LIGHTS AND ILLUMINATION

Lesson 1: Photometry

1. Define luminous flux, luminous intensity and illuminance.

2. State the relationship between luminous intensity and illuminance.

From the earliest years, people has been aware of the type of radiation appearing
in the form of light. Evidence from the past studies show that the study of the behavior
of light was a part of the earliest science. Man’s interest in this type of radiation has
not diminished through the centuries. Photometry is a discipline that involves the
measurement of light. In this module we shall study luminous flux, luminous intensity
and illuminance, all of which are measures of the quantity of light.

Identify the scrambled words based on the given statements below.

1.__________ ( TICPOS) It deals with the behavior and properties of light.
2. __________ ( BLESIVI ) It is a part of the electromagnetic radiation that consist of a
spectrum.
3. __________ ( PLICSEE) Evidences that light travels in a straight line.
4.___________( REFTIONCAR) It is the bending of light as it travels from one medium
to another.
5.___________ ( REFTIONCEL) It is the bouncing of light ray

The figure shows an illustration of terms used in photometry. Analyze the illustration
and determine the term being described by the statements that follow.

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1. The amount of light (the total light emitted in one second). Used to
express the amount of light emitted from a lamp.
____________________________________________________
2. The strength of light (the amount of light emitted) in a particular
direction per unit solid angle.
____________________________________________________
3. The brightness of a surface illuminated by light.
____________________________________________________
4. The intensity and brilliance of light emitted from an item in a given
direction.
____________________________________________________
5. The figure gained by dividing the total luminous flux by the power
Consumed. Used to express the luminous flux (amount of light)
gained per watt, the higher the figure the more efficient.

Physical measurements of light called photometry are concerned with three aspects: the
luminous intensity of the source, the luminous flux of light from the source and the
illuminance of a surface. The energy radiated by a luminous source is distributed
among many wavelengths. The only radiant energy in the wavelength interval from
390 to 760 nm produces a visual sensation, and in that interval the radiant energy is
not all equally effective in stimulating visual sensation. The standard luminosity curve
in the figure below represents the ratio of the power at the wavelength of the eye’s
greatest sensitivity.

The maximum ordinate is thus arbitrarily assigned a value of 1. The curve represents
the average response of many individuals and is assumed to be the normal response.
Luminous flux represents the part of the total radiant energy per unit time that is
effective in producing the sensation of sight. While no actual source of light is ever
confined to a point, many are so small in comparison with the other dimensions
considered that they may be regarded as point sources. From such a source light
travels out in straight lines. If we consider a solid angle ω, with the source at the apex,
the luminous flux included in the angle remains the same at all distances from the

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source. The luminous intensity of a point source is defines as the luminous flux per unit
solid angle subtended at the source,
𝐹
 = ----
𝜔
where F is the flux in the solid angle ω.
If a sphere of radius s is described about the apex as center as shown in the figure
below, the solid angle intercepts as area A on the surface of the sphere.

The ratio of the intercepted area A on the surface of the spherical surface to the
square of the radius is the measure of the solid angle ω in steradians (or strads)
ω = 𝑠𝐴
2
In building a set of photometric units, it is convenient to start with luminous intensity
rather than the more fundamental luminous flux. The common unit of luminous
intensity is the candle. The candle is defined as one- sixtieth of the luminous intensity
of a square centimeter of a black body radiator operated at the temperature of freezing
platinum, 2046 K. The unit of luminous flux is defines from the candle. A lumen is the
luminous flux in a unit solid angle from a point source of one candle.

A point source in any direction is defined as the luminous flux emitted or radiated
per unit solid angle in that direction. If ‘F’ is the luminous flux radiated by a source
within a solid angle ‘ῳ’ in any particular direction, then luminous intensity
Illumination. The illumination (or) intensity of illumination at a point on the
surface is defined as the luminous flux (F) received on a unit area (A) of the surface
surrounding the point.

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1. Illustrate using ray diagram how luminous flux, luminous intensity and illuminance
occur or takes place during sunny days.

2. Discuss how luminous flux, luminous intensity and illuminance takes place in your
illustration.

To assess what you know after you have engaged with the lesson fill the
columns below with what you Know about the topic, what you Want to know, and
what you’ve Learned.

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“We can easily forgive a child who is afraid of the dark; the real tragedy of life is
when men are afraid of the light. –unknown-

LIGHTS AND ILLUMINATION

Lesson 2: Interference SDO Rzial 4
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1. Explain how various wave properties affect interference

Identify the following words based on the given statements below.

1. The spreading of white light into its full spectrum of wavelengths.

2. Produced by a combination of refraction and reflection and involve the dispersion of

sunlight into a continuous distribution of colors.

