Topic/Title Sound

Grade Level 7
Time Allotment/Date 1 hour/ March 28-29, 2024
Prepared by/School Shaina T. Novicio/Aurora National High School
Content Standard The learners demonstrate and understanding of:
the characteristics of sound
Performance Standard The learners shall be able to:
a. conduct a forum on mitigation and disaster risk reduction
Learning Competencies The learners should be able to…
a. describe the characteristics of sound using the concepts of wavelength, velocity, and
amplitude; S7LT-IIIe-8
Objectives At the end of the lesson, the students should be able to:
a. Define sound and identify it as a type of wave and form of energy.
b. Demonstrate how sound is produced by vibrating objects, citing specific examples
such as vocal cords, musical instruments, and other local sources.
c. Appreciate the role of sound in their daily lives.

Elicit Materials
Teacher will conduct routine activities: PPT presentation
● The class will stand up for prayer
- Prayer
- Greetings ● The class will remain standing to greet the
- Checking of Attendance
teaching
- Class rules
- Introductory song ● The president or secretary of the class will
report the attendance to the teacher.
● The student will be reminded the class rules
-sit properly
- raise your hand if you want to say/ask
something
The teacher will have a preliminary activity -Listen, cooperate and Participate
specifically a scrambled letter.  The class will sing “Oh it’s science time”
With this, students will arrange, find and guess
the exact word/s.
 OUNSD (SOUND) Students will answer:
 RABIVNOTI (VIBRATION)
 AWVES (WAVES) - SOUND
 MUDIEM (MEDIUM) - VIBRATION
 NALIDUTIGNOL (LONGITUDINAL) - WAVES
 LACINAHCME (MECHANICAL) - MEDIUM
 LIDSO (SOLID) - LONGITUDINAL
 QUIDLI (LIQUID) - MECHANICAL
 SGA (GAS) - SOLID
- LIQUID
- GAS
After all the words are revealed, the teacher will
ask the students:

 How are the words related to our

previous lesson?
 Sound wave is an example of what wave?
Students will answer:
- Those words involved understanding
how sound waves move through different
mediums, the nature of their vibrations,
and the classification of sound waves as
longitudinal and mechanical waves.
- Sound wave is an example of longitudinal
wave. They are also known as mechanical
waves need medium on order to
propagate.
Engage
After the review, teacher will ask the class what PPT presentation,
their favorite Song. instructional
materials
Teacher will solicit different responses from the
students, connect the song what they share to the
topic by asking students: The students will share about their favorite song

 Describe that song, how does it sound? Students might answer:

- Chill
 Every song genre offers different feelings, - Loud
say for example, pop song with high notes - Solemn
and a classical piece with low notes. why - Because of the pitch and volume of a
do you think so? sound contribute to the overall emotional
atmosphere of a song.

Explore
Teacher will ask the class what they know of the PPT presentation
difference between pitch and loudness. Shoe box, rubber
band of various
 How are pitch different from loudness? Some student will share what they know about thickness,
 How will we be able to distinguish them? the question cardboard,
Scissors or cutter,
The class will be divided into 4 groups consisting ruler
of 4 to 5 members which the teacher will observe
and examine. They will be doing the activity 2
“Property and characteristics of sound”. In this
activity, they will use their sounding box to
explore the properties of the sound and answer
the question provided.
 Each group is given 10 minutes to
observe and record anything they have
seen.
 The teacher reminds the Learners of all
the precautionary measures in doing all
activities.
 CLAYGO Rule
 After the activity, each group will choose
one representative to present their work

Activity 1:properties and characteristics of sound.

 Describe the characteristics of sound and
compare them with those of sound
produced by a guitar.
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.

Students may answer:

 What did you observed when you plucked
each of the rubber bands and sound is
produced? How then is sound produced?
 Is there a difference in the sound
produced by each of the rubber bands?
How do they differ?

 Which band produced a higher sound?

Which band produced a lower sound?
  How can you make a softer sound? How
can you make a louder sound?
 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.
 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 3.
Pluck each rubber band and observe.

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

 Which part of the rubber band (shorter

side or longer side) provides higher
pitch? Which part provides lower pitch?
 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 your observations in the table

provided.
  Which string vibrates fastest when
strummed?
 Which string vibrates slowest when
strummed?
 Which string has the highest frequency?
 Which string has the highest pitch?
 Which has the lowest frequency?
 Which string has the lowest pitch?
 How would you relate pitch and
frequency?

Explain
PPT, Instructional
The teacher will let students report their outputs materials
in front of the class. The student will proceed to the front and report
what they observed from the activity

Let us examine and hear your observations in the

activity. (The teacher will assist the learners in the
presentation. The teacher will give the correct
scientific term for every needed observation.)

The teacher will emphasize the concept:

The highness or lowness of sound is known as the
pitch of a sound or a musical note. In Activity No. 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 Student will follow to the teacher’s instruction.
high and a low frequency sound is also; lower in Place their hand to their throat and speak a few
pitch. words
Student may answer:
The teacher will discuss the ear are the very - I feel the vibration as I speak Ma’am
sensitive sound detectors (discussion proper): - Musical instrument like guitar and drum
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.

