Common Misconceptions Sound Waves - KnowAtom

E4 NGSS Curriculum v. 9.1 Unit 8 – ©2018 KnowAtomTM

In the last unit, students explored how

energy is transferred in circuits and can do work, such as spinning a motor. In this

unit, students continue to explore how energy can be transferred from one place to another. They develop and use models of transverse and longitudinal waves and

then explore what changes a sound wave’s amplitude, volume, and pitch.

Common Misconceptions:

Misconception: As waves move, matter is transferred from one place to another. Fact: Matter isn’t transferred in

waves. Once the energy has been passed on, the molecules return to their original position.

Misconception: Hitting an object with more force changes the pitch of the sound it makes. Fact: Hitting an object harder

changes the volume of the sound produced, but it doesn’t change the pitch. Pitch is determined by a wave’s frequency and is how high or low a sound seems, not how loud or soft.

8

Sound Waves At-a-Glance:


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A Breakdown of the Lesson Progression:

Waves and Energy In the first lesson, students explore wave properties and how waves transfer energy by observing mechanical waves in water and modeling transverse and longitudinal sound waves in slinky springs.

1

2 Pitch and Volume Once students understand how waves transfer energy, they focus on a wave’s frequency and the factors that affect the pitch of fishing line string on a wooden pegboard instrument.


Unit 8: Sound Waves

Table of Contents Curriculum

Unit Overview Applying Next Generation Science Standards Science and Engineering Practices Unit 8 Pacing Guide Example Science Words to Know Teacher Background Vocabulary Assessment Concept Assessment

4 5 7 9 11 12 65 67

Lessons Lesson 1: Waves and Energy

Waves and Energy Investigation Lesson 2: Pitch and Volume

Facilitated Procedures Blank Data Table

18 38 44 63 64

Appendices Assessment Answer Keys Student Reader Answer Key Common Core Connections Sample Concept Map Support for Differentiated Instruction Materials Chart

71 74 76 80 81 82


When many people think of whales, they picture the giant marine animals leaping high into the air and crashing back into the water. For years, this behavior, called breaching, was a mystery for scientists. It takes a lot of energy to leap into the air, so what benefit could whales get from this behavior to make it worth the energy? After studying 76 groups of migrating humpback whales for more than 200 hours, a team of scientists from Australia believes they have an answer. They found that breaching was more common when groups of whales were at least 4,000 meters (2.5 miles) apart. This led the scientists to believe that the whales use breaching as a way to communicate over long distances. “This makes absolute perfect sense,” Chris Parsons, a scientist who studies whales but wasn’t involved with the research, told Quartz in 2017. “Leaping up in the air and splashing down is equivalent to the really keen kid in a classroom jumping up and down waving his arms.” In this unit, students explore how sound energy is transferred in waves of vibrating molecules. They begin by investigating how waves transfer energy from one place to another and then the properties of different waves. Students end with an exploration into how the pitch of a sound is affected by various factors.

1. Use evidence to support an argument about how energy can be transferred from place to place by waves, which can make objects move. 2. Develop a model of transverse and longitudinal waves. 3. Explain the relationship between a particular sound and its properties, including its amplitude and frequency.

Unit Overview:

Unit Goals:

Unit 8:

Sound Waves

This whale is breaching.


Applying Next Generation Science Standards This unit covers the following Next Generation Science Standards. Each standard includes where it is found in the unit, as well as how it applies the relevant crosscutting concepts (listed in green) and disciplinary core ideas (listed in orange). *Note: Science and engineering practices are listed separately because all of the practices are incorporated into every unit.

Grade-Specific Standards:

4-PS3 Energy 4-PS3-2.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Definitions of Energy: In the first lesson, students carry out a

multi-part investigation to gather data about how waves transfer energy from one place to another. In the second lesson, students plan and carry out an experiment in which they test the factors that affect the pitch of fishing ling string on a pegboard. Lessons 1 and 2

Energy and Matter: In both lessons, students investigate how sound energy is transferred from one place to another by vibrating molecules of matter. Lessons 1 and 2

4-PS4 Waves and Their Applications in Technologies for Information Transfer

4-PS4-1.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Wave Properties: Students use a slinky to model how energy

can be carried in waves, and then develop a scientific diagram (model) to describe patterns in wavelength and amplitude. Lesson 1

Patterns: Students identify how a wave’s relative amount of energy can be determined based on patterns in terms of its amplitude and wavelength. Lesson 1


Supporting Standards:

5-PS1 Matter and Its Interactions 5-PS1-1. 5-PS1-3.

Develop a model to describe that matter is made of particles too small to be seen. Structure and Properties of Matter: Students use their

knowledge of the atomic structure of matter to explain why sound energy requires matter to travel from one place to another. Lessons 1 and 2

Scale, Proportion, and Quantity: Students use atomic scale to describe how sound moves through a medium. Lessons 1 and 2

Make observations and measurements to identify materials based on their properties. Structure and Properties of Matter: Students make

observations about different kinds of materials as they carry out an experiment to test the factors that affect the pitch of fishing ling string on a wooden pegboard instrument. Lesson 2

Scale, Proportion, and Quantity: Students analyze the proportion and quantity of different materials as they experiment with producing different pitches. Lesson 2


Science and Engineering Practices

Students use the following science and engineering practices in the unit’s lessons.

Lesson 1: Waves and Energy 1. Asking questions (for science) and defining problems (for engineering) Students ask questions within their team as they explore how waves

move in a bin of water. Students then investigate the focus question: “How does the amount of force used to push on the water in the bin affect how much the foam in the water is displaced?”

2. Developing and using models Students create a scientific diagram (model) of the water bin system in

which they identify the input of energy, how energy is transferred, and the output of energy. Students then use slinky springs to model the difference between transverse and longitudinal waves.

3. Planning and carrying out investigations Student teams carry out a three-part investigation in which they

investigate the relationship between the amount of force applied in the initial disturbance and the resulting amplitude of the wave.

4. Analyzing and interpreting data Students collect and evaluate their data on waves, analyzing how their

models represent how waves move through matter and carry energy from one place to another.

6. Constructing explanations (for science) and designing solutions (for engineering) Students use the data they gathered from the investigation to explain

how waves transfer energy, and how their models can be used to help them understand how sound moves in waves through a medium.

7. Engaging in argument from evidence Students come together as a class, comparing team results and analyzing

possibilities for any differences in results. They use their data to support an argument about how waves transfer energy through a medium.

8. Obtaining, evaluating, and communicating information Students use information from the student reader and their investigation

to communicate their analysis, both in writing and in class dialogue, about how waves can be used to explore the relationship between matter and energy.


Lesson 2: Pitch and Volume 1. Asking questions (for science) and defining problems (for engineering) Students develop a question that will help guide them through an

experiment that explores how the pitch of a sound can change depending on different factors (specifically the width, length, and tension of a material on a pegboard).

2. Developing and using models Students create a visual model (scientific diagram) of their experiment-in-

progress. Students use the model to visualize how the materials will be used and to communicate their experiment to others.

3. Planning and carrying out investigations Student teams collaboratively conduct an investigation that compares the

relative pitch of the sound made by fishing line strings that are thick and thin, different lengths, and pulled on with more and less tension.

4. Analyzing and interpreting data Students collect and analyze data on the relative pitch of thick and thin

string, long and short string, and amount of tension in the string. 6. Constructing explanations (for science) and designing solutions (for engineering) Students use the data they gathered in the experiment to construct an

explanation that either supports or rejects their hypothesis (claim) about how the pitch of a sound can change depending on different factors.

7. Engaging in argument from evidence Students come together as a class to present their analysis from the

experiment and to compare results with other student teams, evaluating how a sound’s pitch is related to its frequency and can be changed by altering certain factors.

8. Obtaining, evaluating, and communicating information Students use information they’ve obtained and evaluated from their readers,

class discussion, and experiment results to communicate with others, both verbally and in written form, about the cause-and-effect relationship between a sound’s pitch and the properties of the material making the sound.


Unit 8 Pacing Guide Example

All KnowAtom units are designed to take approximately one month. Lessons may span one or two weeks. This pacing guide provides one example for how to break down the lessons in this unit over a month. Breakdown is based on 30- to 45-minute class periods. Communities that have longer class periods or schedules where science class occurs more frequently can modify this guide accordingly. Any days in this guide that appear unused take into account months with holidays, vacations, times when a lab and/or investigation takes longer to complete, and/or days when science class does not occur. Note that at the beginning of the school year, when the engineering and scientific processes are new to students, labs may take an extra class period to complete.

Unit 8: Sound Waves Day 1 Day 2 Day 3 Day 4 Day 5

Week 1 Lesson 1

Start: As a class, read Section 1 of the KnowAtom student reader. Final Goal: Transition to the Socratic dialogue.

Lesson 1 Start: Socratic dialogue. Final Goal: Transition to the Waves and Energy Investigation.

Non-Science

Day

Lesson 1 Start: Students carry out Part 1 of the investigation. Final Goal: As a class, discuss observations, wrap up Part 1, and debrief.

