Is it Too Loud?
Physics Lesson
Lesson Title: Is it too Loud?
Primary Author: Bryan Shumaker, STEM Coordinator, Carroll County Public Schools
Background Information
Subject:
Identify the course the unit will be implemented in.
Physics
Grade Band:
Identify the appropriate grade band for the
lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what students will
learn in the lesson. It explains the unit’s focus,
connection to content, and real world connection.
STEM Specialist Connection:
Describe how a STEM Specialist may be used to
enhance the learning experience. STEM Specialist
may be found at http://www.thestemnet.com/
9-12
45 - 90 minutes
Is it too Loud? is a STEM-centric physics lesson that allows students to explore the
concept of sound. Students will answer the complex question “is it too loud?” by using
frequency to assess auditory health. Hearing damage is permanent and exposure to
a loud noise or prolonged exposure to mid to high intensity sounds can drastically
affect the range of human hearing. The range of hearing can be a general way to
evaluate auditory health. Students will determine the range of their hearing from the
lowest frequency to the highest frequency. Students will collect data, construct
graphs, and calculate frequency to make connections to how sound is produced and
how humans perceive sounds.
A STEM Specialist may be used to in a variety of ways in this lesson. Listed below are
some suggestions:
1. Engagement – The STEM Specialist can be used to engage students in handson activities that demonstrate the relationships among the frequency,
wavelength, and speed of waves traveling in various media.
2. Exploration – The STEM Specialist can assist students determining their range
of hearing.
3. Evaluation – The STEM Specialist can be used to critique and evaluate student
products.
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 1 of 17
Is it Too Loud?
Physics Lesson
Enduring Understanding:

Identify discrete facts or skills to focus on larger
concepts, principles, or processes. They are
transferable - applicable to new situations within or
beyond the subject.

Essential Questions:
Identify several open-ended questions to provoke
inquiry about the core ideas for the lesson. They are
grade-level appropriate questions that prompt
intellectual exploration of a topic.


Background Information
Frequency is a property of sound that defines the number of vibrations per
second and determines the property of pitch.
The range of hearing can deteriorate over time and can be damaged
permanently.
How can frequency be used to evaluate the health of the human auditory
system?
How is period related to frequency for a vibrating object?
Students will be able to:
 plan and carry out investigations to determine the mathematical relationships
Student Outcomes:
Identify the transferable knowledge and skills that
among wave speed, frequency, and wavelength.
students should understand and be able to do when

collect and analyze data to determine the highest and lowest frequency they
the lesson is completed. Outcomes must align with
can hear.
but not limited to Maryland State Curriculum and/or
national standards.
 communicate how human hearing varies and offer solutions to how to evaluate
and maintain a healthy auditory system using the language of physics.
Audience:
☒Peers
☒Experts /
Product, Process, Action, Performance,
etc.:
Practitioners
Students will create a public service announcement, video, poster,
Identify what students will produce to
☒Teacher(s)
or argumentative writing sample discussing how human hearing
demonstrate that they have met the challenge,
varies
and
offer
solutions
to
how
to
evaluate
and
maintain
a
☐School
learned content, and employed 21st century
Community
skills. Additionally, identify the audience they will healthy auditory system using the language of physics.
present what they have produced to.
☐Online
Community
☐Other______
Next Generation Science Standards:
HS-PS4 Waves and Their Applications in Technologies for Information
Standards Addressed in the Unit:
Transfer
Identify the Maryland State Curriculum Standards
and/or national standards addressed in the unit.
HS-PS4-1 Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves traveling
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 2 of 17
Is it Too Loud?
Physics Lesson
Background Information
in various media.
Core Learning Goal 5: Concepts of Physics
Expectation 5.4 The student will explain and demonstrate how vibrations and
waves provide a model for our understanding of various physical phenomena.
Indicator 5.4.2 The student will describe wave characteristics using both
diagrams and calculations.
Maryland Common Core Reading Standards for Literacy in Science and
Technical Subjects
RST.11-12.7 – Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as
in words) in order to address a question or solve a problem.
Equipment:
 Frequency generator or online frequency generator
 Data acquisition platform with microphone (for example Vernier, Pasco, etc.)
 Dog whistle
 Computers/internet
 Projector
Websites*:
Suggested Materials and Resources:
Identify materials needed to complete the unit. This
includes but is not limited to websites, equipment,
PowerPoints, rubrics, worksheets, and answer keys.
A great resource that details OSHA regulations related to sound exposure can be
found at: http://www.gcaudio.com/resources/howtos/loudness.html
Free online frequency generators :
 http://www.audionotch.com/app/tune/
 http://www.youtube.com/watch?v=4G60hM1W_mk
 http://www.youtube.com/watch?v=bWpSePfbTxc&feature=related
 http://www.starkey.com/hearing-loss-and-treatment/identify-hearingloss/Online-Hearing-Test
 http://onlinetonegenerator.com/
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 3 of 17
Is it Too Loud?
Physics Lesson
Background Information
Sites to learn more about waves:
 Waves: http://phet.colorado.edu/sims/wave-on-a-string/wave-on-astring_en.html
 Interactive Sound Ruler:
http://www.nidcd.nih.gov/health/education/decibel/pages/decibel.aspx
 Sound Sketch Tool: http://illuminations.nctm.org/ActivityDetail.aspx?id=36
 Dynamics of a Sound Wave:
http://illuminations.nctm.org/ActivityDetail.aspx?id=37
* Throughout the lesson, students are linked to online resources in order to conduct research. The sites have been
chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing
the activities to students and adhere to their school system’s policy for internet use.
People, Facilities:
 Location or student stations to record sound
 STEM Specialist
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
 Teacher Resource 1 – How to Determine Frequency PowerPoint
 Student Resource 1: Frequency Exploration Worksheet (this frequency
worksheet is applicable to any data acquisition device)
 Student Resource 1A: Frequency Exploration Worksheet for Venier Probes
(this resource contains step by step directions for obtaining frequency data
using the Vernier probe
 Student Resource 2 – Sample Data for 9000Hz
The following data requires the Vernier probe software to view:
 Student Resource 2A – Sample Data for 9000Hz
 Student Resource 2B – Sample Data for 1500Hz
 Student Resource 2C – Sample Data for 1000Hz
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 4 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Details
Scientific and Engineering
Practices
☒Asking questions (for science)
and defining problems (for
engineering)
☐Extension
Frequency generator or free frequency generators online.
 http://www.audionotch.com/app/tune/
 http://www.youtube.com/watch?v=4G60hM1W_mk
 http://www.youtube.com/watch?v=bWpSePfbTxc&feature=related
 http://www.starkey.com/hearing-loss-and-treatment/identify-hearingloss/Online-Hearing-Test
☐Evaluation
Preparation:
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☒Engagement
☐Exploration
☐Explanation
Materials:



