TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

E Breakdown of Topic and Targeted F Targeted Support per Sub-topic

Support Offered

TOPICS 8 & 9
A. DISTINGUISHING BETWEEN LONGITUDINAL AND
• Please note that this booklet does not address the full topic – only targeted support TRANSVERSE WAVES
related to common challenges is offered.
• For further guidance on full lesson planning, please consult CAPS, the NECT Planner &
Tracker and the textbook. INTRODUCTION

TIME SUB-TOPIC CAPS PAGE TARGETED SUPPORT OFFERED

Transverse waves are relatively easy to recognise from a diagram as they look like sine
ALLOCATION NUMBER waves, which the learners learn about in mathematics. Longitudinal waves are difficult to
represent as a diagram because the motion of the particles is parallel to the motion of the
1h Longitudinal waves 27-28 Distinguishing between transverse and
longitudinal waves. wave.
1h Pitch, loudness, 28 a. The relationship between pitch and Mechanical waves require a medium in which they transmit energy. Mechanical waves
quality (tone) frequency. set the particles of the medium into vibration to transmit energy. Longitudinal waves are
b. The relationship between the
loudness of sound and the mechanical waves. Some transverse waves are able to move through a medium and others
amplitude of a sound wave. can move through a vacuum, as well as through a medium.
2h Sound waves 28 a. Common misconceptions related to
sound. CONCEPT EXPLANATION AND CLARIFICATION
b. Echoes and technological
applications of echoes.
When demonstrating a longitudinal wave in a spring, attach a few coloured ribbons or
1h Ultrasound 28 a. The difference between sonar and pieces of cloth to the coils of the slinky, and tell the learners to describe the motion of the
radar, and ultrasound and x-rays.
coloured ribbons. The ribbons move forwards and backwards about their rest positions.
They do not move along the entire length of the slinky; just forwards and backwards about
their rest positions.
To represent a longitudinal wave in a slinky we draw the positions of the coils as a series of
lines or dots. We start with the coils as they are in their rest positions – all equally spaced –
in a horizontal line.
When the wave is generated in the spring, the coils shift from their rest positions to form a
series of compressions and rarefactions.

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 particles (c
0,0

Displacem
5.4 P
-1,0 Distance travelled
5.5 Q
by the pulse (cm)
-2,0

5.2 Direction of disturbance is left and right (or up and down) along the y-axis.

TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

PAGE 178

INTRODUCTORY LEVEL QUESTIONS

a. These are the basic calculations that learners will be required to perform at this
stage in the topic.

TOPICS 8 & 9
b. Their purpose is to familiarise the learners with terminology.

How to tackle these questions in the classroom:

• Learners must copy the questions and then answer them in their workbook.
• After a short time, work through these examples with learners.
• Explain each step of the answer to the learners as you complete it on the
chalkboard.
• Learners must ensure that they have correct copies of the answers to the questions
in their workbooks.

The graph of displacement of particles of the medium against time looks like the graph of
displacement of particles against time for a transverse wave. But the displacement of the 1. A wave is generated in a rope by pushing the free end of the slinky forwards and
particles of a longitudinal wave is in the direction parallel to the direction of propagation of backwards along the length of the slinky. The wave travels along the slinky to a fixed
the longitudinal wave. end.

To find the amplitude of vibrations you measure the maximum displacement (change in Draw a diagram of the wave as it travels along the slinky. Label the following:
position) of the particles from their rest positions. In the diagram above, the 2nd particle is 1.1 the direction of propagation of the wave.
displaced 0,7 units to the right, and the 3rd particle is displaced 1,0 units to the right, and so
on. 1.2 the direction of disturbance of the particles of the slinky.

