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General Physics 1
Quarter 2 - Module 4
Mechanical Waves and Sound

Department of Education ● Republic of the Philippines

General Physics1 -Grade 12
Alternative Delivery Mode Self-Learning Module
Quarter 2 - Module 4: Mechanical Waves and Sound
First Edition, 2020

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 Senior
Senior High
High School
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General Physics 1
Quarter 2 - Module 11
Mechanical Waves and Sound

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 Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................i
How to Learn from this Module................................................................................................................i
Icons of this Module ................................................................................................................................... ii

What I Know...................................................................................................................................................iii

Lesson 1: Sound waves

What I Need to Know..................................................................................1

What’s New: High or Low?!.........................................................................1

What Is It: Learning Concepts.....................................................................2

What’s More: Sound Check!.......................................................................6

What I Have Learned .................................................................................7

What I Can Do: Performance Task.............................................................7

Enrichment Activity...........................................................8

Lesson 2: Sound intensity and resonance

What’s In.....................................................................................................9

What I Need to Know..................................................................................9

What’s New: Drop it, I Guess!....................................................................10

What Is It: Learning Concepts....................................................................10

What’s More: Play with my Guitar..............................................................15

Test for RESONance...........................................................15

What I Have Learned ................................................................................15

What I Can Do: Performance Task ...........................................................16

Enrichment Activity...........................................................17

Lesson 3: Harmonics
What’s In...................................................................................................18

What I Need to Know................................................................................18

What’s New: Go with the Beat...................................................................19

 What Is It: Learning Concepts...................................................................19

What’s More: Essay to Be-In (Beat-Interference)......................................22

What I Have Learned ................................................................................23

What I Can Do: Performance Task............................................................24

Enrichment Activity...........................................................24

Summary ........................................................................................................................ 25

Assessment: (Post-Test) ................................................................................................26

Key to Answers................................................................................................................ 28

References...................................................................................................................... 29
What This Module is About
In an environment where we are living, we are surrounded of sounds. Look around
and feel the surrounding. What variety of sounds does the surrounding produce? What
variety of sounds do you hear? How do you distinguish these sounds from one another?
Sound makes life interesting and it is also be an expression of one’s emotion. In an aquatic
environment, some marine mammals such as dolphins use sound waves to locate distant
objects. This process is called echolocation. Dolphin produces a rapid train of short sound
pulses that travel through water, bounce off distant objects, and reflect back to the dolphin.
Using the echolocation, dolphins can ascertain details (size, shape, speed and distance) of
their prey.

In this module, you will study and learn many things about mechanical waves and
sound. Come and explore the wonderful world of sounds.

This module includes these lessons:

 Lesson 1 – Sound waves
 Lesson 2 – Sound intensity and resonance
 Lesson 3 – Harmonics

What I Need to Know

At the end of this module, you should be able to:

1. apply the inverse-square relation between the intensity of waves and the distance from
the source (STEM_GP12MWS-IIe-34);
2. describe qualitatively and quantitatively the superposition of waves (STEM_GP12MWS-
IIe-35);
3. apply the condition for standing waves on a string (STEM_GP12MWS-IIe-36); and
4. relate the frequency (source dependent) and wavelength of sound with the motion of the
source and the listener (STEM_GP12MWS-IIe-37).

How to Learn from This Module

Below, are guide steps for you to attain the learning competencies in going about the
module.

1. Read the lessons and follow the instructions carefully.

2. Take the pre-test to determine how much you know about the content. Be honest.

3. Perform all the activities diligently to help you understand the topic.

4. Take the assessment test (post test) at the end of the module.

i
Icons of this Module
Here are the Icons used as your guide in every part of the lesson:
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

A. Multiple Choice. Carefully read each item. Choose the letter that matches the
best answer. Write your best answer on a separate sheet of paper.

1. Which of the following produce sound?

A. soft objects B. radio stations
C. vibrating objects D. objects under pressure
2. Which of the following would be most likely to transmit sound the best?
A. steel in cabinet B. water in the ocean
C. air in your classroom C. water in a swimming pool
3. Resonance occurs when _________________.
A. someone pushes an object.
B. you vibrate an object.
C. somebody hits an object with a hammer.
D. you have applied force to a system to vibrate at its natural frequency.
4. Beats can be heard when two tuning forks ______________.
A. are sounded together
B. would sound along with the same frequency
C. would sound along with almost the same frequency
D. All of the above
5. A sound wave is a _______________.
A. shock wave B. standing wave
C. transverse wave D. longitudinal wave
6. The speed of sound wave depends on ______________.
A. pitch B. loudness.
C. temperature D. None of the above
7. A fire truck is moving at a fairly high speed, with its siren emitting sound at a
specific pitch. As the fire truck recedes from you which of the following
characteristics of the sound wave from the siren will have a smaller measured value
for you than for a fireman in the truck?
A. frequency and wavelength B. frequency and intensity
C. wavelength and intensity D. wavelength and speed
8. Wave pulses travel toward each other along a string as shown below. Rank the
maximum amplitude of the resulting superposition from smallest to largest (in terms
of the resulting superposition of the pulses when their centers are aligned).

A. A, B, C, D B. B, C, D, A
C. C, D, A, B D. D, C, B, A

iii
9. Refer to figure shown in item number 8. Rank the magnitude of the maximum
amplitude of the resulting superposition from smallest to largest.
A. A=B, C=D B. B=C, A=D
C. C=A, D=B D. D=C only
10. A baseball is moving to the right with a
speed of v. At four different positions people
have radar guns pointed at the ball to measure a
Doppler shift in frequency in order to determine
the baseball’s speed, as shown in the diagram
at the right (Note: wave fronts are NOT drawn to
scale). Rank the measured shift in frequency of
the radar beam from lowest to highest based on
the position of the radar gun.
A. 1 < 2 < 4 < 3
B. 3 < 4 < 2 < 1
C. 4 < 2 < 3 < 1
D. 3 < 1 < 2 < 4

B. Write “SOUND” if the statement is TRUE and “BEAT” if the statement is

FALSE.