Non-Science Day

Week 2 Lesson 1

Start: Students carry out Part 2 of the investigation. Final Goal: As a class, discuss observations, wrap up Part 2, and debrief.

Lesson 1 Start: Students carry out Part 3 of the investigation.

Final Goal: As a class, discuss observations, wrap up the lesson, and debrief.

Non-Science Day

Lesson 2 Start: As a class, read Section 2 of the KnowAtom student reader. Final Goal: Transition to the Socratic dialogue.

Non-Science Day


Week 3 Lesson 2

Start: Socratic dialogue. Final Goal: Transition to Lab 7 question.

Lesson 2 Start: Recap experiment question. Final Goal: Students develop majority of lab with check-ins.

Non-Science

Day

Lesson 2 Start: Teams complete lab development. Final Goal: Teams may begin data collection.

Non-Science

Day

Week 4 Lesson 2

Start: Teams complete data collection. Final Goal: Teams analyze data and evaluate results.

Lesson 2 Start: Students write lab conclusions. Final Goal: As a class, discuss results, wrap up the lab, and debrief.

Non-Science Day

Non-Science

Day

Non-Science Day


Use the blank concept map visual to connect vocabulary once the unit is complete. An example concept map is displayed in Appendix 3. 1. amplitude – a measure of the wave’s displacement from its

resting position 2. frequency – the number of waves that pass a set point in a

given amount of time 3. pitch – how high or low a sound seems 4. sound – energy that is carried in waves by vibrating

molecules 5. sound wave – a pattern of vibrating molecules caused by

the movement of sound through a medium 6. vibrate – to move back and forth quickly 7. wavelength – the distance spanned by one cycle of the

motion of a wave

Science Words to Know:


Teacher Background

Breaching isn’t the only way that whales communicate with one another. They also make low grunts, moans, clicks, and pulses, using sounds for navigation, finding food, and communicating with one another over long distances. For example, scientists have learned that humpback whales “sing,” making sounds that have repeating patterns, can last up to 30 minutes, and can travel 160 kilometers. Sound is the most effective way to communicate in the ocean because sound travels four times faster under water than in the air. Sound is energy that is carried in waves by vibrating molecules. To vibrate means to move back and forth quickly. Whales use echolocation, a method of communicating in which sound moves through the water and can travel tremendous distances by reflecting off of different objects in the water. Those sounds then echo back to the whale that sent the sound. To understand how sound can move through the water over these distances and interact with matter, it’s important to understand some basic characteristics of waves. There are many different kinds of waves, but they are all caused by a disturbance and carry energy from one location to another. In mechanical waves such as sound waves and water waves, the disturbance moves through a medium (the matter the wave travels through). The medium can be a solid, liquid, or gas, but it must be matter because the disturbance requires interacting molecules to move. This is why sound doesn’t travel in space, where there are large expanses of empty space with no matter. Sound moves faster through liquids such as ocean water than through air because the molecules of a liquid are more tightly packed than those of a gas. This means the molecules collide with one another at a faster rate in a liquid than in a gas. Particles stop vibrating once they have passed on the energy.

Sound in the Ocean


Because waves transfer energy, they require a source since energy cannot be created or destroyed. Raindrops falling on a still lake are a good illustration of this. When the raindrops hit the water’s surface, they transfer their kinetic energy to the water. This creates water waves that carry that energy as they ripple outward. Once the ripples die down, the water returns to the same position. Scientists classify waves according to how the disturbance moves relative to the wave itself. In some kinds of waves, the disturbance moves perpendicular to the direction of the wave itself. In other words, if the wave moves from left to right, the disturbance moves up and down. This kind of wave is called a transverse wave. When raindrops fall on the water, they hit the water vertically, while the wave moves horizontally. (Water waves also move in a longitudinal motion, which we’ll explore next, so they are categorized as their own kind of wave.) When a crowd of people in a stadium do “the wave,” they are modeling a transverse wave. The individual people move up and down, while the wave moves from left to right (or right to left). This is an example of how waves move energy, not matter. After the disturbance passes through, the people go back to where they were before the wave moved through.

Sound waves move differently. Sound waves are patterns of vibrating molecules caused by the movement of sound through a medium. They are a type of wave called a longitudinal wave, in which, the disturbance moves parallel to the direction of the wave itself. If the wave moves from left to right, the disturbance also moves from left to right.

Waves Carry Energy, Not Matter


As sound waves move through a medium, the molecules of the medium collide with one another in the same direction the sound wave is moving. Think again of the sounds made by a breaching whale. When the whale crashes into the water, it transfers kinetic energy from its moving body to the surface of the water. This makes the molecules of water begin to vibrate and bump into the molecules closest to them. This passes on the energy and makes them vibrate too. Then those molecules bump into more particles, and so on. As the sound wave moves from left to right through the water, the water molecules also vibrate to the right and left as the energy of the sound wave passes through it. If another whale is in the range of these vibrating molecules, it will hear the vibrations as sound. As sound energy moves through matter, it causes molecules to press together. This is called compression. When this happens, the molecules on either side of the compression spread out. This is called rarefaction.

How compressed the molecules become as the sound wave moves through determines the wave’s amplitude. Amplitude is a measure of the wave’s displacement from its resting position. Displacement refers to the movement of a substance from its resting position. A

water wave’s amplitude is its height above the water’s surface. A sound wave’s amplitude is the amount of compression that occurs as it moves through the medium.

Sound Waves

This is a sound wave.


The larger the force that causes the disturbance, the greater a wave’s amplitude will be. Because of this, amplitude is closely related to the amount of energy a wave carries. The greater the amplitude of a wave, the more energy it is carrying. In sound waves, the amplitude of a wave also determines the sound’s volume, which is how loud or soft a sound seems. For example, the scientists who studied the behaviors of humpback whales believe that whales breach to produce loud sounds that can travel long distances through the water by creating a large disturbance that carries more energy, similar to how a drum makes sounds that can be heard from far away. The wavelength is the distance spanned by one cycle of the motion of the wave. In longitudinal waves, it is the distance from one compression to the next or from one rarefaction to the next. In transverse waves, it is the distance from crest to crest (the top of the wave) or from trough to trough (the bottom of the wave).

Properties of Waves

A breaching whale creates a large disturbance.

longitudinal sound wave

transverse wave


There is still much that scientists don’t know about how whales communicate. However, in recent years scientists have been able to better study whale sounds thanks to a series of hydrophones (underwater microphones) that were put in place during the Cold War to listen for Soviet submarine activity. Those hydrophones are now being used try to answer various scientific questions about how and why whales communicate with one another. As the largest animals on Earth, blue whales are particularly interesting because they can communicate over vast distances, at frequencies so low human ears cannot detect the sounds. The frequency of a wave is the number of waves that pass a set point in a given amount of time. Frequency is closely related to pitch, which describes how high or low a sound seems. A wave with a higher frequency has a higher pitch than a wave with a lower frequency. Humans can hear sounds at frequencies from about 20 hertz (Hz) to 20,000 Hz. Human speech is around 1,000 Hz to 5,000 Hz. The average human male speaking voice has a range between 85 and 155 Hz. The range for women is about 164 Hz to 255 Hz, and for a child about 250 Hz to 300 Hz. A standard piano keyboard covers a frequency range from 27.5 Hz to 4,186 Hz. In contrast, most blue whales vocalize in the range of 15 to 25 Hz.

Frequency and Pitch

The sound wave on the right has a higher frequency than the wave on the left.


In 1989, a group of scientists made an unusual discovery when listening to whale sounds in the North Pacific Ocean. They heard a signal coming from a whale that shared the same migratory patterns as other blue whales, but this whale was communicating at a frequency of 52 Hz, much higher than most other blue whales. Every year for 12 years, the scientists recorded this whale, picking up its signals sometime in August or September and following it until it migrated out of range, sometime in January or early February. The scientists published their findings in 2004, and were surprised when the story became covered by the mainstream news. The whale became known among non-scientists as “the loneliest whale in the world.” People worried that the whale couldn’t communicate with other whales. Mary Ann Daher was a researcher in the lab that carried out the research, and she has received many emails from people worried about the whale, wanting to do something to help it. As a scientist, Daher doesn’t like the label of “lonely” for a whale. “Obviously, he’s able to eat and live and cruise around,” Daher told the Washington Post in a 2012 interview, given that his sounds were still being recorded as of 2015. “Is he successful reproductively? I haven’t the vaguest idea. Nobody can answer those questions. Is he lonely? I hate to attach human emotions like that. Do whales get lonely? I don’t know.” According to many scientists, other whales can still hear the whale when he communicates at 52 Hz (and they know he’s a male because males vocalize in this particular way during mating season). And the whale’s frequency is lower now, similar to how people’s voices deepen as they age and grow. The whale is now communicating at a frequency closer to 46 Hz. Other scientists have concluded that whales have been changing their vocalizations as a way to compete with the increasingly noisy ocean, full of pollutants and noise caused by people.

The “Loneliest Whale in the World”


Objective: Students explore wave properties and how waves transfer energy by observing mechanical waves in water and transverse and longitudinal sound waves in slinky springs.

