Physics of Sound
Investigation 4
Part 1
Sound Challenges
Students rotate through stations using their new knowledge to solve a series of sound challenges and share the results with the class.
3. Lesson set up and Management
Questioning: Ask questions about objects, organisms, and events in the environment. (IP01 2.1.1)
Designing and Conducting Investigations: Plan and conduct simple investigations using appropriate tools, measures and safety rules. (IPO3 2.1.2)
Evaluating Potential Solutions: Evaluate how well a design or a product solves a problem. (IP08 2.2.3)
Length or tension of the sound source can affect pitch.
Sound can be directed through air, water or solids.
The medium that sound passes through affects the volume and distance at which it can be heard.
3. Lesson set up and Management
Materials:
It is important to plan the classroom location for each challenge. Place items for each challenge in a basin and ask students to keep the water items in the basins.
It is also important to model the Tone Generator Challenge to the entire class before asking them to work on their own challenges.
Student Management:
This portion of the investigation is best done in two or three parts. First, students need their instructions and must develop their solutions. Second, students need to test their solutions and prepare their presentations. Third, students need to share their prepared presentations with the class. Be sure to go over the ground rules for working in groups.
It is a good idea to model the choosing of possible solutions, testing ideas to identify the best solution, and reporting through written communication the reasons their method worked or didn’t work. During your modeling demonstrate correct use of the Student Sheets Nos. 18-25.
Some teachers find they need to review the instruments and their proper use.
If your students have not presented their learning to the class previously, be sure to include a few tips such as: everyone needs to have a speaking part, visuals are helpful, and demonstrations help make presentations much more interesting.
Some groups will need to be guided more so they will have their final presentation ready on time.
It is important in this investigation to allow students some choice in the challenge. To divide students evenly ask them to select three of the eight that are of interest. Attempt to assign each student to one of his or her three choices. Post the title and a list of the students investigating each challenge.
Communications:
You may want to ask students to help you model good group skills such as teamwork and problem solving before you ask groups to work on their challenges. Be sure to point out the following:
1) Work as a group
2) Test the chosen solution
3) Identify the reasons the solution worked
4) Be sure each team member participates in the class presentation
As each group prepares their presentation you may want to call their attention to the board or poster where you have recorded the process of making classroom presentations.
Writing:
After the class presentations provide the opportunity for students to write compliments to other class members identifying particular sound concepts that their peers’ presentations reinforced.