3. The light emitted or reflected by the objects can be measured in comparison with a
standard source.

4. The amount of light energy radiated from a source or an illuminating object in all
directions per second is known as ‘luminous flux’.

5. The illumination (or) intensity of illumination at a point on the surface is defined as the
luminous flux (F) received on a unit area (A) of the surface surrounding the point.

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Interference is a phenomenon in which two light waves of equal amplitude &
equal frequency and zero or constant phase change interfere. The following activity
shall help us find out more about interference of light.

Light plus light equals dark. Recreate one of the most important experiments
in the history of physics–the two-slit experiment–by shining a laser pointer through
two narrow slits and observing the interference pattern on a distant screen.

Activity 1
Interference
Materials
Laser pointer
Lice comb (or, not quite as good, an eyelash comb with narrowly spaced metal
teeth)
Black tape
White screen or 5 x 7-inch index card
Two large binder clips, 1 inch (2.5 cm) wide, 2 inches (5 cm) long wo medium binder
clips, 1/2 in (1 cm) wide, 1 inch (2.5 cm) long
A single-edge razor blade or straight-edge knife

Procedure
1. Use the black tape to cover the teeth on the lice comb, leaving exposed only two
slits between adjacent teeth.
2. Insert the handle of the comb into a large binder clip and set the clip on its side on
a table or other flat surface so the teeth of the comb are vertical.

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2.Clip the two medium binder clips to the barrel of the laser pointer and position them
so the laser pointer rests horizontally.

4. Set up the laser pointer and comb so that the laser beam shines through the two
open slits on the comb onto the white screen. Position the screen so it is at least 4
feet (1.5 meters) from the two slits.

5. Observe and draw at the pattern produced when the light goes through the two
slits and shines on the distant screen.
6. Use the razor blade or knife to block the light from going through one of the slits.
Draw your observations.
7. Try blocking the light from going through the other slit and observe what
happens.
8. Remove the razor blade and allow light from both slits to shine on the screen.
What is your observation?

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When light goes through a slit, diffraction causes it to bend and spread across
the screen, making a predictable banded pattern. When light goes through two slits,
new dark regions appear. The dark and light regions are produced by interference of
the light passing through the slits.
As light coming through one slit reaches the screen, it overlaps with light coming
through the other slit. When the crest of one wave of light overlaps with the crest of
another wave, the two waves combine to make a bigger wave and you see a bright
blob of light. When the trough of one wave overlaps with the crest of another wave,
the waves cancel each other out and you see a dark band. The appearance of dark
bands when two light sources strike a screen shows that light is a wave
phenomenon.
This experiment was first performed in 1801 by Thomas Young, and it provided
support for a wave theory of light. We know that visible light is the type of
electromagnetic wave to which our eyes respond. Like all other electromagnetic
waves, it obeys the equation
𝑐 = 𝑓
where 𝑐 = 3.0 𝑥 108 is the speed of light is in vacuum, f is the frequency of the
electromagnetic waves, and  is its wavelength. The range of visible wavelengths
is approximately 380 to 760 nm. As is true for all waves, light travels in straight
lines and acts like a ray when it interacts with objects several times as large as its
wavelength. However, when it interacts with smaller objects, it displays its wave
characteristics prominently.
You may have noticed, when a film of oil floating in a puddle reflects light, a
swirling mass of rainbow colors seem to magically appear. The cause of this
phenomenon is interference between light waves. A soap bubble floating in the air
also reflects a variety of beautiful colors.

<https://daleel.pk/wp-content/uploads/2017/08/buble.jpg>

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When crest of one wave falls on the crest of other wave, the resultant amplitude
will be maximum. The case in which the resultant amplitude is maximum is called
constructive interference. Here the two interfering waves have a displacement
which is in the same direction.
Consider two waves which travels in same direction with same frequency. Now
the amplitude of the waves gets add up when the light waves are at same place and
time. The new wave looks similar to the original waves, but the amplitude of the wave
is higher. In constructive interference, the waves are in phase.

<http://www.virtualmuseum.ca/media/edu/EN/uploads/image/LO13DA2E65008850877
94394587.jpg>

When crest of one wave falls on the trough of other wave, the resultant amplitude
will be minimum. The case in which resultant amplitude is minimum is called
destructive interference. Consider the figure given below. Here the first wave is up
and the second wave is down. So, when they add together the resultant one
becomes zero. Thus, in destructive interference, the sum of the wave can either be
less than the original waves and or it can be zero. Here the two waves will be out of
phase.

www.difference.wiki/wp-content/uploads/2017/08/constructive-interference-vsdestructive-interference-800x400.jpg>

Constructive Interference results in bright bands and destructive interference

results in dark bands. These are called fringes. This formation of bright and dark
bands on the screen results in forming an interference pattern. Consider the picture
shown below. The two slits present in it act as two coherent sources of light. We can
see the pattern of light and dark bands here.