Materials:

Consumable A. Goggles – 1 per student B. “Waves and Energy Investigation” – 1 per student (student reader) C. Plastic cups (3.5 oz) – 2 per team D. Foam rectangles – 1 per team E. Blue food coloring – teacher use

Non-Consumable F. Slinky springs – 1 per team G. Dry-erase markers – 1 per team H. Plastic bins – 1 per team I. Waves Transfer Energy Visual – (not shown) J. Types of Waves Visual – (not shown) Teacher Tool Kit K. Rulers – 1 per team L. Duct tape – shared M. Masking tape – shared

Lesson 1: Waves and Energy

A B

C D

E F

G H

K

L M


Teacher Preparation:

• Download the visuals from the KnowAtom Interactive website. • The investigation in this lesson is divided into three separate

parts. Each part will take approximately one class period to complete, depending on your school’s allotted time for science.

• Fill the plastic bins with water 5 cm deep. Color the water with one drop of food coloring so students can observe the motion of the water.

• Arrange several pick-up stations for teams to collect the materials they will use at their desks during the investigation. Most of the materials are used in each part of the investigation. For example: o Pick-Up Station 1: student readers, bins with water, plastic

cups, foam rectangles, rulers, dry-erase markers and duct tape

o Pick-Up Station 2: slinky springs and masking tape

Student Reading Preparation:

• Read Section 1 of the student reader together as a class before the Socratic dialogue and activity portion of the lesson. Model how to read closely for understanding. For example: o Emphasize connections between examples in the reading

and broader concepts. For example, ask why a certain example was used to support the reading’s main point.

o Use “why” and “how” questions to connect ideas in the reading to student experiences.


Socratic Dialogue:

• The Socratic dialogue serves as the bridge between the nonfiction reading and the lab portion of the lesson.

• The example Socratic dialogue below describes one possible progression of ideas to engage students in higher order thinking. Blocks are used to divide the dialogue according to key organizing concepts. Note that in a Socratic dialogue, the teacher is not the only one asking questions and challenging ideas. Students should be actively engaged in proposing questions, challenging assumptions, and using evidence to support their arguments. Not sure how to set up a Socratic dialogue? Check out www.knowatom.com/socratic for an in-depth look at how to hold a next generation Socratic dialogue in the classroom.

Block 1: Introduction to Waves 1. Begin a dialogue with students about how energy can be moved from place to place by moving objects or through heat, electric currents, or sound.

� Big Idea 1: Coach students toward the idea that energy can be transferred in various ways and between objects. For example: o Ask one student to describe some of the different kinds of

evidence that indicate when energy has been transferred from one place to another. (There are many ways that students may answer this question because energy can be transferred in various ways and between objects. For example, students may remember from the last unit that their motor spinning was evidence that energy had been transferred through the circuit from the battery to the motor in electric currents. Whenever a light bulb turns on, it is evidence that energy has been transferred from a


source, such as a battery, to the light bulb. When an object’s motion changes, it is evidence that energy has been transferred, either into the object or out of it. If a moving object slows down or stops, it is evidence that energy has transferred out of it. If a nonmoving object begins to move, it is evidence that energy has been transferred to it.)

o One at a time, provide multiple students with the chance to respond to this question so that students are thinking about their own experiences with energy being transferred.

2. Display Waves Transfer Energy Visual. Continue the dialogue with students about energy transfer, focusing on how energy can be transferred from one place to another in waves.

� Big Idea 2: Coach students toward the idea that all waves carry energy from one location to another location, and many waves are caused by a disturbance that travels through a medium (matter that a wave travels through). For example: o Ask one student if they have any experience with water

waves, and to describe what they observed about those waves. (Answers may vary depending on student experience. Students may refer to ocean waves or ripples across a lake or pond, and they may talk about the motion of the water as it moves in waves. This question is designed to assess a common student misconception, which is that the water itself is moved from one location to another in waves. In reality, as in all waves, it is energy, not matter, that is being transmitted in a water wave.)


o Continue to probe this misconception by asking another student to evaluate the first student’s response, asking questions for clarification, adding additional information to support their response, or respectfully contradicting it with evidence. Provide the first student with the chance to respond so that both students are evaluating and analyzing each other’s responses. Redirect if misconceptions arise.

o Ask another student to use the photo of the ripples on the lake to explain how energy is transferred through the waves. (The kinetic energy of the falling rain transfers to the water, creating water waves that carry that energy as they ripple outward.)

o Ask the first student why water waves need a medium (matter that a wave travels through). (The energy moves as the molecules of the medium interact with one another. The molecules of water begin to vibrate (move back and forth quickly) and bump into the molecules closest to them. This passes on the energy and makes them vibrate too. Then those molecules bump into more particles, and so on. Particles stop vibrating once they have passed on the energy.)

o Ask another student what evidence there is that energy, not matter, is being transferred in the waves. (Once the ripples die down, the water returns to its original position.)

2. Display Types of Waves Visual. Continue the dialogue with students about waves, focusing on how waves are caused by a disturbance that transfers energy through the medium.

� Big Idea 3: Coach students toward the idea that in some waves, the disturbance moves perpendicular to wave itself, while in other waves, the disturbance moves parallel to the direction of the wave. For example:


o Ask one student how the child in the visual is creating a transverse wave by moving the rope up and down. (In transverse waves, the disturbance moves perpendicular to the direction of the wave itself. The up-and-down motion of the rope is the disturbance, but the wave itself moves from left to right toward the tree.)

o Ask another student to describe the energy transfer that occurs in the transverse wave diagram. (The child exerts a force on the rope that transfers kinetic energy to the rope. This energy is what is transferred in waves through the rope.)

o Ask the first student why the rope returns to its initial position once the child finishes moving the rope and the wave moves through. (It returns to its initial position because energy has been transferred, not matter.)

o Ask another student why the person pushing the spring in the second diagram is creating a longitudinal wave. (In longitudinal waves, the disturbance moves parallel to the direction of the wave itself. If the wave moves from left to right, the disturbance also moves from left to right. This is what happens when the person pushes on the spring. The person pushes to the right, and the wave moves to the right.)

o Ask the first student to describe the energy transfer that occurs in the longitudinal wave diagram. (The hand exerts a force on the spring that transfers kinetic energy to the spring. This energy is what is transferred in waves through the spring.)


Investigation: Part 1 – Energy Transfer in Water Waves

1. Divide the class into teams of two. Stand by each station to explain how the materials will be used and the amount each team can collect. Students should go to stations to collect the materials they will use at their desks. Pick-Up Station 1:

• “Waves and Energy Transfer Investigation Part 1” – 1 per student (student reader)

• bins with water – 1 per team • plastic cups (3.5 oz) – 2 per team • foam rectangles – 1 per team • duct tape – shared

Explain that each team will:

1. Tape the rims of the cups together with the duct tape. 2. Put one foam piece at one end of the water-filled plastic bin. (It

will float in the water.) 3. Create a disturbance in the water at the opposite end of the bin

by pushing down on the water with the taped plastic cups. Observe the motion of the small piece of foam in the water. What happens to the motion of the water and the foam when you push on the water?

2. Teams collect materials from the pick-up stations to start the exploratory part of the investigation. Allow teams a few minutes to manipulate the materials and make observations. Circulate throughout the classroom during this process to observe and ask questions that gauge student thinking as they examine the motion of the foam and water in the bins. For example:

SAFETY: Students should wear goggles during this activity.


• What is causing the water to move in the bin? [Students should connect the motion of them pushing the cups with the movement of the water. For example, the force of the cups pushing on the water transfers kinetic energy to the water, making the water move in waves.]

• How is the motion of the cup at one end of the bin connected to the motion of the foam at the other end? [Students will observe that as the cup moves, it causes the foam to move. When the cup is pushed with more force, the foam moves more in the water.]

• Why does the motion of the cup cause the foam to move, even though they aren’t in contact with each other? [The force of the cup pushing on the water creates waves that move through the water, transferring energy to the other side of the bin and causing the foam to move.]

• How would you describe the motion of the water in the bin? Is there a pattern to how it moves? [Answers may vary depending on how students describe their observations. For example, they may observe that the water moves in a steady way from the cup outward toward the other side of the bin. Some students may describe the motion as waves.]

• Do you think energy is being transferred anywhere in the water bin system? Where and how? [The goal here is for students to connect the energy transfer that occurs when they push on the water with the cup with the motion of the foam. In order for the foam to move, it needs an input of energy. That energy is transferred from the cup through the water in waves.]


3. Regroup with the class to share observations. The purpose of this exploratory process is for students to identify relationships among the different parts of the system. Students should describe what they observed in terms of forces and energy transfer. For example: The cups pushing on the water transferred kinetic energy to the water, disturbing the water and causing it to move in waves. The water waves eventually exerted a force on the foam at the other end of the bin, causing the foam to move up and down. 4. Students collect their student readers and turn to the “Wave and Energy Transfer Investigation.” Students use Part 1 of the investigation sheet to draw a diagram of their water bin system in motion.

