OVERVIEW

Everyday, our world is filled with a multitude of sounds. Sounds let you communicate with others
or let others communicate with you. It can be a warning of danger or simply an enjoyable
experience. We enjoy them or maybe ignore some of them.

But, what is sound? How is sound being produced, propagated, and perceived by humans? In this
module, the students should be able to learn more about waves and their properties. Specifically,
the production, propagation, and perception of sound will also be discussed. Moreover, different
factors affecting the speed of sound will be identified in the activities included in this module:

LESSON 1 : Wave and Wave Properties

LESSON 2 : Production and Perception of Sound
LESSON 3 : Propagation of Sound in Solids, Liquids, and Gases
LESSON 4 : Effects of Air Temperature on the Speed of Sound
LESSON 5 : Properties of Sound: Reflection and Refraction

BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE

(based on CMO No. 75, s. 2017)

A graduate of Bachelor of Secondary Education major in Science can:

✓ demonstrate deep understanding of scientific concepts and principles ;
✓ apply scientific inquiry in teaching and learning;
✓ utilize effective science teaching and learning; and
✓ manifest meaningful and comprehensive pedagogical knowledge (PCK) of
the sciences.
 LESSON 1

WAVES AND WAVE PROPERTIES

Ripples moving over the surface of a still pond,

sound from a radio speaker traveling through the
air, a pulse “bouncing” back and forth on a piano
string, light from the sun illuminating and warming
the earth – these are all waves. What are waves?
How do we distinguish one type of wave from
another? And, how do we measure their properties?

LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
a. describe a wave;
b. distinguish the different types of waves according to the direction of its motion;
c. determine the wavelength and frequency of a wave;
d. compute for the wave speed based on the frequency, wavelength, and period
of a wave; and
e. cite real-life applications of waves in daily life.

▪ Generating ideas ▪ Relating variables

▪ Observing ▪ Problem solving
▪ Constructing a model ▪ Evaluating
▪ Measuring ▪ Analyzing
EXPLAIN
We are now ready to discuss the
answers and explain the Physics
concepts behind each task. Let some
students draw what their Figure 1
looks like on the board. Ask them to
describe it. They may have different
illustrations but in general, such
illustrations are called waves.

WHAT IS A WAVE?
By definition, a wave is a travelling disturbance consisting of coordinated vibrations or
oscillations that transmit energy through matter. It disturbs the particles of matter as it
passes, making them move back and forth, but not resulting into a net movement of the
matter. How is this evident in the wave machine? When one lifted a barbell at the end of
the wave machine, the energy was transmitted from the displaced barbell to the next
barbell, and then to the next barbell, and so on. As a wave pulse propagated, the gummy
bears remained in their position in space, meaning the gummy bears themselves did not
travel down the length of the wave machine. The energy that was transferred through
the wave was what was observed to travel along the medium.

HOW DO WAVES PROPAGATE?

The substance through which such waves travel (or propagate) is called a medium. In the
activity, which do you think represented the medium of the wave? The wave machine
(the combination of the duct tape and barbells) itself represented the medium of the
wave, while the barbells were the interacting particles of the wave.

Classification according to the Medium of Propagation

Many waves, like the one observed in the wave machine, require a medium to propagate.
Such waves are called mechanical waves, examples of which are sound, water ripples,
and waves on a rope. They cannot exist in a vacuum. On the other hand, there are some
waves that do not require a medium to propagate, hence can travel through a vacuum.
These special waves are called electromagnetic waves (EM waves). Light, microwaves,
and x-rays are examples of EM waves.

Classification according to the Mode of Propagation

A wave can be short and fleeting, called a wave pulse, or steady and repeating called a
continuous wave. How will you classify the waves generated by the wave machine? The
sound of a bursting balloon, a tsunami, or a light from a camera flash are examples of
wave pulses. In contrast, the waves generated by the wave machine shows a continuous
wave because it looks like a series or “train” of wave pulses one after another.

Classification according to the Orientation of Propagation

If we look at many different types of waves, we find that they can be classified according
to the orientation of the wave oscillations with respect to the general direction of wave
propagation. One way to demonstrate this classification is by doing a Slinky (or Magic
Spring) exercise, as illustrated below. You may perform this in class or use another
material, like rope or string. As illustrated, the hand vibrates the slinky. The direction of
its motion is denoted by the black arrow. You will also notice in the illustration a red
arrow, noted by 𝑣, found on the far right. This indicates the general direction of the wave
propagation. Observe both illustrations closely before reading on.

