Presenter: Stacy Chang, NBCT [email protected] PowerPoint created by AMSTI trainers Revised by Stacy Chang 4 th Grade Inquiry-Based Science Module Physics

Presenter: Stacy Chang, [email protected]

PowerPoint created by AMSTI trainers

Revised by Stacy Chang

4th Grade Inquiry-Based Science Module

Physics of Sound

2. What is the most unusual thing you heard this morning?

1. How many sounds did you list?

•The•Learning

•Cycle

•“The 5 E’s”

• of an inquiry-based lesson

• Initiate

• Apply • Clarify

• Question

• Evaluate

Science Notebook Components

•Question/Problem/Purpose

• Hypothesis

• Procedure/Planning

• Results/Data/Observations

• Conclusion/What Have You Learned?

• Next Step/New Question

COURSE OF STUDY

OBJECTIVES2. Compare different pitches of sound

produced by changing the size, tension, amount , or type of vibrating material.

Investigation 2: Parts 1-3



• Describing the relationship between the structure of the ear and hearing

Investigation 1 “Your Sound Source” Science Story

K W L

INVESTIGATION 1:

DROPPING IN

• Part 1: Drop Challenge

• Part 2: Drop Codes

• Part 3: Sound and Vibrations

Investigation 1 / Part 1

Drop Challenge

Object Drop

• Close your eyes and listen to the sound made the object. List words that describe the sound made by the object.

• Introduce the term- properties.

Notebook Entry

Drop Challenge

• Question: What sounds will I hear when dropping each object into the sound chamber?

Teacher will drop objects into the drop chamber one at a time. Make a prediction of the properties of each sound. Record actual properties.

Chart: Sounds of Objects

Object Hypothesis Actual

paper cup

cardboard

Foil

• Introduce term: sound discrimination

• Play Drop Challenge Game (TG p. 12 – 13)

• Conclusion/ Reflection:

(*Content Inquiry Questions/Answers p. 15/Inv. 1 TG)

• Objects can be identified by their properties, including the sounds they make.

• Some properties of sound are loud, soft, high, low, scratchy, and ringing.

• Next Step/New Questions:

SCIENCE STORY

“Seeing the World through Sound”

• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.

• Orally discuss story.

• Story Background in TG on pp. 2 & 3 under Science Stories.

Investigation 1 / Part 2

Drop Codes

NB Entry

Information from Sound

• Question: What are some ways that people can get information from sound?

• Compare two familiar sounds (recess bell/fire alarm).

• Discuss/ write:

1. What does each tell us?

2. How can you tell the sounds apart?

3. What other sounds are used to give us information? List. (Option- Contest)

Notebook Entry

Drop Codes• Question: How can we use the drop objects

and drop chamber to develop a code that can be used for communicating?

• Hypothesis: Write/ Discuss.

• Plan/Observations: Sorting Mat (whole group demonstration)

___ ___ ___ ___ ___ ___ ___ ___

1 2 3 4 5 6 7 8

Sorting Map (Student Sheet 2)

Use sound discrimination to determine the secret

word! popsicle stick metal washer

foil plastic spoon

paper cup cardboard

plastic chip clothespin

Option: Make copies and laminate for future use. Use dry-erase markers to write on.

Sorting Map (Student Sheet 2)

Use sound discrimination to determine the secret

word! popsicle stick metal washer

foil plastic spoon

paper cup cardboard

plastic chip clothespin

Option: Make copies and laminate for future use. Use dry-erase markers to write on.

HH

MM

II

AA

PP

NN

CC

OO

Create your own code!

• Work with your partner to create a code using the drop objects.

• Assign a letter to each of the objects. (All letters/objects do not have to be used.)

• Show your code (Sorting Mat) to your teammates. Drop each object into the drop chamber.

• Have your other teammates determine your secret word using sound discrimination!

Continued

Conclusion/ Reflection:

(Drop Code Content Inquiry Question p. 20/Inv. 1 TG)

• Sounds can convey information to human in codes, warning signals, and music.

• Voc: code

• Next Step/ New Questions

Response Sheet- Dropping In

• Student Sheet 3 (Assessment)

Listening For Sound

ActivityHave students close their eyes and listen to

their surroundings. Record observations.

Classroom Outside

Vocabulary – vibration, sound source, sound receiver, volume

SCIENCE STORY

“Listen To This”




Investigation 1 / Part

3Sound and Vibrations

Sound and Vibrations

Question: How are sounds made?

Hypothesis:

Plan/ Observations:

Student Sheet 4 (The Tuning Fork)

Materials: 1 tuning fork

1 cup of water

Paper Towels

1 ping-pong ball on a thread

Sound and Vibrations

Student Sheet 5 (The Long Gong)

Observe and write about the door fiddle and tone generator.

