7

Science
Learner’s Material

Unit 3 – Energy in Motion

Module 3: Sound

This instructional material was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education
Republic of the Philippines
Science – Grade 7
Learner’s Material
First Edition, 2013
ISBN: 978-971-9990-58-1

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Assistant Secretary: Elena R. Ruiz, Ph.D.

Development Team of the Learner’s Material

Consultant: Merle C. Tan, Ph.D.

Authors: Alvie J. Asuncion, Maria Helen D.H. Catalan, Ph.D., Leticia V. Catris, Ph.D.,
Marlene B. Ferido, Ph.D., Jacqueline Rose M. Gutierrez, Michael Anthony B. Mantala,
Cerilina M. Maramag, Ivy P. Mejia, Eligio C. Obille, Jr., Risa L. Reyes, Ph.D.,
Ma. Dulcelina O. Sebastian, Merle C. Tan, Ph.D., and Rodolfo S. Treyes, Ph.D.
Editors: Josefina Ll. Pabellon, Ph.D., Ma. Cristina D. Padolina, Ph.D., Risa L. Reyes,
Ph.D., and Merle C. Tan, Ph.D.
Reviewers: Magno R. Abueme, Ruby D. Arre, Bonifacio D. Caculitan, Jr., Marivic
Rosales, and Arnold Sinen
Illustrator: Alvin J. Encarnacion
Layout Artists and Encoders: Rosita R. Cruz, Aro R. Rara, and Cecile N. Sales

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat

(DepEd-IMCS)

Office Address: 2nd Floor Dorm G, Philsports Complex,

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]
 Table of Contents

Unit 3: Energy in Motion

Module 3: Sound........................................................................................1
Activity 1: My own sounding box.....................................................................2
Activity 2: Properties and characteristics of sound..........................................5
Activity 3: Big time gig!....................................................................................9

iii
 Suggested time allotment: 8 to 10 hours

Unit 3
MODULE

3 SOUND

Would you like to try placing your palm on your throat while saying – “What
you doin?” What did your palm feel? Were there vibrations in the throat? Try it again
and this time, say – “Mom! Phineas and Ferb are making a title sequence!”

In the previous module you learned Terms to Remember

about wave properties and common
characteristics like pitch and loudness. You Longitudinal Wave
will also learn the 2 kinds of waves according - Wave whose motion is parallel
to the motion of the particles of
to propagation. These are the longitudinal and
the medium
transverse waves. Sound is an example of a Mechanical wave
longitudinal wave. It is also classified as a - Wave that need a medium in
mechanical wave. Thus there has to be matter order to propagate
for which sound should travel and propagate.
This matter is better known as medium.

Figure 1. Longitudinal wave

How does sound propagate?

In Activity 1, you will try to explore how sound is produced. You are going to
use local materials available in your community to do this activity. You can do “Art
Attack” and be very creative with your project.

0
Activity 1
My own sounding box
Objectives

In this activity, you should be able to construct a sounding box to

1. demonstrate how sound is produced; and

2. identify factors that affect the pitch and loudness of the sound produced.

Materials Needed

 shoe box
 variety of elastic or rubber bands (thin and thick)
 extra cardboard – optional
 pair of scissors or cutter
 ruler

TAKE Handle all sharp

CARE tools with care.
!

Procedure

1. Cut and design your shoe box as shown in Figure 2.

2. Put the rubber bands around the

box. Make sure that the rubber
bands are almost equally spaced
and that the rubber bands are
arranged according to increasing
thickness from the lower end to
the other end of the box.

3. Use your finger to pluck each

rubber band. Listen to the sound
produced.
Figure 2. My sounding box

Q1. What physical signs did you observe when you plucked each band. Did
you hear any sound? What produced the sound?

Q2. How different are the sounds produced by each band with different
thickness?

4. This time use the fingers of one hand to stretch one of the elastics. Pluck the
elastic with the fingers of the other hand and observe.

1
 Q3. Are there changes in the note when you plucked the stretched band?

5. Repeat step 4 with the other elastic bands.

Q4. Arrange the elastics in sequence from the highest note to the lowest
note produced.