� Diagram the Water Bin System: Draw a diagram of your water bin system in motion in the bin outline below. Include each part of the system and label the following: • energy input • where energy is transferred • energy output

NOTE: To help observe the motion of the water, teams can use a dry-erase marker to trace the water line on the side of the bin before they disturb the water.


5. When students have finished their water bin system diagrams, they use the “Waves and Energy Transfer Investigation” to carry out the next section of the investigation. Explain that each team will:

� Explore the Part 1 Focus Question of the investigation: How does the amount of force used to push on the water in the bin affect how much the foam in the water is displaced?

� Use what you know about energy and waves, as well as your water bin system diagram, to write a hypothesis for the focus question.

6. Students discuss the question with their partner and form a hypothesis. Differences in team hypothesis are expected and encouraged. Even though this lesson follows an investigation format, students generate a hypothesis in the same way they would when developing a formal lab in their lab notebooks. Teams briefly check in with the teacher to review their hypothesis when complete before moving on to the next part of the investigation. Possible student hypotheses are included below:

• When the cups push on the water in the bin with more force, the foam is displaced more than when the water is pushed with less force.

water bin example diagram


• When the cups push on the water in the bin with more force, the foam is displaced less than when the water is pushed with less force.

• The amount of force used to push the cups into the water does not affect how much the foam is displaced in the water.

7. Stand by the materials stations to explain how the materials will be used and the amount each team can collect. Students should go to the station to pick up the materials they will use at their desks.

Pick-Up Station 1:

• bins with water – 1 per team • taped plastic cups (assembled in the previous part of the

investigation) – 1 per team • foam rectangles – 1 per team • rulers – 1 per team • dry-erase markers – 1 per team

Each team will use the materials list and test procedure on their investigation sheet as a guide to carry out the investigation:

� Test Procedure 1. Put the foam piece in one side of the water bin. 2. Trace the water line on the outside of the bin with a dry-

erase marker. This line is the resting position of the foam on the water.

3. Put the taped cups in the water bin in the end opposite the foam.

4. Push the cups into the water with a small force three times. Measure the displacement of the foam in the water (the maximum height the foam moved from its resting position).

5. When the water is still, repeat Step 4 for two more trials. 6. Repeat Step 4-5, this time with a large force.


� Data: Students record data in Table 1 on their investigation

sheets.

� Analysis and Conclusion 1. Describe any patterns you notice in the data you collected. 2. Explain how the data you collected in the investigation do or

do not support the hypothesis you wrote. Use specific evidence from the investigation to support your argument.

Part 1 Wrap-Up: 1. Review student diagrams and the results of their water wave investigation. For example:

• Ask one student to present their diagram to the class, explaining where they labeled the energy input, energy transfer, and energy output.

Table 1: Pushing Force on Water vs. Displacement of Foam

Tests Displacement of Foam in Water (cm) Trial 1 Trial 2 Trial 3 Average

Small Pushing Force 1 1.5 1 1.2

Large Pushing Force 3.5 4 3 3.5

NOTE: Example data represent one possible outcome. Results will vary based on the amount of relative force used.

NOTE: Teams may need to practice measuring the displacement of the foam in the water a few times before they collect their data. Teams can mark the water level on the side of the bin with the dry-erase marker when the water is in motion and then measure with a ruler after.


• Ask whether any teams had a different diagram. Provide students with the chance to ask questions of one another and present arguments for their diagrams so that students are using evidence to explain why they diagramed their system the way they did.

• Once students reach consensus, ask another student what patterns they noticed in the data they collected about how the displacement of the foam related to the amount of force applied to the water. [Students should have noticed that the foam became more displaced when a larger force was applied to the water compared to a smaller force.]

• Ask the first student whether the data supported their hypothesis, using evidence from the investigation to support their argument. [Answers will vary depending on the specific data collected by each team. For example: Our hypothesis, that when the cups push on the water in the bin with more force the foam will be displaced more, is true. Our data show that the foam was displaced an average of 2.3 cm more when a large pushing force was applied to the water compared to a small pushing force.]

• Ask whether other teams had different results. Provide multiple teams with the chance to present their conclusions to the class and to compare their results with other teams. If there are any significant differences, discuss possibilities for those differences.

• Connect student observations back to the reading by asking another student how their water bin system relates back to the story of the breaching whales. [Students may connect the force they applied to the cups with the breaching of the whales. As the whales crash into the water, they transfer kinetic energy to the water. The more force they apply to the water, the more energy they transfer.]


Investigation: Part 2 – Transverse Waves and Amplitude

1. Divide the class into teams of two. Stand by each station to explain how the materials will be used and the amount each team can collect. Students should go to stations to collect the materials they will use at their desks. Pick-Up Station 2:

• slinky springs – 1 per team • masking tape – 1 per team • “Waves and Energy Investigation Part 2” – 1 per student

(student reader) Explain that each team will:

� Set Up the Slinky Spring 1. Tape a small masking tape “flag” to one of the springs in the

center of the slinky. The flag has the same role as the foam in the water bin.

2. Stretch out the slinky spring on the floor approx. 1.5-2.5 meters (6-8 feet), with different team members holding opposite ends of the slinky. If possible, line up the slinky with a floor board or tile on the classroom floor. This will help establish the resting position of the slinky spring. The slinky spring must remain against the floor.

� Model Low and High Amplitude Transverse Waves with the Slinky Spring 1. One person generates several transverse waves in the slinky

by moving their end of the slinky 30 centimeters from side to side on the floor while the opposite person keeps their end of the slinky fixed. This motion is similar to the small force pushing on the cups in the water bin system. Observe



the motion of the slinky spring and the flag. Repeat the motion again if needed.

2. Repeat Step 1, this time moving the slinky spring 60 centimeters from side to side to represent a large force.

2. Teams collect materials from the pick-up station to model transverse waves with the slinky spring on the floor. Circulate throughout the classroom during this process to observe teams and to ask questions that gauge student thinking as they model transverse waves. Students diagram their wave patterns on their investigation sheets.

example diagram of transverse waves created by a small force

example diagram of transverse waves created by a large force

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Part 2 Wrap-Up: 1. As a class, review student results of their transverse wave models. For example:

• Ask one student to present their diagrams of transverse waves created by a small force compared to a large force. [Student diagram should show that the amplitude of the wave created by the large force is greater than the amplitude of the wave created by the small force.]

• Ask another student why they think the amplitude of a wave is larger when it is created by a large force. [Student should connect the amount of force applied to the amount of energy transferred. A larger force transfers more energy, so the wave has a greater amplitude because it carries more energy.]

• Ask the first student how these observations connect back to the water waves they observed in the first part of the investigation. [Students should have observed that the water waves also had a greater amplitude when they were created by a larger force, which means those water waves carried more energy than waves produced with a smaller force.]

Investigation: Part 3 – Longitudinal Sound Waves

1. Divide the class into teams of two. Briefly explain that teams will use a slinky spring to model how sound moves in longitudinal waves through a medium such as a solid, liquid, or gas. Longitudinal waves look different than transverse waves but their properties can be described in a similar way. 2. Stand by the materials station to explain how the materials will be used and the amount each team can collect. Students should go to stations to collect the materials they will use at their desks.



Pick-Up Station 1: • slinky spring – 1 per team • “Waves and Energy Investigation Part 3” – 1 per student

(student reader)

Explain that each team will: � Model Sound Waves with a Slinky Spring: Work with your

team to model the motion of a longitudinal sound wave with a slinky spring. 1. Stretch out the slinky spring on the floor approximately 1.5-

2.5 meters (6-8 feet), with each team member holding an opposite end of the slinky. Keep the slinky spring against the floor.

2. One person, representing the source of sound, takes their end of the slinky and quickly compresses (pushes) it toward the opposite person three times so the energy travels through the slinky. Repeat the movement several times.

� Diagram the longitudinal wave patterns in the slinky spring in Part 3 of the investigation sheet. Label a compression, a rarefaction, and one wavelength in your diagrams.

NOTE: Teams may need to practice making compression waves in the slinky springs a few times first before they draw their diagrams.

labeled sound wave diagram example


3. Teams collect their slinky springs from the pick-up station to develop their longitudinal wave models. Circulate throughout the class to help troubleshoot or to ask questions and gauge student thinking as they use the slinky springs to model and diagram longitudinal sound waves. When students are finished modeling sound waves, they should move on to the next part of the investigation. Explain that each team will:

� Use your slinky spring to model the longitudinal sound waves created by loud and soft sounds. To do this, push on the slinky spring with a lot of force to represent a loud sound and with less force to represent a soft sound.

� Diagram the patterns in the slinky spring when you modeled loud and soft sounds. Label a compression, a rarefaction, and one wavelength in your diagrams.

labeled “loud” sound wave diagram example

labeled “soft” sound wave diagram example


Part 3 Wrap-Up: 1. As a class, review student observations and longitudinal wave diagrams from the investigation. For example:

• Ask one student to present their diagram of a longitudinal wave, explaining their labels of a compression, rarefaction, and wavelength. [Student diagram should show that the compression is where the springs of the slinky became compressed, and the rarefaction is where the springs of the slinky spread out from one another. The wavelength is the distance between two compressions or two rarefactions.]

