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Propagation and Characteristics of Soundwaves

This lesson plan aims to teach students about the propagation of sound through solids, liquids, and gases. The lesson contains an activity where students will observe rock salt dancing on a plastic sheet as a small can is tapped, demonstrating how sound is transmitted through vibrations of air particles. Students will then consider how the loudness of sound from a radio affects the amplitude of the salt's vibrations. The lesson also includes assessment questions to evaluate student understanding of key concepts like the definition of sound, how it requires a medium to travel, and the difference between compressions and rarefactions in sound waves.

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Judith J. Delizo
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0% found this document useful (0 votes)
67 views5 pages

Propagation and Characteristics of Soundwaves

This lesson plan aims to teach students about the propagation of sound through solids, liquids, and gases. The lesson contains an activity where students will observe rock salt dancing on a plastic sheet as a small can is tapped, demonstrating how sound is transmitted through vibrations of air particles. Students will then consider how the loudness of sound from a radio affects the amplitude of the salt's vibrations. The lesson also includes assessment questions to evaluate student understanding of key concepts like the definition of sound, how it requires a medium to travel, and the difference between compressions and rarefactions in sound waves.

Uploaded by

Judith J. Delizo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan in Science 8

Judith J. Delizo
Sumile National High School

I. Objectives
A. Content Standards:
The learners demonstrate an understanding of the propagation of sound through
solid, liquid, and gas.

B. Learning Competency and Code:


1. Infer how the movement of particles of an object affects the speed of sound
through it. S8FE-Ie-24

Quarter: 1 Week: 6 Date: October 9 - 12, 2023

II. Content
Subject Matter: Propagation and Characteristics of Sound Waves
Integration:
English : To enhance the students’ reading comprehension.
GAD : Encourage cooperation in every group work and discussion

II. Learning Resources:


Materials: PowerPoint slides
References: Science 8 Learner’s Materials pp. 69-77
Science 8 Teachers Guide pp. 49 – 51
Science for the 21st Century Learner pp. 77 - 84

II. Procedures

Learning Phases Learning Activity


1. Classroom Management
Pre-Activity 2. Checking of Attendance
3. Review Previous Lesson
A. ACTIVITY Divide the class into 3 groups.
Each group will do Activity 1 “The dancing salt on
“Vibrations produce sound”. (See attached activity
sheets for the procedure.)
B. ANALYSIS Let the students (by group) share their answers to
following questions.
1. How were you able to make the salt move and dance
the most?
Ans.: When the small can is tapped loudly or
forcefully
2. What was produced when you tapped the small can?
Did you observe the salt bounce or dance on top of
the plastic while you tapped the small can?
Ans.: Sound was produced when small can is tapped.
Yes the salt bounced up and down the plastic top
while tapping the small can.
3. From your observations, how would you define
sound?
Ans.: Sound waves are vibrations of air particles.
4. What happened to the rock salt as the loudness is
increased?
Ans.: They bounce up and down or move together
and spread out.
5. Which wave characteristics is affected by the
loudness or the intensity of sound?
Ans.: The amplitude of the wave.
C. ABSTRACTION The salt represents particles of air when disturbed. The
disturbance encountered by the salt causes the salt to
bounce up and down or move together and spread
alternately.
Bouncing salt is also a manifestation of energy
transmission. When sound is created by tapping the
small can, the wave (sound) is transmitted by air to the
larger can causing the plastic cover of the larger can to
vibrate transferring energy to the rock salt.

Sound carries energy.


Sound can be produced using any material objects.
Sound cannot travel in an empty space (a vacuum) but
can travel through liquids and solid.
D. APPLICATION When you tap an aquarium with fish inside, the fish
tend to swim away from the area that you tapped.
Why do you think they do this?
E. Assessment Tell whether the statement is True or False.
1. Vibrations are only needed to make loud sounds.
2. All sounds arise from vibrations.
3. Sounds are particulate in natures.
4. Sound is an electromagnetic wave.
5. Sound can travel in a vacuum.
6. Sound needs a medium to travel through.
7. Compressions and rarefactions are the same
movements.
8. Compressions and rarefactions are opposite
movements.
Ans.: 1. False
2. True
3. True
4. False
5. False
6. True
7. False
8. True

III. Reflection:

A. No. of learners who achieve 80%: ________


B. No. of Learners who require additional activities for remediation: ________
C. Did the remedial lessons work? ________
D. No. of learners who have caught up the lesson: ________
E. No. of learners who continue to require remediation: _______________
F. Which of my teaching strategies worked well? Why did this work?
___________________________________________________________________
G. What difficulties did I encounter which my principal or supervisor help me solve?
___________________________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share
with another teacher?
______________________________________________________________

ATTACHMENT
(Attachment for Activity 2 Characteristics of waves: Comparing longitudinal and transverse
waves)

Name: ______________________________ Date:____________________

Activity 1
The dancing salt!

Objectives:

At the end of the activity, you will be able to infer that:


1. sound consists of vibrations that travel through the air; and
2. sound is transmitted in air through vibrations of air particles

Materials:

1 rubber band
1 piece of plastic sheet
1 empty large can of powdered milk - 800 g
1 wooden ruler
1 empty small can of evaporated milk - 400 mL
rock salt
transistor radio

Procedure:

Part A: Vibrations produce sound

1. Prepare all the materials needed for the activity. Make sure that you find a work area far
enough from other groups.
2. Put the plastic tightly over the open end of the large can and hold it
while your partner puts the rubber band over it.
3. Sprinkle some rock salt on top of the plastic.
4. Hold the small can close to the salt and tap the side of the small can
with the ruler as shown in Figure 4.
Q1. What happens to the salt?
______________________________________________________________
5. Try tapping the small can in different spots or holding it in different directions. Find out
how you should hold and tap the can to get the salt to move and dance the most.
Q2. How were you able to make the salt move and dance the most?
______________________________________________________________
Q3. What was produced when you tapped the small can? Did you observe the salt
bounce or dance on top of the plastic while you tapped the small can?
______________________________________________________________
Q4. What made the salt bounce up and down?
______________________________________________________________
Q5. From your observations, how would you define sound?
______________________________________________________________
6. Switch on the transistor radio and position the speaker near the large can. Observe the
rock salt.
7. Increase the volume of the radio while it is still positioned near the large can. Observe the
rock salt again.
Q6. What happened to the rock salt as the loudness is increased?
______________________________________________________________
Q7. Which wave characteristic is affected by the loudness or the intensity of sound?
______________________________________________________________

Prepared by:

JUDITH J. DELIZO
Science Teacher

Checked by:

WILMA N. CANSON, PhD


School Head

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