What have you observed on the first illustration (picture A)? Look closely at the
movement of the hand, as shown by the arrows. This time, consider the red arrow at the
right most part (with notation, 𝑣) that shows the direction in which the wave moves.
What can you say about its movement compared to the movement of the hand and the
general direction of wave propagation? The wave being exhibited in the first illustration
is called a transverse wave because the direction of how the wave travels in the medium
is perpendicular (transverse) to the direction of how the wave is produced. Do you notice
the highest peaks and lowest points generated by a transverse waves? We call them
crests and troughs, respectively.

Similarly, observe the movement of

the hand on the second illustration (picture B). What can you say about
the direction of oscillation (hand) and
the general direction of wave
propagation (𝑣) this time? Are they in FLAGSHIP FACTS
the same direction? It can be observed keywords to remember
that the direction of oscillation (hand)
moves from left to right, in a parallel TYPES OF WAVES
direction as the general direction of
the wave propagation. When a wave A. according to Medium of Propagation
travels in a medium parallel to the • Mechanical – requires a medium
direction of how it has been produced,
• Electromagnetic – does not require a
it is a longitudinal wave. Look closely
medium
on the coils of the Slinky in a
longitudinal wave. Do you see any
B. according to the Mode of Propagation
differences? There are portions where
• Pulse – short and fleeting wave
the coils are closed or compressed
together while in some areas, the coils • Continuous – steady and repeating
are spread apart. The regions where wave
the coils are squeezed together are
C. according to the Orientation of
called compressions, and the regions
where they are spread apart are called Propagation
rarefactions or expansions. • Transverse – perpendicular to wave
motion
o Crest – highest peaks
In the wave machine, what direction o Trough – lowest points
does the barbells vibrate relative to • Longitudinal – parallel to wave
the direction of the wave? To help the motion
students decide on what type of wave o Compression – close together
it generated, choose a particular o Rarefaction – spread apart
gummy bear from the wave machine.
• Surface – combination of transverse
Keep an eye on that gummy bear and
and longitudinal
describe its motion. This is useful for
students to see that the medium does
not travel with the wave. Moreover,
the movement of the waves resembles a transverse wave, wherein the upward curves
represent the crests of the waves, while the downward curves are the troughs.

Not all waves are purely transverse or purely longitudinal. A surface wave exhibits both
characteristics of transverse and longitudinal waves. Examples of which are ocean waves,
water ripples, and Rayleigh seismic waves.
In addition to the types of waves, other important parameters of a continuous wave can
be measured: time-related parameters, length-related parameters, and the speed of the
wave.

TIME-RELATED PARAMETERS
The first set of parameters of a wave involves the element of time. Reading on, you will
learn that frequency and period are reciprocal to each other but they simply pertain to
the same basic concept of time in relation to the concept of wave.

Frequency
Earlier, you let the students count the upward and downward curves generated by the
wave machine in three (3) seconds. How many had they counted? Divide this number by
three (3). By doing this, they are actually measuring the frequency of the wave. It refers
to the number of complete cycles of a wave passing a point per unit time or simply, the
number of oscillations per second in the wave, as shown below:

𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒐𝒎𝒑𝒍𝒆𝒕𝒆 𝒄𝒚𝒄𝒍𝒆𝒔 𝒐𝒓 𝒐𝒔𝒄𝒊𝒍𝒍𝒂𝒕𝒊𝒐𝒏𝒔 𝟏

𝒇= =
𝟏 𝒔𝒆𝒄𝒐𝒏𝒅 𝒔

The numerator part of the frequency indicates the count of cycles or oscillations. It does
not have a particular unit. On the other hand, the denominator side specifically refers to
1
a unit of time; hence, its unit is seconds or (s). The expression [ ] is commonly referred
𝑠
to as hertz (Hz), named after Heinrich Rudolf Hertz, who was the first to provide evidence
of the existence of electromagnetic waves. Hence,
𝟏
𝒇 = = 𝑯𝒛
𝒔

Period
Frequency is inversely proportional to period (T), or the time it takes to complete cycle.
Period is usually expressed in terms of seconds, since it is a unit of time.