• Ask another student what changed in their slinky when they modeled loud and soft sounds. [Students should describe a change in the compressions and rarefactions in a sound wave produced by a loud sound compared to a soft sound. A sound wave that produces a loud sound has greater compressions than a sound wave that produces a soft sound.]

• Ask the first student how the amount of energy carried by a sound wave of a loud sound is different from the amount of energy carried by a soft sound. [Students should connect the amount of energy with the amount of compression and the initial force. A greater force caused more compression, which resulted in more energy being carried in the wave (a louder sound). A smaller force caused less compression, which resulted in less energy being carried in the wave (a softer sound).]

2. Connect student observations back to the phenomenon of breaching whales. For example:

• Ask one student how their observations from the investigation support the scientists’ conclusion that whales breach to produce loud sounds that can travel long distances through the water. [The investigation showed that a larger force produces a sound wave with a greater amplitude, which carries more energy. When whales lift their bodies out of the water and then


crash back down, they transfer a lot of energy to the water. This creates a large disturbance. As a result, more energy is carried in the sound waves. This makes it more likely that other whales will hear the sound.]

• One at a time, provide multiple students with the chance to respond to this question so that they are making connections between their investigation, the reading, and the broader scientific concepts being explored.


Name: _ _______________________ Date: ___________________

Waves and Energy Investigation Part 1: Energy Transfer in Water Waves Diagram the Water Bin System Draw a diagram of your water bin system in motion in the outline below. Include each part of the system and label the following:

• energy input • where energy is transferred • energy output


Part 1 Focus Question: How does the amount of force used to push on the water in the bin affect how the foam in the water is displaced? Use what you know about energy and waves, as well as your water bin system diagram, to write a hypothesis for the focus question. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Materials • 1 water bin • 1 set of taped cups • 1 foam piece

Test Procedure 1. Put the foam piece in one side of the water bin. 2. Trace the water line on the outside of the bin with a dry-erase

marker. This line is the resting position of the foam on the water.

3. Put the taped cups in the water bin in the end opposite the foam.

4. Push the cups into the water with a small force three times. Measure the displacement of the foam in the water (the maximum height the foam moved from its resting position).

5. When the water is still, repeat Step 4 for two more trials. 6. Repeat Step 4-5, this time with a large force.

• 1 dry-erase marker • 1 ruler


Data Record your data in the table.

Analysis and Conclusion 1. Describe any patterns you notice in the data you collected.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ 2. Explain how the data you collected in the investigation do or do not support the hypothesis you wrote. Use specific evidence from the investigation to support your argument. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Table 1: Pushing Force on Water vs. Displacement of Foam

Tests Displacement of Foam in Water (cm) Trial 1 Trial 2 Trial 3 Average

Small Pushing Force

Large Pushing Force


Part 2: Transverse Waves and Amplitude

Model Transverse Waves with a Slinky Spring Use a slinky spring and instructions from your teacher to model the motion of transverse waves. 1. Diagram the wave patterns in the slinky when you moved it with a small and large force. Label a crest, a trough, one wavelength, and the amplitude in your diagrams.

Transverse Waves Created by a Small Force

Transverse Waves Created by a Large Force

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Part 3: Model Longitudinal Waves with a Slinky Spring Use a slinky spring and instructions from your teacher to model longitudinal sound waves. 1. Diagram the longitudinal wave patterns in the slinky spring. Label a compression, a rarefaction, and one wavelength in your diagrams. 2. Use your slinky spring to model the longitudinal sound waves created by loud and soft sounds. To do this, push on the slinky spring with a lot of force to represent a loud sound and with less force to represent a soft sound.

Longitudinal Sound Waves


3. Diagram the patterns in the slinky spring when you modeled loud and soft sounds. Label a compression, a rarefaction, and one wavelength in your diagrams.

“Loud” Longitudinal Sound Waves

“Soft” Longitudinal Sound Waves


Objective: Students carry out an experiment to test the factors that affect the pitch of fishing line string on a wooden pegboard instrument. Materials: Consumable A. Goggles – 1 per student B. Lab notebooks – 1 per student C. Small craft sticks – 1 per team D. Large craft sticks – 1 per team E. Thin gauge fishing line – shared spool F. Thick gauge fishing line – shared spool G. Pegboards – 1 per team H. Bolts – 2 per team I. Washers – 2 per team J. Wing nuts – 2 per team Non-Consumable K. How Sound Moves Visual – (not shown) L. Wave Frequency Visual – (not shown) Teacher Tool Kit M. Scissors – 1 per team N. Rulers – 1 per team

Lesson 2: Pitch and Volume

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Teacher Preparation:

• Download the visuals from the KnowAtom Interactive website. • To save time, prepare photocopies of the Facilitated

Procedures and Blank Data Table for each student using the copy masters on page 63-64.

• Arrange pick-up stations for students to collect the materials they will use at their desks during the lab. For example: o Pick-Up Station 1: pegboards, washers, bolts, wing nuts, and

small craft sticks o Pick-Up Station 2: thin and thick gauge fishing line, scissors,

and rulers o Pick-Up Station 3: large craft sticks and student readers

Student Reading Preparation:

• Read Section 2 of the student reader together as a class before the Socratic dialogue and activity portion of the lesson. Model how to read closely for understanding. For example: o Emphasize connections between examples in the reading

and broader concepts. For example, ask why a certain example was used to support the reading’s main point.

o Use “why” and “how” questions to connect ideas in the reading to student experiences.

Socratic Dialogue:

Block 2: Frequency and Pitch 1. Display How Sound Moves Visual. Begin a dialogue with students that connects the last lesson, which explored how sound is energy carried in waves and the basic properties of waves, with this unit, which focuses on one property of waves: their frequency.


� Big Idea 4: Coach students toward the idea that because of how sound energy moves through matter, sound moves more quickly through liquids than it does through gases. For example: o Ask one student how

sound moves through the classroom from the teacher’s voice to their ears. (Student should apply what they learned about how sound moves by vibrating molecules. For example, as the teacher speaks, their vocal cords produce vibrations that move the air molecules around them. Those air molecules begin to vibrate and bump into the molecules closest to them. This passes on the energy and makes them vibrate too. Then those molecules bump into more particles. When the vibrations reach the student’s ears, they hear the vibrations as sound.)

o Ask another student how they would expect the movement of the sound to change if the teacher made the sounds underwater. (The sounds would move more quickly underwater. Sound travels about four times faster in the water than it does in the air. This is because the molecules in a liquid are closer together than in a gas. This allows sound to move from molecule to molecule faster because the molecules collide with each other more frequently. Gas molecules must move quite a distance before they collide with other gas molecules. Sound energy cannot move as quickly when the molecules are not in contact with each other.)

o If needed, ask the first student to expand on what the previous student said to explore how sound moves differently in different mediums.


o Ask another student how the amplitude of the sound waves would change if the teacher began whispering. (The amplitude would decrease because amplitude is closely related to the amount of energy a wave carries, which determines the sound’s volume.)

o Ask the first student how the amplitude of the sound waves would change if the teacher started to yell. (The amplitude would increase because the teacher’s voice would produce a greater disturbance, which would transfer more energy to the air molecules to produce the louder sound.)

2. Display Wave Frequency Visual. Have a dialogue with students about how in addition to amplitude, frequency is another wave property that is affected by the amount of energy the wave carries.

� Big Idea 5: Coach students toward the idea that frequency is the number of waves that pass a set point in a given amount of time, and a wave with a higher frequency carries more energy than a wave with a lower frequency if both waves have the same amplitude. For example: o Provide students with the slinky springs from the last lesson

to explore a wave’s frequency. Give students a couple of minutes to move the slinky springs on their own to see how they can change the wave’s frequency.

o Ask one student to describe what they did to increase the frequency of the waves moving through the slinky spring. (Students should have observed that they had to push the slinky springs at a faster rate to increase the frequency.)

o Ask another student what they can infer about the relationship between a wave’s frequency and the amount of


energy it carries. (Students most likely noticed that it took more effort to push the spring at a faster rate than when they pushed it at a slower rate. Students should infer that a wave of a particular amplitude will transmit/carry more energy per second if it has a higher frequency, simply because more waves are passing by a particular point in a given period of time.)

