Engineering Sound Barriers

In this unit, students focus on how sound energy is transferred from one place to another in waves. In this engineering lesson, students apply what they have learned about sound energy to design a sound absorbing wall. This page highlights each component of this lesson.

Science Background for Teachers:

The science background section gives teachers more in-depth information about the phenomena students explore in this unit on matter and sound. Here is an excerpt from the science background information on engineering sound barriers.

To understand how felt and different kinds of paint can affect sound, it’s important to first understand the basics of sound. Sound is energy that is carried in waves by vibrating molecules. To vibrate means to move back and forth quickly. Because it involves moving molecules, sound is a form of kinetic energy. 

All sound has a source. Think of the noise made by a slamming door. When you slam a door, you transfer energy to the door. When the door collides with the doorframe, the door transfers energy to the doorframe. This collision causes the molecules that make up the door and doorframe to vibrate. 

Those vibrating molecules collide with air molecules around them. This passes on the energy and makes them vibrate too. Then those molecules bump into more particles, and so on. The energy travels outward away from the door. If you are within the range of vibrating molecules, your ears will detect the vibrating air as sound.

Sound waves are these patterns of vibrating molecules caused by the movement of sound through a medium. Sound has to travel through some kind of matter because it can only move when vibrating molecules collide with one another and transmit the energy. Because of this, sound can travel through solids, liquids, or gasses. Air is a gas medium. Water is a liquid medium. Brick and wood are both solid mediums. It is important to note that waves don’t carry matter. Molecules stop vibrating and return to their original position once they have passed on the energy.

As waves move, they create a disturbance. Picture a pebble being thrown in a lake. The waves ripple outward, creating a disturbance in the water. However, not all waves create a disturbance that moves in the same direction. In some waves, the disturbance moves perpendicular to the direction of the wave itself. This kind of wave is called a transverse wave. When a crowd of people in a stadium do “the wave,” they are modeling a transverse wave. The individual people move up and down, while the wave moves from left to right (or right to left). This is an example of how waves move energy, not matter. After the disturbance passes through, the people go back to where they were before the wave moved through.

Sound waves are called longitudinal waves because the disturbance moves parallel to the direction of the wave itself. If the wave moves from left to right, the disturbance also moves from left to right.

Longitudinal waves can be modeled with a slinky. If you stretch the slinky out from end to end and then push on the first coil, a longitudinal wave will travel from that end of the slinky to the other end. As a sound wave moves through matter, it causes molecules to press together. This is called compression. When this happens, the molecules on either side of the compression spread out. This is called rarefaction.

Longitudinal waves are caused by the back-and- forth vibration of the molecules of the medium. If a sound wave is moving from left to right through the air, air molecules will vibrate to the right and left as the energy of the sound wave passes through it.

Supports Grade 5

Science Lesson: Engineering Sound Barriers

In this lesson, students bring together what they have learned about sound energy and how it interacts with different materials to design a sound-absorbing wall that reduces noise transmitted from one room to another.

Science Big Ideas

  • Engineers can use scientific knowledge about sound waves and energy transfer to design technologies that control sound. 
  • There are different ways that sound walls work. Some sound walls reflect sound waves off of them so they aren’t transmitted through to the other side. Other sound walls absorb sound energy. The goal is that the sound energy isn’t transmitted to the other side. 

Sample Unit CTA-2
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Science Essential Questions

  • Why would a person need to wear ear protection?
  • Why do recording studios care about sound quality?
  • Why do people use sound walls along freeways?
  • How do you think sound walls work to reduce noise?
  • How can you use what you have learned about sound energy and materials to help you design a technology that absorbs sound?

Common Science Misconceptions

Misconception: Sound energy moves in the empty space between particles of matter.
Fact: Sound energy moves by vibrating molecules that collide with one another, passing on the energy from one molecule to another.
Misconception: Sound moves faster in air than in liquids or solids because air forms less of a barrier.
Fact: Sound moves fastest in solids and slowest in air because the molecules of solids are more closely packed together, so the sound can transfer from one molecule to the next more quickly.

Science Vocabulary

Absorb : to take in

Acoustics :  the properties of a space that determine how sound waves travel

Reflect :  to bounce off of

Sound :  energy that is carried in waves by vibrating molecules

Transmit :  to pass onward

Vibrate :  to move back and forth quickly

Lexile(R) Certified Non-Fiction Science Reading (Excerpt)

Engineering Sound Barriers

How Sound Travels

When you slam a door, the sound travels outward from the source. It is carried in sound waves, which are patterns of vibrating molecules caused by the movement of sound through a medium. A medium is the matter a wave travels through. It can be solid, liquid, or gas.

Sound travels through the molecules of air that fill the room. If you are within the range of these vibrating molecules, your ears pick up the vibrations and hear them as the sound of the slamming door. The farther away you are from the source of the sound, the quieter the sound seems.

Because sound energy is transferred from molecule to molecule, sound waves cannot travel in a vacuum, where there is no matter. It is important to note that waves don’t carry matter. Molecules stop vibrating and return to their original position once they have passed on the energy.