11. When an object is forced to vibrate at its natural frequency, resonance occurs.
12. Beats occur when two tuning forks at slightly different frequencies are sounded
together.
13. Almost everything that exists has a natural frequency.
14. Even steel bridge can collapse because of resonance.
15. Interference patterns are produced when two sources of waves are placed side
by side.
16. Two speakers can be set side-by-side so there are some places in front of them
where there is no sound.
17. The Inverse Square Law states that the intensity of the influence at any given
radius (r) is the source strength divided by the area of phenomena.
18. Sounds whose frequencies are below 20 Hz are called ultrasounds.
19. Sound intensity level which measures the loudness of a sound perceived by
human ear is measured in power.
20. Harmonic series is neither a series of frequencies of fundamental frequency nor
integral multiples of fundamental frequency.

iv
 Lesson

1 Sound waves

What I Need to Know

In the previous lessons, you have learned that a sound is nothing but a
longitudinal wave that travels through a medium. How do you know when a sound is
high-pitched? low-pitched?

In this lesson, you are to explain how sound waves are produced; relate
frequency to pitch; compare the speed of sound in various media; relate plane waves
to spherical waves; and recognize the Doppler Effect, and determine the direction of
a frequency shift when there is relative motion between a source and an observer.

Figure 11.1 (a) The sound from a tuning fork is produced by (b) the vibrations of each its
prongs. (c) When a prong swings to the right, there is region of high density and pressure. (d)
Once the prong would swing back to the left, a connected part of lower density and pressure
occurs.

Whether a sound wave conveys the shrill whine of a jet plane or the melodic
whistling of a bird, it begins with a vibrating object. Perform the activity high or low.

What’s New

Activity 11.1.1 High or Low?

Objective:
1. To determine the factors that affect pitch.

1
Materials:
Guitar, guitar pick
Procedure:
Strum each guitar string without holding the frets. (String #0 is the lowermost string
while string #6 is the uppermost string). Record all your observations and answer the
guide questions on a separate sheet of paper.
Data and Results:
String # Pitch (High or Low)
0
1
2
3
4
5
6

Guide Questions
1. Which string vibrates the most when strummed?
2. Which string vibrates the least when strummed?
3. Which string has the highest frequency?
4. Which string has the highest pitch?
5. Which has the lowest frequency?
6. Which string has the lowest pitch?
7. How would you relate pitch and frequency?

What Is It

Production of Sound Waves

How is sound produced? In the activity high or low, you strummed the guitar
string. You have noticed the back and forth motion of the string. The motion from one
place to another and back again is called vibration. Sound waves are made by a
vibratory object in a medium.
To further understand how sound is produced; let’s consider a vibrating
tuning fork as shown in Figure 11.1. The vibrating prong of a tuning fork, shown in
Figure 11.1(b), air molecules nearby is set into motion. As the prong swings to the
right, as shown in Figure 11.1(c), a region where there is movement of prong air
molecules are disturbed and forced closer together. The area of high air pressure
and the same time with high molecular density is called a compression. As the
prong moves to the left, as in Figure 11.1(d), at the right molecules are disperse,
causing the density and air pressure are lower than normal. This region of lower
density and air pressure is called a rarefaction. The vibrations of air molecules
2
(sound wave) are parallel to the course of wave movement. Thus, sound waves are
longitudinal.

Figure 11.2 (a) Once the tuning fork vibrates, (b) a number of compressions and rarefactions
go off from each prong. (c) The crest corresponds to compression, and the trough
corresponds to rarefaction.

The crests, in Figure 11.2, correspond to compressions and troughs, on the

other hand, correspond to rarefactions. Since compressions (higher pressure) and
rarefactions (lower pressure), the sine curve represents as shown above exhibits the
changes in air pressure resulting from the propagation of the sound.

Sound Waves: Its characteristics

It was mentioned in the previous module that frequency is described as the
quotient of the number of times (n) a periodic phenomenon occurs over the time (t) in
which it occurs: f=n/t. Sound waves that the average human ear can hear is called
audible sound waves, it has frequencies between 20 and 20 000 Hz. Individual’s
hearing depends on age and experiences of loud noise, to cite a few factors. Sound
waves with frequencies less than 20 Hz are called infrasonic waves, and those
above 20 000 Hz is called ultrasonic waves. Animals such as Elephants (infrasonic)
and dogs (ultrasonic) use sound waves to communicate and to stay alive.
Pitch figures out how high or low we perceive the sound with the ear in an
auditory way. As the frequency of sound increases, the pitch rises. The frequency
of a wave is an object quantity that can be measured, while pitch refers to how
different frequencies are perceived by the human ear.
Wavelength decreases as the frequency increases. Thus, infrasonic waves
have longer wavelengths than audible sound
waves, and ultrasonic waves have shorter
wavelengths. Because of their short wavelengths,
ultrasonic waves have widespread medical
applications. For example, ultrasonic waves can be
used to produce images of objects inside the body.
It is possible because sound waves are partially
reflected when
Figure 11.3 Ultrasound Machine

