Step 1: Inquiry Approaches to Teaching 1.Title of Lesson: Did you hear that?

2. UFTeach students Names: Andrew Cobb, Ionut Albu 3. Teaching Date and Time: 4/09/2012 8:45 a.m 4. Length of Lesson: 45 minutes 5. Grade: 5 6. Source of the Lesson: Based on EDG4930 Lesson Plan Draft 7. Concept: Sound Sound is part of our everyday experience. Humans are equipped with ears in order to let us hear sounds. A sound is a type of energy that is in the form of a wave. This wave is usually created by vibrating objects and is transferred by many objects. In fact, the only place that sound cannot travel in is a vacuum. However, sound typically travels really well through solids and not as well in liquids and gasses. (http://www.physicsclassroom.com/class/sound/u11l1a.cfm) Sound can be measured in a few ways. The first is frequency which describes how often the particles that the wave is passing through vibrates. The frequency is therefore measured as the number of complete vibrations of a particle per unit of time. As sound waves are produced by vibrations, the particles all vibrate at the same frequency. (http://www.physicsclassroom.com/class/sound/u11l2a.cfm) The word that musicians use for frequency is pitch. The pitch is how our ears perceive sound frequency. The lower the frequency, the lower the pitch of the sound and vice versa. We can say a pitch is high or low based on the frequency and wave length as well. Shorter wavelengths produce higher pitches whereas longer wavelengths produce lower pitches. (http://cnx.org/content/m11060/latest/) Hard materials can reflect sound so that the sound travels back in the opposite direction. This is called an echo. Also, different vertebrates can hear sounds at different frequencies because of the makeup of their sound receptors. There is a significant difference between a personal opinion and a verified observation. Personal opinion are untested beliefs about why something is working the way it is or how something will work if we were to try it out. On the contrary, verified observations are actually tested beliefs to see if they hold up and are true or if they do not and are thus unverifiable. Next Generation Sunshine State Standards: Grade 5. Benchmark Number: Benchmark Description: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. [moderate] Students will explain that sound is produced by vibrations and SC.5.P.10.1 that pitch depends on how fast or slow the object vibrates. Investigate and explain that energy has the ability to cause motion or create change. [high] Recognize and explain the difference between personal opinion/interpretation and verified observation. [moderate]

SC.5.P.10.2

SC.5.N.1.6

Essential Question: What is sound, how is it produced and transferred?

Step 1: Inquiry Approaches to Teaching

Performance Objectives: Students will be able to Produce sound by creating vibrations in various objects. Describe the way sound travels. Describe how sound travels through different matter. Change the pitch of the sound by changing the number of vibrations. Record accurate observations Make logical inferences based on their observations Materials list and Student handouts: For each team of two students: - 2 tuning forks (of differing length) - 1 ping pong ball attached to a string about 12 inches long - 1 plastic cup with string attached to bottom, and sponge attached to string - 1 Vibrating Sound worksheet (see below for sheet) For teacher demonstration: - 1 tuning fork - 1 clear plastic cup filled about halfway with water Advance Preparations: -Teacher needs to make a clucking chicken cup for each group. Done by cutting about a foot of string, cutting a hole in the bottom of the plastic cup, attaching the string to the bottom and running it through the cup, and then tying a piece of sponge to the end of the string. - Copy Materials: Vibrating Sounds worksheet, assessment quiz -Set up PowerPoint (Still working on Powerpoint) Safety: -Possible problems with the clucking chicken if done improperly the string could cause a rope burn -DO NOT hit tuning fork on desk

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Step 1: Inquiry Approaches to Teaching

ENGAGEMENT What the Teacher Will Do Since students have been focusing a lot of physics recently we are going to learn about the physics behind sound. Pull out the balloon with the metal washer in it. Probing Questions Hello students, weve been learning a lot about Physics lately so today we will continue with Physics! Can anyone tell me what this thing Im holding is?

Time: ____5_____ Student es!onses and Potential "isconce!tions

Certainly every student will get this right but asking them these questions will draw in their attention. [some sort of metal]

What does it look like its made of? What about whats inside of it? What do you think will happen if I move it in circles? What did you hear? How did moving the balloon in circles make a sound?

