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Lesson Plan
Lesson Title: The Phenomenon of Sound
Date: Wednesday October 15, 2014
Subject: Physics
Time: 70 minutes
Lesson Plan Description
Grade: 11
(one/two paragraphs with general details about what you will do and how you will do it)
This lesson is an introduction to the Grade 11 Physics Unit: Waves and Sounds. The lesson
involves students working in groups at five different stations to explore how sound waves travel
through different mediums. These stations must be prepared before the beginning of the lesson
and should include an activity card that clearly defines the expectations for each station.
Students should discover that mechanical waves require a medium for transmission and
compare the transmission of waves through solids, liquids, and gases. Then I will demonstrate
what transverse and longitudinal waves look like using a slinky and students will be taught the
properties of waves: frequency, period, cycle, amplitude, phase, wavelength, velocity. The
lesson will conclude with short video clips of two examples of waves: crowd wave at a stadium,
ocean waves. Students will be asked to identify the wave form of each example to assess their
understanding of the different types.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
E2. investigate in qualitative and quantitative terms, the properties of mechanical waves and
sound, and solve related problems
E3. demonstrate an understanding of the properties of mechanical waves and sound and of the
principles underlying their production, transmission, interaction, and reception
Ontario Curricular Specific Expectations
(numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3) have expectations that match assessment
E2.1 use appropriate terminology related to mechanical waves and sound, including, but not
limited to: longitudinal waves, transverse wave, frequency, period, cycle, amplitude, phase,
wavelength, velocity, superposition, constructive interference, destructive interference,
standing waves and resonance
E3.1 distinguish between longitudinal and transverse waves in different media, and provide
examples of both types of waves
Learning Goals
Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)
Today
I will learn
The difference between a mechanical wave and a non-mechanical wave
The difference between transverse and longitudinal wave forms
The properties of waves: frequency, period, cycle, amplitude, phase, wavelength,
velocity
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the
criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge,
skills and thinking, in language that students can readily understand)
I can: identify the frequency, period, cycle, amplitude, phase, wavelength and velocity of a
wave
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application
Assessment For
Learning
Assessment As
Learning
Assessment Of
Learning
Assessment Mode:
Written, Oral,
Performance
(Write, Say, Do)
Assessment Strategy
Specific task for
students
Assessment Tool
Instrument used to
record data
Do
Observation Sheet
Checklist
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative,
self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative,
self-regulation
(5 minutes)
Music will be played as students enter the
class. Once the students are settled in their
seats, I will ask students about what they
know about the sound and how it gets from its
source to our ears.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
(30 minutes)
I will tell students that they will be exploring
how sound waves travel through different
objects and mediums at five different stations:
Station 1: Drum with paper clips on top
Station 2: Touch side of throat and say ahhh
Station 3: Tuning fork in water
Station 4: Tin can phone
Station 5: Steel ruler on edge of a table
(10 minutes)
I will facilitate a classroom discussion:
What were the mediums through which the
sound waves travelled?
Can sound exist in outer space?
Which waves could you hear?
Where did the waves travel?
What do you think the sound waves would
look like if we could see them?
(15 minutes)
I will bring students into the hallway and
demonstrate what sound waves look like using
a slinky. I will demonstrate and explain the
difference between transverse and
longitudinal wave forms. I will ask students to
draw a representation of a wave in their notes
and teach them the properties of a wave using
a visual representation.
(10 minutes)
I will show students two video clips and ask
them to consider what type of wave each
situation depicts:
World Record for Biggest Wave Ever!
http://www.youtube.com/watch?v=H0K2dvB7WY
Angry Sea- The Perfect Storm Reality
http://www.youtube.com/watch?
v=UG6FhK96dBg
The following class students will conduct a laboratory inquiry using slinkys to investigate the
relationship between the wavelength, frequency, and speed of a wave and constructive and
destructive interference.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)