Door Fiddle

Tone Generator

• Conclusion (Content Inquiry TG p. 29)

• All sounds come from a source that is vibrating.

• Sound sources are things that are vibrating and making a sound, like a whistle, teakettle, or voice.

• Anything that detects vibrations is a sound receiver (ear, microphone, telephone receiver)

SCIENCE STORY

“Animal Babble”

“Your Source and Receiver”




Ear Diagram

• Paste ear diagram in NB. Discuss parts/ function and label.

• Extensions: Brainpop.com, Bill Nye’s DVDs, Promethean Planet

Ear Diagram

• Paste ear diagram in NB. Discuss parts/ function and label.

• Extensions: Brainpop.com, Bill Nye’s DVDs, Promethean Planet

INTERDISCIPLINARY

EXTENSIONS• Language Extension - Explore

Onomatopoetic Writing – p. 31 TG

Have students select one of the writing prompts to illustrate and complete.

Prompt 1 – “When I hear the rain go pitter-patter, it makes me think of…”

Prompt 2 – “The drum roll of thunder causes me to feel …”

*Allow students to make up their own writing prompt if they

would like.

INTERDISCIPLINARY

EXTENSIONS• Math Extensions – Listed on TG 29

• Math Extension Problem of the Week Dropping In – Student Sheet 29

(Have students complete and paste in NB)

• Science Extension –Listed on TG 32

Home/ School Connection

•Student Sheet 33

INVESTIGATION 2:

GOOD VIBRATIONS• Part 1: Vibration and Pitch

• Part 2: Length and Pitch

• Part 3: Tension and Pitch


1Vibration and

Pitch

Vibration and Pitch

• Question: How are high and low sounds made?

• Review voc/ concepts learned so far.

• Voice Activity

• Tongue Depressor Activity: Describe and write about how high and low sounds are made.

• Revisit the Door Fiddle and Tone Generator. Compare and contrast instruments. Describe and write about how high and low sounds are made.

Conclusion: (Content Inquiry Question TG p. 12/Inv. 2)

• Fast vibrations produce high-pitched sounds. Slow vibrations produce low-pitched sounds.

• How fast or slow something is moving is called the frequency of the vibration.

Voc: pitch, frequency, volume

continued

Sound Waves

Low volume

High pitch

High volume

High pitch

Low volume High volumeLow pitchLow pitch

Slinky Sound Waves

Demonstration or Bill Nye’s DVD

Sheet in White AMSTI binder

SCIENCE STORY

“Highs and Lows”





2Length and Pitch

Length and Pitch

• Question: What causes an instrument to create high or low pitches?

• Hypothesis:

• Plan/ Observations: Student Sheets 6-9 (Can be completed as centers or individual mini-activities.)

Length and Pitch

The Waterphone (Student Sheet 6)

Materials: 5 bottles with water filled in different levels, 1 mallet

Length and Pitch

The Xylophone (Student Sheet 7)

Materials: • 5 xylophone

tubes • 1 foam piece• 1 mallet

Length and Pitch

• The Kalimba (Student Sheet 8)

Materials: • 5 steel springs • 1 kalimba base• 2 craft sticks

Length and Pitch

•The String Beam (Student Sheet 9)

Materials: 1 string beam

Length and Pitch

• Conclusion/ Reflection: Content Inquiry Answers p. 19/Inv. 2 TG

• A long object has a low pitch and vibrates slowly.

• A short object has a high pitch and vibrates quickly.

• Highlight Vocabulary – kalimba, xylophone

SCIENCE STORY

“Making Waves”

“Sound Off”




Response Sheet: Good Vibrations

• Student Sheet 10 (Assessment)


3Tension and Pitch

Tension and Pitch

• Question: What is tension? How does tension affect pitch?

• Hypothesis:

• Plan/ Observations:

• Minigutbucket (Student Sheet 11)

• Foss-Ulele (Student Sheet 12)

Tension and Pitch

• Conclusion: Content Inquiry p. 24/Inv. 2 TG

• Tension is force applied to an object trying to pull it apart. The greater the tension on a sound source, the higher the pitch.

• Vocabulary – tension

Response Sheet

SCIENCE STORY

“Scoping Out Sound”• Complete Good Vibrations Response Sheet

(Student Sheet 10)

• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection. Page 21


• Story Background in TE on pp. 12 & 13 under Science Stories.