� Big Idea 6: Coach students toward the idea that frequency is closely related to pitch, which describes how high or low a sound seems. For example: o Ask one student how they would describe the pitch of the

average human male’s speaking voice compared to that of an average human female’s speaking voice. (On average, men speak with a lower pitch than women do. This means that men generally have lower voices than women do.)

o Ask another student what they can conclude about the frequency of an average human male’s voice compared to an average human female’s voice. (Because pitch is determined by frequency, men speak at lower frequencies than women do.)

o Ask the first student why men generally speak at lower frequencies than women do. (It has to do with the structure of our vocal cords, which are folded membranes that vibrate, producing sound. Adult men have longer and thicker folds than adult women. Both of these factors produce lower-pitched sounds.)

o Ask another student why they think blue whales, which are described in the reading as the largest animals on Earth, have such low vocalizations that they are inaudible to human ears. (Because blue whales are so large, it is likely that their vocal cords are much larger than human vocal cords. This would explain why they vocalize at such low frequencies.)


o Ask the first student to apply what they observed with the slinky springs to explain why they think thicker, longer vocal cords produce lower frequency sounds than thinner, shorter vocal cords. (The goal of this question is for students to make the connection between the amount of energy needed to increase a wave’s frequency and the amount of energy needed to vibrate a more massive object. Wider, longer vocal cords are more massive than thinner, shorter vocal cords, so they require more energy to vibrate than less massive vocal cords.)

o Transition to the experiment by asking the first student how musical instruments are designed with this knowledge of the relationship between wave frequency and pitch. (There is no “right” answer. This question is designed to get students thinking about similarities between vocal cords and musical instruments because this is what students will be exploring in the experiment. For example, many musical instruments have strings of different tensions, widths, and lengths to produce sounds of different pitches.)

Experiment: Lab 7 – String Pitch 1. Divide students into teams of two. Show the class one of the peg board instruments and the different types of fishing line. If you set up a model instrument with a piece of fishing line, pluck the fishing line so the class can observe how it vibrates and makes sound. Use Socratic dialogue and the instrument model to guide students toward asking a question that they could answer with an experiment related to how the pitch of a sound can change depending on different factors, using what they learned about human vocal cords and sound waves in the student reader as well as



personal experience. See if any students get close enough to a question that could be framed into something that is usable as the experiment question. You may need to ask several leading questions to get students thinking. For example:

• Do all instruments sound the same? Why do some instruments produce high- and low-pitch sounds? [Students may argue that when people play instruments, they change something that causes the instrument to make high- and low-pitch sounds. Other students may argue that some instruments are made to make only high- or only low-pitch sounds.]

• How could we make the string on the pegboard have a higher pitch? What about a lower pitch? [Some students may argue that if someone pressed on stringed instruments, the pitch of the sound might change. Other students may argue that if the strings on the instrument were longer, they might sound different. Some students may also argue that if the string material were different (thicker or thinner), it could also change the pitch of the sound.]

• It seems like there might be multiple factors that affect the pitch of the pegboard instrument. Which factors could we test with the available materials? [Guide the class toward identifying string width, tension, and length as possible testable factors.]

• What sort of experimental question could we ask about what affects the pitch of sound using these materials? [Students should recognize that they could design an experiment to answer a question related to testing specific factors that affect the pitch of the sound made by the pegboard instrument’s string.]

See if any student gets close enough to a question that could be framed into something that is usable as the experiment question. For example: “How do the width, length, and tension of a pegboard instrument’s string affect its pitch?” or “How do changes in string width, length, and tension affect the pitch of a pegboard instrument’s string?”


Question As a class, discuss the possible questions for the experiment and decide which questions to explore for the lab. Some teams may decide to modify their questions slightly, which is fine as long as the concepts of sound and pitch are being explored. Once the experiment question is established for the lab, students should record it in their lab notebooks. Students create a title for the new lab entry that is relevant to the question. A relevant title for this lab could be “String Pitch,” but other titles can be used as well. Research For research, students list up to three facts relevant to the experiment question, using information from the student reader and/or discussion. For example:

• Pitch is how high or low a sound is. • High-pitch sounds have a higher frequency than low-pitch

sounds. • A wave with a higher frequency carries more energy per second

than a wave at a lower frequency if both waves have the same amplitude.

Hypothesis Teams form their own hypothesis and record it in their lab notebooks. There are many different ways to write a hypothesis for this lab. Team hypotheses may contain the following type of examples:

• “Strings that are thick, long, and less tense make a low-pitch sound compared to strings that are thin, short, and tense, which make a high-pitch sound.”

NOTE: Use the Who is a Scientist poster and the Scientific Process Visual to help students work through the scientific process.


• “Strings that are thick, long, and less tense make a high-pitch sound compared to strings that are thin, short, and tense, which make a low-pitch sound.”

• “Long and short strings make low and high pitch sounds. String tension and thickness do not affect the pitch the string makes.”

Summarize Experiment Stand by the materials stations and explain how the materials function and the general amounts each team can use. If needed, facilitate a discussion that will help students develop a testable experiment. This may involve asking questions to connect the materials to how they could be used to generate data about how string width, length, and tension affect pitch. Students summarize the experiment in their lab notebooks. For example: “Our experiment will test and compare the relative pitches of the sound made by fishing line string with different thickness, and a fishing line string with more and less tension and different lengths. The variables in the experiment are the different factors tested: string

Checkpoint #1: After Question, Research, and Hypothesis As teams are ready, they should check in with the teacher to review their question, research, and hypothesis. Do the lab notebooks of both team members match and meet expectations? Can both students within the team explain their reasoning? If not, ask for areas of clarification or correction before they advance further. Not all teams will arrive at the lab check-points at the same time, so teams independently receive the go-ahead to move on in their lab after they have made the necessary modifications. At this point in the year, student lab notebook entries within the class may have similar (but not identical) questions, and variations from team to team in the remaining steps of the process are expected and encouraged.


thickness, length, and tension. The constant in the experiment is the fishing line used in each test.”

List Materials and Procedure Students list materials and all relevant safety precautions in their lab notebooks.

• 50 centimeters of thick fishing line • 50 centimeters of thin fishing line • 2 wing nuts • 2 washers • 2 bolts • 1 small craft stick • 1 large craft stick • 1 pegboard • 1 pair of scissors • 1 ruler

In this lab, students will not derive the steps of the procedure on their own. Instead, the procedure is facilitated by the teacher. A copy master of the facilitated procedure is located at the end of the lesson (on page 63). Discuss the facilitated procedure first, then distribute

Checkpoint #2: After Experiment Summary As teams are ready, they should check in with the teacher to review the experiment summary of their lab. Do the lab notebooks of each team member match and meet expectations? Can students explain their reasoning? The summary should not include a detailed procedure or material quantities. Students describe what data will be collected to serve as

evidence to address the lab question. The summary should include the basics of the data to be collected, the number of tests or trials students will conduct, the variables, and the parts of the experiment they will keep constant in each test or trial.

Safety: • goggles


a copy of it for each student to add to their lab notebook under ‘procedure.’ Students can push and screw the bolts through the holes in the pegboards with their hands. The bolts should be pushed up through the holes in the pegboard, followed by the washer and wing nut (see photo below). Testing String Width: (facilitated)

1. Set up the bolts with washers and wing nuts on opposite sides of the pegboard. Do not tightly fasten the wing nuts.

2. Slide one end of the thin string in between the pegboard and the washer of one bolt and fasten into place with the wing nut. Stretch the string taut to the opposite bolt and washer and fasten into place with the wing nut.

3. Pluck the middle of the thin string to hear the pitch of its sound. If needed, slide a small craft stick under the string next to a bolt to lift the string off the pegboard a little so it can vibrate freely.

4. Remove the thin fishing line from the pegboard and repeat Steps 2-3 with the thick string on the pegboard.

NOTE: If the fishing line strings do not make a “tone” when plucked, students will need to secure the string with a little more tension.

NOTE: If teams have difficulty recalling the pitch of the thin string after setting up and testing the thick string on their pegboards, have them listen to the sound of another team’s thin string for a quick comparison (optional).


Testing String Length: (facilitated) 1. Pluck the center of the thick string to hear the pitch of its

sound. 2. Slide a small craft stick under the center of the thick string and

put your finger over the string on the craft stick. This will shorten the amount of string that can vibrate. Pluck the thick string on each side of the craft stick to hear the pitch of its sound.

Testing String Tension: (facilitated)

1. Slide a small craft stick under the thick string near one of the bolts and turn the craft stick on its side so the string is lifted off the pegboard. This will stretch the string and increase its tension.

2. Pluck the string to hear the pitch of its sound. 3. Repeat Steps 1-2 with the large craft stick.

Checkpoint #3: After Materials and Procedure As teams are ready, they should check in with the teacher to review the material and procedure steps of their lab. Do teams understand the facilitated procedure? Are the materials and procedure in vertical lists and quantities included with all materials? If not, clarify expectations. Students make corrections or any modifications and return to the checkpoint for the go-ahead.


Scientific Diagram Students draw a titled scientific diagram of their experiment-in-progress. All materials should be labeled. For example:

Testing Pitch Diagram

Checkpoint #4: After Scientific Diagram As teams are ready, they should check in with the teacher to review their lab scientific diagram. Are the diagrams complete? Diagrams should be titled and materials labeled. If complete, students pick up blank data tables and graphs to tape inside their lab notebooks and then proceed to collect the materials needed to conduct their experiment after meeting at this checkpoint.


Data Each team collects materials from the pick-up stations to carry out the procedures. Students record data in their data tables as the experiment progresses. Photocopy and distribute blank data tables to save time.