The wavelength of a longitudinal wave consists of the length from the beginning of a 1.3 a compression.
compression to the beginning of another compression, or the beginning of a rarefaction 1.4 a rarefaction.
to the beginning of another rarefaction. However, it is difficult to measure the wavelength
1.5 the wave length.
in this manner because it is difficult to know where the compression (rarefaction) started.
So, it is easiest to measure the wavelength of a longitudinal wave from the middle of a
compression to the middle of the next successive compression. Solution
1.1 Direction of propagation of the wave
Longitudinal waves are mechanical waves. They can only be transmitted through a medium.
1.2 Direction of disturbance
The particles of the medium are displaced from their rest positions parallel to the direction
of propagation of the longitudinal wave. particles of the slinky

Transverse waves can be transmitted through a vacuum and/or through a medium. 1.3 Compression 1.4 Rarefaction
Electromagnetic waves are transverse waves that can be transmitted in a vacuum. The 1.5 Wavelength
transverse waves which are generated in a rope or a slinky are mechanical waves since they
travel through a medium.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

2. Distinguish between a transverse and a longitudinal wave, and explain how you can
demonstrate their differences using a long spring (slinky). CHALLENGE LEVEL CALCULATIONS
a. Now that learners have mastered the basic terminology, they are ready to deal with
Solution more challenging questions.

TOPICS 8 & 9
A transverse wave is generated (produced) when the movement of the disturbance is
b. These questions require learners to use the wave equation and to apply the formula
at right angles to the direction in which the wave travels. When the spring is jerked
which relates period and frequency.
at right angles to its length, the wave travels along the rope – the wave moves at right
angles to the direction of the vibrations (disturbance). c. The problems may also require the learners to manipulate a formula to change the
subject of the formula.
A longitudinal wave is generated when the movement of the disturbance is parallel to
the movement of the wave. Push the spring along its length, then pull it backwards to
How to tackle these questions in the classroom:
stretch it. The disturbance is forwards and backwards along its length. The wave travels
forwards along the spring to the other end of the spring. • Work through these examples with learners.
• Tell learners that this is a more challenging version of what they have been doing.
3. 3.1 Define a compression and a rarefaction of a longitudinal wave. • Write the first example on the chalkboard.
• Ask learners to look at the example and see if they can work out what must be
3.2 Explain why the wavelength of a longitudinal wave is measured from the centre of
done / what is different.
one compression to the next successive compression.
• Discuss learners’ ideas, and ask probing questions to extend their answers.
3.3 Explain how you can increase the amplitude of a longitudinal wave in a spring. • Try to be positive in these interactions, to encourage critical thinking and
questioning.
Solution • Ensure that learners copy down the questions and answer them correctly in their
3.1 A compression is a region of a longitudinal wave where the particles are closest workbooks.
together. A rarefaction is a region of a longitudinal wave where the particles are
farthest apart from each other.
4. A longitudinal wave has a frequency of 20 Hz and a wavelength of 50 cm.
3.2 It is easier to estimate the middle of a compression than to estimate the beginning
4.1 Calculate its period.
and ending of a compression and rarefaction, so the wavelength is measured from
the centre of the compression to the centre of the next compression. This includes 4.2 Calculate its speed.
the length of one whole compression and one whole rarefaction – that is the length
4.3 If the frequency of vibration is doubled, how are the following quantities affected?
of one complete wave.
Briefly justify your answers.
3.3 The amplitude of a wave depends on the amount of energy it received from the
vibrations. To increase the amplitude of a longitudinal wave on a spring push the a. The period
coils together with more force and stretch the coils apart with more force – giving b. The speed
the vibrations more energy – and the waves a greater amplitude. c. The wavelength

Solution
4.1 1
T= f
1
= 20
= 0, 05 s
Unit for answer.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

