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Campus: Princeton High School
Author(s): Naureen Fielding
Date Created / Revised: 30 March 2014
Six Weeks Period: 5th/6th
Grade Level & Course: 11th & Physics
Timeline: 15-17 Days (depending on
testing)
Unit Title: Waves: Sound and Light
Stated
Objectives:
TEK # and SE
Lesson # 12
P.7C Compare characteristics and behaviors of transverse waves, including electromagnetic
waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves,
including sound waves.
P.7D Investigate behaviors of waves, including reflection, refraction, diffraction, interference,
resonance and the Doppler effect.
P.7E Describe and predict image formation as a consequence of reflection from a plane mirror and
refraction through a thin convex lens.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Properties of waves can be used to understand many natural phenomena.
Misconceptions
Key Vocabulary
Amplitude
Quality
Phase
Synthesizer
Octave
Standing wave
Attack
Decay
Doppler effect
Speed of light
Translucent
Primary color
Primary pigment
Malus’s Law
Image/virtual image
Focal point
Convex mirror
Critical angle
Convex lens
Achromatic aberration
Diffraction grating/pattern
frequency
overtones
harmonics
wavelength
interference
FFT
pitch
resonance
acoustics
luminous
transparent
secondary color
secondary pigment
specular reflection
concave mirror
focal length
magnification
total internal reflection
Concave lens
near sightedness
Suggested Day
5E Model
Instructional Procedures
Day 1
Engage
Engage:
Use real or video of Bell Jar demonstration. Provide
students with copies of Book Of Phz Bell Jar lab and question
set. Students use demo from You Tube and iPads to
timbre
period
spectrum
speed of sound
sonic boom
Fourier analysis
decibel
refraction
diffraction
opaque
luminance
complementary color
polarization
diffuse reflection
principal axis
spherical aberration
index of refraction
dispersion
chromatic aberration
far sightedness
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)


http://phyz.org/phyz/BOP/PHY.09-WAVE/DBell_Jar.pdf
complete answers.
Properties of Sound Mini Labs. Set up 4 labs and have
students rotate through. 1. Tuning Fork organizes by (pitch)
frequency recording note, frequency and identifying possible
properties that affect. 2. Tuning fork and pan of water,
describing relationship between energy input and wave
propagation. 3. Natural frequency drop, using past
experience to identify and defend unsighted guess of various
dropped objects. 4. Chicken in a cup, build and compare
sound with and without sounding board.
Explore:
Bell ringer: Play musical road You Tube video clip of one
of the world’s grooved, music playing roads. Students
respond to questions about pitch, timbre, speed, grooves and
how they help create the sound. (15 minutes)
Explore:
Have students begin exploring vocabulary and building
schema about sound concepts by reviewing and constructing
personal notes for chapter 25 in Conceptual Physics
textbook. Due in one week. May be power notes, Cornell
notes, and outline or structured as student desires.


http://www.youtube.com/watch?v=AF9DYjkHXAE
http://www.youtube.com/watch?v=YR5Cejq2uyc
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
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.09-WAVE/D-Science_is_Fun.pdf
Day 3 Explain
Explain:
Lecture and demos and note extensions for longitudinal
waves vs transverse waves focusing on direction of energy vs
direction of wave. Description of wave types and sources of
wave types. Draw and label wave types. Define and illustrate
frequency, wavelength, wave speed, amplitude, point or line
of equilibrium. Connect weighted spring and pendulum to sine
wave. Demonstrate how sound waves can be transcribed and
described as transverse waves. Use Physics Classroom
website for graphics and demos.

The Physics Classroom website
Day 4 Engage
Engage:
View You Tube video with pendulums of various lengths
and have students respond to questions: “Which factor(s)
affect the period and wavelength of a pendulum?” Use
Conceptual Physics Lab Manual and complete the
Grandfather Clock Pendulum Lab with some modifications to
identify pendulum length as the determining factor of period.
Derive equation together and construct graphic relationship.

