Physics in Concert Teacher notes and student worksheets lighting sound electricity Download PowerPoint presentation at www.iop.org/concert © Contents Page Introduction 1 Teacher notes: 4 Part 1. Physics in context 4 Part 2: Practice your skills 14 Part 3: Planning a concert 16 Student worksheets 20 Worksheet 1 21 Worksheets 2 (A-C) 22 Worksheets 3 (A-C) 28 Worksheets 4 (A-D) 35 Worksheet 5 43 Solutions and mark schemes 47 Acknowledgements This activity was developed by the Institute of Physics (IOP) as part of the STEM (science, technology, engineering and maths) Subject Choice and Careers Project (within the STEM Action Programme) funded by the Department for Education. This activity was written by Taj Bhutta of the IOP and is based on the Ashfield Music Festival activity originally developed by the IOP and CRAC (the Career Development Organisation). Illustrations and design are by Tim Oliver, Phil Treble and Lesley Lee. Futuremorph characters used with permission from The Science Council Further information: For further information about the STEM Careers Project visit the STEM careers collection at National STEM Centre http:// stem.org.uk/cx8h For further information about STEM Subject Choice and Careers please contact [email protected] T: 0114 225 4870 Centre for Science Education, Sheffield Hallam University, City Campus, Howard Street, Sheffield S1 1WB. For further information about the Institute of Physics (IOP) please contact Tel: +44 (0)20 7470 4800 E-mail: [email protected] or visit www.iop.org/education Education Department, the Institute of Physics, 76 Portland Place, London W1B 1NT Incorporated by Royal Charter Registered charity number 293851 Introduction Background Developed to encourage more students, particularly girls, to consider careers related to physics, this activity is based on the successful Key-Stage 4 activity: Ashfield Music Festival [1]. Research shows that although girls can greatly benefit from activities which highlight careers and the real-word applications of physics [2], there is a need to provide information about engineering at an earlier age [3] and to also make a clearer link between what is learnt in lessons and career opportunities [4] in order to encourage greater uptake of physics post-16. This activity for 13-14 year olds incorporates many of the successful features of Ashfield Music Festival; students work in teams, learn about engineering by taking on different roles and learn how physics applies in the context of planning a music event. However, Physics in Concert offers greater flexibility in terms of delivery as it does not require recruiting external “expert” help or taking students off-timetable. The two activities can be run independently or used to compliment each other by incorporating Physics in Concert at Key-stage 3 and then running Ashfield Music Festival at key Stage-4. 1 Ashfield Music Festival – Institute of Physics 2009 www.iop.org/ashfield 2 Girls in the Physics Classroom: A teacher’s guide for action – Institute of Physics 2006 www.iop.org/girlsinphysics 3 Girls’ career aspirations - Ofsted April 2011 [Ref 090239] www.educationandemployers.org/media/12161/girls__career_aspirations.pdf 4 An investigation into why the UK has the lowest proportion of female engineers in the EU - Engineering UK 2011 www.engineeringuk.com/_db/_documents/Int_Gender_summary_EngineeringUK_04_11_.pdf 1 Introduction Resources required > PowerPoint presentation which is available to download at www.iop.org/concert > Worksheets (listed below) and included at the end of these notes. Other (optional) resources for practical demonstrations and activities are given in the relevant section of these notes. Worksheet Number required Worksheet Number Class-worksheet (optional) 1 per student 1 Practice your skills: Sound engineer 1 per team 2A Practice your skills: Lighting engineer 1 per team 2B Practice your skills: Electrical engineer 1 per team 2C Tasks: Sound engineer 1 per team 3A Tasks: Lighting engineer 1 per team 3B Tasks: Electrical engineer 1 per team 3C Poster: Sound engineer 1 per team 4A Poster: Lighting engineer 1 per team 4B Poster: Electrical engineer 1 per team 4C Poster: Team (optional) 1 per team 4D Set of Artist request cards 1 per class 5 2 Overview The activity has three parts, (outlined below) and can be run in a number of different ways: off-timetable; over a number of lessons; or as part of an after school science-club. The teacher in charge of the activity should review these notes in order to decide which approach is best and how much time to allocate to each part of the activity. For parts 2 and 3 of the activity, students should be put in to groups of three in order for students to take on different roles. If student numbers are not divisible by three, two teams of four can be created with some students sharing the role of (for example) lighting engineer. The minimum number of students that the activity can be run with is three, and the maximum