Physics of Sound
Investigation 1
Part 1
Drop Challenge
Students identify objects by the sound made when dropped into a sound chamber.
3. Lesson set up and Management
Properties of Substances: Use properties to sort natural and manufactured materials and objects, for example: size, weight, shape, color, texture, and hardness. (PC01 1.1.1)
Evaluating Potential Solutions: Evaluate how well a design or product solves a problem. (IPO8 2.2.3) This learning target can be supported when using the Washington Edition of the Grades 1 – 6 FOSS Science Assessment Folios.
Sounds have identifiable characteristics.
Objects can be identified by the sounds they make when they are dropped.
3. Lesson set up and Management
Materials:
For this investigation you will need to practice the assembly of the drop chamber. Once you have made yours it will be much easier to guide the students through building theirs. Be sure you choose the 100cm long tag board and the large cardboard vision barrier with two slits in the bottom from the kit. Use brass brads to create the tube. Don’t create the student’s drop chambers for them. Following procedural directions will be a very good experience for them. You should find the dropping objects all sorted into plastic bags for the partners.
Observe students to determine how much time is necessary for this activity. Each student should be given enough time to drop some or all of the objects to have their partner match. Ask students to disassemble the materials carefully when they are finished and place the materials back into their plastic bags before they return them to the materials station.
Student Management:
You will find much more success with this investigation if you front load the directions. Ask students to observe as you model the assembly of the chamber and barrier with their ears as well as their eyes. Tell them you will be able to see who has observed carefully when it is their turn to build theirs. (Many students find this a positive challenge.)
Demonstrate the dropping and matching of the dropped objects with a student. Pose the dropping challenge by telling the students they must conduct this activity without talking. Giving a mischievous smile as you pose this challenge may be just what some students need to rise to the occasion. They may surprise you. Students should work in pairs. More than two in a group allows for too much peeking.
One very interesting way to accomplish this lesson with success is to tell students they cannot speak during this activity. They may only communicate through the use of the sounds the objects make. (Use of this strategy improves class volume tremendously, although not all will be able to comply all the time!)
Once all groups have their materials and have begun you may enjoy being a non-participating observer by moving quietly from group to group as your students are actively engaged in this listening activity.
Writing Support:
You may find your reluctant writers will be excited to spend time reflecting on and recording their experiences from the Drop Challenge. An open ended prompt such as, “What did you learn from this activity?” will be valuable in determining each student’s level of performance in writing and in exploration. Be open as learners who may not appear successful in other subject areas take a lead role in the Physics of Sound investigations. Auditory and kinesthetic learners often do quite well with these activities.
This is a good time to begin recording words on a word bank. Post a sheet of chart paper in the room. Record new words as students generate those related to sound concepts.
Reading Support:
Science investigations may generate a desire in the students to learn more. Provide reading opportunities such as the FOSS Science Story on how blind children “see” with their ears and their hands.