CONTENT OBJECTIVE: 0C1.00 To understand that sound is created by vibrating matter
INSTRUCTIONAL OBJECTIVE: The learner will:
1.01 experiment with ways sound is created.
1.02 observe that when sound is produced there is a vibration.
OUTLINE OF CONTENT:
I. Show how sound is made
II. Show that there is vibration when sound is produced
TN COMPONENT OF SCIENCE: Unifying Concepts of Science
To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical, and earth/space science.
2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.
The learner will understand that:
2.1a A model is a representation used to simplify complex phenomena.
BENCHMARK: A model is a representation of a real item or concept. Toys serve as models assisting with the understanding of complex ideas.
2.1b Different models can be used to represent the same thing. The kind of model and its complecity depends on its purpose.
BENCHMARK: Various models may be constructed to represent a given item or concept.
Drum, rulers, paper clips, tuning fork, empty toilet tissue rolls, wax paper
Put your head down on your desk and close your eyes real tight, no peeking. Now, I am going to do something, you will not be able to see me, but you will know what I am doing. (clap hands) Now raise your heads. Whisper quietly to your partner and tell him/her what I did. What did I do? (response) How do you know that is what I did? You couldn't see me. (response) What made the sound? (response) Hands, here are my hands, they are not making any noise. Hold up your hands, they are not making any noise either. Whisper to your partner what you need to do to make a sound with your hands. Tell me. Good! Let's do it just once. Ready? Clap! O.K., what do you think we will be studying today? (sound) Right, today we are going to learn how sound is made.
Put your heads down again and listen carefully. (beat on a drum) What did you hear? Can a drum make sound all by itself? No, tell you partner what you have to do to made sound. Right, you have to hit it. When you hit it, you make it VIBRATE - that is action. Vibrate sounds are made by VIBRATIONS. (write on board) Say that big word. Now vibrate means to move back and forth very fast. Sound can only be made when something is vibrating. I hit the drum and made it vibrate. Now you can't see it vibrating because it is moving very fast. But let me show you that it is truly vibrating by putting these clips on top. Watch them jump around.
Now look at this rubber band. It doesn't make any noise until I stretch it out and pluck on it. Then they hit each other and cause vibrations. Now this rubber band demonstrates how we make noise when we talk! Inside our throats we have vocal chords that come together and produce vibrations when we talk. Put your hand on your throat and hum. Feel that vibration? Tell your partner what you are feeling.
Now place one end of a ruler on the edge of the table so that the other end extends beyond the table. Do you hear anything? Now hit the free end of the ruler and notice what you see and hear. (response) Now let your partner try it. What did you see? (response) What did you hear? (response) Tell your partner what caused that sound. (pause) Right! Vibrations caused the sound.
Now, look at this strange thing, it is called a tuning fork. I am going to pass it around the room. I want you to feel it and listen to it. Hit one side of the fork against your desk. Watch, feel, and listen to the fork. Be ready to tell me what you observed.
Before we pass this around, let's review what we have learned so far. What was our lesson about today? (Sound) Tell your partner how sound is made (pause) Each of you will make a kazoo. A kazoo is a musical instruction that vibrates to make sound. (Make kazoos. Each child will need an empty toilet tissue roll, a rubber band, and a small square of wax paper.)
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