Day 5 Exploration
Exploration:
Use Wave Simulator from Colorado Phet and Dave Baird’s
modified wave exploration worksheet for students to work
through construction of a wave and its description with pulse
and oscillation and fixed end, open end, free end, damping,
calculating wave speed, measuring amplitude, frequency and
wave length/period.

Day 6 Evaluate
Evaluate:
Use Wave Quiz #3 to assess students’ comprehension of
wave characteristics and behaviors covered so far. Correct
together if possible so students can receive immediate

Day 2 Explore
feedback and ask questions to fill in misconceptions.
Day 7 Explain
Explain:
Demo standing waves with demo tool. Have students
discuss how the pattern had to set up and adjust. Brainstorm
factors that were necessary for the establishment of standing
waves and relate to simulation. Demo Doppler effect with
videos and with tuning fork on string (also demos beat).
Discuss Sonic Boom as a special situation of the Doppler and
present graphics and video to support. Ask students how
these phenomenons relate to bow waves that should have
read about in their chapter 25 review and notes. Collect and
assess notes.

Day 8 Engage
Engage:
Complete Sound Mini Labs that introduce and identify 1)
Natural Frequency, 2) Amplitude is Energy, 3)
Frequency/Pitch is size related, 4) Resonating String of
Chicken in A Cup. Students rotate through the 4 mini labs at
five-minute intervals. For closure class discussion and
completion of activity sheet with sharing and discussion.

Day 9 Elaborate
Elaborate:
Demo resonating tubes for students and describe
resonance again. Students complete resonating tuning fork
lab in Conceptual Physics Lab Manual. Students complete
mini lab report in science notebook to accompany lab. Focus
on errors made by groups and explain how that was possible.
Assign students notes for Light Chapter 26 in conceptual
physics in preparation for six week’s test.

Day 10 Extend
Extend:
Use wave simulator from Colorado Phet to discover the
properties of standing waves and harmonics. Students use
simulator and harmonics questionnaire to identify patterns for
harmonics and mathematical derivations for wavelengths.

Day 11 Extend
Extend:
Presentation of Characteristics of Waves PPT and
accompany lecture/demos to link sound wave properties to
light waves and review for fifth-six weeks test. Cover
reflection, refraction, diffraction, dispersion, Doppler effect for
sound and light and radar and red shift, polarization.

Day 12 Evaluate
Evaluate:
Review and complete six week’s test.
Introduce 2 projects for sixth six weeks. Rockets and
Mindmaps. One is group and done mostly at home except for
launching and data collection and

Bottle rocket You Tube videos

Mindmap websites
Engage:
Book of Phyz Mirror Misconceptions. Lab covers image,
image location and orientation, mirror sizes. Multistep and
requires group discussion. Will take two days to intro, read,
complete and close.

Day 13& 14
Engage

Demo equipment for
standing waves and Doppler
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/L-Mirror.pdf
Extend:
PPT and springboard for index of refraction and
calculation of angles of incidence. Mirages and looming
introduction and instruction. Use Book of Phyz quicktime
movies and pdf worksheets as a class to instruct on
concepts. Students may use teacher website to complete
assignments with quick time movies uploaded for support.

Day 16 Explain
Explain:
Use Stephen Murray worksheets to practice and explain
and review any concepts regarding light that have not fully
been developed in practice and classroom activities.

Day 17 Elaborate
Elaborate:
Use Geometric Optics Colorado Phet Simulation to
discover and apply reflection, refraction, focal point, focal
length, convex and concave lenses. Complete activity sheet.

Day 18 Evaluate
Evaluate:
Assess student’s understanding of light concepts in Quiz
#1 designed to support light questions for sixth six week test.

Day 15 Extend
Accommodations
for Special
Populations
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http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Refraction_Index-SB.pdf
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Refraction_Index-SB-ans.pdf
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Critical_Angle-LSB.pdf
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Critical_Angle-LSB-ans.pdf
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Mirage_Tank-LSB.pdf
http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Mirage_Tank-LSB-ans.pdf


Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.