𝟏 𝟏
𝒇= 𝒐𝒓 𝑻 =
𝑻 𝒇

LENGTH-RELATED PARAMETERS
The second set of parameters involves measuring how far the particles of the medium
have travelled when the energy of the wave passes through the medium.
 Amplitude
Going back to the wave machine, what were
the comparisons in the waves generated
when a barbell is displaced far the rest
positions and when it was displaced near the
rest positions? Which has a greater
displacement from the equilibrium position of
the wave machine? What do you think is the
parameter being measured in this scenario?

At any moment, the barbells are generally

displaced from their equilibrium positions at
varying distances. Some will have wide
displacements while other may have narrow
displacements. The maximum displacement is
called the amplitude (A) of the wave. It is a
measure of how far the particles are being
moved or disturbed from their resting
position. In a transverse wave, it is measured
from the equilibrium position to the height of
a crest or trough, which are the same for a
pure wave. The amplitude of a longitudinal
wave, on the other hand, is measured from
Retrieved from:
the point in the compression where the
https://www.ck12.org/physics/wave- particles are closest to the point in the next
amplitude/lesson/Wave-Amplitude-MS-PS/ compression where, again, the particles are
closest.

For water waves, it can be a few millimetres for ripples to tens of meters for ocean waves.
When we hear a sound, its loudness depends on the amplitude of the sound wave; louder
sounds have bigger
amplitudes.

Wavelength
Another parameter that describes a wave is wavelength, denoted by λ (Greek letter,
lambda). Wavelength is the distance between two successive similar points on a wave.
For example, a wavelength is the distance between two adjacent crests or two adjacent
troughs of a transverse wave. On the other hand, wavelength of a longitudinal wave is
the distance between two consecutive compressions or two consecutive rarefactions.
Since wavelength represents a distance, its unit is in meters (m).
 Retrieved from: https://androidgogy.com/category/change/ and https://www.siyavula.com/read/science/grade-
10/longitudinal-waves/09-longitudinal-waves-03

Amplitude and wavelength are independent of each other: a short-wavelength wave may
have a small or large amplitude. On the other hand, a longer wavelength can also have a
small or large amplitude. Can you demonstrate the combination of these waves using the
wave machine?

SPEED OF THE WAVE

Combining the time-related and length-related parameters, we can derive the speed of
the wave using the general definition of speed, as shown below:

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒

where the distance refers to the wavelength and time refers to the period of the wave.

Substituting all the variables, the speed of the wave is given by:

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑤𝑎𝑣𝑒𝑙𝑒𝑛𝑔𝑡ℎ 𝜆
𝑤𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = = = = 𝜆𝑓
𝑡𝑖𝑚𝑒 𝑝𝑒𝑟𝑖𝑜𝑑 𝑇

According to the equation, when two waves have equal speeds, the wave with a higher
frequency must have proportionally shorter wavelengths. Conversely, waves with lower
frequency must have proportionally longer wavelengths. Hence, wavelength and
frequency are inversely proportional to each other,

1 1
𝜆 ∝𝑓 or 𝑓 ∝𝜆

How is this shown in the activity Gummy Bear Wave Machine? Recall that Task 4 of the
activity asked you to generate wave pulses: first, by flicking quickly then by slow up and
down motion of the barbells. In both scenarios, you were also asked count the number of
upward and downward curves. What did you notice?
Perhaps unknown to you, that the speed of the wave for both scenarios were relatively
constant because the medium did not change. During the quick flicking, many wave pulses
were generated (high frequency) but they were shorter (short wavelength). On the other
hand, the wave pulses were generated by the slow up and down motion were only few
(low frequency) but each pulse was longer (longer wavelength).

Generation of Wave Pulse Number of Pulses Length of Pulses

quick flicking many (high frequency) short (short wavelength)

slow up and down motion few (low frequency) long (long wavelength)

Density of the Medium

Finally, to exhibit changes in wave speed, the wave must pass into a different medium.
This can be observed when the gummy bears were removed from the sticks on the half
portion of the wave machine, as instructed in the Task 5 of the activity. The wave comes
from a region containing gummy bears (high density) to a region without gummy bears
(low density). The wave is observed to speed up in the gummy bear-free region. Do you
have the same observations? Why do you think so?