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<https://upload.wikimedia.org/wikipedia/commons/thumb/8/8b/TwoSlit_Experiment_Light.svg/500px-Two-
Slit_Experiment_Light.svg.png>

Interference. It is the combination of two or more waves and as a result forms a

wave of greater or lower amplitude.

Constructive Interference. The case in which the resultant amplitude is maximum

when the crest of one wave falls on the crest of another wave. Destructive
interference. The case in which resultant amplitude is minimum when crest of one
wave falls on the trough of another wave. Fringes. Bright bands are formed by
constructive interference and dark bands are formed by destructive interference.

Answer the following questions.

1. What measurement is shown by line D on this wave?

a. Amplitude c. Wavelength
b. Distance d. Frequency

2. Destructive interference is:

a. When the two waves affect each other in a negative way
b. The two waves add together and produce a single wave of greater amplitude
c. Are in phase
d. None of the above
3. Constructive interference is

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a. When two waves affect one another in a positive way. c. both
b. Produce a single wave of greater amplitude (add together) d. none of them
4. Which of the following demonstrates the transverse nature of light waves?
a. Interference c. Diffraction
b. Polarization d. Refraction
5. An interference pattern is produced when
a. Two or more light waves meet c. The troughs of two waves meet
b. The crests of two waves meet d. all of the above

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with what you Know about the topic, what you Want to know, and what you’ve Learned.

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“Do not let what you cannot do interference with what you can do.”

-John Wooden

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Suggested No. of Days: 2
LIGHT AND ILLUMINATION
Lesson 4

 Discuss the propagation of transverse waves.

 Discuss Huygens’s principle.
 Explain the bending of light.

Identify the following words based on the given statements below.

1. It is the combination of two or more waves and as a result forms a wave of greater or
lower amplitude.

2. The case in which the resultant amplitude is maximum when the crest of one wave
falls on the crest of another wave.

3. The case in which resultant amplitude is minimum when crest of one wave falls on
the trough of another wave.

4. Bright bands are formed by constructive interference and dark bands are formed by
destructive interference.

In the ray model, we suppose that when light travels through a homogeneous
medium it moves along straight lines. That observation is often called the law of
rectilinear propagation. The existence of shadows is good evidence for the ray
model of light. When light from a point source goes past the edges of an opaque
object it keeps going in a straight line, leaving the space behind the object dark.

When the light reaches some other surface the boundary between light and dark
is quite sharp. (On the other hand if the light comes from an extended source the
shadow is not so sharp - there is a region of partial shadow surrounding the total
shadow.)

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It was not until the about the beginning of the nineteenth century that scientists
noticed that shadows are not really perfectly sharp. Looked at on a small enough
scale the edge of a shadow is not just fuzzy, as you might expect for an extended
source of light, but there are also light and dark striations or fringes around the edge
of the shadow. Even more remarkable is the slightly later discovery that there is
always a tiny bright spot right in the middle of the shadow cast by a circular object.
The fringes and the bright spot cannot be understood in terms of the ray model the
explanation lies in the wave model. According to the wave theory, the fringes are
formed by the diffraction or bending of light waves around the edges of objects and
the subsequent interference of the diffracted waves. In this module you will learn
more about diffraction of light.

Light can bend around edges. Light bends when it passes around an edge or
through a slit. This bending is called diffraction. You can easily demonstrate diffraction
using a candle or a small bright flashlight bulb and a slit made with two pencils. The
diffraction pattern—the pattern of dark and light created when light bends around an edge
or edges—shows that light has wavelike properties.

Activity 2
Diffraction
Materials
 Two clean new pencils with erasers
 A piece of transparent tape (any thin tape will do)
 A LED flashlight or a candle with matches or a lighter
 Optional: Pieces of cloth, a feather, plastic diffraction grating, metal screen, a human
hair
Procedure
1. Light the candle or, if you are using a LED flashlight, unscrew the top of the flashlight.
The tiny lamp will come on and shine brightly. CAUTION: In using LED flashlight be sure
it is set to dim before unscrewing the top of the flashlight. Avoid staring directly at the
light for a long period of time.
2. Wrap one layer of tape around the top of one of the pencils, just below the eraser.
3. Place the light on a stable surface at least one arm’s length away from you.