Few students will answer

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 After they group into two, the student will follow
liquid –filled organ called the cochlea. The large- the teacher’s instruction
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 A few picked students will answer:
Hz to about 20000 Hz? - A heard a loud sound Ma’am
The teacher will also emphasize the following - A heard a sound but this time, it’s less
concepts on frequency range that people can hear: loud
Vibrational frequencies beyond 20 000 Hz are - I heard a louder and most pronounced
called ultrasonic frequencies while extremely low sound when I place my ear against one
frequencies are known as infrasonic frequencies. end of the tabletop
Our ear cannot detect ultrasonic or infrasonic - By slight tapping the table with
waves. But some animals like dogs can hear sounds pencil/ruler this can be heard clearly at
as high as 50 000 Hz while bats can detect the other end of the table Ma’am
sounds as high as 100 000 Hz - The activity shows that sound waves
can also travel through wood or solid

A few students will answer

The teacher will ask student:

 What do you see on the picture
 Have you ever witnessed ultrasound?

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?
Liquids are better transmitters of sound
than gases

Elaborate
The teacher will have an in-depth discussion PPT, Bond
about loudness and intensity. papers/Instructiona
 l materials
 Do you still remember intensity of
light in the previous module?

As you can see in this picture, 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 louder 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. Student may answer:
The teacher will ask the class: - They have different spacing, solid is much
 Look closely to the picture what do you compressed than the liquid and liquid is
observe? much compressed than the gas

That’s right, Spacing of particles of the medium like

solid, liquid and gas is an important factor on how
sound is transmitted. Take a look at the picture,
liquid particles are closer to each other than the Students will answer:
particles in the gas. - Sound is loudest in solid form, loud in
 Among the three, label how the sound liquid, and soft in gas.
propagated from loudest to the softest
sound
 Why do you think this happened? - 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.
That’s right, 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 teacher will now discuss the speed of sound

in different materials.

Sound speed is dependent on several factors such as

1. atmospheric pressure
2. relative humidity, and
3. atmospheric temperature Students will answer:
 Remember these weather elements you - Yes Ma’am
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. A few students will share their knowledge about
 Do you want to know why sound travels the question
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 deeper into 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.
Example:
sound can travel faster through mediums with
higher elastic properties (like steel) than it can Student may try to answer the question:
through solids like rubber, which have lower - In humid air Ma’am since its denser, like
elastic properties. sound travel faster is solid like steel than
liquid like water.
 But what if you have two gases of
different densities like humid air and dry
air. In which medium do you think would
sound travel fastest?

I know that you might think that way but, when it

comes to varying densities between substances of
the same state of mater like the humid air and the
dry air, sound travels faster in less dense
substances.

The teacher will clarify that sound cannot travel Few students will answer
in a vacuum (a space entirely devoid of matter).

To sum it up, the teacher will ask the students:

 If a volcano erupts in Venus, do you think
we will hear it here on earth?

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.
Evaluate
Formative PPT presentation
A quiz will be provided to the students. ¼ sheet of paper
They will prepare ¼ sheet of paper and answer
the questions to be provided by the teacher.

Multiple choice. Choose the correct answer Answers to the quiz:

1. A
1. Sound is made up of _____________which are 2. B
caused by a transfer of energy through 3. C
vibration. 4. A
a. Sound waves c. vibration 5. C
b. Motion 6. B
7. D
2. As compare to air, sound travel faster 8. C
in_______ 9. A
 a. Solid c. gas 10. B
b. liquid
3. sound cannot pass through_________
a. solid c. vacuum
b. gas

4. sound is an example of__________ wave

a. longitudinal wave
b. transverse wave
c. ocean wave
5. Sound travels slowest in____________
a. solid c. gas
b. liquid
6. The denser the liquid, the_____________
a. slower the speed of sound
b. faster the speed of sound
c. less distance covered by the
sound
7. Sound speed is dependent on several
factors EXCEPT:
a. Atmospheric pressure
b. Relative humidity
c. Atmospheric temperature
d. Atmospheric composition
8. Which of the following objects will
produce sound?
a. Soft objects
b. Radio station
c. Vibrating objects

9. Sound produced in ______ is much more

distinct and louder than when it is
propagated or produced in liquids and
gas.
a. Solid
b. Liquid
c. Gas

10. if you have two gases of different

densities like humid air and dry air. In
which medium do you think would sound
travel fastest?
a. Humid air
b. Dry air
c. Both
Extend (Homework)
For other application of Sound: ½ crosswise
- Observe in your house/community what
other medium where you can
hear/propagate sound. Cite at least 3
examples and Introduce each sound,
providing context and describing its
characteristics . Write it on ½ sheet of
paper (crosswise)
References
Science 7 Module : Sound
Q3-Q4-Learners Module
Q3-Q4-Teacher’s Guide

Prepared by:

Shaina T. Novicio
Pre-service Teacher

Checked by:

Jane Varbett M. Mambalo

Cooperating Teacher

Noted by:

Rolando F. Pajarillo
Principal-I