4.2 v = fm B. COMMON MISCONCEPTIONS RELATED TO SOUND

= 20 # 0, 50
= 10 m.s -1
Unit for answer. INTRODUCTION

TOPICS 8 & 9
1 1
4.3 a. The period is halved. T = Some misconceptions with regards to sound are listed below.
f = 40 = 0, 025 s
b. The speed remains the same (is constant). Speed depends on the characteristics • Air moves with the sound from the source to our ears.
of the medium – and the wave travels through the same medium therefore the • Sound can only travel through air.
speed remains constant. • Sound is like light in that it cannot travel through opaque objects.
c. The wavelength is halved because v = fm . When f doubles, λ halves. • The pitch and loudness of sounds are confused.
• When an object is struck with greater force the pitch of its sound is higher.
• The pitch of a sound is lowered as the sound dies out.
KEY TEACHING
• Sound travels faster through gases than through solids.
a. In these more challenging examples, learners must manipulate the data and/or change
the subject of the formula, to solve for frequency, period, speed or the wavelength. CONCEPT EXPLANATION AND CLARIFICATION
b. It is often easier for learners to substitute the values into the equation first, for example: Sound is a pressure wave which the human ear can detect. A sound wave is a longitudinal
v = fm wave which is set up by the particles of air vibrating about their rest positions as
compressions and rarefactions. To set the particles of air into vibration, there must be a
c. Once learners have done this, they should then change the subject of the formula.
vibrating source e.g. the membrane of a drum vibrates when it is struck with a drumstick.
Compressions coincide with regions of high pressure; rarefactions are regions of low
CHECKPOINT pressure.

At this point in the topic, learners should have mastered: Sound is a mechanical wave. It must travel through a material medium. Sound can travel
through solids, liquids and gases. Dolphins at sea communicate with one another by
1. the terminology associated with longitudinal waves.
making sounds. Their sounds travel through water as pressure waves move from one
2. the manipulation of the equation v = fm to calculate one of the other variables in dolphin to the others.
the equation.
Let the learners listen to sounds through their wooden desks or a table. Place the ear on the
1 1
3. the calculation of period or frequency using f = T and T = f . surface of the table, and knock the table top with a pencil. The learners will hear the sound
through the air with one ear, and the sound through the wood with the other ear. Therefore,
4. the differences between transverse and longitudinal waves.
sound travels through air, liquids and solids.
Topics 8 and 9 from the Resource Pack: Longitudinal Waves and Sound Worksheet: The speed of the sound waves changes as it moves from one medium to another. Sound
Questions 1–9. (Pages 56–57). travel fastest through solids. This is also a challenging idea for learners who believe that
because “air is thinner it forms less of a barrier to sound” and thus allowing sound to
• Check learners’ understanding by marking their work with reference to the
travel faster in air. To deconstruct this misconception, repeat the demonstration of the
marking guidelines.
longitudinal wave – or discuss the movement of the particles of the medium. The particles
• If you cannot photocopy the marking guidelines for each learner, make three
set their adjacent particles into motion. In air, there are large spaces between the particles
or four copies of the marking guidelines and place them on the walls of your
– it takes a longer time to set the adjacent particles into motion than it does for particles
classroom.
which are closer together, as they are in solids or liquids. You may want to explain that, if
• Allow time for feedback.
you are walking along a train track and you wish to know whether a train is approaching,
• Encourage learners to learn from mistakes they make.
place your ear to the train track. You will hear the sound of the train through the solid
track before you hear the sound through the air, as sound travels faster through solids than
through gases.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

Be aware that some learners may have very fixed ideas of sound travelling in the space equals
between the particles! They may say something like “sound travels between the particles
and bumps into the next particle”. Take the learner back to the notion that sound is a Angle of Angle of
vibration – and discuss the way in which particles of the medium vibrate in a longitudinal Incidence Reflection

TOPICS 8 & 9
wave.
A note with a high pitch has a higher frequency than one of lower pitch. High frequency
vibrations generate higher pitched sounds. A typical example of high frequency vibrations Incident Ray Reflected Ray
is the high-pitched scream of a jet engine before take-off. And lower pitched sounds such as
the sound of a jackhammer breaking up a tar road or a cement pavement.
Loudness is related to the amplitude of the sound. Its related to the amount of energy of the
vibrations. A child is aware from an early age that it takes much more energy to shout to his Echoes occur when there is more than a 0,1s delay between the “heard” sound and the
friends than it does to whisper. “repeated” sound. If the delay is greater than 0,1 s the human ear hears two distinct sounds.
It takes that minimum amount of time (of 0,1 s) because the brain holds the original sound
When an object such as a drum is struck it vibrates with its natural resonant frequency, so
in memory for 0,1 s – we cannot distinguish two distinct sounds in less time. The two
the sound that it emits has a certain pitch. If the object is struck harder, the pitch remains
sounds will sound like one prolonged sound.
the same (it’s the same object that is being struck), but the amplitude of the sound increases.
The sound is louder. Echoes are used in many applications – ultrasound, depth sensing, sonar – and in nature by
bats for navigation.
As sounds die away they do so due to their energy being dispersed through the air or the
medium in which they are travelling. The amplitude of the sound decreases as the sound When calculating how long it takes for an echo to return to a listener, we take into account
dies away – the pitch remains the same because the sound is caused by vibrations of the that the distance travelled by the sound and its echo is twice as far as the reflecting surface.
same frequency.