3
they reach a boundary between two materials of different densities. On the other
hand, dolphin echolocation works in a similar manner. A dolphin sends out pulses of
sound, which return in the form of reflected sound waves. These reflected waves
allow the dolphin to form an image of the object that reflected the waves. Dolphins
use high-frequency waves for echolocation because shorter wavelengths are most
effective for detecting smaller objects.
Sound waves can travel through solids, Table 11.1 Speed of sound in various media
liquids, and gases. Because waves
consist of particle vibrations, the speed of Medium v(m/s)
a wave depend on how quickly one Gases
air (0⁰C) 331
particle can transfer its motion to another
air (25⁰C) 346
particle. For example, solid particles air (100⁰C) 366
respond more rapidly to a disturbance helium (0⁰C) 972
than gas particles do because the hydrogen (0⁰C) 1290
molecules of a solid are closer together oxygen (0⁰C) 317
than those of a gas are. As a result, Liquids at 25 ⁰C
sound waves generally travel faster methyl alcohol 1140
through solids than through gases. Table sea water 1530
11.1 shows the speed of sound in various water 1490
media. The speed of the sound also Solids
aluminum 5100
depends on the temperature of the copper 3560
medium. As temperature rises, the iron 5130
particles of a gas collide more frequently. lead 1320
And so, the disturbance in gases vulcanized rubber 54
disperses faster in high temperatures than
in lower temperatures.
Sound waves go from one place to another off from a source (where there is
vibration) in all directions. When a person plays a stringed musical instrument in the
middle of a room, the resulting sound can be heard throughout the room because the
sound waves spread out in all directions. Such three-dimensional sound waves are
approximately spherical. We shall assume that sound waves are exactly spherical
unless stated otherwise. Figure 11.4 shows a representation of a spherical wave with
a series of disks (circles) surrounding the source. The disks represent the points or
locations of compressions termed as wave fronts. Hence, we are considering a
three-dimensional phenomenon in two dimensions; each disk represents a spherical
area.

Figure 11.4 Representation of a spherical wave Figure 11.5 Rays between wave fronts
4
 Because each wave front corresponds to the center of a compression, the
distance between adjacent wave fronts is equal to one wavelength, γ . The lines
which are perpendicular to the wave fronts are termed as rays. Rays indicate the
direction of wave motion. Each wave front corresponds to a crest of the sine curve,
which in turn corresponds to a single ray. Since compressions are presented through
crests of the sine curve, each wave front crossed by a ray would correspond to a
crest of the sine curve. Figure 11.5 shows a small portion of a spherical wave front
that is many wavelengths away from the source. With this case, considering the rays
are close to become parallel lines, same with the wave fronts as close to becoming
parallel planes. Thus, at distances from the source that are great relative to the
wavelength, we can approximate spherical wave fronts with parallel lines. Such
waves are called plane waves. Apparently, a plane wave is just any small portion of
a spherical wave that is far from the source. Plane waves can be treated as a series
of identical one-dimensional waves, all travelling in the same direction.

The Doppler Effect

You have probably experienced hearing the siren of an ambulance or

someone drives by honking a car horn. You have noticed that the pitch of the siren
and pitch of the horn change. The pitch would be higher as the vehicle approaches
and the pitch would be lower as the vehicle moves away. As you read earlier in this
lesson, the pitch of a sound depends on its frequency. But in this case, the siren or
the car horn is not changing its frequency. How would you explain this change in
pitch?

Figure 11.6 As this car moves to the left, an observer in front of the car at point A, hears
the car horn at a higher pitch than the driver, while an observer behind the car at point B,
hears a lower pitch.

Figure 11.6 shows a car that is moving. There is a conditional circumstance

relating to the moving car and the observer at rest. The condition may affect the way
the wave fronts (sound waves) are generated by the car’s horn and as perceived by
the observer. Although the frequency of the car horn (the source of frequency)
remains constant, the wave fronts reach an observer in front of the car, at point A,
5
more often than they would if the car was stationary. The reason is that the source of
the sound waves is heading toward the observer. Thus, the frequency heard by this
observer is greater than the source of frequency (the speed of the sound waves
does not change). Meantime, the wave fronts reach an observer behind the car, at
point B, less often than they would if the car was stationary. So, the frequency heard
by this observer is less than the source of frequency. These changes in pitch brought
by the relative motion of the source on the listener are known as the Doppler Effect.
It was named after the Austrian physicist Christian Doppler (1803-1853) who first
described it.
Accordingly, frequency determines pitch; the Doppler Effect affects the pitch
heard by each listener on the street. The observer in front of the car hears a higher
pitch, while the observer behind the car hears a lower pitch. In the situation given, a
source that is moving with respect to the observer at rest, Doppler Effect happens
also even the observer is moving with respect to the source at rest, or both are
moving even having different speed. That is, Doppler Effect happens whenever there
is a relative motion between the audience (observer) and the wave source.

What’s More

Activity 11.1.2 Sound Check!

Write your answers on a separate sheet of paper.

1. When dolphin swims close to its prey, it transmits sound waves to figure out
details (like direction where the fish is moving) of its prey. Now, if the frequency of
the reflected waves has increased, would the dolphin catch up its prey or fall behind?
Explain your answer.
2. Describing Sound.
a. Think of words (at least 10) that can be used to describe sound. Example:
loud
b. Classify the words (in 2.a) under categories that you can think of. Example:
stressful
Below is a template as your reference but you may create your own
comprehensive one.

Category 1 Category 2 Category 3

6
 What I Have Learned

From the concepts that you have learned, perform the task below. Please use a
clear paper as your answer sheet.

Task: There are words inside the box. Select the best word to complete the
sentence. 1 point

audible compression plane wave

vibrations pitch
temperature Doppler Effect

1. __________ is the location in a longitudinal wave where pressure and density are
quite greater than the normal.
2. The sound from a tuning fork produced by the __________ of each of its prongs.
3. Sound waves that the average human ear can hear are called __________.
4. The perceived highness or lowness of a sound, depending on the frequency of the
sound is known as __________.
5. The speed of sound depends on the __________ of the medium.
6. Any small portion of a spherical wave that is far from the source can be
considered a __________.
7. A frequency shift that is the result of relative motion between the source of waves
and an observer is known as __________.

