In this activity, students will experience echolocation themselves. They actually try echolocation by wearing blindfolds while another student makes snapping noises in front of, behind, or to the side of them.

In this activity, students use their own creativity (and their bodies) to make longitudinal and transverse waves. Through the use of common items, they will investigate the different between longitudinal and transverse waves.

This simulation lets you see sound waves. Adjust the frequency or volume and you can see and hear how the wave changes. Move the listener around and hear what she hears.

Overall goal of the module (reference: The standards that reflect intended Enduring Understanding)The student will:A.)  model a longitudinal (compression) wave and diagram, label, and describe the components (wavelength, compression, and frequency) (PS.6 a)B.)  explain the relationship between frequency and wavelength (PS.6 a)C.)  plan and conduct an investigation related to sound (the investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis) (PS.6 b)This module was developed by Tracey Nipper as part of a Virginia Commonwealth University STEM initiative sponsored by the Viginia Department of Education.

This lesson introduces the concepts of longitudinal and transverse waves. Students see several demonstrations of waves and characterize them by transverse and longitudinal behavior. This lesson also introduces the Sunken Treasure theme of the Sound and Light unit a continuous story line throughout the lessons.

Make waves with a dripping faucet, audio speaker, or laser! Add a second source or a pair of slits to create an interference pattern.

Students are challenged to design and build wind chimes using their knowledge of physics and sound waves, and under given constraints such as weight, cost and number of musical notes it must generate. They make mathematical computations to determine the pipe lengths.