INTRODUCTORY LEVEL QUESTIONS

C. ECHOES AND TECHNOLOGICAL APPLICATIONS OF a. These are the basic calculations that learners will be required to perform at this
ECHOES stage in the topic.
b. Their purpose is to familiarise the learners with the terminology and equation, but
INTRODUCTION not to change the subject of the formula when calculating.
Learners should be familiar with the phenomenon of reflection from the content which
How to tackle these questions in the classroom:
they covered in Grade 9. It would be a good idea to refresh their memories at this stage.
• Learners must copy the questions and then answer them in their workbook.
CONCEPT EXPLANATION AND CLARIFICATION • After a short time, work through these examples with learners.
• Explain each step of the answer to the learners as you complete it on the
Reflection occurs when the sound wave hits a boundary and its direction is changed so that
chalkboard.
the angle of incidence is equal to the angle of reflection. If the angle of incidence is zero, the
• Learners must ensure that they have correct copies of the answers to the questions
sound wave returns along its original path.
in their workbooks.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

1. When plucked a guitar string emits a sound with a frequency of 256 Hz. The wavelength b. Dolphins hear sounds through the water. They have an elaborate system of
of the sound is 1,33 m. When the tension of the string is tightened, the guitar string communication and they rely on the pressure waves carried through water.
vibrates with a frequency of 300 Hz.
c. The classic experiment of an electric bell ringing in a bell jar, from which the air
Calculate the speed of sound in air.

TOPICS 8 & 9
1.1 is evacuated, demonstrates that sound cannot travel through a vacuum. Other
1.2 When the tension of the string is tightened, how are the following properties of the means of explaining that sound cannot travel through a vacuum are to state that
sound wave affected? sound waves are mechanical waves – they always require a medium through
which to propagate.
a. The pitch of the sound
b. The speed of the sound 3. A ship on the surface of the water sends a signal down to measure the depth of a shoal
c. The wavelength of the sound of fish which are located beneath it. The signal returns 4 s later. The speed of sound in
water is 1 450 m∙s−1. At what depth below the ship are the fish?
Solution
Solution
1.1 v = fm Choose the appropriate formula
t = 4 s Time taken to travel down to the fish and back again.
  = 256 # 1, 33 Substitute the values
Distance = speed × time Use the appropriate formula
  = 340, 48 m∙s−1 Calculate the answer. Insert SI units.
= 1 450 × 4 Substitute the values
1.2 a. The frequency of the sound increases, therefore its pitch increased.
= 5 800 m Calculate the answer
b. The speed of sound remains constant.
Depth = ½ × distance The question asked for depth (not total distance travelled)
c. Since v = fm and v remains constant while f increases, the wavelength λ must
= ½ × 5 800 Substitute the values
decrease.
= 2 900 m Calculate the answer. Insert the SI units.
2. 2.1 State two characteristics of longitudinal wave motion.

2.2 Give evidence from everyday experience or facts that support the answer that:
a. sound travels through solids. CHALLENGE LEVEL CALCULATIONS

