Learning Activity Sheet in Science 7

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7

LEARNING ACTIVITY
SHEET
IN SCIENCE 7
Quarter 3 – LAS 5
Describe the Characteristics of
Sound Using the Concepts of Wavelength,
Velocity and Amplitude

Name of Student : ___________________________________________

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Learning Area-Grade Level : ___________________________________________
Date : ___________________________________________

SCIENCE - GRADE 7
Quarter 3 – LAS 5: Describe the Characteristics of
Sound Using the Concepts of Wavelength, Velocity and Amplitude

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Regional Director : Gilbert T. Sadsad


Assistant Regional Director : Ronelo Al K. Firmo

Development Team of the Learning Activity Sheet


Writer : Quennie A. Sarcia
Editor/Reviewers : Lucena A. Chavez
Lani Y. Toledo
Lay-out Artist : Fernan A. Nieva

Management Team
Schools Division Superintendent : Nympha D. Guemo
Assistant Schools Division Superintendent : Maria Flora T. Pandes, EdD
Chief Curriculum Implementation Division : Emma T. Soriano, EdD
Education Program Supervisor : Noel V. Ibis, PhD

Introductory Concept
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Sound is a form of energy which makes us hear. It travels in the form of
wave. Sound wave can be described by five characteristics. In this learning
activity sheet, you will describe the characteristics of sound using the concepts
of wavelength, velocity and amplitude.

Learning Skills

At the end of this learning activity sheet, you should be able to:
 Describe the characteristics of sound using the concepts of wavelength,
velocity, and amplitude

Learning Activities

Activity 1:
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

SOURCE: Science for Grade 7 LM p. 210

Procedure Part 1: Sounding Box


1. Label the rubber bands of your sounding box as S1, S2 and so on.
Labelling should start with the thinnest rubber band.
2. Pluck each rubber band. Listen to the sounds produced.
Q1. What did you observe 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?

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

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 the figure
below. Pluck each rubber band and observe.

SOURCE: Science for Grade 7 LM p. 210

Q7. Is there a difference in the sound produced when the ruler is placed across
the box?

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 below). Pluck again
each rubber band on each side of the ruler and observe.

SOURCE: Science for Grade 7 LM p. 211


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?

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Activity 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.

10. 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?

Analysis

How are you going to explain the given iceberg diagram?

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Point System:
5 pts. – each word is explained well and the relationship of pitch, loudness and
quality to wavelength, amplitude and frequency is clearly stated.
4 pts. – one word is explained well and the relationship of pitch, loudness and
quality to wavelength, amplitude and frequency is clearly stated.
3 pts. – words are not explained well and the relationship of pitch, loudness and
quality to wavelength, amplitude and frequency is not clearly stated.
2 pts. – words are not explained and the relationship of pitch, loudness and
quality to wavelength, amplitude and frequency is not stated.
1 pt. – explanations/ responses are not related to the diagram.
0 pt. – no response at all

Keep in mind!
1. The highness or lowness of sound is known as the pitch of a
sound or a musical note.
2. The pitch of a high frequency sound is also high and a low
frequency sound is also; lower in pitch.
3. In sound, intensity refers to the amount of energy a sound
wave.
4. High amplitude sounds usually carry large energy and have
higher intensity while low amplitude sound carry lesser
amount of energy and have lower intensity.
5. 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.
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Application

Now that we are experiencing a lot of typhoons, flood, and other calamities, both
man-made and natural, how can the concepts about sound help you in making
yourself, your family and your community safe?

Answer Key

Activities

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Analysis

Answers may vary

Application

Answers may vary

References

 Textbook: Science 7 Learner′s Material pp206-211, Alvie J. Asuncion. Maria Helen


D.H. Catalan, Ph.D., Letecia V. Catris,Ph.D.. Marlene B. Ferido,Ph.D., Jacqueline
Rose M. Gutierrez, Michael Anthony B. Mantala, Cerilina M. Maramag, Ivy P.
Mejiia, Eligio C. Obille, Jr., Risa L. Reyes,Ph.D., Ma. Dulcelina O. Sebastian, Merle
C. Tan, Ph. D., and Rodolfo S. Treyes,Ph.D.
 https://www. Physicsclassroom.com/Class/sound/u11I2c.cfm
 https://en.wikipedia.org/wiki/Sound#Sound_wave_properties_and _ characteristics
 https://personal.cityu.edu.hk/~bsapplec/characte.htm
 https://www.slideshare.net/agaonlydelle/physics~sounds

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