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4. Hold up the two pencils, side by side, with the erasers at the top. The tape wrapped
around one pencil should keep the pencils slightly apart, forming a thin slit between them,
just below the tape. Hold both pencils close to one eye (about 1 inch away) and look at
the light source through the slit between the pencils. Squeeze the pencils together,
making the slit smaller. Write your observations.
5. Stretch a hair tight and hold it about 1 inch (2.5 cm) from your eye. Move the hair
until it is between your eye and the light source, and notice that the light is spread into a
line of blobs by the hair, just as it was by the slit. Rotate the hair and watch the line of
blobs rotate.
Write your observations.
6. Look at the light through a piece of cloth, a feather, a diffraction grating, or a piece of
metal screen. Rotate each object while you look through it. Write your observations.

The black bands between the blobs of light show that a wave is associated with the
light. The light waves that go through the slit spread out, overlap, and add together,
producing the diffraction pattern you see. Where the crest of one wave overlaps with the
crest of another wave, the two waves combine to make a bigger wave, and you see a
bright blob of light. Where the trough of one wave overlaps with the crest of another wave,
the waves cancel each other out, and you see a dark band.
The angle at which the light bends is proportional to the wavelength of the ligh t. Red
light, for instance, has a longer wavelength than blue light, so it bends more than blue light
does. This different amount of bending gives the blobs their colored edges : blue on the
inside, red on the outside.
The narrower the slit, the more the light spreads out. In fact, the angle between two
adjacent dark bands in the diffraction pattern is inversely proportional to the width of the
slit.
Thin objects, such as a strand of hair, also diffract light. Light that passes around the
hair spreads out, overlaps, and produces a diffraction pattern. Cloth and feathers, which
are both made up of many smaller, thinner parts, produce complicated diffraction patterns.
The figure below shows how a transverse wave looks as viewed from above and from
the side. A light wave can be imagined to propagate like this, although we do not actually

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see it wiggling through space. From above, we view the wavefronts (or wave crests) as we
would by looking down on the ocean waves. The side view would be a graph of the electric
or magnetic field. The view from above is perhaps the most useful in developing concepts

about wave optics.

 Diffraction. The bending of a wave around the edges of an opening or an obstacle
 Huygens’s principle. Every point on a wavefront is a source of wavelets that spread
out in the forward direction at the same speed as the wave itself. The new wavefront is a
line tangent to all of the wavelets.

1. How do wave effects depend on the size of the object with which the wave interact?
Under what conditions can light be modeled like a ray? Like a wave?
2. Go outside in the sunlight and observe your shadow. It has fuzzy edges even if you
do not. Is this a diffraction effect? Explain.
3. Why does the wavelength of light decrease when it passes from vacuum into a
medium? State which attributes change and which stay the same and, thus, require the
wavelength to decrease?
4. Does Huygens’s principle apply to all types of waves?

To assess what you know after you have engaged with the lesson fill the columns
below with what you Know about the topic, what you Want to know, and what you’ve
Learned.

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“The intimate relation between interference and diffraction has its origin in the interference
equation itself.” -F. J. Duarte

NATURE AND PROPERTIES OF SOUND

Lesson 4: Medium of sound and its speed

1. Compare the transmission of sound through air with its transmission through solids,
liquids, and a vacuum.

2. Discuss the factors that affect speed of sound.

When we speak or make any sound, we tend to feel that our vocal cord
vibrates.
Conversely, no vibrations are felt when no sound is produced. It means that sounds
are caused by vibrations. Vibrations of molecules refer to the to and –fro oscillation
of molecules as a disturbance that travels through a medium. This vibratory motion
produces a sensation that reaches our ears and is interpreted by our brain. Sound
waves are example of longitudinal waves. They are also known as mechanical
waves since sound waves need medium in order to propagate. Sound waves can
travel in air. When they come in contact with our eardrums to vibrate which is
perceived and interpreted by our brain. Can sound waves also travel in some media
like solids and liquids? In this module, You will learn many things about sounds,
specifically the nature of sound and its properties.

Identify the terms/words that is described by each statement.

1. Wave whose motion is parallel to the motion of the medium or the particles.

L n
2. Wave that needs a medium in order to propagate.

M C
3. An empty space.

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V M
4. The sensation perceived by sense of hearing.

S d

5. Source of sound.

V n

We usually hear sounds even though we don’t see the source. What made this
occurrence possible? Can sound waves travel in solid, liquid and gas? Can you hear
me?
Activity 1
Materials: Table, Pencil or ruler
Procedure:
1. Place your ear against one end of a tabletop.
2. Ask a family member to gently tap the other end of the table with pencil or ruler.
3. This time, position your ear on the other end of the table and ask again a family
member to tap the table using pencil or ruler.
Process questions:
1. On which situation did you encounter the sound earlier?
2. On which situation did you encounter louder or more pronounced sound? Why?
3. Where does sound travel in this activity?
4. From the activity where does sound travel faster? In solid or gas? Support your
answer.
Study the table of speed of sound in different materials
Materials Speed of Sound V (m/s)
0
Air ( 0 c) 331
0
He ( 0 c) 1005
H ( 200c) 1300
Water 1440
Seawater 1560
Iron and Steel 5000
Aluminum 5100
Hard wood 4000

Questions:
1. What can you infer with the speed of sound in hotter temperature?
2. What relationship exist with the change in temperature and speed of sound?
3. Which among the materials sound travels faster?