When we talk or make any sound, our vocal cords vibrate. When there are no
vibrations felt, no sound is produced. This means that sounds are caused by
vibrations. Vibrations of molecules are to the to-and-fro or back-and-forth movement
of molecules. Vibrations are considered as a disturbance that travels through a
medium. This vibratory motion causes energy to transfer to our ears and is
interpreted by our brain. Sound waves are examples of longitudinal waves. They
are also known as mechanical waves since sound waves need medium in order to
propagate.

In Activity 1, vibrations produced by the elastic band produced sound. The

sounding box amplified (increase in amplitude) this sound.

Sound waves can travel in air. When they come in contact with our eardrums,
the vibrations of the air force our eardrums to vibrate which is sensed and interpreted
by our brain.

Can sound waves also travel in other media like

solids and liquids?

You can try this one. Place your ear against one end of a tabletop. Ask a
friend to gently tap the other end of the table with a pencil or a ruler. What happens?
Then ask your friend to again gently tap the other end of the table but this time, make
sure that your ear is not touching the table. What happens? In which situation did you
encounter louder and more pronounced sound? In which situation did you encounter
the sound clearly?

Sound is produced by the slight tapping of the table with a pencil or a ruler.
This can be heard clearly at the other end of the table. This shows that sound waves
can also travel through wood or solid. Sound is more distinct in solids than in air. This
also means that sound is heard much louder when it travels in solids than in air.

What about in liquids? Can

sound travel in liquids too? Liquids
are better transmitters of sound
than gases. If two bodies are struck
together underwater, the sound
heard by a person who is
underwater is louder than when
heard in air, but softer than in
Figure 3: Molecules of different media
solids.

2
 As you can see in Figure 3, particles of solids are more closely packed than
particles of liquid and gas. This is why sound produced in solids is much more
distinct and loud than when it is propagated or produced in liquids and gas. Between
liquids and gases, on the other hand, liquid particles appear more closely spaced
than gases. This means that louder sound will be produced in liquids than in gases.

Spacing of particles of the medium like solid, liquid and gas is an important
factor on how would is transmitted. Take a look at Figure 3, liquid particles are closer
to each other than the particles in the gas. Sound waves are transmitted easier in
liquids. Between liquids and solids, the particles of solids are even closer together
than the liquid molecules; therefore, sound travels even faster in solids than in
liquids. Since different media transmit sound differently, sound travels at different
speeds in different materials. Since solid is the best transmitter of sound, sound
travels fastest in solids and slowest in gases.

The table below shows the speed of sound in different materials.

Table 1: Speed of sound in different materials

Speed of Sound
Materials
V (m/s)
Air (0oC) 331
He (0oC) 1005
H (20oC) 1300
Water 1440
Seawater 1560
Iron and Steel 5000
Aluminum 5100
Hard wood 4000

Sound speed is dependent on several factors such as (1) atmospheric

pressure, (2) relative humidity, and (3) atmospheric temperature. Remember these
weather elements you studied in your earlier grades? High values of these elements
lead to faster moving sound. When you are in the low lands and the surrounding is
hot, sound travels fast. Do you want to know why sound travels faster in hot air?
There are more molecular interactions that happen in hot air. This is because the hot
particles of air gain more kinetic energy and so there is also an increase in the mean
velocity of the molecules. Since sound is a consequence of energy transfer through
collisions, more collisions and faster collisions means faster sound.
Going a little deeper on this, speed of sound basically depends on the elastic
property and the inertial property of the medium on which it propagates. The elastic
property is concerned with the ability of the material to retain or maintain its shape
and not to deform when a force is applied on it. Solids as compared to liquids and
gases have the highest elastic property. Consequently, solid is the medium on which
sound travels fastest. This means that the greater the elastic property, the faster the
sound waves travel. The inertial property, on the other hand, is the tendency of the
material to maintain its state of motion. More inertial property means the more inert
(more massive or greater mass density) the individual particles of the medium, the
less responsive they will be to the interactions between neighboring particles and the
slower that the wave will be. Within a single phase medium, like air for example,
humid air is more inert than humid air. This is because water that has changed to
vapor is mixed with the air. This phenomenon increases the mass density of air and
so increases the inertial property of the medium. This will eventually decrease the
speed of sound on that medium.

