A. South Carolina State Standards Covered

Sound Waves Original lesson plan by Whitney Ruppel

Purpose: Facilitate students’ understanding of sound waves including their properties and behaviors.

A. South Carolina state standards covered: 8-6.3 Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8-6.5 Explain hearing in terms of the relationship between sound waves and the ear. (note: this standard is only partly covered here and will need further review)

B. Performance Objectives:  Students should be able to explain the factors that influence sound waves including frequency, amplitude, wavelength, and speed.  Students should be able to predict the relationship between frequency and pitch  Students should be able to identify the cause of sound that is heard by the human ear.

C. Lesson Plan:

Hook: Inhale a small amount of carbon dioxide from a balloon. Now talk to students and let them hear the squeaky voice you have. Then ask students why they think you sound like that, followed by giving them the explanation. Explain to students that they will be investigating what factors might influence sound and different properties of sound waves.

Concept exploration: Students will rotate through stations that investigate sound waves. Each station should take approximately 10 minutes but could take more/less depending on the time allotted. Also, not all stations need to be used if time is limited. The first few minutes at each station should be spent answering ‘hypothesis’ questions. Students will answer remaining questions pertaining to each station before advancing to the next station. Materials: shoe boxes Rubberbands Stapler Water glasses (~6) Water pitcher Various objects of different mediums (eg: wooden block, metal pipe, book) Tuning fork

Station 1: On the table, place a beaker with water, several objects of different mediums, and a tuning fork. Have students tap the tuning fork, then put the tuning fork against each object. Then have students tap the tuning fork and place it in the water. Having answered the hypothesis question on their handout before beginning, students will now answer remaining questions explaining what they witnessed. This station will allow students to actually ‘see’ sound waves caused by the tuning fork that they cannot normally see in air.

Station 2: At this station students will use the shoe box and rubber bands to investigate vibrations and pitch. Cut the rubber bands so they are one straight piece. Also place a stapler at this station. Students will staple one end of 4 rubber bands to the box, spacing them evenly. Students will play around with tightening and loosening the bands to create different pitches. They will staple each at a different tightness and create their own music. Be sure handout questions are answered.

Station 3: At this station place a pitcher of water and several (~5) drinking glasses or beakers and a spoon. By experimenting with different water levels in each glass, students should understand that more water in the glass will create a higher pitch. Be sure handout questions are answered.

Concept introduction/application: Go through the student handout, discussing each question. Students should write the correct answers in their own words, perhaps as a homework assignment. Be sure to explain the relationship between the ear and sound waves. The main concept that will be examined here is that sound waves are gathered by the outer ear and cause vibrations in the ear drum. Different vibration intensities create different pitches that are heard. This will start a foundation for the next class, where more detail explaining the relationship between the ear and sound waves can be taught.

Evaluation: Students will be evaluated by their participation and handout questions. Post questions could be assigned or if the students are to write the correct answers on the handout as an assignment, this could also be used as an evaluation.