Physical Science Transformation of Energy 6C3.00 Process Of Science Questioning 1.2 a

CURRICULAR CORRELATIONS

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Transformation of Energy

CONCEPT: Sound is produced by vibrating matter and is transmitted in all directions.

CONTENT OBJECTIVE: 6C3.00 To understand the properties of sound and the effect of electricity on sound

INSTRUCTIONAL OBJECTIVES: The learner will:

3.01 state that sound is created by vibrating matter.
3.02 define sound amplitude.
3.03 define sound quality.
3.04 define the pitch of a sound.
OUTLINE OF CONTENT:
I. Vibrating matter
II. Amplitude
II. Quality
IV. Pitch

TN COMPONENT OF SCIENCE: Process Of Science

TN GOAL:

To enable students to demonstrate the process of science by posing questions and investigating phenomena through language, methods and instruments of science
TN THEME:
1.2 QUESTIONING - The development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.
TN STANDARD(S): The learner will understand that:
1.2a Initial information and prior knowledge are used to ask questions.

BENCHMARK: Shared experiences may help to develop an inquisitive mind.

CLASSROOM CONNECTOR

TIME REQUIRED:

45 minutes to one hour
MATERIALS:
One rubber band per group, one ruler per group, one balloon per group, one stringed instrument such as guitar, doorbell
SET:
Close your eyes and listen carefully. (wait two minutes.) Open your eyes and list all the sounds you heard and the source of the sound. (Tell me some of the sounds you heard.) Today we are going to learn how sounds are produced and we will talk about the qualities of sound.
INSTRUCTION:
SOUND is produced by the vibrations of objects. The vibrations move out from their source in all directions. Sounds differ in amplitude and frequency. The vibrating strings of a guitar produce sounds. When you pluck the string, it moves. The distance the string moves from its resting position is its AMPLITUDE. The string has more energy when it has large amplitude. The QUALITY of sound is produced by an object vibrating as a part or as a whole. PITCH is the lowness or highness of a sound. As you sing different notes, you sing different pitches. A doorbell is an example of how electrical circuits convert electrical energy into sound energy.
ACTIVE PARTICIPATION:
(Teacher will monitor and adjust the activities as students participate in group work.) Today we are going to work in groups of three. Each group will get a rubber band, a balloon and a plastic ruler. You are to follow these instructions and record your observations.

1. Gently stretch the rubber band. Pluck it with one finger. What do you hear? (response) Record your findings. (pause)

2. Place the ruler on the desk so that part hangs over. Hold the ruler on the desk with one hand. Move the free end of the ruler with one hand and then release. What happened? (response) Record your findings. (pause)

3. Blow up the balloon. Let air escape. Observe the neck of the balloon and listen to see if sound is produced. (pause) Record your findings. (pause)

4. Strike a tuning fork and hold it up in the air. Allow it to stop vibrating. (pause) Then, strike it again, this time placing the stem on a solid surface. (pause) Strike the tuning fork a third time, this time placing the stem in a pan of water. (pause) Compare the results. (pause) (The sound would be loudest and of longest duration on the solid surface.)

5. Hook a doorbell to a battery and demonstrate how electricity can be converted to sound energy.

From the activities above we found that sound is produced by vibrating matter. Using these same objects, produce soft sounds. (response) Now, loud sounds. What did you find? (Intensity of sound varies with force used to produce the vibration.) This is called amplitude. Amplitude is the distance a vibrating object moves from its resting position. Using this (Stringed instrument) we can demonstrate sound quality and pitch. If I tighten the strings they vibrate faster so the pitch is higher. If the strings are loosened, the vibrations are slower so the pitch is lower. (demonstrate)

CLOSURE:
Today we have learned how different volumes and pitches of sound are produced. What are some observations we made about the properties of sound? (response) I want each group to use the objects you have to produce a sound that is high pitched. (response) Now a sound that is low pitched. (response)

Use the objects to make a loud sound. (response) Now to make a soft sound. (response) Good job!

Write a question about one of these experiments that you would want to investigate.

ENRICHMENT:
(Have band members demonstrate how sounds are produced with their instruments.)

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