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Slight tapping on the table can produce sound that can be heard clearly on the
other end of the table. It shows that sound waves can also travel through wood or
solid. Sound is more pronounced in solids than air. This also means that sound is
heard louder when it propagates in solids than air.
Liquids, on the other hand, are better conductors of sound than gases. If two
bodies are struck together underwater, the sound heard by a person who is
underwater is louder than when heard with air as the medium. Sound is transmitted
differently in different media. Liquid particles are close to each other than the
particles in the gases, so sound waves are transmitted easier in liquids. Between
liquids and solids, the particles of solids are even closer together than the liquid
molecules; therefore, sound travels even faster in solids than in liquid
molecules; Solid is the best transmitter of sound. Sound travels fastest in
solids and slowest in gases.
Sound cannot travel in a vacuum. Remember that sound is a mechanical wave
which needs a medium in order to propagate. If there is no matter. There is no
sound. In the outer space, sound would not be transmitted
In the table of speed of sound in different media, hotter areas transmit sound
faster than cooler areas. For every degree of rise in air temperature above 00 C, the
speed of sound in air increase by 0.6m/s. In symbols;
V= (331.5 + 0.6 ( T) m/s
Where: V= speed of sounds in air at a particular temperature
T = Temperature of the atmosphere.

Example: 1. What is the speed of sound on air with a temperature of 20 0 C?

V= (331.5 + 0.6)(20)

V=343.5 m/s

 Sound travels faster in solid than in liquid slowest in gases.

 Sound cannot be transmitted in vacuum.
 Sound travels faster in hotter temperature of the same media.
 At temperature above 00 C, the speed of sound in air increase by 0.6m/s.
 V= (331.5 + 0.6 (T) m/s.
 The unit of speed of sound is m/s.

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Encircle the letter of the correct answer.
1. Sound waves travel faster in water than in air because water has a greater:
a. density b. elasticity c. number of molecules d. volume
2. Sound wave travel fastest in:
a. Solid b Liquid c. gas d. vacuum
3. In which area will we not be able to hear any sound?
a. a theater b a closed room c. in outer space d. in a spaceship.
4. When is sound transmitted faster?
a. during summer
b. during rainy days
c. There is no relation between season and sound transmission.
d. There is no enough information to say
5. What is the speed of sound during summer if the temperature on air rises into 36 0C?
a. 353 m/s b.278 m/s c. 761 m/s d. 821 m/s

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with what you Know about the topic, what you Want to know, and what you’ve Learned.

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The empty vessel, makes the loudest sound.

William Shakespeare

NATURE AND PROPERTIES OF SOUND

Lesson 5:Pitch, Frequency, Loudness and Intensity of sound
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1. Determine the factors that affect frequency and pitch of sounds
2. Differentiate loudness of sound from intensity of sound.

Did you know that the human ear and animal ear are very sensitive sound
detectors? The ear is a part of peripheral auditory system. It is divided into three
major parts: the outer ear, the middle ear and the inner ear. The outer ear (pinna)
collects the sound waves and focuses them into the ear canal. This ear canal
transmits the sound waves to the eardrum. On the other end of the ear canal is the
eardrum membrane or the tympanum. This part separates the outer and the
middle ear physically so that air pressure is controlled and will not rapidly equalize
between the two. Air vibration set the eardrum membrane in motion that causes the
three smallest bone (hammer, anvil and stirrup) to move. These three bones
convert the small amplitude vibration of eardrum into large amplitude oscillation and
transfer them to the inner ear through the oval window the large oscillations travel in
liquid in the cochlea and this sound is converted into electrical impulses which is
sent to the brain by the auditory nerve. the brain then relates the sound to the
previous experiences and interprets these signals as words, music or noise. In this
module, you will learn the range of frequencies that the human ears can hear.

Identify the terms/words that is described by each statement.

1. Where can sound travel fastest?
S

2. What is the speed of light in a vacuum?

3. Where can sound cannot travel?

V m

4. The constant increase of sound at temperature higher than 0 0C?

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5. The speed of sound at temperature higher than 0 0C?