3
 Sound cannot travel in a vacuum. Remember that sound is a mechanical
wave which needs medium in order to propagate. If no matter exists, there will be no
sound. In the outer space, sound would not be transmitted.

Sound waves possess characteristics common to all types of waves. These

are frequency, wavelength, amplitude, speed or velocity, period and phase. Just like
other waves, sound also exhibits wave properties just like reflection, refraction,
diffraction, and interference. More than these properties are pitch and loudness of
sound. Pitch refers to the highness or lowness of sound. Loudness is how soft or how
intense the sound is as perceived by the ear and interpreted by the brain. Do you
want to find out more characteristics and properties of sound? Activity No. 2 will let
your discover some of these properties using your sounding box.

Activity 2
Properties and characteristics of sound

Objective

In this activity, you will use your sounding box to describe the characteristics
of sound and compare them with those of sound produced by a guitar.

Materials Needed

 Sounding Box
 Wooden rod
 Ruler
 Guitar

Procedure
Part 1: Sounding the Box

1. Label the rubber bands of your sounding box as S1, S2 and so on. Labeling
should start with the thinnest rubber band.

2. Pluck each rubber band. Listen to the sounds produced.

Q1. What did you observed when you plucked each of the rubber bands and sound
is produced? How then is sound produced?

Q2. Is there a difference in the sound produced by each of the rubber bands? How
do they differ?

Q3. Which band produced a higher sound? Which band produced a lower sound?

Q4. How can you make a softer sound? How can you make a louder sound?

Q5. What factors affect the pitch and loudness of the sound produced by the rubber
bands?

4
3. Stretch one of the rubber bands and while doing so, pluck it again.

Q6. Is there a change in the sound produced when you pluck the rubber band while
stretching it? How does stretching the rubber band affect the pitch of the sound
produced?

4. Place a ruler (on its edge) across the

sounding box as shown in Figure 4. ruler ruler
Pluck each rubber band and observe.

Q7. Is there a difference in the sound

produced when the ruler is placed
across the box?

Figure 4: With stretch rubber

bands

5. Move the ruler off center to the left or to a

diagonal position so that one side of each
rubber band is shorter than the other side
(Figure 5). Pluck again each rubber band on
each side of the ruler and observe.

Figure 5: Diagonal
stretching of the bands

Q8. Which part of the rubber band (shorter side or longer side) provides higher
pitch? Which part provides lower pitch?

Q9. Again, what factors affect the pitch of the sound produced by the rubber bands?

Part 2: The Guitar...

6. Strum each guitar string without holding the frets. (String #0 is the lower most
string while string #6 is the uppermost string.)

7. Record all you observations in the table provided.

String # Pitch (High or Low)

0
1
2
3
4
5
6

5
Q10. Which string vibrates fastest when strummed?

Q11. Which string vibrates slowest when strummed?

Q12. Which string has the highest frequency?

Q13. Which string has the highest pitch?

Q14. Which has the lowest frequency?

Q15. Which string has the lowest pitch?

Q16. How would you relate pitch and frequency?

The highness or lowness of sound is known as the pitch of a sound or a

musical note. In Activity 2, you were able to relate vibrations, frequency and pitch
using your improvised sounding box and a guitar. The pitch of a high frequency
sound is also high and a low frequency sound is also; lower in pitch.

When you were in your earlier

grades you studied about the human
ear. Our ear and that of animals are the
very sensitive sound detectors. The ear
is a part of the peripheral auditory
system. It is divided into three major
parts: the outer ear, the middle ear and
the inner ear.

The outer ear called the pinna

collects the sound waves and focuses
them into the ear canal. This canal
transmits the sound waves to the
eardrum.

Figure 6 The human ear

The ear canal is the eardrum membrane or the tympanum. It separates the
outer and the middle ears physically. Air vibrations set the eardrum membrane in
motion that causes the three smallest bones (hammer, anvil and stirrup) to move.
These three bones convert the small-amplitude vibration of the eardrum into large-
amplitude oscillations. These oscillations are transferred to the inner ear through the
oval window.