What I Can Do

Performance Task:
Collect newspaper clippings or magazine articles that deal with the issue of noise
pollution. Read these sources and cite some social, economic, environment, political,
and ethical implications of this issue. Place all your outputs (newspaper
clips/magazine articles and implication) collected on a ¼ size illustration board.
You will be given two (2) days to conceptualize and execute your ideas.

7
Your output will be assessed in accordance with the following criteria.
Presentation/Creativity/Neatness - 10 points
Relevancy of the article - 10 points
Coherency of ideas - 10 points
Total: 30 points

Enrichment Activity:
Techno-Time
As a bridge ages, cracks form in the steel that can weaken the bridge or even
lead to eventual collapse. Scientists think that the most reliable way to find damage
in bridges is to listen to them.
Do a research about the importance of acoustic bridge inspection.

8
 Lesson

2 Sound intensity and resonance

What’s In

You have learned in lesson 1 how sound waves are produced. You were also
able to relate frequency to pitch and compared the speed of sound in various media.
You have also known the relation of plane waves to spherical waves and recognized
the Doppler Effect of which you were able to determine the direction of a frequency
shift whenever there is a relative motion between the audience (observer) and the
wave source.
Now we will study on sound intensity, forced vibrations and resonance.

What I Need to Know

Once a piano player hits a piano key, the hammer inside the piano hits the
wire causing it to vibrate as shown in Figure 11.7. The wire’s vibrations transferred to
the piano’s board. As the soundboard vibrates, it exerts a force on air molecules
around it, resulting air molecules in motion. Accordingly, as the soundboard vibrates
back and forth, its kinetic energy is then converted into sound waves. By this, the
vibration of soundboard gradually dies out.

Figure 11.7 Once the piano wire vibrates, energy is transferred to the piano’s soundboard, in
response, energy then transferred into the air in the form of sound.

In this lesson, you will learn to calculate the intensity of sound waves; relate
intensity, decibel level, and perceived loudness; explain why resonance occur; and
apply the inverse-square relation between the intensity of waves and the distance
from the source.

9
 What’s New

Activity 11.2.1 Drop it, I Guess!

Objective:
Make qualitative observations when different objects are drop.
Materials:
a softball or a tennis ball, ball pen, and a nail
Procedure:
1. In a concrete floor/ground. Drop the objects one at a time on the floor.
2. Observe how each one sounds.
3. Then with a friend drop the same set of objects one at a time.
4. Ask your friend to blindfold you. Your friend would ask you to guess the objects
that he/she dropped.

Guide Questions
Answer the following questions below. Write your answer on a separate sheet of
paper.
1. Did the sounds produced by the objects differ?
2. Did they have the same pitch?
3. What are the possible reasons why they show different sounds?

What Is It

Sound Intensity
As mentioned in Lesson 1, sound waves travelled in air are classified as
longitudinal waves. When sound waves travel from the source, energy is transferred
from one point (air molecule) to another. Moreover, the rate of energy that is
transferred through a unit area of the plane wave is termed as intensity of the wave.
Since power, P, is defined as the rate of energy transfer, we can describe intensity in
terms of power.
P
Intensity =
area

The SI unit for power is the watt. So, the unit for intensity is watts per square
meter (W/m2). Consider a spherical wave; energy propagates in an equal amount in
all directions. In this case, the power emitted by the source (P) is distributed over a
spherical surface (area = 4πr2), given that there is no absorption in the medium.

10
 P
Intensity = 2
4πr
INTENSITY OF A SPHERICAL WAVE
Power
Intensity =
( 4 π ) (distance ¿the source) 2

The equation indicates that the intensity (sound wave) has decrease when
the distance from the source (r) increased. The equal amount of energy is scatter
over a larger area is absolutely the rationale. Figure 11.8 presents a spherical shape
of a sound wave that travels off from the source.

Figure 11.8 A spherical shape of a sound wave that travels off from the source. Two
compressions (wave fronts) are shown here, with radii r 1 and r2.

The inverse square law (sound) is relevant to small sources of sound that
produce sound equally in all directions. Supposed that the medium which the sound
travels the same and does not reflect or absorbed the surface or the air. Given with
this condition, sound travels as a spherical wave. It extends out uniformly in all
directions and its wave fronts form the surface of a sphere.
From the intensity of a spherical wave equation,
P
I= 2
4πr

Rearranging this formula would help you to determine the power of the source
P = 4πr2 I.

Figure 11.9 exhibits the general presentation of Inverse Square Law. The
illustration presents a point source that extends uniformly infuse in all directions
without a limit to its range. Moreover, the intensity of the influence at any given
radius (r) is the source strength divided by the area of phenomena. The inverse
square law applies also to other phenomena (such as force, light and radiation).

Figure 11.9 The Inverse Square Law in its general presentation.

11
Sample Problem 1
Mary measured the sound intensity at a distance of 3.5 from a bell ringing to be 5.0 x
10-2 Wm-2. We assume that the bell acts as the point source of sound (Neglect the
effects of reflection and absorption). What is the total power of the sound emitted by
the bell?

Solution:
P = 4πr2I
= 4 π (3.5m)2 x 5.0 x 10−2 W m−2
= 7.7 W

P
Using the equation of sound intensity produced by a source, I = 2 , the
4πr
sound intensity it produces is inversely proportional to the square of the distance
from the source.