Sounds differ in frequency and pitch. Can you determine your mother’s voice
though you cannot see her? Why? The next activity will allow you to determine the
pitch of the sound.
: Strumming my pitch with my guitar
Activity 1
Materials: Guitar or toy guitar or any string instrument
Procedure::
1.Strum the guitar without holding the frets. ( String # 1 is the lower most string #6 is
the upper most string.) Record all your observations in the table provided.
Data table:
String # Pitch ( High or low)
1
2
3
4
5
6

Process 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 has the lowest pitch?
7. How would you relate pitch and frequency?

The highness or lowness of sound is known as the pitch of sound or

musical notes. It is determined by its frequency. A high pitch corresponds to a high
frequency while a low pitch corresponds to a low frequency.

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https://www.physicsclas

Pitch and Frequency

Vibrational frequencies beyond 20,000 Hz are called ultrasonic frequencies
while extremely low frequencies are known as infrasonic frequencies. The human
ear is not capable of detecting ultrasonic waves. Some animals like dogs however,
can hear sounds as high as 50,000 Hz while bats can detect sounds as high as
100,000 Hz. On the other hand, Sound waves that the guitar string produces like any
other waves carry different amounts of energy. The amount of energy a sound wave
carries is known as intensity of the sound. High energy sound usually carry large
and have higher intensity while low amplitude sounds carry lesser amount of energy
and have lower intensity. The intensity of sound is proportional to the square of
the amplitude of a sound wave. Loudness is a psychological sensation that differs
to different people. Loudness is subjective but is still related to the intensity of
sound. Loudness varies nearly with intensity that corresponds to loudness. The unit
of intensity level for sound is the decibel (dB). Which was named after Alexander
graham Bell.On the decibel scale, an increase of 10 dB means that sound intensity
is increased by a factor of 10. A sound of 10 dB is 10 times as loud as 0 dB sound is
100 times more intense than the 40 dB level.

 Pitch refer to as the highness or lowness of sound

 High pitch denotes high frequency of sound.
 20 Hz- 20 000 Hz are frequencies of sounds that can be perceived by the
human ear. These frequencies are referred to as audio frequencies or sonic
frequencies.
 Extremely low frequencies are known as infrasonic frequencies. Cannot be
detected by human ear.
 The unit of sound frequency is Hertz (HZ)
 Intensity of sound is the amount of energy a sound wave carries.
 Loudness is a psychological observation that is subjective and differs to
different people.
 Decibel (dB) is the unit of intensity level of sound

Encircle the letter of the correct answer.

1. A high frequency sound has____________

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a. low pitch c. low energy
b. high pitch d. high energy
2. Compared to a thin guitar string of the same length and tightness a thick
guitar string produces a sound of:
a. the same pitch c. lower pitch
b. higher pitch d. lower and higher pitch
3.The subjective judgment of a person on the intensity of sound is referred
to:
a. pitch c. tone
b. loudness d. frequency
4. What happens to the wavelength of the sound wave if both frequency and
velocity of sound are reduce to one – half?
a. It is halved c. it becomes twice as large
b. it does not change d. it is reduce to one-fourth
5. Which is not capable of transmitting sound?
a. air c. steel
b. water d. vacuum

To assess what you know after you have engaged with the lesson fill the columns
below with what you Know about the topic, what you Want to know, and what you’ve
Learned.

What I Learned What I want to Learn more

Light travels faster than sound, this is why some people appear bright until you hear

them speak.

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- -Albert Einstein-

NATURE AND PROPERTIES OF SOUND

Lesson 6: Reflection, Echo , reverberation and Doppler effect

1. Explain how sound waves are produced, transmitted and propagated.

2. Describe how sounds are perceive in different situations.

Have you ever experienced shouting inside your bathroom? Or in auditorium? Or

in a closed classroom? What have you notice? Chances are you also heard what you
have just said. It is like someone has repeated what you have said. Have you
experience hearing a repeated sound? Sometimes the repeated sound were
repeatedly heard. What behavior of sound is exhibited? What if the source of the
sound comes from a moving body? What does the sound seem to be like? In this
module, you will study how sound behave as it strikes a barrier, and how it behaves
when the source of sound is a moving body.

Identify the terms/words that is described by each statement

1. The subjective judgement of person to the intensity of sound.
L

2. The amount of energy carried by sound.

I

3. Frequency of sound audible to human ear.

4. Sounds beyond 20 000 Hz and is used by physician to examine the internal organ
of human.
U

5. Unit of intensity level of sound

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D

Study the illustrations and answer the process questions that follows

Illustration A

Echo Reverberation https://www.physicsclas

Process Questions:
1. What happen to sound wave when it strikes a barrier?
2. In what situation will sound waves reaches the observer fast?( Sound is
prolonged)
3. What do you call this prolonged sound?
4. Differentiate reverberation from echo.