Behind the oval window is a snail-shell shaped liquid –filled organ called the
cochlea. The large-amplitude oscillations create waves that travel in liquid. These
sounds are converted into electrical impulses, which are sent to the brain by the
auditory nerve. The brain, interprets these signals as words, music or noise.

Did you know that we can only sense within the frequency range of about 20
Hz to about 20000 Hz? Vibrational frequencies beyond 20 000 Hz is called
ultrasonic frequencies while extremely low frequencies are known as infrasonic
frequencies. Our ear cannot detect ultrasonic or infrasonic waves. But some animals
like dogs can hear sounds as high as 50 000 Hz while bats can detect sounds as
high as 100 000 Hz.

6
 We can see images of your baby brother or sister when the OB-Gyne asks
your mommy or nanay to undergo ultrasound. Ultrasonic waves are used to help
physicians see our internal organs. Nowadays, ultrasonic technology is of three
kinds: 2-dimensional, 3-dimensional, and 4-dimensional categories. In the 3- and 4-
dimensional ultrasonic technologies, the features of the fetus are very clearly
captured.

It has also been found that ultrasonic waves can be used as rodent and insect
exterminators. The very loud ultrasonic sources in a building will usually drive the
rodents away or disorient cockroaches causing them to die from the induced erratic
behavior. What other applications of sound do you have in mind? Do you want to
share them too?

Loudness and Intensity

Do you still remember intensity of

light in the previous module? In sound,
intensity refers to the amount of energy a
sound wave. Figure 7 shows varying
intensity of sound. High amplitude sounds
usually carry large energy and have higher
intensity while low amplitude sound carry
lesser amount of energy and have lower
intensity.

Figure 7: Varying sounds

Sound intensity is measured by various instruments like the oscilloscope.

Loudness is a psychological sensation that differs for different people. Loudness is
subjective but is still related to the intensity of sound. In fact, despite the subjective
variations, loudness varies nearly logarithmically with intensity. A logarithmic scale is
used to describe sound intensity, which roughly corresponds to loudness. The unit of
intensity level for sound is the decibel (dB), which was named after Alexander
Graham Bell who invented the telephone. On the decibel scale, an increase of 1 dB
means that sound intensity is increased by a factor of 10.

Father and son duo interprets the loudness of a sound differently. The son
considers the rock music a soft music while the father considers it a loud sound. The
father may even interpret the sound as a distorted sound, which is known as noise.
Noise is wave that is not pleasing to the senses.

7
Table 2. Sound Levels of different sound sources

Source of sound Level (dB)

Jet engine, 30 m away 140
Threshold of pain 120
Amplified rock music 115
Old subway train 100
Average factory 90
Busy street traffic 70
Normal conversation 60
Library 40
Close whisper 20
Normal breathing 10
Threshold of hearing 0

Let’s see how you interpret sound yourselves. Look for 3 more classmates
and try Activity 3. This will test your ability to design and at the same time show your
talents!

Activity 3
Big time gig!
Objectives
In this activity, you should be able to:
1. create musical instruments using indigenous products and
2. use these instruments to compose tunes and present in a Gig. Students
may also utilize other indigenous musical instruments.

Materials Needed
 Indigenous materials such as sticks, bottles or glassware available in your
locality to be used as musical instrument
 Localized or improvised stringed instruments
 Localized or improvised drum set

Procedure
1. Form a group of four (4). One can play a stringed instrument, while the other
can play the drum and the 3rd member can use the other instrument that your
group will design or create. The last member will be your group’s solo
performer.
2. Look for local materials which you can use to create different musical
instruments.
3. Try to come up with your own composition using the instruments you have
created.
4. In the class GIG you are to play and sing at least 2 songs (any song of your
choice and your original composition).
5. Check the Rubric included to become familiar with the criteria for which you will
be rated.