Going back to the initial definition, a wave travels by disturbing the particles of the
medium, in the case of the mechanical waves. The First Law of Motion – the Law of Inertia
suggests that massive objects are harder to move. Relating this to wave speed, the area
of high density has particles which are more massive; hence, more wave energy is needed
to disturb them from their resting position. In the area of less density, the particles are
easier to disturb, hence less wave energy is needed. This is the reason why the wave in
the activity travelled faster in the gummy bear-free region. The barbells move faster in
the gummy bear-free region, allowing the wave to move faster through it.

In summary, the Gummy Bear Wave Machine enables the students to visualize an actual
motion of a wave. It also helps them differentiate types of waves according to the medium
of propagation (mechanical vs. electromagnetic), the mode of propagation (pulse vs.
continuous), and the orientation of propagation (transverse vs. longitudinal vs. surface
waves). Moreover, the different wave properties – frequency, wavelength, amplitude,
and period are being demonstrated using the wave machine.
 ELABORATE

Knowing the concepts of wave and its properties, we are now ready to solve some sample
problems. Given certain variables, we can actually compute for the wave speed,
wavelength, period, or frequency of a wave by following the formula:

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒘𝒂𝒗𝒆𝒍𝒆𝒏𝒈𝒕𝒉 𝝀
𝒘𝒂𝒗𝒆 𝒔𝒑𝒆𝒆𝒅 (𝝂) = = =
𝒕𝒊𝒎𝒆 𝒑𝒆𝒓𝒊𝒐𝒅 𝑻

𝒘𝒂𝒗𝒆 𝒔𝒑𝒆𝒆𝒅 = 𝒘𝒂𝒗𝒆𝒍𝒆𝒏𝒈𝒕𝒉 𝒙 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚

𝒗 = 𝝀𝒇

TRIANGLE TECHNIQUE FOR EASY PROBLEM SOLVING

How to use this? If asked for one variable, just close the corner of the triangle containing
the symbol, leaving the two other variables open. If these two variables are located side-to-
side, the mathematical operation to use is multiplication. However, if one variable is on top
of the other, you will divide them. Say for example, you are solving for the wavelength.
Using the first triangle, just close the upper corner of the triangle containing the symbol for
wavelength. In doing that, the symbols for the wave speed and period are open. Since they
are side-to-side each other, the formula that you will use for wavelength is, 𝜆 = 𝜈 𝑇.
Another example, this time using the second triangle, you are asked to find for the
frequency of the wave. Close the lower right corner of the triangle, the symbols for the
wave speed and wavelength are open. Notice that the wave speed is on top of the
wavelength (just like a fraction), so the mathematical operation to use is division. The
𝜈
frequency of the wave is equal to 𝑓 = 𝜆.

Note: This triangle technique is best used in equations or formulas involving three (3)
variables only.
SAMPLE PROBLEMS

1. Before a concert, musicians in an orchestra tune their instruments to the note A, which
has a frequency of 440 hertz. What is the wavelength of this sound in air at room
temperature? The speed of sound at room temperature is 344 m/s.
𝑣 344 𝑚/𝑠
𝜆= = = 𝟎. 𝟕𝟖 𝒎
𝑓 440 𝐻𝑧

2. A 500-Hz sound travels through pure oxygen. The wavelength of the sound is measured
to be 0.65 m. What is the speed of sound in oxygen?

𝑣 = 𝑓𝜆 = (500 𝐻𝑧)(0.65𝑚) = 𝟑𝟐𝟓 𝒎/𝒔

3. The wavelength of middle C on the piano is 1.30 m. What is its frequency as it travels
in air at room temperature?
𝑣 344 𝑚/𝑠
𝑓= = = 𝟐𝟔𝟒. 𝟔 𝑯𝒛
𝜆 1.30 𝑚

4. As a phonograph record turns, a certain groove passes the needle at 0.25 m/s. If the
wiggles in the groove are 0.1 mm apart, what is the frequency of the sound that results?
𝑣 0.25 𝑚/𝑠
𝑓= = = 𝟐𝟓𝟎𝟎 𝑯𝒛
𝜆 1 𝑥 10−4 𝑚

5. The speed of sound in seawater is 1531 m/s. Find the wavelength in seawater of a
sound wave where the frequency is 256 Hz.
𝑣 1531 𝑚/𝑠
𝜆= = = 𝟓. 𝟗𝟖 𝒎
𝑓 256 𝐻𝑧

6. Wave whose crests are 30 m apart reach an anchored boat once every 3.0 s. What is
its wave speed?
𝜆 30 𝑚
𝜈= = = 𝟏𝟎 𝒎/𝒔
𝑇 3𝑠
 LESSON 2

PRODUCTION AND PERCEPTION

OF SOUND

The sounds that we hear range from simple pure

tones such as a steady whistle to complicated
and random waveforms like those heard on a
noisy street corner. How is sound being produced
and perceived by humans?

LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
a. describe how sound is being produced and perceived by humans;
b. construct an instrument called “Popsicle Harmonica”; and
c. appreciate the function of human ears by discussing its role in sound perception.

▪ Constructing a model ▪ Posing questions

▪ Analyzing ▪ Relating variables
▪ Elaborating ▪ Generating possibilities
▪ Evaluating ▪ Interpreting data
 EXPLAIN

The sounds that we hear range from simple pure tones such as a steady whistle to complicated
and random waveforms like those heard on a noisy street. Most of the sound we hear is a
combination of many sounds from different sources. But, how is sound really produced? Where
does it come from?

PRODUCTION OF SOUND
Sound is a pressure disturbance that moves through a medium. Hence, it is a form of mechanical
wave. It is produced by something vibrating or causing pressure variations in the air. In the
Popsicle Harmonica challenge, the vibrating paper causes the air around it to vibrate. Because
the paper is flexible and loose, it distorts the vibrations, giving the harmonica its interesting
sound. When it is held tightly or a hand is held against it, neither the paper nor the Popsicle sticks
can vibrate and the buzz sound disappears.

DIRECTION OF PROPAGATION
Sound waves are longitudinal waves in nature. As the source vibrates, a periodic series of
compressions and rarefactions is produced. Compression happens when particles are forced or
pressed together. Rarefaction is just the opposite, it occurs when particles are given extra space
and allowed to expand. Remember that sound is a type of kinetic energy. As the particles are
moved from their rest position, they exert a force to the adjacent particles and pass the kinetic
energy. Thus, sound energy travels outward from the source.
SOUND AS ENERGY CARRIERS
Sound waves carry energy, as all waves do.
This means that the source of the sound
must supply energy. Let the students blow
DID YOU KNOW?
the Popsicle Harmonica again. Compare the
differences in the sound produced when it The various musical
is blown softer and then, harder. What did instruments represent
they notice? This time, ask them to blow some of the basic types of
the Popsicle Harmonica longer. How long sound production.
can they play it? The frequency of the
vibrating source and the frequency of the
Drums, triangles, and other
wave it produces are the same. As you blow
percussion instruments are
the Popsicle Harmonica harder, it transmits
greater energy and produces a louder made to vibrate by a blow
sound. Speaking loudly or playing an from a mallet or drumstick.
instrument for extended periods can tire
you out because of this very reason. That is Guitar, violins, and pianos
why, for continuous sounds, it is more use vibrating strings to
relevant to consider the power of the produce sound.
source since the energy must be supplied
continuously. While flutes, trumpets, and
other wind instruments use
pressure pulse in the air
inside a tube that moves
back and forth.

