Hearing Sound Telephone cups Making Waves (Compression & transverse) Making Waves (Frequency & Wavelength) Student Experience Students are provided the opportunity to hear sound from an instrument (live or a recording) to develop a model to demonstrate how they hear sound. Students create telephone cups to explore how sound is transferred via a string (medium). Students will use a slinky/phone cord to develop explores types of waves. Students will generate standing waves using a slinky/phone cord to explore the relationship between frequency and wavelength. T4T Material Teacher may use materials from T4T to create an instrument that can produce various sounds. Small Plastic cups, Lids, string Possible cord? Possible cord Big Idea Students develop a model to describe the transmission of sound from the source to the receiver. Sound can travel through a medium without the medium being transferred (net movement). Oscillation and energy transmission occurs through compression or transverse waves. Frequency and wavelength are related. Frequency and wavelength are inversely proportional. As one increases the other decreases. Connection to Activity Introduction to the phenomenon of sound, driving question, and the development of their initial model. A medium is required to transfer sound. Solids, liquids and gasses act as mediums that transfer sound without a net movement in the medium. Sound waves are transmitted through compression waves. Waves differ in their wavelength and frequency. Sound can have various wavelengths and frequencies. Next Generation Science Standards Developing and using models. SL.4.5 (CCSS English) 1-PS4-1. 1-PS4-4. Cause and Effect (CCC) Patterns (CCC) Plan & Carry out investigations(SEP) Constructing Explanations & Designing Solutions (SEP) MP.5 MP.4 (CCSS Math) 4.G.A.1 (CCSS Math) Patterns (CCC) PS4.A Wave Properties Patterns (CCC) PS4.A Wave Properties
Making Waves (Amplitude) Sounds On Strings Sounds in Tubes Air Cannon Student Experience Students investigate how the amount of energy affects the wave form. Students investigate how to create different sounds on vibrating strings. Students investigate how to create different sounds in columns of air. Students observe a pulse of air moving objects T4T Material Cords String, materials to use as mass(apply tension) Straws Cardboard drum, rubber bands Pee cup lids, plastic Big Idea The amount of energy affects the height (amplitude) of a wave. Length and tension affect sound pitch. Pitch is caused by changing frequencies & wavelengths. Vibrations in air can produce sound. Sound carries energy that can move through a medium to cause objects to move. Connection to Culminating Activity Amount of energy affects the amplitude of a wave. Loudness is perceived through the change in amplitude of a wave. Vibrating strings can produce sounds. The length of the string and tension are two factors that can affect the pitch. Air passing through a column can produce sound. Sound passes through a medium as energy (wave) and causes the ear drum to move allowing sound to be heard. Next Generation Science Standards 4-PS4-1 Developing and using Models Scientific knowledge is based on empirical evidence(SEP) Patterns(CCC) 1-PS4-1 Cause & Effect (CCC) Plan & carry out investigations (SEP) W.1.7 Patterns(CCC) 1-PS4-1 Cause & Effect (CCC) Plan & carry out investigations (SEP) W.1.7 Patterns(CCC) 4-PS3-2 Energy & matter (CCC) Planning and Carrying out Patterns(CCC)
Culminating Activity - Instrument Design & Model Construction Student Experience Students design and construct an instrument that plays different sounds. Students develop their final model to demonstrate an explanation on how sound is heard from their musical instrument by other people and themselves. T4T Material Everything Big Idea Students design and engineer an instrument to demonstrate properties of sound. Students use their instrument to help model the transmission of sound. Next Generation Science Standards See above in NGSS Performance Expectation for 4-PS4 Waves and their applications in technologies for information transfer
Teacher discusses the concept of a medium Solids, liquids, and gasses are mediums Teacher may also discuss the molecular interaction if desired. Elaborate Students are prompted to talk in pairs/small groups on what they have learned from the Cups. Teacher monitors discussion Teacher pauses the discussion to ask questions “How are you able to hear your partner speaking?” “Where is the string?” “What is the medium that is carrying the sound?” Students construct an explanation from the sequence to articulate that air is acting as a medium to carry sound from person to person. Evaluate Students modify their models to incorporate a medium Making Waves – Compression & Transverse Resources https://www.youtube.com/watch?v=7cDAYFTXq3E Objective Investigate the two wave shapes – compression and transverse Engage/Explore: Teacher gives pairs of students a slinky and allows students to play with the slinky for a few minutes. Student Investigation – The stretched out slinky must be held to the surface at all times on either end. Predict Students predict the different ways they can shake the slinky without lifting it from the surface.
Predict, Observe, Explain Question Prediction (hypothesis) Observations Explanations The scientific questions that is asked by the teacher or may be proposed by the students. Students’ prediction in response to the questions. A great format to make predictions in science is in the form: If… Then… Students’ observations from experimentation. Data collection can be quantitative or qualitative. Data is presented in tables, drawings, lists, etc. Students’ make conclusions based on their observations. Explanations ought to be developed using Claims, Evidence, Reasoning (CER) *Each experimental design will take on a different template. The template is affected by the type of data that is collected in the experiment. Teacher ought to modify and restructure the components of the generic template to fit each particular lesson. Generic POE + CER Template
Phenom-driven Questions Investigate and build knowledge through practices Students incrementally build models that explain the anchoring phenomena and answer driving question. Teacher chunks out the gapless explanation into attainable lessons. Anchoring Phenomena Driving Question Analyze Data, Explain Initial Model/ Gapless Explanation Making Waves 3 Amplitude What is the cause of sound loudness? Asking Questions (science) and Designing Solutions (engineering) Developing and Using Models Analyzing and interpreting data Using mathematical and computational reasoning Constructing explanations and designing solutions Engaging in argument from evidence Obtaining evaluating and Communicating information The height of a wave from the center to its maximum or minimum is defined as its amplitude. The amplitude of a wave is a characteristic of the energy associated with the wave. The greater the amplitude, than the greater the energy. In sound waves the loudness or volume we hear is related to the amount of energy the wave carries. A loud sound carries a large amount of energy and therefore has large amplitude.
Supporting Phenomena Related Question Analyze Data, Explain Revised Model/ Gapless Chunk 1 Sounds on Strings Vibrating stings What affects how strings vibrate? Asking Questions (science) and Designing Solutions (engineering) Developing and Using Models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational reasoning Constructing explanations and designing solutions Engaging in argument from evidence Obtaining evaluating and Communicating information Vibrating material is a source of sound waves. They can receive energy from other vibrating material or they may produce their own sounds when plucked or strummed. The vibration of a string is affected by the relationship of the waves they generate (wavelength and frequency). These waves can be changed by a change in the tension of the string and/or by the length of the string itself. These changes directly change the frequency and wavelength at which these strings may vibrate. The perceived change in sound from different vibrating strings is directly correlated with the changes in frequency/wavelength. This change in wavelength and frequency causes the sound to change pitch or its perceived sound. In essence different sounds are examples of different frequencies/wavelengths generated in an object such as a string.
Supporting Phenomena Related Question Analyze Data, Explain Revised Model/ Gapless Chunk 2 Sound sin Tubes Vibrating air column What affects the vibration in columns of air? Asking Questions (science) and Designing Solutions (engineering) Developing and Using Models Planning and carrying out investigations Analyzing and interpreting data Using mathematical and computational reasoning Constructing explanations and designing solutions Engaging in argument from evidence Obtaining evaluating and Communicating information Like strings, columns of air generate different sounds by producing waves with varying frequencies and wavelengths. Changing the length, size, and whether the tube is open or closed will change the produced wave and therefore change the sound that is perceived.