b. sound travels through water. a. Now that learners have mastered the basic calculations, they are ready to deal with
more challenging questions.
c. sound cannot travel through a vacuum.
b. These questions require learners to manipulate the equation to change the subject
Solution of the formula.
2.1 The particles of the medium move parallel (along) the direction of wave travel
How to tackle these questions in the classroom:
(propagation).
The particles of the medium vibrate about their rest positions; the energy of the • Work through these examples with learners.
wave moves forward. • Tell learners that this is a more challenging version of what they have been doing.
The wave is a periodic motion. (The wave form is repeated again and again at • Write the first example on the chalkboard.
regular repeated intervals). • Ask learners to look at the example and see if they can work out what must be
done / what is different.
2.2 a. We can hear sounds through solids e.g. in a table top. In Western movies of the
• Discuss learners’ ideas, and ask probing questions to extend their answers.
1950’s cowboys or Indians put their ears to the train tracks to hear if the train
• Try to be positive in these interactions, to encourage critical thinking and
was coming. Sound travels faster in solids than it does in air. The sound of the
questioning.
train on the tracks would be heard earlier through listening to the sounds in the
• Ensure that learners copy down the questions and answer them correctly in their
tracks than it would be heard through the air.
workbooks.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

4. A longitudinal wave with a wavelength of 3 cm travels through air at a speed of Solution

330 m∙s-1. This problem includes analysis and interpretation of data, as well as calculations.
4.1 Calculate the frequency of this vibration. 5.1 a. At 15°C the speed of sound is 1 462 m∙s-1.

TOPICS 8 & 9
4.2 Can a person with a normal range of hearing hear the sound of this wave? Explain
b. At 20°C the speed of sound is 1 482 m∙s-1.
briefly.
5.2 The speed of sound increases when the temperature increases.
Solution
PAGE NB. The graph is not a straight-line graph. It is incorrect to say that the speed of
4.1 v = fm 175 Choose the appropriate formula. sound is directly proportional to the temperature.
330 = f # 0, 03 Convert and substitute the values. Some learners may answer that “as the temperature is increased by 5°C the speed of
330 sound increases, but by a smaller amount every 5°C.” This is actually the best way
f = 0, 03 Change the subject of the formula. to describe the relationship – but at this early stage of physics, we can be content to
= 11 000 Hz Calculate the answer. Insert SI units. accept the first simple statement as sufficient.
total distance
4.2 Yes. The range of human hearing is from 20 Hz to 20 000 Hz, and this frequency fits 5.3 v= time Choose the appropriate formula.
within that range. 1 000
1 462 = time Substitute the values.
1 000
5. The speed of sound depends on temperature. The graph below shows the variation Time = 1 462 Change the subject of the formula.
of the speed of sound with temperature for pure distilled water. Study the graph and
Page
= 0, 684 s Calculate the answer. Insert the SI units.
answer the185
questions which follow.
5.4 Refer to the graph and extend the trendline to include 30°C.
Page 185
The graph should show the speed is about 1 500 m∙s-1 at 30°C.

5.1 Determine the speed of sound at ….

15°C and
20°C.
5.2 Write a general statement describing the relationship between the speed of sound
and the temperature of the water.
5.3 Calculate how long it takes for sound to travel 1 000 m in water at 15°C.
5.4 Estimate the speed of sound at 30°C.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

KEY TEACHING The person on the other side of the door only hears part of the vibrations when someone
a. In these more challenging examples, learners must manipulate the data and/or change knocks on a solid wooden door, because a small portion of the sound is absorbed by the
the subject of the formula, to solve for distance, speed or time. material of the door. Some of the sound is reflected from the door – it never reaches the
listener inside the house. Most of the sound is transmitted from the solid door into the air
Learners must also interpret information from tables and/or graphs.

TOPICS 8 & 9
b.
on the other side of the door.
c. It is often easier for learners to substitute the values into the equation first, for example:
Ultrasound technologies make use of the fact that sound waves are absorbed, reflected and
distance
v = time or v = fm transmitted when they meet boundaries. X-rays make use of the absorption, reflection and
d. Once learners have done this, they should then change the subject of the formula. transmission of electromagnetic radiation when X-rays meet boundaries.