Start moving the balloon rapidly in circles.

The washer rubs against the side of the balloon causing it to scream Might get some answers such as vibration and waves from students which is correct but I will tell them they will find out if they are correct in a little bit.

Explain how they will determine how sounds are produced and why one object can make different sounds. Write this in question form on the board.

Today you will perform three different activities that will help you learn how a sound is formed. What is sound, how is it formed, and how is it measured?

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Questions to ask groups as they do Investigation 1 Pass out tuning forks and ping bong balls.

What do you see? What do you hear? How is it different when you use a different size? Are the different sized tuning forks made out of the same or different material? Why does the ping pong ball move when you touch the tuning fork to it? Does it move more the harder you hit the tuning fork?

You1: will not see the soundto Teaching Step Inquiry Approaches waves until the third investigation when hitting the tuning fork and placing it in the water. You will however hear different pitches based on the size of the tuning fork. The bigger tuning forks have a lower pitch and the smaller ones have a higher pitch. Since sound is caused by vibrations the vibrations transfer to the ping pong ball causing it bounce off the tuning fork. The harder you hit the tuning fork against your palm the more the ping pong ball will move. You are causing vibrations in the rope just like when playing a guitar which then makes sound waves which we sense with our ears at different pitches based on the frequency. [Travel more quickly through a solid. So the rope.] [The cup amplifies the sound because it has a greater surface area and allows more sound waves to be emitted from it.] The sound will be at a much lower volume of we remove the cup. They are the same materials but different sizes. Waves are formed in the water. Basically we can see the sound waves moving.

Questions to ask groups during Investigation 2- Clucking Chicken.

How are you making sound by just dragging your fingers down the string?

Do you think the sound travels more quickly through the rope or through the air? What is the purpose of the cup?

Questions to ask groups during Investigation 3- Tuning Forks in water.

What would happen if the cup is taken away? Volume will get lower or higher? How are your 2 tuning forks different? What did you think would happen when you struck them and put them into water? What happened when you put them in water? What did you observe happened when you changed their size? Did the waves change? So if the fork made waves when you put it into water do you think that sound travels in waves? Page 4 of 7 Why do you think that happened?

Step 1: Inquiry Approaches to Teaching

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EXPLANATION What the Teacher Will Do Review students findings to reinforce that objects that vibrate produce sounds that we can hear and sometimes see and feel. Make sure they recognize that the pitch is how high or low the sound that an object produces and it can be changed when the number of vibrations is changed. Probing#$liciting Questions

Time: ____10____
Step 1: Student Inquiry Approaches to Teaching es!onses

Lets go back to the tuning fork and water. What did you notice when the tuning fork, after having been struck, touched the water? What caused the water to splash? What caused the tuning fork to vibrate?

and "isconce!tions [ripples, splashes]

[vibrations from the tuning fork] [transfer of energy, force of hit with hand, into the tuning fork] [The harder it was hit the more water splashed out]

What happened when the tuning fork was hit harder and then put into the water?

What did you feel when you touched the tuning fork? What did you hear? That is called pitch. Every object can change its pitch by how fast it vibrates. Now, lets consider the ping pong ball again. What happened when the ping pong ball made contact with the tuning fork? What caused that to happen?

[a lot of vibrations] [not able to see the vibration of the tuning fork but could hear it]

[it bounced off]

[the vibrations (energy) from the tuning fork were transferred into the ping pong ball] [everything used had to do with something vibrating, waves, etc.] [something is making a vibration that causes waves] [no, both instances sound was produced, just at varying levels]

What were we able to feel or observe when the objects we used made a sound? So what do we know about any object that makes a sound?

Explain how different materials affect sound waves, volume, etc.

So from the clucking chicken experiment we were able to actually hear the sound produced. Was this experiment really any different to when we used the tuning forks in terms of sound? What allowed us to hear the clucking chicken so6 much Page of 7 better than the tuning forks?

[the surface area of the cup allowed much more air to vibrate and be magnified so that it was much louder than the tuning forks]

Step 1: Inquiry Approaches to Teaching

EVALUATION What the Teacher Will Do Have students complete assessment. Probing#$liciting Questions

Time: ____5____ Student es!onses and "isconce!tions

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