http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy2/cub_energy2_lesson05.xmllessontext/xmlIntegrated Teaching and Learning Program, Doppler effectenergyfrequencyinfrasonic soundlongitudinal wavepitchsoundtransverse waveultrasoundvibrationvolumewaveDoppler EffectFrequencyInfrasonic soundLongitudinal waveMoleculesPitchRadio waveSonarSoundSound energySound waveTransverse waveUltrasoundVolumeVibrationsWave

Students are introduced to sound energy concepts and how engineers use sound energy. Through hands-on activities and demonstrations, students examine how we know sound exists by listening to and seeing sound waves. They learn to describe sound in terms of its pitch, volume and frequency. They explore how sound waves move through liquids, solids and gases. They also identify the different pitches and frequencies, and create high- and low-pitch sound waves.

Engineers use their knowledge of sound waves to create radio and sonar devices. Sound waves traveling through the air are collected by radio antennas. Sonar devices send ultrasound waves into an ocean and create images based on which waves are bounced back to the device. Ships use sonar to navigate and map the seabed by measuring water depth. Sonar is also used to search for undersea objects such as wrecks, submarines, rocks, icebergs, whales and fish. Engineers also design instruments that “listen” to ultrasound and infrasonic sound waves. Ultrasound can detect tiny flaws in materials used to make parts — from bridge bolts to aircraft wings. Give several examples of engineering products that involve sound. Describe sound as a form of energy.Define volume, pitch and frequency as they relate to sound energy.Describe sound energy as traveling in waves.Explain sound as a form of communication.15TeachEngineering.orgSharon PerezNatalie MachMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_energy2/cub_energy2_lesson05_instruments.pdfhttp://www.dictionary.comhttp://www.energyquest.ca.gov/index.htmlFarndon, J., James, I., Johnson, J., Royston, A., Steele, P. and Walters, M. Giant Book of Questions and Answers. Italy: Dempsey Parr, 1998.Graham, I., Taylor, B, Farndon, J. and Oxlade, C. Science Encyclopedia, 1999, pp. 78-90.http://energy.gov/engine/content.do?BT_CODE=K_OLowery, L. The Everyday Science Sourcebook. CA: Dale Seymour Publications, 1985, pp. 232-233.http://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/bats.htmlS11417D6International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. Energy comes in different forms. 35S11424F3ColoradoSciencea. Identify and describe the variety of energy sources 44United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-284Teacher