Physical+Science+-+Sound+Energy+(pg.+231-256)

1. p. 232-237 Sound Vibration Megan Seiber __**Sound Vibrations Concepts**__ Molecules and Sounds: Loudness: Waves: Forced Vibrations: Sympathetic Vibrations: Natural Frequencies Properties of Objects and Vibrations: 2. p. 237-243 How Sound Travels: Tiffany Kitts **Sonic Booms-** 3. p. 244-249 Reflected and Adsorbed Sounds: Aly Grimes The following topics cover the content to be learned about Reflected and Absorbed Sounds: 1. Sound Reflection (absorbed sound)- Have you ever noticed that when you are in the shower it seems louder than when you sing out in the oper air? Open-air theatres sometimes look like a shell surrounding the stages. This shape makes the sound move toward the audience. The same priniciple is used with cheerleaders' megaphones. The opposite effect is seen in the use of an old fashioned ear trumpet and in some animals such as rabbits and donkeys.* In these cases, sounds are "gathered," or reflected inward.* Not only do some animals have large ears, some can move them in different directions to pick up sounds. 2. Echoes- 3. Sonar- 4. Abosrbed Sounds- 5. Reverberation and Reflected and Aborbed Sounds- 4. p. 249-254 How Pitch Changes & p. 254-256 Hearing and Sounds: Brittany Ferguson - __Hearing and locating Sounds Inquiry__ Topic covered in section: __//How we hear with our ear: Hearing and locating sounds concepts//__ || Standards || Each person include most relevant standards that apply to your section Megan Seiber: GLE 0207.Inq.1 Observe the world of familiar objects using the senses and tools. 0207.Inq.1 Use senses and simple tools to make observations. GLE 0207.11.1 Investigate how vibrating objects produce sound. 0207.11.1 Use a variety of objects that vibrate to demonstrate how sounds are produced. 0207.11.2 Describe the sounds produced by different types of vibrating objects. Aly Grimes: GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals. GLE 0307.11.3 Investigate how the pitch and volume of a sound can be changed. GLE 0207.9.1 Use tools to observe the physical properties of objects. Brittany Ferguson GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. GLE 0307.1.1 Make observations of specific plant and animal body parts and describe their functions. (good thinking for parts of ear) **Tiffany Kitts:** GLE 0307.11.2 Use a variety of materials to produce sounds of different pitch and volume. SPI 0307.11.4 Identify how sounds with different pitch and volume are produced. || Megan Seiber: The website I found was off of the PBS.org called ZOOM. I think that everyone is familiar with the PBS website and agrees that it contains much beneficial information. It offers many different interactive activities such as craft experiences, printables, and parent/teacher resources, that cover a variety of concepts including sound. It is a very cute website with many cute ideas. [|pbskids.org/ZOOM] Aly Grimes: I found a website called //Science Kids at Home.// It a a great teaching tool, but could also be used at home. It is a great way to get parents envolved in their child's science learning. The link below take you straight to the sounds section of the website. It explains how sound works and travels; it also gives kids some fun activites they can use at home to deepen their understanding of sound energy. [] Tiffany Kitts: http://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/sound/sound_travels2.html This website just gives an overview of how sound travels through different molecules. It shows the molecules of a solid, liquid, and gas. Then explains how sound would travel through them. Brittany Ferguson The website below called NeuroScience for Kids, is a great teaching tool and "at home" teaching tool. It is a kid-friendly website that explores how we hear as weel as incorporates gmes, quizzes, activities and lesson plans for parents and teachers. [] || Megan Seiber: [|Lesson Plan: Sound Vibrations] This lesson covers, in dept, sound vibrations. It is a lesson plan for grade K-5, so it is very flexible and can be adapted to your students learning stage. The lesson is very organized and reader/teacher friendly. It broke the lesson into different parts, so the students will gain a deeper understanding of the concept. I loved how in the beginning, there was much discussion and emphasis on prior knowledge. This website also gives multi-media ideas and check for understanding. It really seems like it could be a very beneficial website and resource for teachers.
 * __Content__ || **List Content from Section you selected:**
 * Sounds are simple waves of compressed molecules pulsating outward in all directions and planes from a vibrating source.
 * The air molecules around you are tiny, individual molecules of different gases mixed similarly, moving rapidly and randomly throughout. When these air molecules meet a vibrating source, like a struck bell or a plucked guitar string, it compresses these molecules because they are in the way. These molecules move back and forth transferring energy to other molecules. The molecules are elastic and assume original shape after moving out of the vibrating sources way.