CONCEPT EXPLANATION AND CLARIFICATION

CHECKPOINT Ultrasound technologies use sound waves of frequency higher than 20 kHz but less than
At this point in the topic, learners should have mastered: 100 kHz (beyond the range of human hearing). A transducer sends ultrasound waves into
1. calculating speed, wavelength and/or frequency. the body and receives echoing sound waves. (A transducer is any device which is able
convert one form of energy into another form).
2. manipulating the equation v = fm to calculate one of the other variables in the
equation. The sound waves bounce off internal organs, fluids and tissues. The receiver in the
transducer records tiny changes in the pitch and direction of the sounds. These changes are
3. calculating distance, speed of sound, or time when working with echoes. displayed on a computer monitor as a real-time picture of the internal organs. The pictures
Topics 8 and 9 from the Resource Pack: Longitudinal Waves and Sound Worksheet: are used to diagnose the causes of pain, swelling and infection in the body, and to examine
Questions 10–13. (Pages 57–58). the development of a foetus in pregnant women. Ultrasound can also be used to guide
surgeons during operations, to diagnose heart conditions and to assess damage after a heart
• Check learners’ understanding by marking their work with reference to the attack.
marking guidelines.
• If you cannot photocopy the marking guidelines for each learner, make three Ultrasound makes use of high frequency sound waves (pressure waves). Ultrasound
or four copies of the marking guidelines and place them on the walls of your waves are longitudinal waves. There is no ionising radiation associated with ultrasound
classroom. technology.
• Allow time for feedback. X-ray technologies use small amounts of high energy electromagnetic radiation to penetrate
• Encourage learners to learn from mistakes they make. the body. X-rays are transverse waves. They can travel through a vacuum, and through
media. In a similar way to ultrasound waves, X-rays are sent by a transducer into the body
and received by it when they are reflected off dense tissues. A computer monitor builds
a real-time picture of the organs, and these pictures are used in diagnosis of fractures or
D. THE DIFFERENCE BETWEEN SONAR AND RADAR, AND abnormalities of dense tissues such as bone or air-filled tissues such as lungs. Ultrasound
ULTRASOUND AND X-RAYS. imaging is unable to produce images of these tissues.
The level of radiation exposure from an X-ray is considered safe for most adults but it is
INTRODUCTION unsafe for a developing baby. Pregnant women should not be diagnosed using X-rays.
When sound waves meet a boundary e.g. sound travels from a solid to the air when Both technologies are non-invasive (no needles or injections are required during the
someone knocks on the door, three things happen to the energy of the sound: procedures). Ultrasound is widely available, easy-to-use and less expensive than other
a. It is reflected. imaging methods. It is also very safe and uses no ionising radiation. Ultrasound gives a very
clear picture of soft tissues which do not show up well with X-rays.
b. It is absorbed.
The term SONAR is derived from the words: SOund Navigation And Ranging. Echo
c. It is transmitted.
sounding to measure the depth of the ocean or locate shoals of fish uses ultrasound waves.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND TARGETED SUPPORT

RADAR is a term derived from the words RAdio Detecting And Ranging. Radar makes use 2. What type of wave is ultrasound?
of radio waves (electromagnetic waves) to locate the speed and position of distant objects A. transverse
e.g. aircraft. Radio waves are sent out to the object, and reflected back. The direction of the
beam of radiation and the time taken to receive the reflected beam are used to calculate B. longitudinal

TOPICS 8 & 9
the position and speed of the object. Radar makes use of transverse waves, whereas sonar C. electromagnetic
makes use of longitudinal waves.
D. rectangular

Solution
INTRODUCTORY LEVEL QUESTIONS
B. Ultrasound is a type of sound wave therefore it is a longitudinal wave.
a. These are the basic questions that learners will be required to answer at this stage
in the topic.
3. Ultrasound waves cannot be heard by humans because the upper limit of human
b. Their purpose is to familiarise the learners with the terminology. hearing is ...
A. 20 Hz
How to tackle these questions in the classroom:
• Learners must copy the questions and then answer them in their workbook. B. 2 000 Hz
• After a short time, work through these examples with learners. C. 20 000 Hz
• Explain each step of the answer to the learners as you complete it on the
D. 200 000 Hz
chalkboard.
• Learners must ensure that they have correct copies of the answers to the questions Solution
into their workbooks. C. Ultrasound is defined as sound waves with frequencies above 20 000 Hz, which is
the upper limit of human hearing.