Response Sheet : Good

Vibrations

• Complete Good Vibrations Response Sheet (Student Sheet 10)

INTERDISCIPLINARY

EXTENSIONS• Language Extensions

• Math Extension

Problem of the Week – Good Vibrations Student Sheet #30

• Music Extensions

• Science Extensions

• Home/ School Connection Student Sheet 34

INVESTIGATION 3:

How Sound Travels• Part 1, Sounds through Air and Water

• Part 2, Sounds through Solids


1Sounds through Air and

Water

Sounds through Air and

Water• Question: How is sound different when

heard through air than when heard through water?

• Hypothesis: I believe …

Investigation 3 Activities• Sound Through Air (Student Sheet #13)

Materials: 1 tuning fork

3 tubes

1 block

Investigation 3

Activities

Sound Through Water

(Student Sheet #14)

Materials: 1 basin of water

2 stethoscopes

paper towels

alcohol and cotton balls

Continued

• Response Sheet Student Sheet 15

• Conclusion/ Reflection: (Content Inquiry p. 14)

• Sound can travel through water. Sounds are louder and clearer when they travel through water.

• (Then, why can’t you understand people when you’re under the water?)

• Vocabulary – stethoscope, amplify, megaphone

Amplification Challenge

Discuss ways to amplify sound of tone generator when played softly.

*Show students the megaphone and tone generator. Orally ask them to explain how the megaphone can be used to amplify sound in the room?

SCIENCE STORY

“Moving Along”





2

Sounds through Solids

Investigation 3 Activities

• Sounds Through Solids: Wood (Student Sheet 16)

Materials: 2 wood dowels

tissue

tape

• Sounds Through Solids: String (Student Sheet 17)

Materials: 2 string telephones

Sounds through Solids

Question: Does sound travel through solid materials? What must sound have in order to be heard?

Plan/ Observations: Student Sheet 16 & 17

Conclusion: Add Content Inquiry p. 19/Inv. 3 TG

Sound travels effectively through solids like wood and string.

Sound must have a source, a receiver, and a medium to travel through (solid, liquid, or gas).

SCIENCE STORY

“Bouncing Back”




INTERDISCIPLINARY


• Math Extensions –

Problem of the Week – How Sound Travels (Student Sheet 31)

• Art Extensions• Science Extensions Have students explore, reflect, and

illustrate the new instruments. (Instructions pp. 22 & 23/Inv. 3 TE)

• Garden-Hose Listening String Telephone Air Cannon

INVESTIGATION 4:

Sound Challenges• Part 1, Sound Challenges

• Part 2, Choosing Your Own Investigation


1

Sound Challenges

Sound Challenges• Set up all challenge stations and have students explore each

challenge activity with their group. Remind them that their group will have to present one of the challenges to the class.

Challenges:

The Foss-Ulele Challenge (Student Sheet # 18)

The Kalimba Challenge (Student Sheet #19)

The Long-Gong Challenge (Student Sheet #20)

The Minigutbucket Challenge (Student Sheet #21)

The String-Beam Challenge (Student Sheet #22)

The Tuning-Fork Challenge (Student Sheet #23)

The Waterphone and Xylophone Challenge (Student Sheet #24)

The Whisper Challenge (Student Sheet #25)

Challenge Presentations

Have students follow the following guidelines for their presentations.

• Read your challenge out loud.

• Demonstrate your best solution.

• Describe how the sound travels from the sound source to each receiver or how you change the pitch of your instrument.

• Describe or demonstrate other solutions you tried.

SCIENCE STORY

“Lights! Camera! Action!”

“Grandmother’s Hearing

Test”• Review all vocabulary terms.

• Review all Content Inquiry Questions and Answers.





2

Choosing Your Own Investigation

Choosing Your Own

Investigation• Go over the Project Ideas found on Student

Sheet #26 under Investigation Duplication Masters.

• Hand out the Project Proposal Student Sheet #27 for students to complete.

• Hand out the Presentation Guidelines found on Student Sheet #28.

• Have students present their 3 minute presentation.

Instrument Reflection (At

Home Project)

• Have students create a unique musical instrument and present it to the class.

Illustration

Reflect on why you chose this instrument, and what you learned from creating this instrument.

INTERDISCIPLINARY


• Math Extensions

Problem of the Week – Sound Challenges (Student Sheet #32)

• Social Studies Extensions

• Science Extensions – Activity

Make Animal Quackers p. 23/Inv. 4 TG

Physics of Sound

Unit Summary

Have students reflect on what they learned from this unit and how it relates to the real world. Also, have them list their favorite and least favorite activities.

Post Unit Assessment (Assessment Duplication Masters Section of TG)

Documents

Presenter: Stacy Chang, NBCT [email protected] PowerPoint created by AMSTI trainers Revised by Stacy Chang 4 th Grade Inquiry-Based Science Module Physics