 * It is the waves of energy that are traveling, not the molecules.
 * A sound fades because the original energy from the original vibrating source is being used up a little at a time to transfer energy from each molecule.
 * Also known as intensity, which is what we hear.
 * Loudness is a matter of individual perception.
 * Decibel-unit of measure of sound.
 * Shouting requires more energy than whispering, due to the energy boost compresses the molecules more forcefully and moves more molecules.
 * Distance also effects the loudness. Intensity fades as the distance between the sound source and listener increases. Mathematical relationship in sound loss as in other types of energy such as light, magnetism, and electricity.
 * Water waves are sometimes used to describe how sound travels, but there are two defects:
 * Water waves are up and down motions that travel at tight angles (transverse waves) and sound waves come back and forth motions ( longitudinal waves), like when dominoes fall.
 * Water waves move horizontally, while sound waves move outward in all planes.
 * Sound consist of regularly pulsating vibrations and noise is heard when irregular vibrations are passed on.
 * Example: putting a vibrating tuning fork against a table or hard service. The tuning fork forces the table to vibrate.
 * Forced vibrations from marching soldiers can cause a bridge to collapse. (interesting fact)
 * His knowledge of forced vibrations helped Thomas Edison with his invention of the phonograph.
 * Objects vibrate sympathetically only when they have the same natural pitch as the initial sound maker.
 * Every object has certain physical properties that produce "appropriate" vibrations.
 * Speeds of Sound- **
 * sound waves move about 330 meters (1100 feet) per second in the air.
 * sound also travels in liquids and solids
 * it moves five times faster in water than it does in the air; in steel, sound may travel 15 times faster than it does in the air.
 * Three conditions affect the speed of sound: density, elasticity of the molecules conducting the sound, and temperature.
 * Density may decrease the speed of sound
 * Highly elastic molecules transmit sound faster in solids than in air or water.
 * Sound and Temperature- **
 * Sound travels faster when the temperature goes up.
 * it is about one foot per second faster in air for every 1 degree Fahrenheit.
 * given the same medium and temperature, all sound travels at the same speed.
 * when an airplane reaches a certain speed air compressions of these sound waves pile up into a dense area of compressed air
 * this compressed air is passed on until it hits the earth as a booming shock wave.
 * an explosion forms similar shock waves, except they may move out equidistantly in all directions.
 * The shock waves of compressed air moves outward, it may flatten almost anything in its path until the pressure finally dissipates over a distance.
 * As sound hits the smooth shower walls it bounces back and forth which makes it seem loude to you.
 * If the surface is smooth it makes the sound reflect better.
 * When the surface is smooth the sound bounces around the room like light reflects in off a mirror.
 * The angle of reflection= the angle of incidence.
 * We can channel sound in different directions by using different things.
 * For example:
 * An echo is a reflection of sound.
 * Most people need an interval of at least one-tenth of a second to distinguish between two sounds.
 * If the interval is shorter than this, they hear one sound.
 * If we assume that a sound wave travels a a speed of 330 meters per second, in one-tenth of a second it travels 33 meters.
 * To hear an echo, or a distinguishable separate sound, we must stand far enough away from a reflecting surface for the sound wave to travel a total distance of 33 meters.
 * A common example is thunder, which may reverberate back and forth from cloud to earth and among air layers of varying densities.
 * An interesting application of echo detection is found in a U.S. Navy device called Sonar.
 * This apparatus sends a sound wave through the water and detects reflections from any direction.
 * The time between an initial sound and its received echo enables a sonar operator to know the distance of a reflector.
 * The use of sound reflections is found in nature in bats, dolphins, and porpoises. [[image:eled4140seniors2011/bats.jpg]] [[image:eled4140seniors2011/dolphin.jpg]]
 * Rugs, draperies, and cloth-covered furniture absorb sound waves.
 * Sound is turned into energy.
 * The regular pulsating movements of a wave are broken up into the normal, irregular motions of individual molecules.
 * Any energy passed into the porous substance is transmitted to other air molecules, slightly raising the temperature.
 * A reverberation is a multiple echo
 * After being produced, sound waves travel through the air in all directions.
 * In a room, the various surfaces and materials absorb sound.
 * The sound waves slowly lose energy that is absorbed with each reflection.
 * The waves gradually become inaudible.
 * The reverberation time is the number of seconds that a sound's average loudness can be heard, before it becomes completely inaudible under quit conditions.