Table 1: Factors that Affect String Pitch

String Width

Thick Thin Relative Pitch (high or low) low high

String Length Long Short

Relative Pitch (high or low) low high

String Tension Less tense More tense

Relative Pitch (high or low) low high

Conclusion Each student writes a conclusion that summarizes their findings and tells how the data did or did not support the hypothesis. For example: “Our hypothesis, that strings that are thick, long, and less tense make a low-pitch sound compared to strings that are thin, short, and tense, which make a high pitch sound, is true. Our data show that when we tested thick and thin strings of the same length, the thick string had a lower pitch than the thin string. The thick string produced lower sounds when it was longer compared to when it was shorter. Lastly, the thick string produced a higher pitch when it was more tense compared to when it was less tense. We can


conclude that the factors that affect string pitch include thickness, length, and tension.” Wrap-Up: 1. Have a dialogue with students to review their results from the experiment. For example:

• Ask a student from one team to present their conclusion to the class, including the key data points.

• Were the data consistent with all teams in the class? If not, what may have caused some teams to have different data? [Answers will vary. One at a time, ask student teams to compare their results and analyze possibilities for any differences.]

• Were there any challenges in the experiment? [Answers may vary. One at a time, provide student teams with a chance to describe their process and any difficulties they faced, as well as how they overcame these difficulties.]

2. Connect the experiment results back to the reading to assess student understanding of the scientific concepts they explored. For example:

Final Checkpoint: After Data and Conclusion As teams are ready, they should check in with the teacher to review the data and conclusion steps of their lab. One team member reads the team’s conclusion aloud to you while you review the other team member’s lab notebook. Do they restate the hypothesis? Have they made a true/false/inconclusive claim? Look for key data points that students used to form their conclusion. Is it clear? Is it persuasive? Do the data support the claim? If the results are contrary to their research, what might be responsible? How could they test for that in the future?


• Ask one student how they can use the results of the experiment to explain why blue whales communicate at much lower frequencies than humans, and why human males communicate at lower frequencies than human females or children. [The experiment showed that having longer, thicker strings resulted in sounds of lower frequencies. Blue whales have larger vocal cords than humans do, and adult males have larger vocal cords than adult females or children.]

• Ask another student how the sound from the pegboard traveled to their ears. [Students should apply what they observed and discussed in the last lesson, which explored how sound waves travel out from the source in waves of vibrating molecules. The vibrations produced by the strings on the pegboard disturbed air molecules around them. These air molecules began to vibrate, colliding with one another and passing on the energy. When those vibrations reached the ears of students, they heard the sounds.]

• Ask the first student to add to what the previous student said, either providing additional details to support the answer or respectfully contradicting it with evidence.


Unit 8: Lesson 2 – Sample Laboratory Notebook This complete lab notebook entry is intended to be used as an

exemplar only. It is not intended for student use.


Unit 8: Lesson 2 – Facilitated Procedures Testing String Width: (facilitated)

1. Set up the bolts with washers and wing nuts on opposite sides of the pegboard. Do not tightly fasten the wing nuts.

2. Slide one end of the thin string in between the pegboard and the washer of one bolt and fasten into place with the wing nut. Stretch the string taut to the opposite bolt and washer and fasten into place with the wing nut.

3. Pluck the middle of the thin string to hear the pitch of its sound. If needed, slide a small craft stick under the string next to a bolt to lift the string off the pegboard a little so it can vibrate freely.

4. Remove the thin fishing line from the pegboard and repeat Steps 2-3 with the thick string on the pegboard.

Testing String Length: (facilitated)

1. Pluck the center of the thick string to hear the pitch of its sound.

2. Slide a small craft stick under the center of the thick string and put your finger over the string on the craft stick. This will shorten the amount of string that can vibrate. Pluck the thick string on each side of the craft stick to hear the pitch of its sound.

Testing String Tension: (facilitated)

1. Slide a small craft stick under the thick string near one of the bolts and turn the craft stick on its side so the string is lifted off the pegboard. This will stretch the string and increase its tension.

2. Pluck the string to hear the pitch of its sound. 3. Repeat Steps 1-2 with the large craft stick.


Unit 8: Lesson 2 – Blank Data Table

Table 1: Factors that Affect String Pitch

String Width

Thick Thin Relative Pitch (high or low)

String Length Long Short

Relative Pitch (high or low)

String Tension Less tense More tense

Relative Pitch (high or low)


Name: ________________________________________________ Date: _______________

Unit 8: Sound Waves Vocabulary Check

Part I: For questions 1-5, circle the best answer. 1. A sound wave is a type of ________________________________________.

A. transverse wave B. water wave C. crowd wave D. longitudinal wave

2. _______________________is the measure of a wave’s displacement from its resting position.

A. Frequency B. Wavelength C. Amplitude D. Decompression

3. How high or low a sound seems is called its ___ ______.

A. pitch B. amplitude C. volume D. wavelength

4. _____ ___________ is energy that is carried in waves by vibrations.

A. Sound B. Volume C. Hearing D. Light

5. _____ _____________________ is the number of waves that pass a set point in a given amount of time.

A. Decompression B. Frequency C. Compression D. Amplitude


Part II: For questions 6-8, write the answer. 6. How are sound waves related to matter? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. What is the difference between pitch and volume? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. Why are some sounds louder than others? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


Name: ________________________________________________ Date: _______________

Unit 8: Sound Waves Concept Check

Part I: For questions 1-5, circle the best answer.

1. Which of the following best explains how sound waves move through a medium? A. Energy travels in the same

direction that the molecules of the medium travel.

B. Energy travels in the opposite direction that the molecules of the medium travel.

C. Energy travels perpendicularly to the direction of the molecules of the medium.

D. Sound waves travel more quickly through the medium than the molecules of matter.

2. Jonah is sitting in an auditorium, listening to music at a concert. Which of the following carries the sounds of the music to Jonah? A. electrical currents B. magnetic signals C. radio waves D. vibrating air 3. Which of the following has to occur in order for there to be sound?

A. heat B. light C. vibrations D. all of the above


Part II: Answer the following questions in the spaces below.

5. Jaritza is sitting on the couch during a thunderstorm. She watches the rain fall and listens to the sounds of thunder. She notices that she sees lightning before she hears thunder. What has to happen for Jaritza to hear the thunder? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

4. During a thunderstorm, there is a loud burst of thunder. At the same time, the windows rattle. Which of the following causes the windows to rattle?

A. sound waves from the thunder B. light from the lightning C. rain from the clouds D. none of the above


______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. The violin and the cello are two stringed musical instruments. The violin has short, thin strings. The cell has long, thick strings. violin cello


a. Given the structure of the cello and the violin strings, how would you expect the sound produced by each instrument to be different? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ b. Describe how the sounds produced by both instruments would reach you if you happened to pass the two musicians playing on the street.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


Unit 8: Appendix 1 Answer Keys

Vocabulary Check Part I 1. D. longitudinal wave [A sound wave is a type of longitudinal wave because

the disturbance moves parallel to the direction of the wave itself. If the wave moves from left to right, the disturbance also moves from left to right. In transverse waves, the disturbance moves perpendicular to the direction of the wave itself. In other words, if the wave moves from left to right, the disturbance moves up and down. For example, in a wave in a crowd of people, the people move up and down while the energy moves from left to right. Water waves move in both transverse and longitudinal motions.]

2. C. Amplitude [Amplitude is a measure of the wave’s displacement from its resting position. Displacement refers to the movement of a substance from its resting position. A water wave’s amplitude is its height above the water’s surface. A sound wave’s amplitude is the amount of compression that occurs as it moves through the medium. Amplitude determines a sound's volume. Frequency is the number of waves that pass a set point in a given amount of time. A wavelength is the distance spanned by one cycle of the motion of the wave. Compression happens when the molecules are pushed together.]

3. A. pitch [Pitch is how high or low a sound seems. It is determined by a wave’s frequency, which is the number of waves that pass a set point in a given amount of time. Amplitude is a measure of the wave’s displacement from its resting position. Volume is how loud or soft a sound seems, and it is determined by a sound wave’s amplitude. A wavelength is the distance spanned by one cycle of the motion of the wave.]

4. A. Sound [Sound is energy that is carried in waves by vibrating molecules. Volume is how loud or soft a sound seems, while hearing occurs when the brain interprets the signals it receives from ears. Light is another form of kinetic energy that travels in waves (although it does not need to travel through a medium).]

5. B. Frequency [Frequency is the number of waves that pass a set point in a given amount of time. A decompression is an area where the medium’s molecules are less densely packed. A compression is an area within a sound wave where the molecules of the medium are more densely


packed. Amplitude is a measure of the wave’s displacement from its resting position.]

Part II 6. [The answer should explain that sound waves are patterns of vibrating

molecules caused by the movement of sound through a medium. Every time a noise is made, particles of air bump into one another, passing the energy along through space.]

7. [The answer should compare and contrast volume and pitch. Volume is how loud or soft a sound seems, and it is determined by a sound wave’s amplitude. Pitch is how high or low a sound seems, and it is determined by a sound wave’s frequency.]

8. [The answer should explain that some sounds are louder than others because their sound waves possess more energy. A sound wave’s amplitude determines the sound’s volume because a sound wave with a greater amplitude carries more energy and is therefore louder than a sound wave with a smaller amplitude.]

Concept Check Part I 1. A. Energy travels in the same direction as the molecules of the medium.