 

Movement of a Sound Wave

Sound waves are called longitudinal waves. They are caused by the back-and-forth vibration of the molecules of the medium. If a sound wave is moving from left to right through the air, air molecules will vibrate to the right and left as the energy of the sound wave passes through it. A transverse wave is the other kind of wave. In a transverse wave, if the wave moves from left to right, the disturbance moves up and down. When a crowd of people in a stadium do “the wave,” they are modeling a transverse wave. The individual people move up and down, while the wave moves from left to right (or right to left). After the disturbance passes through, the people go back to where they were before the wave moved through.

Engineering Sound Barriers
 
Engineering Sound Barriers

How Sound Interacts with Matter

If you are in one room and you hear a door slam, it means the sound has been transmitted through the air. To transmit means to pass from one place to another.

In order for there to be an echo, the sound waves have to come into contact with a reflective material. To reflect means to bounce off of something. Sound waves are reflected when they collide with matter that acts as a barrier.

Echoes can only happen in large spaces. Sound moves very quickly, but it still takes time for the energy to move from one place to another. Echoes happen when there is a break between when you hear the original sound and when you hear the reflected sound.

Finally, the sound needs to be loud enough so that it has enough energy to move through the large space and back. In the mausoleum, the sound waves produced by the slamming door were transmitted through the air. They traveled until they reached the hard, reflective walls and high domed ceiling. They were then reflected off of the surfaces and produced the 15-second echo.

 

Hands-on Science Activity

For the hands-on activity of this lesson, students apply what they know about sound energy and matter to figure out how to engineer a sound-absorbing wall for a classroom. Students use what they know about the criteria and constraints of the problem to decide on a possible solution for a sound-absorbing wall, and then test their prototypes. Students use the data they gather from each prototype test to improve it and support a claim about how well it solves (or does not solve) the problem.

Science Assessments

KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning.

  • Vocabulary Check
  • Lab Checkpoints
  • Concept Check Assessment 
  • Concept Map Assessment 
  • And More...

matter-and-sound-map

Science Standards

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Standards Tags: 5-PS1-1 , 5-PS1-3 , 4-PS3-2 , 3-5-ETS1-1 , 3-5-ETS1-2 , 3-5-ETS1-3 , 3.3-5-ETS1-1 , 3.3-5-ETS1-2 , 4.3-5-ETS1-3 , 5-ETS3-1 (MA) , 5-ETS3-2 (MA) , 3.3-5-ETS1-4 (MA) , 4.3-5-ETS1-5 (MA) , 4.2.3 , 4.2.4 , 5.2.1 , 5.2.2 , 4.PS3.3 , 4.PS4.1 , 5.ETS1.1 , 5.ETS1.2 , 5.ETS1.3 , 5.ETS2.1 , 5.ETS2.2 , 5.ETS2.3 , S4P2 , 3.P2U1.2 , 3.P2U1.3 , 4.P4U1.1 , 5.P1U1.6 , 5P.1.2.1.3 , 5P.2.1.1.1 , ETS1 , ETS2 , ETS3 , 4.PS3.B.1 , 4.PS4.A.1 , 5.ETSI.A.1 , 5.ETSI.B.1 , 5.ETSI.C.1 , 4-PS4-1 , 4-PS3-4 , 3.2.4.B , 3.2.4.E , 3.2.5.B , 3.2.5.C , 3.3.5.E , 3.5.3-5.A , 3.5.3-5.B , 3.5.3-5.C , 3.5.3-5.D , 3.5.3-5.E , 3.5.3-5.K , 3.5.3-5.H , 3.5.3-5.J , 3.5.3-5.L , 3.5.3-5.O , 3.5.3-5.W , 3.5.3-5.Y , 3.5.3-5.Z , 3.5.3-5.BB , 3.5.3-5.CC , 3.5.3-5.M , 3.5.3-5.P , 3.5.3-5.Q , 3.5.3-5.R , 3.5.3-5.S , 3.5.3-5.T , 3.5.3-5.U , 3.5.3-5.V , 3.5.3-5.N , 3.5.3-5.X , 3.5.3-5.DD , 3.5.3-5.I , 3.5.3-5.EE , 3.5.3-5.FF , 3.5.3-5.GG , 3.5.3-5.HH , 4.PS.2 , 5.PS.2 , Asking questions and defining problems , Developing and using models , Planning and carrying out investigations , Engaging in argument from evidence , Constructing explanations and designing solutions , Obtaining evaluating and communicating information , Conservation of Energy and Energy Transfer , Structure and Properties of Matter , Developing Possible Solutions , Optimizing the Design Solution , Defining and Delimiting Engineering Problems , Energy and Matter , Influence of Engineering Technology and Science on Society and the Natural World , Scale Proportion and Quantity , Energy 2 , Analyzing and interpreting data , Waves and Their Applications in Technologies for Information Transfer 6 , Matter and Its Interactions 1 , Motion and Stability: Forces and Interactions 6 ,

Supports Grade 5

Science Standards

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Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.