 * //Sound waves are channeled into the ear canal by the outter ear, which acts asa megaphonein reverse.//
 * //As sound waves collide with the eardrum, this thin membrane of streteched skin begins vibrating at the same frequency as the waves.//
 * //inside the eardrum are three tny connected bones: the hammer, the anvil and the stirrup.//
 * //A vibrating eardrum starts the attached hammer shaking and this movement is transmitted through connected bones to the cochlea or inner ear. This snail-shaped apparatus is filled with wirey fluid lined with sensitive nerve endings that trail off to the auditory nerve and to the brain.//
 * //The transmitted vibrations pass through the fuid and excite the nerveendings. These excitations are converted into electrical impulses that zip to the brain." pg 255//
 * TN State
 * Website || Each person select and describe one website for your section -
 * Lesson Plans || Each person select and describe one Lesson plan for your section

Objectives
Aly Grimes- Lesson Plan: Echos: What Animals Can Teach Scientists [] Overview of the lesson: In this lesson, students will learn how scientists like Robert Ballard use sonar to investigate the depths of the ocean. They will learn that some animals have an unusual way of figuring out what is around them in the dark. They will study the echolocation capabilities of bats and think about how ocean scientists can learn from these animals to develop deep-sea exploration techniques. Students will **Tiffany Kitts-** Lesson Plan: Can Sound Travel Through Things? http://www.teachervision.fen.com/vibration/lesson-plan/342.html This lesson is over sound traveling through different types of objects, like water, air, and objects. The students are introduced with a mini lesson on how sound travels. They will experiment by using a metal spoon to see if sound can travel through the spoon and string into their ears. In this lesson students will Brittany Ferguson-Lesson Plan: How We Hear Sound [] Goal of the lesson: The major goal is for students to understand how we actually hear sound. Students will: Mixpod- sound energy media type="custom" key="10999852" || Assessment Probe || One person select a Formative Assessment Probe that aligns with your sections. List the probe here. Print the probe for yourself and integrate within the lesson as you teach with your group - can be used as a pre-assessment or formative assessment.
 * Define the word //vibration//
 * Show that vibrations make sound
 * Recognize that vibrations can be changed to alter the pitch of a sound
 * Determine that sound travels through solids as well as gases (air)
 * discuss their experiences with echoes;
 * discuss how echoes work and how they are used in deep-sea exploration;
 * view pictures of deep-sea exploration vehicles;
 * hear a story about a bat using echolocation; and
 * teach a friendly bat about its own echolocation abilities and how these special abilities might help ocean scientists.
 * use observation skills to draw conclusions and make predictions
 * learn about sound waves and how they travel.
 * Students will be able to identify the inside parts of the ear.
 * Students will be able to describe how sound travels through their ears. ||
 * Videos || One person create and embed a Mixpod for ideas in the sections -
 * Formative

Group Formative Assessmen probe: Making Sound Have students place an X on the items they think will make sound

Source: //Uncovering Student Ideas in Science: 25 Formative Assessment Probes//; Volume 1 p. 43

Aly Grimes: What is abosrbed sound? What animals use it in everday life? || Book || One person select a book - embed the book cover in the left column and include a brief synopsis of the book here and describe how you could use the book as you teach. Will have 3-5 minutes to share in class Aly Grimes: The book we chose is called //Hearing Sounds// by: Sally Hewitt This book is an overview of how sound works. It gives explainations that are easy for children to understand. It also shows how sound energy is all around us. I really like that is has activities for children to do that help them understand sound energy. It is a great tool to use in order to introduce the concept of sound energy before you start a lesson, which is exactly how we plan to use it! || From Text || List one activity for the section you select that you will lead for the class. Will need to modify or shorten each activity. Include page #s and describe anything you did to modify the activity. **Reading of the book: Hearing Sounds (5 minutes)** **Formative assessment probe on absorbed sound (2 minutes)** 1. p. 232-237 Sound Vibrations: Activity: A Vocal Activity pg. 232-233 (10 minutes) Engagement What makes your vocal cords work? Exploration 1. Hum softly and feel your throat. Feel your voice box vibrate. 