The other tuning fork

Illustration B Tuning fork is struck
vibrate

Doppler Effect Resonance

https://www.physicsclas

Process Questions:

1. When does a frequency and wavelength of sound low or high?

2. What does the frequency of sound wave of a moving body affects the
hearing sensation of the observer?
3. When the first tuning fork is struck what happens to the second tuning fork?
4. What do you call frequency acquired by the second tuning fork?

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In illustration A, sound bounces back whenever it strikes a barrier. This
reflected sound is called echo. Sometimes reflection happens repeatedly and you
would encounter repetitions of what you have said. This repeated echo is called
reverberation. Echoes occur when a reflected sound wave reaches the ear more
than 0.1 second after the original sound wave was heard. However, if the elapsed
time between the arrivals of the two sounds is more than 0.1 second, then the
saturation of the first will have died out. In such a case, the second sound wave is
perceived as a second sound. Reverberation, on the other hand, often occurs in a
small room with height, width and length approximately 17 meters each or less. The
effect of a particular sound wave upon the brain lasts for more than a tiny fraction of
a second in fact, the human brain keeps a sound for up to 0.1 second. If the reflected
sound wave reaches the ear within 0.1 second of the initial sound, then the person
perceives the sound as a prolonged sound. That is, reverberation. Doppler Effect is
a phenomenon observed when the source of waves is moving with respect to an
observer. Take a look on illustration B. When the source approaches the observer,
there are more emitted waves on the space between the source and the observer.
This results to a higher frequency waves. Remember that higher frequency
waves result to a higher pitch sound. This means that when the police car
approaches you, you would perceive a higher pitch sound. On the other hand, when
the wave source moves away from you (observer), there are only low frequency
sound. A lower frequency sound connotes a lower pitch. Thus, when the ambulance
moves away from you, you perceive a lower pitch sound.
In illustration B, as the first tuning fork is stroked the frequency of the forced
vibration of the tuning fork matches the second tuning fork’s natural frequency, a
large increase in amplitude occurs. This is called resonance. Resonance means to
resound or sound again. Only materials that are elastic or capable of vibration
resonate. Inelastic material or those that are incapable to vibrate cannot resonate.
When the speed of the source is the same or equal to the speed of the wave it
produces, a wave barrier is produced. When the source of wave moves faster than
the speed, the crests of the waves overlap at the edges as shown in the illustration
below. The pattern made by such overlapping waves is a V-shaped wave called bow
waves, similarly, a supersonic aircraft generates a three-dimensional shock wave.
Just as bow waves are produce by overlapping circles that form V. Shock waves are
produced by overlapping spheres that form a cone. This conical shell, will sweeps
behind a supersonic aircraft, spreads until it reaches the ground. The sound heard by
people on the ground as a sharp crack is known as sonic boo

Aircraft moving at a speed of sound Aircraft moving faster than the speed of sound

https://www.physicscla

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Echo- is the bouncing back of sound wave or the reflected sound.
Reverberation- is a repeated echo
Doppler effect- is a phenomenon observed when the source of waves is
Moving with respect to an observer.
Resonance means to resound or sound again

Encircle the letter of the correct answer.

1. How will you perceive the serine of an ambulance as it approaches you?
a. It has a higher pitch, thus producing louder sound.
b. It has lower pitch thus producing lower sound
c. It has lower pitch thus producing louder sound
d. It has higher pitch thus producing lower sound.
2. The singer, Caruso is said to have made the crystal chandelier shatter with
his voice. This is a demonstration of:
a. Echo c. Resonance
b. Reverberation d. lower and higher pitch
3. When the handle of a tuning fork is held solidly against a table, the sound
become louder and the length of time the tuning fork vibrates;
a. Become longer c. cannot be heard
b. Become shorter d. remains the same
4. As you get farther and farther from a point source of wave, the wave fronts
appear___

a. Louder c. the same as they were first created

b. Flatter d. none of the above
5. An aircraft that flies faster than the speed of sound is said to be:
a. Infrasonic c. supersonic
b. Subsonic d. ultrasonic

To assess what you know after you have engaged with the lesson fill the

columns below with what you Know about the topic, what you Want to know,

and what you’ve Learned.

What I Learned? What I want to Learned more?

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Life is an echo. What you send out comes back. What you sow you reap. What

you give you get. What you see in others exists in you.