is thirty (although this can be scaled up to a whole year group, if a number of teachers run it in parallel). Part 1: Physics in context The first part of the activity is teacher led, and can be run over a number of lessons. The topics covered include: > Electromagnets: Microphones and speakers > Sound: Pitch/frequency and speed of sound > CRO traces: amplitude and frequency > Sound-levels > Primary and secondary colours > Light: Absorption and reflection > Electricity generation > Heating effect of a current > Parallel and Series circuits > Electrical power, current and voltage Part 1 of the activity can be used to either teach the above topics for the first time, or to revise them. If teaching for the first time, the suggested demonstrations/practicals in the following notes can be used to expand each of the topics in to a number of lessons. Alternatively if part 1 of the activity is used for revision, worksheet 1 may prove useful. Part 2: Practice your skills In the second part of the activity students are put in to teams of three and choose one of the three engineering roles; sound, lighting or electrical engineer. Once roles are allocated each team chooses the music artist they want to represent and complete separate worksheets (worksheets 2A, 2B and 2C). If the activity is run over a number of lessons this work can be set as homework (in which case the presentation slides that accompany part 2 should be moved to part 1 of the activity) Part 3: Planning a concert In the final part of the activity students put what they have learned in to practice. Each team is provided with an “artist request card” (worksheet 5) and complete tasks (worksheets 3A, 3B and 3C) that go with their role and use this information to produce a poster about their plans. Poster worksheets (4A, 4B, 4C and 4D) are provided to assist students. The final part of the activity can be run as a competition. 3 Teacher notes Part 1: Physics in context This is a teacher led part of the activity. However there is ample opportunity to expand on the presentation, or add practicals and demonstrations (as indicated below). An optional class worksheet (worksheet 1) is provided for this part of the activity. Slides that relate to this are optional worksheet and denoted by “optional: refers to worksheet 1”. Answers to worksheet 1 are provided below at relevant points and also on page 47. Introduction Slide 1 Play some music as students arrive. Introduce activity. Slide 2 Highlight that the areas of physics that are relevant to a concert: sound; electricity; lighting. Explain the term engineer in a general context. 4 Part 1: Physics in context Sound Teaching this topic can be greatly enhanced by using a separate sound system (rather than integrated hi-fi) for demonstration purposes. Either a musical instrument or an IPod can be used as a music source to demonstrate that an unamplified sound provides a sound-level that is too low for a concert (for the IPod, earphones can be used as speakers to play the unamplified sound to the class). The source can then be connected to the amplifier-speaker system (via a microphone for the musical instrument) to demonstrate how the sound-level can be increased by first converting the sound in to an electrical signal, amplifying and then converting back to sound. Details of additional demonstrations related to CRO traces, amplitude, frequency and the principles of a moving coil speaker are included in the notes below. Slide 3 Introduce components of a sound system and explain them in context of home stereo or IPod dock. Slide 4 Explain that to amplify a sound it first needs to be turned in to an electronic signal. Suggested demonstration/activity: A microphone connected to CRO to demonstrate conversion of a sound wave into a CRO trace [tuning fork or human voice can be used as source] Slide 5 Use the term amplitude to explain how signal has increased in strength. 5 Teacher Notes Slide 6 Explain how an electrical signal can be converted into motion (in order to generate sound) using an electromagnet and permanent magnet. Suggested demonstration/activity: Electromagnet connected to a power supply used to repel and attract (by reversing current through the electromagnet) to demonstrate the principle of a moving coil speaker. www.practicalphysics.org/go/Experiment_336.html Slide 7 Link pitch to how “quickly” object vibrates/frequency Slide 8 Explain difference in traces for high and low frequency CRO traces Suggested demonstration/activity: Show different frequency traces on a CRO using a signal generator www.practicalphysics.org/go/Experiment_652.html OR A microphone connected to CRO to demonstrate trace for high and low pitch sounds (different tuning forks can be used as sources) www.practicalphysics.org/go/Experiment_654 6 Part 1: Physics in context Slide 9 (optional: refers to worksheet 1) Discuss question-1 and ask students to answer Answers: (i) A (ii) B Slide 10 Discuss sound-levels and exposure times.