Inverse square law can be restated as “the intensity of sound is inversely

proportional to the square of the distance from the source”. When comparing sound
intensities at two different distances r 1 and r2 from its source, the power of the source
is constant. And so, P = 4πr12I1 = 4πr22I2. This relationship would then give the
formula:

Sample Problem 2
Given that the sound intensity 4.0 m from the sound source is 5.0 x 10 -6 W m-2.
What is the intensity at
(a) 2.0 m; and
(b) 13 m from the source?
Solution
(a) Given: r1=4.0 m; I1=5.0 x 10-6 Wm-2; r2=2.0m
Required: I2=?
I2 r 21 I 1 r 21
I1 r 22 I 2=¿
r 22
5.0 x 10-6 Wm-2 (4.0 m)2
=
(2.0m)2
= 2.0 x 10-5 Wm-2
Solution
(b) Given: r1=4.0 m; I1=5.0 x 10-6 Wm-2; r2=13m
Required: I2=?
I 2 r 21 I 1 r 21
I1 r 22 I 2=¿
r 22
5.0 x 10-6 Wm-2 (4.0 m)2
=
(13m)2 12
-7 -2
= 4.7 x 10 Wm
 The given examples show the following general ‘rules of thumb’: if you halve
the distance, the intensity is multiplied by 4; if you double the distance, the intensity
is divided by 4.
Meanwhile, factors to determine which sounds are audible are intensity and
frequency. Figure 11.10 shows human hearing depends on both the frequency and
the intensity of sound waves.

Figure 11.10 Human hearing depends on both the frequency and the intensity of sound
waves.

The graph presents sounds at low frequencies (below 50Hz) or high

frequencies (above 12 000Hz) must be relatively intense to be heard, whereas
sounds in the middle of the spectrum are audible at lower intensities. The threshold
of hearing describes to have the softest sounds that can be detected by the average
human ear. It has a frequency of 1000Hz and an intensity of 1.0x10 -12 W/m2. On the
other hand, threshold of pain is the loudest sounds that the human ear can tolerate
have an intensity of about 1.0 W/m 2. Below is the table showing conversion of
intensity to decibel level.
Table 11.2 Conversion of intensity to decibel level.
Intensity Decibel Intensity Decibel
(W/m2) level (dB) Examples (W/m2) level (dB) Examples
1.0x10-12 0 threshold of hearing 1.0x10-5 70 vacuum cleaner
1.0x10-11 10 rusting leaves 1.0x10-4 80 alarm clock
1.0x10-10 20 quiet whisper 1.0x10-3 90 lawn mower
1.0x10-9 30 Whisper 1.0x10-2 100 power motor
1.0x10-8 40 mosquito buzzing 1.0x10-1 110 auto horn at 1m
1.0x10-7 50 normal 1.0x100 120 threshold of pain
conversation
1.0x10-6 60 air conditioning at 1.0x103 150 nearby jet airplane
6m

Relative intensity simply determine by relating the intensity of a sound wave

to the intensity at the threshold of hearing (human perceptions of loudness). It can
also be referred to decibel (dB). The decibel is a common measure of sound
intensity that is one tenth of a bel on the logarithmic intensity scale. The original unit
of decibel level is bel, was named in honour of Alexander Graham Bell, the inventor
of telephone. The decibel is equivalent to 0.1 bel.

13
Forced Vibrations and Resonance
In an instance when you held an isolated guitar string and plucked it, you can
hardly hear any sound from it. But when you attached the same string on a guitar
then you plucked it, the intensity of sound increases dramatically. What is
responsible for this difference? To answer the question, we consider the figure below
of pendulum set in motion – a set of pendulum suspended from a beam and bound
by a loose rubber band. If one pendulum is set in motion, its vibrations are then
transferred by the rubber band to the other pendulums which will then begin
vibrating. That process is called forced vibration. In a guitar once plucked, the
vibrating strings force the bridge of the guitar to vibrate and the bridge would then
transfer the vibration to the guitar body. The forced vibrations in the given example
with a guitar are called sympathetic vibrations.

Figure 11.11 If one blue pendulum is set in motion, only the other blue pendulum
whose length is the same will eventually oscillate with a large amplitude or resonate.
In the previous module on vibrations and waves, the frequency of a pendulum
depends on its string length. Therefore, every pendulum will vibrate at a certain
frequency known as its natural frequency. Refer to Figure 11.11, the two blue
pendulums have the same natural frequency, on the other hand the green and
yellow have different natural frequencies. For instance, the first blue pendulum has
been moved, the other pendulums (green and orange) would experience a slight
vibration. But the other blue pendulum would swing back and forth with much
amplitude in it because the natural frequency matches the frequency of the
pendulum that was initially set in motion. This system is said to be in resonance.
Because the energy is transferred from one pendulum to the other, the amplitude of
vibration of the first blue pendulum will decrease while the second blue pendulum’s
amplitude increases.
The human ear transmits vibrations that cause nerve impulses to
communicate with other organs. Human ear is divided into three sections: outer,
middle, and inner – as shown in Figure 11.12.

Outer ear

Figure 11.12 The Human Ear

14
 The sound wave would pass through the ear canal and then to the eardrum.
The eardrum then vibrates (because of sound wave) and transfers the vibration to
the small bones in the middle ear. These bones transmit the vibrations to the inner
ear (cochlea). The cochlea has different natural frequencies in different positions.
Sound waves of different frequencies would vibrate (resonate) at different locations
thus creating impulses in different nerve fibers. And these impulses are sent to the
brain which interprets as sound of varying frequencies.

