Scribd
Upload
136 views

Sound Lab - Basic Version

1. Sound is created by vibrating objects and travels as longitudinal waves through air in the form of variations in air pressure and density. 2. Two types of waves are shown, with the same wavelength but different amplitudes, where amplitude corresponds to loudness. 3. Experiments are described using slinkies, ropes, and reed instruments to demonstrate the properties and transmission of sound waves. Observations are made on how various factors affect the pitch and loudness of sounds produced.

Uploaded by

TeachLABScI
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
136 views

Sound Lab - Basic Version

1. Sound is created by vibrating objects and travels as longitudinal waves through air in the form of variations in air pressure and density. 2. Two types of waves are shown, with the same wavelength but different amplitudes, where amplitude corresponds to loudness. 3. Experiments are described using slinkies, ropes, and reed instruments to demonstrate the properties and transmission of sound waves. Observations are made on how various factors affect the pitch and loudness of sounds produced.

Uploaded by

TeachLABScI
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

Sound Waves and Musical Instruments

Student Edition, Basic


Key Concepts:
Sound comes from moving objects Sound is made of vibrations that travel through the air Molecules don't travel across the room to get the sound to us; they vibrate in a very small space The harder the molecules push each other, the louder the sound we hear The faster the molecules push each other, the higher the pitch we hear Sound is created by moving objects. For example, a plucked guitar string vibrates, sending sound waves in all directions. Sound waves contain energy, and we mainly sense this energy reach us with our ears. Sound travels through space in longitudinal waves. An object waves quickly back and forth, so the air around it starts to wave too. The waves cant be seen in air, but look like this when measured:

Figure 1: Longitudinal Waves Sound waves also can be drawn like this, which is important when talk about them further:

Figure 2: Sound Wave Drawings The dotted line is the line the wave travels left to right. The thick arrow measures the wavelength, from peak to peak. The thin arrow measures the amplitude, from the midline to the top of a peak. The two waves above have the same wavelength, but the taller sound wave has a bigger amplitude. Sound waves with bigger wavelengths sound lower, like a big tugboats horn. A smaller wavelength sounds higher, like a bird tweeting. Amplitude is just volume: bigger means louder, and smaller means quieter. Q: The two waves in Figure 2 have the same wavelength but different amplitude. Do they sound the same? Yes / No

If no, which one is louder? Wave on top / wave on the bottom

Part One: Core Concepts Experiments (to be completed with the


whole group):
Pool of Sound Materials: a large plastic tub, 6 inches or deeper water a cereal bowl a ping pong ball a pencil 1.Fill the tub with water until it is three inches from the top. 2.Pick an object to bob in the water. You can push it up and down if it floats Q: What shape are the waves that go out from the object? ______________ Can you count them? How big are they? What changes can we make that affect the size and number of these waves? Sound Round-up Materials Slinkies, or one very large Slinky Length of rope (1/4 to thickness, at least 6 feet long) Shive Wave Machine (special demo not readily available) 1.Tie or fix one end of the rope or Slinky to a stationary object. Set up the Shive Wave Machine. 2.Send a wave down it. With the rope, jerk the rope quickly up and down or side to side. For the Slinky, stretch and push back on it For the Shive Wave Machine, grasp the tip of bar on one end. Give it a tug. Watch the wave move down the line. Q. Does the wave only move in one direction along the length? Does it come back? What are the pieces of rope, Slinky, or wave machine bars doing at different times?

Part Two: Design Your Experiment


Rubber Band Guitar (Chordophone) Materials: Shoebox or tissue box 4 to 6 rubber bands, of varying lengths and thicknesses Craft sticks Stretch the rubber bands around the open end of the box so they are arranged like strings over the sound hole of a guitar. Pluck the strings and listen. Q: Which ones sound lower or higher? List them in order from lowest sound to highest sound Lowest Highest

Does the sound change by how much we tug on the rubber band when plucking? Try inserting the craft stick between the strings toward one end of the instrument. Pluck the strings from the other end. Does the craft stick change the sound? Record your observations: _____________________________________________________________________________ _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _

Straw Reed Instrument (aerophone) Design and construct your own wind instrument that uses a vibrating reed and makes sounds with four different pitches.

Materials: 6 plastic drinking straws, thin 6 plastic drinking straws, thick hole punch scissors 1. Flatten one end of drinking straw by rubbing it between your nail or a straight edge. Make a straw reed by cutting a wedge about 1 cm ( 1/2 inch ) long at one end of a plastic drinking straw. Be sure the two cuts are even in length and their angle to the tip of the straw. 2. Punch 3 holes in the side of the straw using a hole punch. Space the holes out equally, starting 2 inches from the tip of the reed at least. It will help if you make the holes so they are at the top of the instrument when you play it. Note: don't punch through both sides of the straw! Rather, press the straw in half and insert the folded edge halfway into the hole punch. 3. To make a longer instrument, flare the end opposite the reed by inserting a pencil and stretching the plastic. Remove the pencil and fit another straw of the same size into the flared end. 4. Insert the reed in your mouth, slightly past the lips. Blow a steady, strong stream of air. Adjust the amount of straw in your mouth and the strength of your blowing the reed vibrates and a sound comes out. Experiment with your instrument. Q. What part is moving? How did you get it to move? Try to make the pitch higher or lower by covering the holes. Q. What do you have to do to make a louder or softer sound? Write down what you did to change the sound, and the result What I changed ______________________________________ ______________________________________ The Result ________________________________________ ________________________________________

______________________________________ _________________________________________ ______________________________________ _________________________________________ To make a slide instrument, take two straws-- one thick and one thin. At one end of the smaller straw, make a reed. Insert the other end of the thin reeded straw into the thicker straw. Experiment with this instrument. What does sliding the straws in and out do to the sound? _______________________________ How is this like covering the holes?_______________________________________________

Closing Questions: How are sound waves like water waves? How are they different? Name 2 ways you changed the sound coming out of your instruments you made. How can an instrument with only 4 strings make more than 4 sounds? When a trumpet player pushes a value on the trumpet, it opens up an extra loop of tubing. What does this do to the trumpet? To the sound?

You might also like