CHAPTER 10 Investigations

Investigation 10.1.1 OBSERVATIONAL STUDY SkiLLS MEnU

• Questioning • Planning • Observing

investigating Frequency, Loudness, • Researching
• Hypothesizing
• Controlling
Variables
• Analyzing
• Evaluating
and Human Hearing • Predicting • Performing • Communicating

According to the 1990 Occupational Health and Safety

Act, exposure to any sound level above 85 dB for an
8 h period is considered unsafe. Also, for every 3 dB of
loudness above 85 dB, the time of exposure should be cut
in half. For example, exposure to a noise level of 91 dB
should be 2 h or less.
In this activity, you will test the range of human
hearing in your class in terms of the range of frequency
and loudness that everyone can detect. You will also test
different areas in the school for loudness to determine
whether these sound levels are safe.
Note: Anyone with a hearing impairment may choose
not to participate in this study, according to their
individual comfort level.
If you use a hearing aid, tell your teacher, and ask to be
excused from the room if you feel the noise or sound level
is hurting you.
Purpose
• To determine the range of human hearing in your Apply and Extend
class in terms of frequency and loudness
• To determine if the loudness levels in diff erent areas depends on the frequency of the sound. How could
of the school are safe
Equipment and Materials
• sound-generating equipment
• sound-level meter
SKILLS
Procedure HANDBOOK A2.4
Part A: Frequency and Loudness
1. Your teacher will use sound-generating equipment to
produce sound at a level and frequency that everyone
can detect. When everyone in the class, including the
teacher, can hear the sound, they should raise their
right hand.
2. Your teacher will gradually lower the frequency of the
sound while reading off the frequencies. When you
can no longer hear the sound, put your hand down.
3. Repeat the procedure for higher frequencies.
4. Repeat the procedure for decreasing loudness.
Part B: School Sound Levels
5. Using the sound meter, measure the sound level in
one part of the school. Suggestions are the music
room during a band practice and the cafeteria at
lunchtime. Try to get minimum, maximum, and
average sound levels over a 15 min interval for
each area you test.
Analyze and Evaluate
(a) What variables were measured or manipulated in this
study? What type of relationship was being tested? T/i
(b) What range of frequencies can you detect? How does
this range compare with your teacher’s range and the
widest range for the class? T/i
(c) The lowest loudness detected by a person also
you determine which frequencies you are most
sensitive to? T/i
(d) When testing loudness, you only determined the
lower range of loudness, not the upper range.
Explain why. T/i
(e) What is the lowest sound level you can detect? How
does this level compare with your teacher’s level and
that of the class? T/i
(f) What is the average sound level detected in the
area you tested? Is the sound level safe in this area?
Explain your answer. T/i

NEL Chapter 10 Investigations 475

Investigation 10.2.1 OBSERVATIONAL STUDY SkiLLS MEnU

• Questioning • Planning • Observing

• Researching • Controlling • Analyzing
waveforms of instruments • Hypothesizing Variables • Evaluating
• Predicting • Performing • Communicating
In this activity, you will view the waveforms generated
by a tuning fork and three types of musical instrument:
a stringed instrument (for example, a sonometer or an Analyze and Evaluate
acoustic guitar), a percussion instrument, and a wind (a) What happened to the quality of the fundamental
instrument. You will look for differences in these waveforms frequency when you changed the tapping position on
and attempt to identify which harmonics are involved. the tine of the tuning fork? T/i
(b) What effect did each of the following have on the
Purpose waveform produced: T/i
To determine how the waveforms produced by a tuning i(i) tapping the tuning fork harder
fork and by musical instruments differ (ii) using different frequencies of tuning fork
(c) What happened to the resulting waveforms and
Equipment and Materials
number of harmonics produced when the plucking
• microphone position on the string was moved away from the
• amplifi er and oscilloscope or computer middle? T/i
• tuning forks with diff erent frequencies (d) What effect did different striking positions have
• rubber hammer on the waveform produced by the percussion
• stringed instrument instrument? T/i
• percussion instrument (e) Describe the effect on the waveforms produced
• wind instrument by the wind instrument when producing different
sounds. T/i C
SKILLS
Procedure HANDBOOK A2.4