What’s More

Activity 11.2.2 Play with my Guitar

Objective:
Make qualitative observations of forced vibration.
Materials:
guitar string (loosened or isolated) , a guitar
Procedure:
1. Hold both ends of a loosened guitar string.
2. Let your friend strum or disturb the string. Then listen to the sound produced.
3. Get a guitar. Attach the guitar string to the sounding board (wooden part of the
guitar). Strum or disturb the string.

Guide Question
Write your answer on a separate sheet of paper.
1. How did the sound of the loosened string compare to the sound made by the
string connected to the sounding board?

Activity 11.2.3 Test for RESONance

Write your answer on a separate sheet of paper.
1. Why do different objects make different sounds when dropped on the floor?
2. Why can a tuning fork or bell be set into resonance while a paper cannot?
3. If the handle of a tuning fork is held solidly against a table, the sound becomes
louder. Why?

What I Have Learned

From the concepts that you have learned, perform the task below. Read carefully
each item and find the answer in the table full of letters. Once the answer is found,
write the correct word/s and the position of the answer, it could be written diagonally,

15
horizontally, vertically or reversed. Please use a clear paper as your answer sheet. 3
points (1 point-correct word; 2 points-correct position)

1. The rate at which energy flows through a unit area perpendicular to the direction
of wave motion.
2. Human hearing depends on both the _________ and the intensity of sound
waves.
3. The intensity of sound is inversely proportional to the square of the distance from
the source.
4. It is the softest sounds that can be heard by the average human ear.
5. It is determined by relating the intensity of a sound wave to the intensity of the
threshold of hearing.
6. A condition that exists when the frequency of a force applied to a system matches
the natural frequency of vibration of the system.

R A Q S T U I Z Y O P C Q X T I L G
E S E I B C G Y F D E A D Z X G N Y
L F W E D X J K Y O P D S G X I V D
A T I A Y X G P B I U S D T R A V R
T I F S L Z I F R E S O N A N C E E
I G M E S E D O C V G I E R E F S F
V J L E O J R O A V A H I S H S A D
E K P I F O O A N R F A K Y S M D S
I B H J R C N D U O F N N E T A B V
N E O K E Y D N D Q E N I P N S P B
T S I G Q C S L E E S A H O U H O O
E X H V S E O G O R G E G R A N U A
N T G D Y H R A F I V G S O N U R Q
S Q D E S O N A C E N E E R I N E X
I V Q E S F R E Y C N E U Q E R F F
T G R U D P O U G O U F G B I V A H
Y H O I D G Y U P B S E Q Z G Y N Y
T G E T D G H W Q Z T O P J K D I I

What I Can Do

Performance Task:
In your community, go to a playground and find a swing (Please be extra careful in
doing the whole duration of this task). Sit on one of the swings, pump or ask
someone to push at different rates: 1) equal to the natural frequency of the swing; 2)
16
slower than; and 3) faster than. Then, observe whether the rate at which you pump
or are pushed would affect the amplitude of vibration.

Using a long size bond paper, make a diagram showing the different rates – faster
than, slower than, and equal to the natural frequency of the swing. Make sure you
have measurements in the illustrations. Answer the following questions: 1. Are some
rates more effective at building your amplitude than others? 2. Explain how your
results support the statement that resonance works best when the frequency of the
applied force matches the system’s natural frequency.
You will be given two (2) days to conceptualize and execute your ideas.
Your output will be assessed in accordance with the following criteria.
Presentation of diagrams/illustrations - 15 points
Coherency of answers
Question 1 - 5 points
Question 2 - 5 points
Total: 25 points

Enrichment Activity:
Techno-Time
On November 7, 1940, the Tacoma Narrows suspension bridge collapsed just
four months after it opened.
Do research on causes why the bridge had set in motion that led to its
collapsed.

17
 Lesson

3 Harmonics

What’s In

From your previous lesson, you have learned to calculate the intensity of
sound waves; relate intensity, decibel level, and perceived loudness; explain why
resonance occur; and apply the inverse-square relation between the intensity of
waves and the distance from the source.
At this time, you will study on standing waves on a vibrating string and beats.

What I Need to Know

As mentioned within in the previous topics on vibrations and waves, a spread

of standing waves will occur once a string is fixed at one end and set into vibration at
the opposite by a tuning fork or simply moving your hand. Figure 11.13 shows the
vibratory strings of a violin produce standing waves whose frequencies rely on the
string lengths.

Figure 11.13 The vibratory strings of a violin produce standing waves whose
frequencies rely on the string lengths.

In this lesson, you will be able to describe standing waves on a vibrating

string; describe qualitatively and quantitatively the superposition of waves; relate
harmonics and timbre; and relate the frequency distinction between two waves to
numbers of beats detected per second.

18
 What’s New

Activity 11.3.1 Go with the Beat

Material:
Electrical fan
Procedure:
1. Move to a room with an electrical fan.
2. Hum at the frequency of the fan.
Procedure:
Write your answer on a separate sheet of paper.
What do you observe? (Observation should contain a minimum of three sentences)

What Is It

Standing Waves on a Vibratory String

Interference could be a basic property of waves. It happens once two or a lot
of waves exist within the same medium which produces a resultant wave. For
instance, interference happens once two identical waves (same amplitude and
frequency/wavelength) travel within the same medium however in an opposite
directions. The superposition of these waves under certain conditions leads to
standing waves. Therefore, standing waves can be created only in a medium of
finite size like in a rope or spring mounted at each ends or in a solid rod which has a
finite length.
Refer to Figure 11.14 that shows superposition of waves. The principle of
superposition states that once two or a lot of waves meet at a particular point, the
resultant wave incorporates a displacement which is the algebraic total of the
displacements of every wave.

