Grade: 8 Subject: SCIENCE

Quarter/Semester: FIRST Week No: 4 Day 3

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the
propagation of sound through solid, liquid, and gas.
Performance Standard
Learning Competencies Infer how the movement of particles of an object affects
the speed of sound through it.
S8FE-Ie-24
Knowledge Determine the frequency and wavelength of sound
wave.
Skills Distinguish which material transmits sound the best.
Attitude Recognize the importance of the speed of sound in
different media.
II. CONTENT SPEED OF SOUND
III. LEARNING
RESOURCES
References Science 8 Learner’s Materials pp. 75-80
Science 8 Teachers Guide pp. 53 - 54
Other Learning Resources Science for the 21st Century Learner pp. 77 - 84
IV. PROCEDURES
A. Preparatory Activities  Prayer and checking of attendance.
 Collect the assignment.
 With which material do you think sound wave travel
faster, solid, liquid, or gas?
B. Motivation In today’s lesson, you will learn on how fast sound travel
in different mediums. This lesson requires you to recall
your 7th grade lesson on the concept of waves and their
properties. Ask the students of the following terms:
Trough, Amplitude, Crest, Frequency and Wavelength
Trough – the lowest point of the wave
Crest – the highest point of the wave
Amplitude – the height of the wave
Frequency – number of wave passing in 1 second
Wavelength – the distance between two successive
trough or crest.
C. Activity Divide the class into 6 groups.
Let the students perform Activity 2 “Characteristics of
waves: Comparing longitudinal and transverse waves”.
(See attached activity sheets for the procedure.)
D. Analysis Let the students answer to following questions.
1. When there are more waves passing through the
reference point in a period of time, which wave
characteristic also increases?
Ans. : Frequency
2. When there are more waves passing through the
reference point in a period of time, what happens to
the wavelength of the waves?
Ans.: Wavelength is decreased provided the speed
of shaking or disturbing the medium is the same or
 constant.
E. Abstraction

Transverse wave are waves travelling perpendicular to

the direction of wave travel.

Longitudinal wave are waves travelling parallel to the

movement of the particles. Compressions are created
when a push is applied on air. When air is push, there is
a force applied on a unit area of air called pressure. This
means that longitudinal waves are created by pressure
and are also called pressure waves. While rarefactions
occur when the particles are somewhat pulled away
from other particles creating a wider distance between
particles.

Sound wave is a longitudinal wave since its movement

is parallel to the particle in motion.

Introduce the formula v=fλ

Where: v=speed of the wave
f =frequency of the wave
λ=wavelength

But do the particles in a way affect the movement of

sound?
What factors affect sound speed?
Let us try finding this out in the next activities.
F. Application Introduce Activity 3, Sound race… Where does sound
travel fastest? In this activity the students should be
able to distinguish which material transmits sound the
best.
Q14. Did you hear the watch tick when you held it at
arm’s length? When you held it against the wooden
dowel? When you held it against held metal rod?
Ans. : Yes / Yes / Yes
Q15. Did you hear the mobile phone vibrate when you
held it at arm’s length? When you held it against
the wooden dowel? When you held it against the
metal rod?
 Ans. : Yes / Yes / Yes
Q16. Based on your observations, which is a better
carrier of sound? Air or wood? Air or water? Air or
metal? Water or metal?
Ans. : Wood / Water / Metal / Metal
Q17. How did the sound of the spoon change when the
string was held against your ears?
Ans.: The sound seems louder in the string as
compared to air.
Q18. When the ringing of the spoon was too quiet to be
heard through the air, could it be heard through the
string?
Ans. : Yes
Q19. Is the string a better carrier of sound than air?
Ans. : Yes
G. Practical Applications In solid, liquid, and gas, which material did sound travel
of Concepts and Skills the slowest? Why does sound travel fastest in solids
in Daily Living and slowest in air?
H. Generalization The speed of sound may differ for different types of
solids, liquids, and gases. Sounds travel faster in solid
than in gas.

Sound waves are analogous to the spring of a slinky

toy, A sound wave moves in a back-and-forth direction
through a medium by a series of compressions and
rarefactions.
I. Evaluation Answer the questions briefly.
1. Compare the characteristic of longitudinal and
transverse wave.
2. Differentiate compression and rarefactions.
3. Are longitudinal waves also called pressure wave?
Why?
4. On which medium does sound travel fastest? Solid,
Liquid, Gas?
J. Additional activities Using several resources and references, compare the
for application or different characteristics of solids, liquids, and gases by
remediation completing the table below.
(assignment) Characteristics Solid Liquid Gas
Intermolecular Slightly Far from one
Very close
spacing farther another

Volume Has definite

Takes the Takes the
shape of the shape of the
shape
container container
Ability to Flow Cannot flow Able to flow Able to flow
Compressibility Not Not Highly
compressible compressible compressible
Density Densest Dense Low density
V. REMARKS

VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners
who caught up the lesson
No. of learners who
require remediation
Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which principal
and supervisor can help
or solve?
What innovation or
localized did I
use/discover which I wish
to share?