Schedule time for students in the computer lab or schedule use of
mobile computer cart if students are using the online frequency
generators. Headphones may be helpful if using online frequency
generators.
Create know – wonder - learn charts for students or provide students
with sheets of paper to create their own know- wonder - learn charts.
Provide copies of the OSHA Permissible Noise Level Exposures for
each table team or project the chart on the screen for table teams to
review.
Facilitation of Learning Experience:
Ask students:




Have you ever been to a concert?
Do you enjoy listening to loud music?
What effect do you think listening to loud music or going to a
concert may have on your hearing?
Did you know that there are guidelines to sound exposure?
☐Developing and using models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 5 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Scientific and Engineering
Practices
Details
Have students review the OSHA Daily Permissible Noise Level Exposure
chart. Students can discuss as a table team and create a know - wonder –
learn chart related to the questions above and the information in the chart.
OSHA Daily Permissible Noise Level Exposure
Hours per day
Sound level
8
90dB
6
92dB
4
95dB
3
97dB
2
100dB
1.5
102dB
1
105dB
.5
110dB
.25 or less
115dB
*OSHA – Occupational Safety & Health Administration
Students will take a form of a hearing test by playing a range of frequencies
to determine their range of hearing. This can be done with one of the online
links listed below. Most physics teachers will likely have access to a
frequency generator. Teachers may choose to produce a variety of
different frequencies for students to qualitatively determine the high and low
end of the frequencies that they can hear. Teachers will need to increase
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 6 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Scientific and Engineering
Practices
the high frequencies in some increment that is consistent (perhaps 1,000
hertz at a time). Students will record the highest and lowest frequency they
can hear.
The links below are a variety of different free frequency generators online.
The first link is recommended because it allows teachers to play any tone
between 1 and 22,000 hertz by typing in the desired tone.




http://www.audionotch.com/app/tune/
http://www.youtube.com/watch?v=4G60hM1W_mk
http://www.youtube.com/watch?v=bWpSePfbTxc&feature=related
http://www.starkey.com/hearing-loss-and-treatment/identify-hearingloss/Online-Hearing-Test
The teacher will prompt students to observe (and potentially take notes)
related to any or all of these questions.
 Do you think we will all hear the same things?
 Where there some frequencies that seemed louder than others?
 What was the lowest frequency you could hear?
 What was the highest frequency you could hear?
 Where there some frequencies that were bothersome? Which one?
 Would the results of this test be different for people with different
jobs, habits, or ages? Explain your answer.
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 7 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Details
Scientific and Engineering
Practices
Materials:



Online tone generators http://www.audionotch.com/app/tune/
Data acquisition device
Student Resource 1: Frequency Exploration Worksheet (this
frequency worksheet is applicable to any data acquisition device)
 Student Resource 1A: Frequency Exploration Worksheet for Venier
Probes (this resource contains step by step directions for obtaining
frequency data using the Vernier probe)
 Student Resource 2 – Sample Data for 9000Hz
The following data requires the Vernier probe software to view:
 Student Resource 2A – Sample Data for 9000Hz
 Student Resource 2B – Sample Data for 1500Hz
 Student Resource 2C – Sample Data for 1000Hz
Preparation:

Provide students with copies of the Frequency Exploration
Worksheet.
 Provide student teams with a data acquisition device.
 If using the online tone generator schedule time for students to use
the computer lab or schedule use of mobile computer cart.
Facilitation of Learning Experience:
Part 1 - Students will determine the highest and lowest frequency they can
hear by using one of the online tone generators
http://www.audionotch.com/app/tune/. Students may work well in small
teams where one student varies the tones or pitches while the other
student is unable to see the numeric value of the tone being produced.
☐Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☒Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 8 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Scientific and Engineering
Practices
Teachers may also choose to use the data from the engagement
because the classroom will get noisy with small teams. This data is
only needed for one student. However, students will likely enjoy comparing
differences between the teams if time exists. Students will record the
numerical value for the highest and lowest sound they could hear.
Part 2 - Students will explore looking at the data from different frequencies.
They will use 3 different frequencies of their own choosing between the
range of 400 and 4000 hertz and collect a sound level versus time graph.
A student sheet is available for parts 2 and 3. Additionally, 3 sample
graphs are available for teachers who are unable to use a data acquisition
system.
Student Resource 1: Frequency Exploration Worksheet (this frequency
worksheet is applicable to any data acquisition device)
Student Resource 1A: Frequency Exploration Worksheet for Venier Probes
(this resource contains step by step directions for obtaining frequency data
using the Vernier probe)
Part 3 - Students will use some form of data acquisition devices to collect
information related to the highest frequency they can hear. For example,
the Vernier microphone can be held up to a computer or sound generator.
Students should repeat playing this sound. Students will then analyze the
graph to determine the highest (and/or lowest) sound that they can hear. If
the teacher does not have microphones for data acquisition sample data
sets are attached.
Student Resource 2 – Sample Data for 9000Hz
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 9 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☐Exploration
☒Explanation
☐Extension
☐Evaluation
Details
The following data requires the Vernier probe software to view:
 Student Resource 2A – Sample Data for 9000Hz
 Student Resource 2B – Sample Data for 1500Hz
 Student Resource 2C – Sample Data for 1000Hz
Materials:


Teacher Resource 1 – How to Determine Frequency PowerPoint
Projector connected to a computer
Preparation:

Schedule time for students in the computer lab or schedule use of
mobile computer cart.
Facilitation of Learning Experience:
The time that it takes to produce one vibration is called the period. By
looking at the graph it should be simple to determine the time for one
complete vibration by looking at the time for one full cycle (or vibration). Be
advised that this time will likely be quite small. It might be listed in
milliseconds or microseconds. A sample of the data might appear as
shown below:
Scientific and Engineering
Practices
☐Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☒Analyzing and interpreting
data
☒Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☐Obtaining, evaluating, and
communicating information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 10 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Scientific and Engineering
Practices
The frequency can be directly calculated from the period. The frequency is
calculated by taking the reciprocal of the period in seconds. The frequency
is the number of events per second in this case the number of vibrations
per second. The specific unit for measuring frequency is hertz which is
equal one vibration per second. Students might need to revisit or do
calculations from their exploration after a discussion and example of how to
determine frequency using the graphs. Use the PowerPoint below to
discuss how to determine frequency with your class.
Teacher Resource 1 – How to Determine Frequency PowerPoint
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 11 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
Details
Scientific and Engineering
Practices
Students might also engage in a discussion of precision and how this
related to the lesson. While students are determining the frequency by
determining the time for one event since the events are occurring in such a
small time period any minute error in estimating the time for one event
could cause a discrepancy in the frequency determination.
☐Engagement
☐Exploration
☐Explanation
☒Extension
☐Evaluation
Students might reflect on whether it is best to find the time for one vibration
or ten vibrations and if that changes the result that they determine for the
frequency.
Facilitation of Learning Experience:
1.) Blow a dog whistle or some other high frequency device above the
threshold of human hearing. Ask students to create an investigation
that provides evidence that the device is or is not vibrating and
creating sound. Here is a video with a 60,000 hertz sound being
generated
http://www.youtube.com/watch?v=P00lPUfjtH8&feature=fvwrel
2.) An alternative extension would be for students to research the
range of hearing for a variety of different animals. How have
different animals adapted to use different ranges of hearing for
survival and or communication?
3.) Another alternative would be for students to either create an
experiment or investigation related to the top range (frequency) of
hearing as a function of age. Students would use the online
frequency generator to test a variety of people they know to collect
data. Students would use a mean score for persons of similar ages.
If the entire class performed the experiment students could compare
☐Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☒Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 12 of 17
Is it Too Loud?
Physics Lesson
Learning Experience
5E Component
Identify the 5E component
addressed for the learning
experience. The 5E model
is not linear.
☐Engagement
☐Exploration
Details
the validity of the results and discuss the number of subjects tested.
Students could graph and use software or graphing calculators to
find the line of best fit for their data. Students could also look for
mathematical trends in the data. Is it linear, quadratic, natural log,
exponential. Do groups follow the same trends or does some data
between students or groups vary
Materials:


Tuning fork with known frequency.
Data acquisition system.
☐Explanation
Facilitation of Learning Experience:
☐Extension
Students will be given a tuning fork (or an unknown recording) that is not
labeled or has the frequency covered with tape and need to use a data
acquisition system to determine the frequency by a process similar process
followed during the exploration.
☒Evaluation
Students will create a public service announcement, video, poster, or
argumentative writing sample discussing how human hearing varies and
offer solutions to how to evaluate and maintain a healthy auditory system
using the language of physics.
Scientific and Engineering
Practices
evidence
☐Obtaining, evaluating, and
communicating information
☐Asking questions (for science)
and defining problems (for
engineering)
☐Developing and using models
☐Planning and carrying out
investigations
☐Analyzing and interpreting
data
☐Using mathematics and
computational thinking
☐Constructing explanations (for
science) and designing
solutions (for engineering)
☐Engaging in argument from
evidence
☒Obtaining, evaluating, and
communicating information
This lesson was developed through a collaboration with the Maryland Business Roundtable for Education and the Maryland State
Department of Education Office of STEM Initiatives.
Page 13 of 17
Name _______________________________________________
Date ________________________________________________
My Hearing Test: Exploring Frequency
Objective: To explore listening to different frequencies. To calculate the frequency of a sound through
determination of the period. To analyze a graph of the highest frequency sound a person can hear
Procedure:
Collect data for three different sounds between the range of 400 to 4000 hertz using a data acquisition
system
It is recommended that students collect data for 0.01 seconds for all trials, however, any consistent time
will allow for comparison.
Students may use a frequency generator, online frequency tone source, or tuning forks as the source for
their sound.
How were the graphs you observed different for the three tones you examined?
Describe any trends or patterns you observed in the graphs?
Create a sketch of the three pitches you examined:
The lowest frequency I could confirm hearing was ____________________ hertz.
The highest frequency I could confirm hearing was ____________________ hertz.
Show the calculation for how you determined the frequency of your high end hearing from data on the
graph.
Name _______________________________________________
Date ________________________________________________
My Hearing Test: Exploring Frequency
Objective: To explore listening to different frequencies. To calculate the frequency of a sound through
determination of the period. To analyze a graph of the highest frequency sound a person can hear
Procedure:
1.
2.
3.
4.
5.
6.
7.
Connect the microphone to the Vernier data acquisition system and turn on power
Goto Data Collection in the Sensors menu.
Set the rate at 10,000 samples/sec.
Set the duration 0.01 seconds
Play a sound between 400 and 4,000 hertz and then press the green arrow to collect data.
Save the data so it can be compared with other sounds
Repeat this process for two other sounds
How were the graphs you observed different for the three tones you examined?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Describe any trends or patterns you observed in the graphs?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Create a sketch of the three pitches you examined:
The lowest frequency I could confirm hearing was ____________________ hertz.
The highest frequency I could confirm hearing was ____________________ hertz.
1.
2.
3.
4.
5.
6.
7.
8.
Data:
Connect the microphone to the Vernier data acquisition system and turn on power
Goto Data Collection in the Sensors menu.
Set the rate at 100,000 samples/sec.
Set the duration 0.005 seconds
Play the sound that is the highest frequency you are able to hear.
Determine the time for 10 wave cycles (vibrations) from the graph. Record below.
Determine the time for 1 wave cycle using the information from procedure 6.
Determine the frequency of your top end hearing by taking the reciprocal of the period
Time for 10 wave cycles = _______________________________________
Time for 1 wave cycle= _________________________________________
Frequency from the graph=______________________________________
How close was your frequency calculation to the expect value that you played into the microphone?
________________________________________________________________________________
What is a reason that the values do not exactly agree?
________________________________________________________________________________
________________________________________________________________________________