19
 Figure 11.14 Superposition of waves

The figure shows two waves (red and green) that are superposing to produce
the resultant wave (purple). The graph presents only three points where it tells how
the displacement of the resultant wave is calculated. Let us say, time = 0, the
displacement of the red wave was -0.9 (since displacement is a vector quantity, we
consider the negative sign) and the displacement of the green wave was -2.1. And
so, the displacement of the resultant wave (purple) would be the vector sum of the
two waves (red and green), giving the values of (-0.9) + (-2.1) = -3.
Moreover, the vibrations on the string of a musical instrument like the violin in
Figure 11.13 usually consist of many standing waves together at the same time,
every of that incorporates a completely different wavelength and frequency. Thus,
sounds you hear from stringed instruments even those sound like a single pitch
actually consist of multiple frequencies. Table 11.3 shows many doable vibrations on
an idealised string.

Table 11.3 The harmonic series

The ends of the strings that have no vibration should always be nodes (N).
The simplest vibration which will occur is shown in the first row of Table 11.3, where
the middle of the string experiences most of displacement, and so it is an antinode
(A). Since the distance from one node to the next is always half a wavelength – the
length of the string is equal to λ 1/2. Therefore, the wavelength is twice the string
length (λ1=2L). The speed of a wave is equal to the frequency times the wavelength,
it can be rearranged,
v
v = f λ, so f = .
λ
By substituting the value for wavelength as shown above for frequency, we
can tell that the frequency of the vibration equals to the speed of the wave divided by
twice the string length.

v v
Fundamental frequency = f1 = =
λ1 2L
20
 The frequency of vibration is termed the fundamental frequency of the
vibratory string. Table 11.3 on second row shows the second harmonic. As
presented, three nodes are there and so the string length is equal to one
wavelength. Because this wavelength is half the previous wavelength, the frequency
of this wave is twice as much.
f2 = 2f1
The arrangement pattern continues, and also the frequency of the standing
wave within the third row is thrice the fundamental frequency. And that, the
frequencies of the standing wave patterns, are all integral multiples of the
fundamental frequency. The structured frequencies are known as harmonic series.
Since each harmonic is an integral multiple of fundamental frequency, the equation
for the fundamental frequency is generalized to incorporate the whole harmonic
v
series. Therefore, fn = nf1, where f1 is the fundamental frequency (f 1 = ) and fn is
2L
the frequency of the nth harmonic. (Note that v in the speed of waves on the
vibratory string and not the speed of the resultant sound waves in air).

v
fn = n , n = 1, 2, 3, …
2L

(speed of waves on the string)

frequency = harmonic number X
(2)(length of vibrating string)

Table 11.4 shows the different musical devices: tuning fork, a clarinet, and a
viola at the same pitch. The harmonics of the three as shown in the second column
add along consistent with the principle of superposition to provide the resultant
waveform shown in the third column of the table. Additionally, it explains why a
clarinet has a sound different from a viola even when both musical instruments are
sounding with an equivalent note at the same volume. Timbre – a combination of
harmonics that produces the characteristic sound of an instrument is referred to as
the spectrum of the sound.

Table 11.4 The harmonics of different devices: a tuning fork, a clarinet, and a viola at the same pitch.

21
Beats
Interference happens once two waves meet. The points of overlap can either
be a node or an antinode point. A node has very low energy (low amplitude) while an
anti-node carries the most or largest amount of energy (maximum amplitude).
The changes of interference patterns between loudness and softness varies
or depends in a way the listener hear it.. This variation from soft to loud and then
back to soft is called a beat. Figure 11.15 shows how beat occur.

Figure 11.15 Interference of two waves

In Figure 11.15(a), the waves made by two tuning forks of various frequencies
begin precisely opposite on another. Consider the principle of superposition; these
waves would combine as shown in Figure 11.15(b). Out of phase – when two waves
are exactly opposite and complete destructive interference happens. Thus, at t1 no
sound is detected. In phase – after a few more cycles the crest of the blue wave
matches up with the crest of the red wave at t 2. By this time, constructive
interference occurs, hearing a loud sound. At t3, no sound is detected.
As time passes, the waves are still be in and out of phase, the interference
perpetually shifts between constructive interference and destructive interference.
The beats are then heard by the listener.

What’s More

Activity 11.3.2 Essay to Be-In (Beat-Interference)

Write your answer on a separate sheet of paper. It must contain at least three
sentences each item.

22
1. Is interference a property of some types of waves only or is it a property of all
types of waves?
2. When a wave source moves towards a receiver, does the receiver encounter an
increase in wave frequency, wave speed or both?

3. Suppose a piano tuner hears 3 beats per second when listening to the combined
sound from her tuning fork and the piano note being tuned. After slightly tightening
the string, she hears 2 beats per second. Should she loosen the string or should she
further tighten the string? Why?

What I Have Learned

From the concepts that you have learned, perform the task below. Fill the graphic
organizer to complete the concepts on Harmonics. Use a separate paper as you
answer sheet.

23
 What I Can Do

Performance Task:
Make a straw whistle by cutting six holes in it. By covering some of the holes at a
time, find out how you change the sound that it produces. Using any gadgets, record
the sounds your straw whistle produces. The sound recording would run from 30
seconds to 60 seconds.
You will be given two (2) days to conceptualize and execute your ideas.
Your output will be assessed in accordance with the following criteria.
Harmony - 10 points
Beats - 10 points
Overall - 5 points
Total: 25 points

Enrichment Activity:
Is there a source of noise in your community that majority of individuals
acknowledge to noise to be a problem? If so, find out what causes the noise and what
people want to do to relieve the problem. Hold a panel discussion to analyze the
opinions of each side, and propose your own solution.

24
Summary

 Sound waves are made by a vibratory object in a medium.

