Energy Transfer and Transformations What is the role of energy in our world?

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1 Participates: Donna Schlank Vincent E. Mauro Elementary Prek-6 New Haven Sarah Hines North Stonington Elementary 5 th N. Stonington Aimee Nastu aimee42979@hotmail.com Jefferson Magnet 5 th Norwalk Robin Axtell raxtell@branford.k12.ct.us Walsh Intermediate School 5 th Branford Sound Energy Transfer and Transformations What is the role of energy in our world? 5.1 Sound and light are forms of energy. Sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects. CMT Expected Performances B 17 Describe the factors that affect the pitch and loudness of sound produced by vibrating objects. BINQ 1 Make observations and ask questions about objects, organisms and the environment. BINQ 2 Seek relevant information in books, magazines and electronic media. BINQ 3 Design and conduct simple investigations BINQ 5 Use data to construct reasonable explanations BINQ7 Read and write a variety of science-related fiction and nonfiction texts. Unit Plan for the district: Sound Energy Background Information for Teacher: Sound is a form of energy. The branch of physics that is concerned with this form of energy is acoustics. Like other forms of energy, sound can be generated, it can move from one place to another, it can do work, and it 1

2 dissipates over time and distance. Some sounds carry tremendous amounts of energy the explosion of the volcano Krakatoa was heard 10,000 km away. Other sounds, like the plop of a pebble dropped into a pond, have almost no energy at all. No matter what their level of energy, all sounds behave in the same predictable ways. Think about the triangle that was in the box of musical instruments when you were in grade school. When you hang it up by the string and give it a rap with a stick, the familiar bright tone rings out. Clearly the sound is coming from the triangle, so we can refer to it as a sound source. Inside your ear, a complex sequence of mechanical and neurological processes receive and interpret the sounds emanating from the triangle. Your ear is a sound receiver. The triangle can be heard from above, below, or any other direction because sound travels in every direction from a source. Unpacked concepts from the content standard that are relevant to the expected performances 1. There are a variety of sounds in our environment. Sounds have characteristics, such as loudness, pitch and quality (or timbre ), that allow them to be identified. 2. For sound to occur, there must be a vibrating object, a material through which the vibrations are transferred (for example, air or water), and a receiver (for example, an ear) to perceive the sound. 3. Objects can be caused to vibrate by actions such as striking, strumming, bowing, plucking or blowing. 5. Sounds can have a high or low tone ( pitch ). The pitch of a sound depends on the speed of the vibration. Objects that vibrate quickly have a high pitch, while those that vibrate slowly have a low pitch. 6. Pitch is affected by characteristics such as the shape, length, tension or thickness of the vibrating materials. Summative Assessment Project Description: Teacher will give to student on a form: We have viewed a variety of musical instruments in class. Now your task is to collect information about different musical instruments and how they work. Then you will need to focus on one specific instrument and try 2

3 to make a working model of that instrument. Later, you will demonstrate your creation in class by playing a simple tune or whatever your creation is capable of. Be sure to be able to demonstrate which part of your instrument makes the sound. You must also be able to describe the function of the different parts of your instrument. Show the class how you can make the instrument sound louder. Show the class how you can change the pitch of the sound. A short written report must also be completed. (See specific details below.) Project can be done either at home or school Unit Summative Assessment for the district Provide a copy of rubric to students and review Rubric or Rubric Create a functional instrument 2 20 Able to generate high/low pitch 1 10 Notebook(problem solving) notes/ Explain process of design 2 20 Why did you select the materials 1 10 Written summary statements of learning 1 10 Presentation 2 20 Assignment completed by due date: 1 10 Total 10 points 100% 3

4 PHASE 1 Initiation/Pre-Assessment Every student will receive same 12 ruler. Directions: Use this ruler to produce a sound. Write in their notebooks: I noticed. And I wondered Students will use their observational skills (visual and auditory senses) to describe how they produced a sound. Share out with partner or group At all stations students will record in their notebook - I noticed and I wondered, and will spend 10 minutes at each station. At the end of each station groups will agree and create an investigable question and record on a sentence strip. Question for students: What types of sounds can you make using these materials? Describe the sounds you hear and what you observe when the sound is made. Station 1 (10-15 min) Vibration and Pitch (label or not) Pepper, glitter Plastic cups -2 Saran wrap Elastic bands Tool to hit cup (ruler, stick) Teaching Tool: Tone Generator or Radio with Beans Station 2 (10-15 min) Length and Pitch (label or not) Nails large, medium and small (hit with additional nail) Sponge Teaching Tool: Ruler or Xylophone Station 3: (10-15 min) Tension and Pitch (label or not) Rubber bands different sizes same thickness Different size paper cups 4