2. Hum with tightly closed lips. Then pinch your nose. 3. What happens? Why? Explanation 1. Breath out as much air as you can from your lungs. Try to say something without taking in air. 2. What happens? Why? Elaboration Try to say your name the way a cat or cow makes sounds--while breathing air in. What happens? Why is this hard to do? Evaluation Describe the difference in vocal cord vibrations as you sound out different words. Describe how a deaf person may use this technique to learn to talk. **__Formative Assessment:__** Paint the Picture pg. 145 I will ask the students the question, What makes your vocal cords work?, and they will draw a picture prior to the lesson and than draw another picture after completion of the lesson. This formative assessment allow the students to draw what they are thinking or what is in their head and than gain a broader understanding by having to explain their representation to others. It causes the students to think visible. 2. p. 237-243 How Sound Travels: **Activity: A String Telephone pg. 241 (10 minutes)** **Engagement, Exploration, Explanation, and Explanation #'s 1,2,&3** **Engagement:** Have you ever used a string telephone/ It's a handy way to talk to someone far across a large room without shouting. How can you make a string telephone? **Exploration:** 1. Use a nail to punch a hole into the bottom center of each cup. 2. Put one end of a string into each hole. 3. Tie each string end to a paper clip. This will keep the string from slipping out of each hole. 4. Stretch the string tightly between you and your partner. 5. You speak into one cup while your partner listens with the other cup. 1. Can you hear better through the string telephone than through the air? Whisper softly through the phone. Do it a little louder until your partner hears you. Then whisper to them at the same loudness without the telephone. 2. How can you stop a sound from reaching you on the string telephone? 3. Suppose two other children have a string telephone. How can you make a "party line"? **Evaluation:** Predict what would happen if you used copper wire instead of string for the phone. Describe what you can do to make your phone work better. **Modifications: I omitted the Elaboration and E-learning spots of the activity. I also omitted number four from the Explanation section.** **__Formative Assessment:__** 3. p. 244-249 Reflected and Adsorbed Sounds, Time: 10 minutes Activity: Sounds and Megaphones pg, 244 in our textbook. Engagement: What do you do when you want your voice to project further? How can you make and use a megaphone? Can a megaphone be used to bring the sounds into your ear? What comparisons can we make between the megaphone and animal ears? Exploration: 1. Roll up one sheet of paper from one corner to make a megaphone. The big end should be big enough to absorb sound. 2. Fasten your megaphone together with some tape. 3. Have your partner across the table whister something to you without you looking at their lips. 4. Put the megaphone up to your ear with the big end out and have them whisper the same thing they whispered earlier. 5. Could you hear what your partner was saying better with the megaphone or whithout? Evaluaiton: How does this activity show that a megaphone can help absorb sound and could be used to increase our hearing range? What I did to modify: Instead of using the megaphone to show how it can direct our sound, I used the megaphone to absorb sound so that I could show the relationship between the megaphone and certain animals ears. I also modified by having the students use the partner across the table from them instead of having a partner stand across the room. It is a short activity so luckily I didn't have to modify anything for time purposes. Formative Assessment: Page 211 in Keeley textbook- Volleyball Not Ping-Pong I will ask the students questions about what we talked about during the lesson. When I ask the question I will throw a paper ball to a student, when that student answers the question they toss the paper ball to another student who then elaborates on what their classmate already said. Then a new question will be asked by the instructor and the process will start over. 4. p. 249-254 How Pitch Changes & p. 254-256 Hearing and Sounds: Brittany Ferguson Pg. 254-256 Locating Sounds Activity: Do you hear what I hear? +/- 15min Engagment: how do you locate sounds with your ears? Exploration 1. Have students sit in a large circle along the width of the classroom 2. Sit in the center of the circle. Keep your eyes tightly closed. Listen with both ears. 3. Let, in random order; lightly tap two pencils together once 4. Can you tell from which direction the sounds comes? Point to the spot each time. Have someone record how often you are right or wrong. Explanation 1.Now try Exploration steps 2 & 3 again, but this time, listen with only one ear. Hold a hand tightly over the other. 2 Can you locate the sound as well a before? 3.show youtube video [] Evaluation: Give a possible explanation as to why both ears are needed to locate sounds. What did I modify? I didn't have ot modify much but Instead of showing the video on the E-Leaning site I choose a shorter video via youtube.com for time reasons of this lesson purpose on Page 255. I also modified the Exploration from a partner activity into a whole class activity considering our small cohort size as well as being able to teach it all at once and guide the activity better on Page 254. Brittany Ferguson Pre-Assement Probe about what we hear [] (page 3/6 on pdf) Formative Assesment Strategy: "Traffic Cards" (red=lost, yellow=confused, green=go to go) ||
 * Children's
 * Assignments
 * Explanation: **
 * 1) 28 I used to think...but now I know.