Here is another exciting activity! Divide the class into two

groups: the music players and the music listeners. As the
name suggests, all the music players will play the
Popsicle Harmonica together. While the music listeners
will listen to the sound produced by the music players.
Two of our five human senses are After ten seconds, they will block their ears using their
wave detectors: the ear is hands. Repeat this activity twice. Then, ask the music
sensitive to the tiny fluctuations listeners to describe how they feel when they do that.
in air pressure caused by What happened when they close their ears? Do they still
compressional waves in air hear the sound produced from the Popsicle Harmonica?
(sound), and the eye is sensitive Why did this happen? This is because our ears are
to electromagnetic waves in a amazing sound detector!
certain frequency range (light).
HUMAN HEARING
How do our ears able to hear sounds?
As outer ear captures the sound ACOUSTICS
waves, the sound waves travel
through the ear canal to the middle is the Science concerned with the
ear, which channels to the ear drum. production, control, transmission,
Because sound wave is a pressure reception, and effects of sound. The
wave, it vibrates the eardrum by term is derived from the Greek word –
pushing it. Just behind the eardrum akoustos, meaning “hearing.”
are three tiny bones–anvil, hammer,
and stirrup–which are in turn being
pushed following the rhythm of the
eardrum. At the end of the tiny bones
is the cochlea, a snail-shaped membrane filled with fluid. When the stirrup moves, it pushes the
fluid-filled cochlea. This causes the fluid inside the cochlea to vibrate and form ripples, similar to
how water inside a drum vibrates when you hammer it. Submerged in the fluid and attached to
the walls of the cochlea are special hair fibers. These hair fibers “ride” the waves created by the
ripples of the fluid, just like how seaweeds move with the movement of sea waves. The
movement of the hair fibers initiates an electrical reaction, which triggers the release of
chemicals called neurotransmitters.
The neurotransmitters bind to the auditory nerve, which in turn, creates electrical signals leading
to the brain. The brain then interprets the electrical signals allowing us to distinguish between
different types of sound. This is the reason why in the activity, when the music listeners closed
their ears, they cannot hear anything. Since the sound waves were blocked, there was no stimulus
that could trigger the series of events which starts from the eardrum, then to the small bones, to
the ripples of the fluid in the cochlea, to the “riding of the waves” of the hair fibers, and finally to
the transmission of electric signals to the brain. If any part of this series of actions is impaired,
hearing will be compromised as well.

PERCEPTION OF SOUND
When it comes to sound perception, it is important to consider how the physical properties of
sound waves are related to the mental impressions we have when we hear sound. The main
categories that we use to describe sounds subjectively are pitch, loudness, and tone quality.

The pitch of a sound is the perception of its highness or

lowness. It depends primarily on the frequency of the sound
wave: the higher the frequency, the higher the pitch.

The loudness of a sound is determined mainly by the amplitude of

the sound wave. The greater the amplitude of the sound wave
that reaches your eardrums, the greater the perceived loudness of
the sound. The S.I. unit of sound level is in terms of decibel (dB).
 The tone quality (also referred as timbre or tone color) of a
sound is used to distinguish two different sounds even though
they have the same pitch and loudness. It depends primarily on
the waveform of the sound wave.

ELABORATE

The human ear responds to sound waves within a limited range of frequencies. The audible
frequency range is from 20 Hz to 20,000 Hz (20 kHz).

The terms infrasound and

ultrasound refer to sound The audible ranges for animals
waves with frequencies below can be quite different. Most mammals
20 Hz and above 20 kHz, can hear frequencies much higher than we can.
respectively. Age-related Dogs can hear frequencies as high as 50 kHz,
hearing loss is common and which is why we can make a dog whistle that is
affects primarily the high inaudible to humans. Bats and bottlenose
frequencies. Such is the reason dolphins (animals which use echolocation
why it is difficult for some older method to communicate) can hear frequencies
people to understand above 100 kHz. Dolphins rely on
speech. Repeated and hearing more than sight for
prolonged exposure to loud navigation. Some animals can
sounds can also cause hear frequencies lower than
hearing loss. humans can. Elephants and rhinoceri can
hear frequencies down to about 14 Hz
and 10 Hz, respectively.
In terms of loudness, the
range of sound levels that
humans are normally exposed is from 0 decibel to 120 decibel (0 dB – 120 dB). The sound level
of the quietest sound that can be heard under ideal conditions is 0 decibel or the threshold of
hearing, while the sound level at 120 dB is the threshold of pain, where sound levels are too high
causing pain in the ears and can result in immediate damage to them.
The table below shows various sources of sound with their respective approximate decibel scale
level:

Sound Source Decibel Scale Level

jet take-off (60 m) 120 dB

construction site 110 dB Intolerable

shout (1.5 m) 100 dB

heavy truck (15 m) 90 dB Very loud

urban street 80 dB

automobile interior 70 dB Noisy

normal conversation (1 m) 60 dB

office, classroom 50 dB Moderate

living room 40 dB

bedroom at night 30 dB Quiet

broadcast studio 20 dB

rustling leaves 10 dB Barely audible

0 dB

Loud sounds can not only damage your hearing but also affect the physiological and psychological
balance of your body. Constant exposure to loud or annoying sounds puts your body under stress
for long periods of time and consequently jeopardizes your physical and mental well-being.