Physics of Sound
Investigation 3
Part 2
Sound Travels Through Solids
Students observe that sound is able to travel through wood, string, and other solids.
3. Lesson set up and Management
Use data to construct reasonable explanations (IP03 2.1.3).
We can experience sound traveling through solids.
3. Lesson set up and Management
Materials:
You will need copies of Student Response Sheets Nos. 16 and 17.
Be sure all of the plastic cup telephones are assembled before you begin. |
 |
Be sure students follow the directions closely when completing Student Sheet No. 16 called Sounds Through Solids – Wood. Covering the end of the stick with tissue is a safety precaution as students will hold this end to their ear. |
 |
Student Management:
Half of the class will be working on the Sounds Through Wood miniactivity while half of the class will work on Sounds Through a String.
Students should be more prepared to work on their own through these activities. Remind them that they should follow the four steps as you write them on the board.
- Read investigation
- Do investigation
- Record
- Go further
Rotate materials instead of asking the students to rotate.
This activity provides an opportunity to move around the classroom and observe students as they investigate. You may want to use the Investigation 3 Assessment Chart so that you can note student’s successes and challenges.
Ask questions and ask students to respond in their journals after reflective thinking. Ask students to share their thoughts by reading their reflective thinking aloud in small or large group.
Writing:
Prior to the lesson you may want to pose the writing prompt, “Does sound travel through solids?” and ask students to record their predictions. Students may wish to share their written reflections prior to beginning the Investigation. Be sure to ask them to return to this entry and add their observations and post-investigation conclusions.
Reading:
This investigation has two worksheets that provide students with excellent opportunities to practice technical reading skills including reading procedural directions. Place students in their groups and ask them to read the instructions on Student Response Sheets Nos. 16 or 17 before beginning their work.