-Healthy thoughts.in-

NATURE AND PROPERTIES OF SOUND

Lesson 7:Application of sound

1. Name some application of sound waves in our daily life..

2. Recognize the importance of sound waves to the advancement of technology.

You probably have relatives and friends who live far from your place. How do
you communicate with them without traveling hundreds of kilometers or miles? What
are some ways you use to keep in touch with them?
Nowadays, there are so many devices that can be used to communicate with your
loved ones at a far distant. Letters and telegrams are the older versions of emails
and texts messages while cell phones and e-mails are the more convenient
versions of the telephones. Uses of sounds are not only confined in
telecommunications or music. Sound waves are also of great use in Industry,
medicine and even in predicting weather forecast. In this module you will explore on
some application of sound in our daily life.

Identify the terms/words that is described by each statement.

1. Means to resound or sound again.

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R

2. Aircrafts that moves faster than the speed of sound are said to be:
S

3. It is a repeated echo.
R

4. A phenomenon observed when the source of waves is moving with respect to an

observer.
D E
5. The bouncing back of sound wave.
E

Below are pictures of devices that uses sound / sound waves.

Name the device in the picture and give its use or function.
Picture Device name Use / Function
a.Weather 1 is used in navigation, forecasting weather,

detector and for tracking aircraft, ships,

submarines, and missiles.

b.Parking 2 send out radio waves which are either

sensor scattered or reflected back to the antenna.

The reflected waves are the converted into

an image, showing the location and

intensity of any precipitation in nearby

areas, rain, snow, hail, etc.

c. Ultrasound 3. Medical specialty that employs the use

of imaging to both diagnose and treat

disease visualized within the human body.

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D. Communication 4 systems use ultrasonic proximity

device detectors embedded in the front and/or

rear bumpers, to measure the

distances to nearby objects at low level

E. Sonic 5. Method of producing images

altimeter of the inside of the body.

F.Radiology

6. use to communicate at far distant

Accomplish the table below:

Device name Function/use

In the activity, you were able to discover that sounds are not only confined in
music. Sound through the emitted sound waves made our everyday life easier.
Inventions of devices that utilizes sound wave pave way to the advancement of
technology that are useful and are applied in industry, medicines and communication.
Some of these are: Radiology a medical specialty that employs the use of imaging
to both diagnose and treat disease visualized within the human body.  Sonic
Altimeter a device used to measure ocean depth and altitude of airplane. It consists

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of sound emitter and recorder that measures the time interval of the emission of
sound and the echo. Communication Devices such as cellphones, telephones, two-
way radio are essential and convenient to use in communicating with others at far
distant. The Ultrasound on the other hand is used by the Ob Gynecologists to view
the fetus activity inside the mother’s womb. It is also used to detect activities and
defects of some internal organs. In transportation, safety devices are installed by
manufacturers of car to ensure the safety of the passengers and properties. Parking
sensor uses ultrasonic proximity detectors embedded in the front and/or rear
bumpers, to measure the distances to nearby objects at low level to give warning to
the driver for the possible collision. Weather detector send out radio waves which
are either scattered or reflected back to the antenna. The reflected waves are the
converted into an image, showing the location and intensity of any precipitation in
nearby areas such as rain, and in other countries, snow, hail, etc. More application of
sound are still under study to help people live conveniently around the world.

Parking sensor uses ultrasonic proximity detectors embedded in the front and/or
rear bumpers of the cars.
Weather detector send out radio waves to detect the location and intensity of any
precipitation in nearby areas such as rain, snow, hail, etc.
Ultrasound is used by the Ob gynecologists to view the fetus activity inside the
mother’s womb.
Communication Devices use in communicating/connect with others at far distant.
Sonic Altimeter a device used to measure ocean depth and altitude of airplane.
Radiology a medical specialty that employs the use of imaging to both diagnose and
treat disease visualized within the human body. 

Tell what device could be most useful in the following situation.

1. The physician wants to ensure the condition of the fetus inside the mother’s womb.
__________________

2. The lady driver is not well verse in backup maneuvers so she planned to install a
device that could help her to do the job. She needs_________________

3. The general surgeon is not certain about the illness of his patient who is
complaining of pain from the inside of the body, so he is recommend for further
laboratory examination. He refer the patient to undergo laboratory test using:
_______________.

4. A pilot’s body and the aircraft he uses are still missing after several days of making
effort to find them. Authorities then request a device from DOST (Department of

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Science and Technology) that could help them do the job. DOST allow them to use:
__________________.

5. Ana’s father is an OFW who works abroad to earn a living. For the family to keep in
touch with each other, they usually use________________.

To assess what you know after you have engaged with the lesson fill the columns
below with what you Know about the topic, what you Want to know, and what you’ve
Learned.

What I Learned What I want to Learn more

A seed grows without a sound, but a tree falls with a huge noise. Destruction has
noise, but creation is quiet.

” Grow silently”.

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