 The frequency of a sound wave determines its pitch.

 The speed of the sound depends on the medium.

 The relative motion between the source of waves and an observer creates a
noticeable frequency shift referred to as the Doppler Effect.

 The sound intensity of a spherical wave is the power per area,

P
I= 2
4πr

 Decibel level is a measure of relative intensity on a logarithmic scale.

 A forced vibration at the natural frequency produces resonance.

 Harmonics of a vibrating string at both ends can be found using this equation,
v
fn = n , n = 1, 2, 3, …
2L
 The number and intensity of harmonics account for the sound quality of an
instrument known as timbre.

 Beats are the result of superposition of waves of different frequencies.

 The principle of superposition of waves states that once two or more waves meet
at a particular point the resultant wave has a displacement which is the algebraic
total of the displacements of every wave.

 The inverse square law for sound applies to small (point) sources of sound that
produce sound uniformly in all directions. It assumes that the medium through
which the sound travels, is uniform and that the sound does not reflect from, nor
is absorbed by, any surfaces or the air. Inverse square law states that the
intensity of sound is inversely proportional to the square of the distance from the
source.

25
 Assessment: (Post-Test)

A. Multiple Choice. Carefully read each item. Choose the letter that matches the
best answer. Write your best answer on a separate sheet of paper.

1. The speed of sound wave depends on ______________.

A. pitch B. loudness.
C. temperature D. None of the above
2. A fire truck is moving at a fairly high speed, with its siren emitting sound at a
specific pitch. As the fire truck recedes from you which of the following
characteristics of the sound wave from the siren will have a smaller measured value
for you than for a fireman in the truck?
A. frequency and wavelength B. frequency and intensity
C. wavelength and intensity D. wavelength and speed
3. Wave pulses travel toward each other along a string as shown below. Rank the
maximum amplitude of the resulting superposition from smallest to largest (in terms
of the resulting superposition of the pulses when their centers are aligned).

A. A, B, C, D B. B, C, D, A
C. C, D, A, B D. D, C, B, A

4. Refer to figure shown in item number 3. Rank the magnitude of the maximum
amplitude of the resulting superposition from smallest to largest.
A. A=B, C=D B. B=C, A=D
C. C=A, D=B D. D=C only
5. A baseball is moving to the right with a speed
of v. At four different positions people have radar
guns pointed at the ball to measure a Doppler
shift in frequency in order to determine the
baseball’s speed, as shown in the diagram at
the right (Note: wave fronts are NOT drawn to
scale). Rank the measured shift in frequency of
the radar beam from lowest to highest based on
the position of the radar gun.
26
 A. 1 < 2 < 4 < 3
B. 3 < 4 < 2 < 1
C. 4 < 2 < 3 < 1
D. 3 < 1 < 2 < 4

6. Which of the following produce sound?

A. soft objects B. radio stations
C. vibrating objects D. objects under pressure

7. Which of the following would be most likely to transmit sound the best?
A. steel in cabinet B. water in the ocean
C. air in your classroom C. water in a swimming pool
8. Resonance occurs when _________________.
A. someone pushes an object.
B. you vibrate an object.
C. somebody hits an object with a hammer.
D. you have applied force to a system to vibrate at its natural frequency.
9. Beats can be heard when two tuning forks ______________.
A. are sounded together
B. would sound along with the same frequency
C. would sound along with almost the same frequency
D. All of the above
10. A sound wave is a _______________.
A. shock wave B. standing wave
C. transverse wave D. longitudinal wave

B. Write “SOUND” if the statement is TRUE and “BEAT” if the statement is

FALSE.

11 Harmonic series is neither a series of frequencies of fundamental frequency nor

integral multiples of fundamental frequency.
12. When an object is forced to vibrate at its natural frequency, resonance occurs.
13. Sound intensity level which measures the loudness of a sound perceived by
human ear is measured in power.
14. Beats occur when two tuning forks at slightly different frequencies are sounded
together.
15. Sounds whose frequencies are below 20 Hz are called ultrasounds.
16. Almost everything that exists has a natural frequency.
17. The Inverse Square Law states that the intensity of the influence at any given
radius (r) is the source strength divided by the area of phenomena.
18. Even steel bridge can collapse because of resonance.
19. Two speakers can be set side-by-side so there are some places in front of them
where there is no sound.
20. Interference patterns are produced when two sources of waves are placed side
by side.

27
Key to Answers

28
29
References

Department of Education Central Office. Most Essential Learning Competencies

(2020)

Department of Education. Project EASE Physics Module 16: Sound (Learning

Resource Management Development Systems, 2003)

Ferrer, R. A. & Ungson, S. L. 2010. Physics. Science, Environment, Technology and

Society.

Intensity and the Inverse Square Law

http://www.jaconline.com.au/jacarandaphysics/jacarandaphysics2/downloads/design
-changes/u4-ds3-link-1.pdf
Retrieved on 8.26.2020

Inverse Square Law

http://hyperphysics.phy-astr.gsu.edu/hbase/Forces/isq.html
Retrieved on 8.26.2020

Physics of Sound. https://homepages.wmich.edu/~hillenbr/206/ac.pdf

Retrieved on 8.26.2020

Serway, R. A & Faughn, J. S. 2002. PHYSICS. (Figures 11 – 1, 2, 4, 5, 6, 7, 10, 11,

13, 14; Table 11 – 3, 4)

Standing Waves
http://www.yorku.ca/menary/courses/firstyrlabs/2019/Lab3.pdf
Retrieved on 8.26.2020
Superposition of waves
https://socratic.org/questions/what-is-the-principle-of-superposition-of-waves
Retrieved on 8.26.2020

29
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph