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Science · Year 9 · Ready-made course

Waves and Sound: From Dance Canon to Sound Engineering

Four Year 9 Science lessons in the order textbooks teach the topic: what a wave is (through the Thousand-Hand Guanyin dance canon), how sound is made and what sets pitch and loudness, the speed of sound and v = fλ, and echoes, sonar and controlling sound in a room. Each lesson teaches the science first, with worked examples and a practical, then uses TEU interactives to investigate it.

Year 9Science4 lessonsAbout 3 hours 20 min of teachingWA Curriculum (SCSA)
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What's in the course

Across 4 lessons: 5 interactive activities, 4 knowledge checks, 4 practice tasks, 4 reflections and 6 data tables, using 4 different TEU interactives. Every lesson opens with a real question or scenario, states its learning intention, lists its learning outcomes and checks understanding with instant feedback.

Lessons in teaching order

  1. 01
    Lesson 1 · 50 min · The wave model

    What Is a Wave? Energy Without Travel

    In the Thousand-Hand Guanyin, a line of dancers makes one figure with a thousand moving arms. Something travels down the line - but none of the dancers do. What is it?

    Students learn what a wave is, the two types of wave, and the words used to describe and measure any wave.

    Students will be able to
    • Explain that a wave transfers energy while the particles of the medium only oscillate about a fixed position.
    • Distinguish transverse and longitudinal waves by comparing the direction of oscillation with the direction of travel.
    • Identify crest, trough, amplitude, wavelength, period and frequency on a wave, and work out speed and wavelength from a model.
    In this lesson

    1 interactive activity · 1 knowledge check · 1 practice task · 1 reflection · 2 data tables

    Interactives
    Curriculum
    WA9SSUP1
  2. 02
    Lesson 2 · 50 min · Sound as a longitudinal wave

    Making Sound: Vibrations, Pitch and Loudness

    You can feel your throat buzz when you hum. How does that buzz reach someone across the room — and why can't astronauts hear each other in space without a radio?

    Students learn how vibrations make sound, why sound needs a medium, and how the frequency and amplitude of a sound wave change what we hear.

    Students will be able to
    • Explain how a vibrating object produces a longitudinal sound wave and why sound needs a medium.
    • Relate pitch to frequency and loudness to amplitude, using oscilloscope traces.
    • Describe the range of human hearing, ultrasound and infrasound, and the risk of loud sound to hearing.
    In this lesson

    1 interactive activity · 1 knowledge check · 1 practice task · 1 reflection · 1 data table

    Interactives
    Curriculum
    WA9SSUP1
  3. 03
    Lesson 3 · 50 min · Wave speed in different media; v = fλ

    The Speed of Sound and the Wave Equation

    Put your ear on a long metal railing while a friend taps the far end. You hear the tap twice — first through the metal, then through the air. Why?

    Students learn why sound travels at different speeds through solids, liquids and gases, and how to calculate wave speed using v = fλ.

    Students will be able to
    • Explain, using the particle model, why sound generally travels fastest in solids and slowest in gases.
    • Use v = fλ, and its rearrangements, to calculate wave speed, frequency or wavelength with correct units.
    • Plan and carry out a fair investigation into the speed of sound and evaluate its limitations.
    In this lesson

    1 interactive activity · 1 knowledge check · 1 practice task · 1 reflection · 3 data tables

    Interactives
    Curriculum
    WA9SSUP1
  4. 04
    Lesson 4 · 50 min · Reflection and absorption of sound

    Echoes, Sonar and Room Acoustics

    A ship sends a sound pulse down into the sea and hears it return 0.4 seconds later. How deep is the water?

    Students learn how sound reflects from surfaces, how echoes can be used to measure distance, and how materials can be used to control sound in a room.

    Students will be able to
    • Explain that sound reflects from solid and liquid surfaces, and describe the conditions for a distinct echo.
    • Calculate distance using echo time with d = (v × t) ÷ 2, as used in sonar and echolocation.
    • Evaluate how reflecting and absorbing surfaces affect the sound in a room, and recommend improvements.
    In this lesson

    2 interactive activities · 1 knowledge check · 1 practice task · 1 reflection

    Interactives
    Curriculum
    WA9SSUP1

Curriculum alignment

Western Australian Curriculum (SCSA)

  • WA9SSUP1: Sound waves are longitudinal waves produced by vibrating objects; sound waves travel through solids, liquids and gases at different speeds; sound is reflected when coming into contact with a solid or liquid surface

Interactives used in this course

Each one can also be used on its own or in your own lessons.

Adapt it for your classes

Every copy of a course is yours. Reorder or remove lessons, rewrite text, swap questions and add your own interactives, images and video. Students join with a class code (no student accounts needed) or from Canvas, Moodle, Schoolbox or Brightspace, and you see each student's answers and progress as they work.

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