5 Different shape boxes Teacher will gather students for share out. Checking for understanding and make sure all questions are investigable. Questions I want students to ask at the end of their Phase 1: Inquiry Starters: How are high and low sounds made? How does length affect the rate of vibration and therefore the pitch? How does length affect high or low sounds? How/why does tightness or loose materials affect the high or low sounds? How does sound travel? PHASE 2 Students are introduced to materials Split these materials into: Teacher provided and home provided Metal tubes large, medium and small Straws large, medium and small 5

6 Rubber bands size and thickness Rulers Tongue depressors Nylon string different length Paper cups Glass bottles Water Beans Rice, sugar, salt Saran Wrap Yard sticks Paper clips Washers Tape Dowels Pencils Chop sticks Scissors Teacher note: Store materials in pizza boxes Students do a gallery walk of the materials Sort and post the questions into 4 categories: QFL, vibration, length, tension. Students will choose the question they want to investigate by reading all the questions and then standing next to the question they want to investigate. When they have a group of 3 wanting to investigate the same question, they are ready to begin planning. (Teacher needs to be aware of this process and assist children in finding a question from a category where there is interest from other children. Look for similarities in questions to encourage children to own the question and still have a group to work with). If needed, teacher will discuss investigable/non-investigable questions with the class and help them turn the questions. Students will then write their plan. They will use their notebooks to write their plans, data record sheets, drawings, etc. Teacher will collect plans and review Formative Assessment: Teacher will collect student plans and assess them with the Planning and Conducting Investigations Indicators List 6

7 Students will get their plans back, revise if necessary and get final ok from teacher Then they will gather materials and conduct their investigation Once children have gotten well into their investigations, a teaching tool will be introduced: Thinking Tool: Slinky Listen to this sound, show me a wave. Activity can be whole class, small group and individual. This is the first introduction of vocabulary words (closed and open). Students continue and complete their investigation, using thinking tool knowledge. Introduce non-fiction materials to groups who have completed their investigations and have a written summary (conclusion) based upon their investigation. They will use the non-fiction text to gather evidence to support their findings. Students will also identify science vocabulary that best describes their investigations and will use that vocabulary in their summary statement. Formative Assessment: Student s will discuss the concepts they are uncovering and all will individually complete FOSS End-of-module assessment for Physics of Sound. No.11 PHASE 3 What the teacher will tell students to do: Students will plan their share out. They will use their science equipment to demonstrate and explain their conclusions. If they need a visual to go with their equipment, they may create one. 7

8 They will practice for their presentations which will be a total of 5 minutes being sure to use the proper science vocabulary appropriate to their investigation. They will be required to teach the other students how to use their science equipment in order to make high and low pitches that their group made. Example: Straws Formative Assessment: Students will write/draw what they have learned about pitch in their notebooks before the share out. Students share out with the whole class They will be required to teach the other students how to use their equipment in order to make high/low pitch that their group made. Example: Straw Teacher Synthesis (Content Blast) Teacher will synthesize the class learning and give a content blast on pitch concepts: The teacher will have the concepts pre-written on power point (one per screen)/chart paper and ready to use in her synthesis. As the teacher discusses each concept, the students will show her how to make the pitch with their materials. Key Concepts in Content Blast 1. Sound originates from vibrating sources 2. Pitch is how high or low a sound is. 3. Differences in pitch are caused by differences in the rate at which objects vibrate. 4. Pitch can be changed by changing the length or tension of the object vibrating at the sound source. Formative Assessment: Students will draw a Line of Learning in their notebook and add to and revise their claims and evidence. They will be encouraged to draw each of the new concepts and label the parts. End-of-module assessment for Physics of Sound No.13 Extensions: 8

9 1. Have the students play a song or create own tune. Ex: Mary Had a Little Lamb 2. Invite Band/Music Teachers to demonstrate the use of instruments 3. Class concert 4. Classify the students different instruments Nice job comprehensive and doable! You provide great opportunities for differentiation. Students are sure to be motivated. We need copies. 9