Prepared by:

ADELINE FE D. DIMAANO
Teacher III
Balugo National High School
Valencia District
ATTACHMENT
(Attachment for Activity 2 Characteristics of waves: Comparing longitudinal and transverse
waves)

Name: ______________________________ Yr. and Sec.: ______________

School:______________________________ Date: ____________________

Activity 2
Characteristics of waves: Comparing longitudinal and Transverse waves

Objectives:

At the end of the activity, you will be able to:

1. distinguish the different characteristics of waves;

2. determine their frequency and wavelength; and
3. compute the wave speed based on the frequency and wavelength

Materials:

Pentel pen or permanent marker

stopwatch or mobile phone
meterstick old calendar (big poster calendar) or old newspaper
metal slinky compression rarefaction

Procedure:

1. Place the old calendar or old newspaper on the floor. Make sure that the newspaper or old
calendar is long enough to accommodate the full length of the slinky spring.

2. Put the slinky on top of the old newspaper or old calendar. Ask one of your groupmates to
hold one end of the slinky at the one end of the newspaper. This will serve as the fixed end.

3. Another groupmate will hold the other end of the slinky. This is the movable end.

4. The other members of the group should be along the sides so they can mark the
corresponding crests. Identify a reference point (point A) along the slinky from which you are
going to base your frequency count.

5. Shake the movable end. Apply just enough force to create large wave pulses. Make sure,
however, that the crest and trough parts will still be formed within the newspaper area.

6. Another groupmate should count the number of pulses passing through point A in a minute.
This is the frequency in waves per minute. You can convert this later to waves per second.

7. While your classmate is creating transverse waves by shaking the slinky, note by marking on
the newspaper the crest and the trough of the created wave pulses.
8. Trace the wave form then measure the wavelength of the wave pulses. Record all your data
on the answer sheet provided.

9. Repeat steps 5 to 8 for two more trials. Compute for the wave speed in each of the 3 trials.
Determine also the average speed of the wave in the slinky.

10. For the second set up, repeat the whole procedure (steps 1 to 9) but this time instead of
shaking the slinky, pull and push the slinky to create a longitudinal wave.

11. Note and mark the areas/regions in the newspaper where the slinky forms compressions
and rarefactions.

12. Count the number of compressions passing through point A in a minute. This is the
frequency of the longitudinal wave in waves per minute.

13. Measure the length between 2 compressions. This is the wavelength of the longitudinal
wave.

14. Do this for three more trials, and then compute for the wave speed and the average speed
of the wave in the slinky.

Q12. When there are more waves passing through the reference point in a period of time,
which wave characteristic also increases?
_________________________________________________________________________

Q13. When there are more waves passing through the reference point in a period of time,
what happens to the wavelength of the waves?
__________________________________________________________________________
ATTACHMENT
(Attachment for Activity 3, Sound race… Where does sound travel fastest?)

Name: ______________________________ Yr. and Sec.: ______________

School:______________________________ Date: ____________________

Activity 3
Sound race… Where does sound travel fastest?

Objective:

At the end of the activity, you will be able to distinguish which material transmits sound the
best.

Materials:

watch/clock that ticks

mobile phone
wooden dowel 80-100 cm long
metal rod 80-100 cm long
string (1 meter)
metal spoon
3 pieces zip lock bag (3x3) or waterproof mobile phone
carrying case

Procedure:

1. Hold a ticking watch/clock as far away from your body as you can. Observe whether or not
you can hear the ticking.
2. Press one end of the wooden dowel against the back part of the watch and the other end
beside your ear. Listen very well to the ticking sound. Record your observations.
3. Repeat step #2 using a metal rod instead of the wooden dowel. Record your observations.
Q14. Did you hear the watch tick when you held it at arm's length? When you held it against
the wooden dowel? When you held it against the metal rod?
__________________________________________________________________________
4. Repeat steps #1 to #3 using a vibrating mobile phone instead. Record your observations.

Q15. Did you hear the mobile phone vibrate when you held it at arm's length? When you held
it against the wooden dowel? When you held it against the metal rod?
__________________________________________________________________________

5. Place the mobile phone in the waterproof carrying case and dip it in a basin of water while it
vibrates.

Q16. Based on your observations, which is a better carrier of sound? Air or wood? Air or
water? Air or metal? Water or metal?
__________________________________________________________________________
6. At the center of the meter long string, tie the handle of the metal spoon. Hold the string at
each end and knock the spoon against the table to make it ring or to create a sound. Listen
to the ringing sound for a few seconds then press the ends of the strings against your ears.
Observe and record the difference in sound with and without the string pressed against your
ear.
7. Knock the spoon against the table. When you can no longer hear the sound of the ringing
spoon, press the ends of the string against your ears. Record whether or not you could hear
the ringing of the spoon again.

Q17. How did the sound of the spoon change when the string was held against your ears?
__________________________________________________________________________

Q18. When the ringing of the spoon was too quiet to be heard through the air, could it be
heard through the string?
__________________________________________________________________________

Q19. Is the string a better carrier of sound than air?

__________________________________________________________________________