitch

Create an advertisement that tries to sell your instrument to the rest of the class

Time: 30 minutes

HomeworkPhysics Talk, pg. 348For you to read, pg. 349Physics to go, pg. 351 #1, 2, 3, 4

Day 4: Reflected Light (60 min)Learning Objectives:

Identify the normal of a mirror Measure angles of incidence and reflection Observe the relationship between the angle of

incidence and the angle of reflection Observe changes in the reflections of letters Identify patterns in multiple reflections

StarterAstronauts placed a mirror on the moon in 1969

so that a light beam sent from Earth could be reflected back to Earth. By timing the return of the beam, scientists found the distance between Earth and the Moon. They measured within 30cm.

How are you able to see yourself in a mirror? If you want to see more of yourself, what can you

do?What type of image is produced? Time: 10 minutes

Video: How do Mirrors Work?

Activity 1You and your lab group are to design a short

video clip to be posted on YoutubeThis clip needs to explain to students how

plane mirrors workUse your text book and/or internet to help you Think about how to present your video in a fun

and meaningful way (i.e. think about what type of video you would want to see)

Time: 30 minutes

Activity 2Present your clips to the class

HomeworkFor you to read, pg. 357Physics to go, pg. 359 #1, 2, 4, 5,

Day 5: Curved MirrorsLearning Objectives:

Identify the focus and focal length of a curved mirror

Observe virtual images in a convex mirror Observe real and virtual images in a concave

mirror Measure and graph image distance vs. object

distance for a convex mirror Summarize observations in a sentence

StarterCurved mirrors can be concave or convexDraw a picture of what these two types of

mirrors look likeWhere do you find concave and convex

mirrors?How are the images produced different from

that of a plane mirror?Time: 15 minutes

Video: Curved Mirrors

Activity 1With your lab group, complete the tableTime: 15 minutes

Type of Mirror Image Upside Down/Rightside Up

Real/Virtual Image

Size of Image

Plane

Concave

Convex

Activity 2Draw a ray diagram for the following types of

mirrors: Plane mirror Concave mirror, image in front of focal point Concave mirror, image behind focal point Convex mirror

We will do one together firstTime: 20 minutes

Plane Mirror

Convex Mirror

Concave Mirror

Activity 3Use this time to create a concept map for the

various topics we have covered so far This will be useful when you are writing the

explanation component of your chapter challenge

It is a good idea for everyone to have one of their own

Time: 15 minutes

HomeworkPhysics Talk, pg. 366Reflecting on the Activity and the Challenge,

pg. 377Complete concept mapPhysics to Go, pg. 367 #1, 2, 3, 4

Day 6: Refraction of LightLearning Objectives:

Day 7: Colour