1. The type of tissue through which the ultrasound wave passes will NOT affect …
A. the frequency. CHALLENGE LEVEL QUESTIONS
a. Now that learners have mastered the basic facts, they are ready to deal with more
B. the wavelength.
challenging questions.
C. the speed of the wave.
b. These questions require learners to compare (and give reasons for) the use of
D. the amplitude of the wave. ultrasound with that of X-rays.

Solution How to tackle these questions in the classroom:

Answer A.
• Work through these examples with learners.
The frequency of the wave is determined by the setting on the ultrasound machine.
• Tell learners that this is a more challenging version of what they have been doing.
It remains the same when the ultrasound wave passes through tissues. The speed of
• Write the first example on the chalkboard.
the wave depends on the density (and other properties) of the tissues, therefore its
• Ask learners to look at the example and see if they can work out what must be
wavelength will change according to v = fm . The wave will lose energy as it is absorbed
done / what is different.
by the tissues therefore its amplitude will decrease.
• Discuss learners’ ideas, and ask probing questions to extend their answers.
• Try to be positive in these interactions, to encourage critical thinking and
questioning.
• Ensure that learners copy down the questions and answer them correctly in their
workbooks.

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 TOPICS 8 & 9: LONGITUDINAL WAVES AND SOUND

4. During pregnancy, the unborn foetus is monitored using ultrasound. CONSOLIDATION

4.1 Define the term “ultrasound”. • Learners can consolidate their learning by completing; Topics 8 and 9 from the
Resource Pack: Longitudinal waves and sound Consolidation Exercise. (Pages
4.2 Briefly explain how ultrasound waves can be used to produce an image of a foetus.
59–60).

TOPICS 8 & 9
4.3 Give two reasons why ultrasound is used instead of X-rays when monitoring the • Photocopy the exercise sheet for the learners. If that is not possible, learners will need to
development of the foetus. copy the questions from the board before attempting to answer them.
4.4 Give another non-medical use of ultrasound technology. • The consolidation exercise should be marked by the teacher so that she/he is aware of
each learner’s progress in this topic.
Solution • Please remember that further consolidation should also be done by completing the
4.1 Sound waves with frequencies higher than 20 000 Hz are called ultrasound. examples available in the textbook.
• It is important to note that this consolidation exercise is NOT scaffolded.
4.2 A transducer sends ultrasound waves into the woman’s abdomen. These waves
• It should not be administered as a test, as the level of the work may be too high in its
reflect off the tissues, and are received by the transducer. A digital image of the
entirety.
tissues is displayed on a computer monitor. This image gives details about the
unborn foetus.
ADDITIONAL VIEWING / READING
4.3 a. Ultrasound is safe; it has no ionising radiation (which X-rays have).
b. It gives a very clear picture (image) of soft tissue which X-rays are not able to do. In addition, further viewing or reading on this topic is available through the following web
4.4 SONAR uses ultrasound for depth sounding, locating shoals of fish etc. links:
1. https://www.radiologyinfo.org/en/info.cfm?pg=genus
KEY TEACHING Information on Ultrasound for the teacher.
a. In these more challenging examples, learners must manipulate the data and/or change 2. https://www.youtube.com/watch?v=vloFWz-041k
the subject of the formula, to solve for distance, speed or time. Ultrasound animation.
b. They must also be able to compare ultrasound with X-rays, and distinguish between
3. education.jlab.org/jsat/powerpoint/sound_and_waves.ppt
sonar and radar.
Powerpoint on Sound and Waves.

CHECKPOINT
At this point in the topic, learners should have mastered:
1. knowing and understanding the difference between ultrasound and x-rays.
2. knowing and understanding the difference between sonar and radar.
3. knowing how to briefly explain ultrasound imaging processes.
4. knowing the benefits of ultrasound imaging.

Topics 8 and 9 from the Resource Pack: Longitudinal Waves and Sound Worksheet:
Questions 14 and 15. (Page 58).
• Check learners’ understanding by marking their work with reference to the
marking guidelines.
• If you cannot photocopy the marking guidelines for each learner, make three
or four copies of the marking guidelines and place them on the walls of your
classroom.
• Allow time for feedback.
• Encourage learners to learn from mistakes they make.

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