8
Big Time Gig!
Rubric Scoring
Task/
4 3 2 1 Score
Criteria
Improvised/  Makes use  Makes use  Makes use  Makes use
Localized of local or of local of local of local
musical indigenous materials materials materials
instruments materials only. only. only.
 The  The  The  The sound
improvised improvised improvised produced by
instruments instruments instruments the
produce produce produce fair improvised
good quality good quality quality instruments
sound sound. sound. is not clear
comparable and distinct.
to standard
musical
instruments.
Composition The group’s The group’s The group’s The group’s
original original original original
composition composition composition composition
has good has fair has fair has fair
melody. melody and melody and melody and
the lyrics the lyrics the lyrics
provided are provided are provided are
The lyrics thematic and NOT thematic NEITHER
provided are meaningful but thematic nor
thematic and meaningful meaningful
meaningful
Performance  The group  The group  The group  The group
was able to was able to was able to was able to
successfully successfully use the use the
use the use the improvised improvised
improvised improvised musical musical
musical musical instruments instruments
instruments instruments but some but MOST
in their GIG. in their GIG. were out of were out of
 The group  The group tune tune
was able to was able to  The group  The group
provide provide fair was able to was able to
good quality rendition. provide fair provide fair
rendition or rendition. rendition
performance
Cooperation Each one of 3 out of 4 2 out of 4 Only 1 out of
and Team them members completed the 4
Work completed completed their task so members did
their task so their task so as to come up his/her job
as to come up as to come up with the
with the with the expected
expected expected output - GIG
output - GIG output - GIG
TOTAL:

How was your GIG? Did you enjoy this activity? Aside from the concepts and
principles in sound you learned and applied for a perfect performance what other
insights can you identify? Can you extend your designs to come up with quality
instruments using indigenous materials? You can be famous with your artworks...

Sound waves are mechanical waves than need for a medium for sound to
propagate. Vibrations of the medium create a series of compression and rarefaction
which results to longitudinal waves. Sound can travel in all media but not in vacuum.

9
Sound is fastest in matter that is closely packed like solid and slowest in gas. Speed
of sound is dependent on factors like temperature, humidity and air pressure. High
temperature brings much faster sound. Increased humidity, on the other hand makes
sound travel slower. As pressure is increased, speed is also increased. Inertial and
elastic properties of the medium also play an important part in the speed of sound.
Solids tend to be highly elastic than gases and thus sound travel fastest in solids. In
a single phase matter however, the inertial property which is the tendency of the
material to maintain its motion also affect speed of sound. Humid air is more massive
and is more inert than dry air. This condition brings lesser molecular interactions and
eventually slower sound. Sound, just like other waves do have characteristics such
as speed, frequency, wavelength, amplitude, phase and period. Like any other wave,
sound exhibit properties like reflection, refraction, interference and diffraction. Other
properties are loudness and pitch. Pitch is dependent on the frequency of sound
wave. The higher frequency the higher the pitch of the sound produced.

Organisms like us are capable of sensing sound through our ears. Just like
other organism, our ears do have parts that perform special tasks until the auditory
signals reach and are interpreted by our brain. Frequencies beyond the audible to
human are known as ultrasonic (beyond the upper limit) and infrasonic (below the
lower limit). Intensity and loudness are quantitative and qualitative descriptions of the
energy carried by the wave. High amplitude waves are intense and are sensed as
loud sound. Low amplitude sound waves are soft sound. Music is a special sound
that forms patterns and are appealing to our sense of hearing.

Up Next. Light

In the next module, you would learn about visible light, the most familiar form
of electromagnetic waves, since it is the part of the electromagnetic spectrum that the
human eye can detect. Through some interesting activities, you would come across
the characteristics of light, how it is produced and how it propagates. You would need
the concepts that you learned from this module to fully understand and appreciate
the occurrence of light.

Reading Materials/Links/Websites
http://www.physicsclassroom.com/Class/sound/u11l2c.cfm
http://en.wikipedia.org/wiki/Sound#Sound_wave_properties_and_characteristics
http://personal.cityu.edu.hk/~bsapplec/characte.htm
http://www.slideshare.net/agatonlydelle/physics-sounds

10