1. In front of the microphone tap a tuning fork with Apply and Extend
a rubber hammer at various positions along the (f) Describe how this method of displaying sound could
length of the tine, while watching the waves on help a sound engineer analyze the quality of sound
the oscilloscope. Sketch the resulting waveform. from a musical instrument. A
Test the effect of the following on the waveform (g) The quality of sound produced by the tuning fork
produced: is poor compared to the sound produced by most
(a) tapping the tuning fork harder musical instruments. Predict what will happen to
(b) using different frequencies of tuning fork the quality of sound produced by the tuning fork
2. Pluck the string on the stringed instrument in the if it is mounted on top of a box that is closed at
middle, and sketch the resulting waveform. Pluck one end. Explain your reasoning, then test your
the string at two or three other places, and observe prediction. T/i C
the effect on the resulting waveform. Sketch each new (h) Briefly explain how to identify the different
waveform. sounds produced by a tuning fork and the
3. Sound the percussion instrument, and sketch three instruments. T/i
the resulting waveform. Try to produce different
waveforms by striking the instrument in different
positions. Sketch each new waveform.
4. Sound the wind instrument, and sketch the resulting
waveform. Try producing different sounds, and
observe the effect on the resulting waveform.
Sketch each new waveform.

476 Chapter 10 • Applications of Waves NEL

Investigation 10.3.1 OBSERVATIONAL STUDY SkiLLS MEnU

• Questioning • Planning • Observing

investigating Acoustic Surfaces • Researching
• Hypothesizing
• Controlling
Variables
• Analyzing
• Evaluating
• Predicting • Performing • Communicating
In this activity, you will design a soundproof box that
can be used to reduce the loudness of a sound source. 3. Test the box and calculate your score. Look for ways
The objective is to build an effective soundproof box that to improve your score, and test these ideas. Record
will limit the amount of sound coming out of the box as any scores and improvements in your log.
much as possible, while keeping the box as light and small 4. Test your box again. On the due date, test it again in
as possible. Much of the design of the soundproof box is front of your teacher using the method that produces
up to you, but your teacher will provide you with some the best score. Calculate this score, and hand in the
limitations. For example, everyone will use the same type calculations to your teacher.
of sound source, the box must be able to accommodate
the source of the sound, it should have an upper limit on Analyze and Evaluate
size and mass, it must be easy to open and close, and it
(a) What variables did you measure in this
has to be a box.
investigation? T/i
You will rate your design by calculating a score. To
determine your score, you will divide the highest sound (b) List the materials you used as well as your reason(s)
reading immediately outside the box, at any location, for using them. T/i
by the product of the volume and mass of the box. Your (c) What two design features of the box helped to
teacher might require you to do most of the construction increase the score the most? T/i
and testing at home, so keep a log of the ideas and (d) Why was the sound level of the box tested at several
methods you used to build the box. locations outside the box? T/i
(e) Describe why the method used to calculate the score
Purpose is fair. Is there anything about this method that is
To determine the best design for a soundproof box unfair? Explain your reasoning. T/i

Equipment and Materials Apply and Extend

• sound source, such as an alarm clock, bell, or buzzer (f) Describe one application of this soundproof box that
• various materials to build a soundproof box could be used in industry. Would you change any
• sound meter design features to accommodate this application?
• mass balance Explain your answer. A
• metre stick (g) Would you expect the score of the box to vary with
different frequencies of sound? How would you test
Procedure
SKILLS
HANDBOOK A2.4 the box to determine how effective it is with a range
1. Design a prototype for your box. Have your design of different frequencies? T/i
approved by your teacher.
2. Once your design has been approved, build the
prototype.

NEL Chapter 10 Investigations 477