Chapter 15: Sound

Sound:

Sound is a pressure vibration that travels as a longitudinal wave. This unit examines sound characteristics, such as direction, pitch, loudness, and speed. The unit then links physics and music by discussing resonance in air columns and on strings.

Power Standards:

Students will be able to read and solve physics problems by writing down what is given in the problem, choosing the correct equation, and calculating the correct answer with the appropriate unit.
Students will be able to read laboratory investigations, follow the directions, use laboratory equipment properly, follow safety instructions, and analyze the data to help apply physics concepts learned.
Students will be able to differentiate between pitch, loudness, and speed of sound by comparing various instruments and applying it to their own listening habits.

Learning Targets:

Learning targets are what the students will be assessed on.

Physics Knowledge:

PK 15.1 - I can classify and describe sound waves. Chapter 15, Lesson 1
PK 15.2 - I can differentiate the speed of sound as it travels through different substances and in various temperatures. Chapter 15, Lesson 1
PK 15.3 - I can interpret resonance as it relates to sound and differentiate between open and closed pipe resonators. Chapter 15, Lesson 2
PK 15.4 - I can explain musical instruments using sound. Chapter 15, Lesson 3
PK 15.5 - I can compare constructive and destructive interference as it relates to sound. Chapter 15, Lesson 3
PK 15.6 - I can use the doppler effect to determine the frequency of sound of a moving source. Chapter 15, Lesson 3

Math:

M 15.7 - I can use the five steps to calculate the unknown physics variable in this chapter. Chapter 15, Lesson 4
M 15.8 - I know the abbreviations/units for all the physics terms in this chapter. Chapter 15, Lesson 4

Standards Based Grading Scale:

All of the above learning targets will be assessed with the following scale:

4 - Advanced. The learner has demonstrated a high level of conceptual and procedural understanding of the specific knowledge and skills.

3 - Proficient. The learner has demonstrated understanding of the specific knowledge and skills.

2 - Beginning. The learner is emerging but does not yet demonstrate understanding of specific knowledge and skills.

1 - The learner has provided some evidence, but not enough to assess proficiency.

0 - The learner has provided no evidence of the skill.

Learning targets will be added to MiStar at the beginning of the chapter and grades (0-4) will be entered as the students meet with the teacher and demonstrate their understanding of the learning targets. Learning target grades may not be added at the same time. If there is a blank, then the student may not have had the opportunity to demonstrate thier knowledge yet. A grade entered as zero means that they had the opportunity to demonstrate their knowledge and they chose not to.

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