[The energy carried in sound waves travels in the same direction as the molecules of the medium. For this reason, sound waves are also called longitudinal waves. In transverse waves such as water waves, energy travels perpendicularly to the direction of the molecules of the medium. The medium is matter, which means it is made up of molecules.]

2. D. vibrating air [Jonah hears the sounds of the concert because vibrating molecules carry the sounds to him. Sound is the energy that is carried in waves by vibrating molecules.]

3. C. vibrations [All sound is produced by vibrations. A common misconception among students is that while some vibrating objects produce sound, not all vibrations produce sound. Heat and light are two other forms of energy in addition to sound.]

4. A. sound waves from the thunder [If during a thunderstorm there is a loud burst of thunder, and at the same time, the windows rattle, the windows rattle because of the sound waves from the thunder. Sound waves are waves of vibrating molecules that carry energy from one place to another. When these vibrations reach the windows, they cause the windows to


vibrate as well, which produces the rattling sound. Light and rain are not the causes of the rattling sound.]

Part II 5. [This question asks students to describe how the sound from a clap of

thunder has to travel in order for Jaritza to hear it. All sound is caused by vibrations. Those vibrations pass along energy as molecules of air collide with one another. If Jaritza’s ears are within the range of the vibrating molecules of air, she will hear the noise as thunder.]

6. a. [The answer should explain that because the cello has longer, thicker strings, it produces a lower pitch than the violin, which has shorter, thinner strings.]

b. [The answer should explain that if you were to pass the musicians on the street, you would hear vibrating molecules disturbed by the vibrating strings on the instruments. Those vibrating molecules would carry the sound energy from the instruments to your ears.]


Student Reader Answer Key The section review questions at the end of each section in the reader are designed to use Common Core ELA standards to advance student comprehension of the reader. Students can answer these questions independently or they can be discussed as a class before the Socratic dialogue portion of the lesson. Section 1 Reading Comprehension Questions

1. [According to the text, scientists were curious about why whales breach because it takes a lot of energy for the whales to leap out of the water. This told the scientists that there must be some reason the whales did it that made it worth the energy.]

2. [The scientists collected data on 76 groups of humpback whales, which they observed for more than 200 hours. They found that breaching was more common when groups of whales were far apart, at least 4,000 meters (2.5 miles). This led the scientists to conclude that whales use breaching as a way to communicate over long distances.]

3. [Sound is carried from one place to another by vibrating molecules. When energy is transferred to a medium, the molecules of the medium begin to vibrate and bump into the molecules closest to them. This passes on the energy and makes them vibrate too.]

4. [After sound waves pass through, water molecules return to their original position. This is because the waves transfer energy, not matter.]

5. [The main idea of Section 1 is that sound is energy that is transferred from a source outward in waves.]

6. [The main idea is supported with examples of different kinds of waves, including water waves and sound waves. It also describes the difference between transverse waves and longitudinal waves.]

Section 2 Reading Comprehension Questions

1. [The main idea of Section 2 is that different sound waves have different frequencies, and the frequency of the wave determines the sound’s pitch (how high or low it sounds). This idea is supported with the example of how blue whales communicate at much lower frequencies than people do, and how adult human males generally speak at lower frequencies than adult women and children.]


2. [Section 2 connects to Section 1 because Section 1 introduces the idea of sound and how sound moves in waves, while Section 2 explores one property of a wave—specifically its frequency—and how this affects how the sound is heard.]

3. [According to the text, 52 Hertz has been called the loneliest whale in the world because it vocalizes at a frequency much higher than other whales. When many non-scientists heard this, they thought it meant this whale couldn’t communicate with other whales, which is why the whale became known as the loneliest whale in the world.]

4. [There are two reasons the text gives for why scientists don’t call the whale lonely. The first reason is that scientists don’t know if whales get lonely. The second reason is that scientists believe other whales can still hear this whale, but the whale is just different from most other blue whales.]

5. [We can infer from the text that blue whales vocalize at such a low pitch because blue whales are so enormous. The text describes how blue whales are the largest animals on Earth. It also describes how longer and wider vocal cords produce lower frequencies. This would suggest that blue whales have much longer and wider vocal cords than humans have.]

6. [Adult human males tend to have lower voices than adult females because adult men have longer and thicker folds than adult women.]


Unit 8: Appendix 2 Common Core Connections

The following Common Core standards are covered in this unit. Questions for the Reading Informational Texts standards provide an example of one or more questions that link to a specific ELA standard. Additional questions are included in the section reviews. These types of questions can also be used with other texts. Other ELA and math standards are covered as students work through the reading, class dialogue, and hands-on portion of the lessons.

ELA Standards

Applying ELA Connections to the Student Reader

Reading: Informational Text

RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• According to the text, why can whales hear other whales from great distances? [Whales make sounds that can travel great distances in the ocean because sound travels in waves that move outward from the source.]

• According to the text, why does sound travel faster in liquids such as water than it does in air, a gas? [The molecules in a liquid are closer together than in a gas. As a result, the molecules collide with one another more quickly in a liquid than in a gas because they don’t have move as far to come into contact with one another.]

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

• What is the main idea of page 6, and how is this idea supported? [The main idea of this page is that there are different kinds of waves, and all waves carry energy from one location to another.]

• What is the main idea of page 21? [The main idea of page 21 is to explain why humans have different vocal frequencies, connecting men’s lower pitch with the structure of their vocal cords.]

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

• On page 5, why does the text say that a whale breaching is similar to a drum? [It says that when a whale crashes into the water, it produces a loud sound, similar to how a drum makes sounds that can be heard from far away.]


RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

• How do the diagrams on page 7 and 8 support the text of these pages? [The diagrams show the difference between a transverse wave and a longitudinal wave, showing the direction the disturbance moves relative to the direction the wave moves.]

• On page 9, there are diagrams of longitudinal waves and transverse waves. What are these diagram showing, and how do they support the text on the page? [The diagrams show different amplitudes of transverse and longitudinal waves. They support the text on the page because they provide a visual explanation of what makes a wave have a greater amplitude.]

Reading: Foundational Skills

RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

• In Lessons 1 and 2, students read the student reader together as a class before the Socratic dialogue and activity portion of the lesson. Connections between examples in the reading and broader concepts are emphasized to support accuracy and comprehension.

Writing

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• In Lesson 2, students write out their string pitch experiment in their lab notebook, conveying information clearly about the question, their research, hypothesis, experiment summary, materials, diagram, data, and conclusion.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

• In Lesson 2, students follow a clear, specific organization and writing in a way that is appropriate to task, purpose, and audience in their string pitch experiment lab notebook entry.


W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

• Students strengthen their writing skills as they use their lab notebooks for the string pitch experiment.

W.4.8. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• In Lessons 1 and 2, students use their nonfiction reading to support all analysis, reflection, and research that they engage in during the dialogue, investigation and experiment, and wrap-up analysis.

Speaking and Listening

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

• In Lessons 1 and 2, students engage in Socratic dialogue before beginning the investigation and experiment. Students apply what they have read in their nonfiction reading, as well as any personal experiences or observations, to the dialogue.

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• In Lessons 1 and 2, students discuss what they have read, paraphrasing different parts of the text to support their arguments in the Socratic dialogue and hands-on portions of the lessons.


Use this chart to keep track of how you are connecting science to the rest of your curriculum.

Unit Connections to ELA

Common Core Unit Connections to Math

Common Core Unit Connections to

History/Social Studies


Unit 8: Appendix 3 Sample Concept Map

sound wave

amplitude

pitch

vibrate sound

made up of molecules that

determines the volume

of a

energy carried in molecules

that a form of energy

carried in

closely related to how much energy

carried by a

determines a sound’s

frequency

has different

wavelength

has different


Unit 8: Appendix 4 Support for Differentiated Instruction

Core Expectation Assessment Strategies Possible Primary

Evidence 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Low Entry Point • Identify the different forms of

energy. • Recognize that energy can be

transferred from one place to another.

• Give examples of energy being transferred from one place to another.

At Grade-Level Entry Point • Conduct an investigation that

shows energy being transferred. • Use evidence from the

investigation to construct an explanation that describes how energy was transferred.

• “Waves and Energy Investigation” completed by student

• string pitch lab notebook entry completed by student

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Low Entry Point • Identify the properties of a

wave, including its amplitude, wavelength, and frequency.

• Explain the relationship between energy transfer and a wave’s ability to cause objects to move.

At Grade-Level Entry Point • Develop a model that includes

the properties of a wave, including its amplitude, wavelength, and frequency.

• Use the model to show how waves can cause objects to move.

• “Waves and Energy Investigation” completed by student

• student models of transverse and longitudinal waves


Unit 8: Appendix 5 Materials Chart

Lesson Quantity Notes Used Again

Unit Kit Consumable Goggles all 1 per student safety Plastic cups (3.5 oz) 1 2 per team of 2 for creating waves Foam rectangles 1 1 per team of 2 for observing waves Food coloring (blue) 1 teacher use for coloring water Thin gauge fishing line

2 shared spool for instrument string

Thick gauge fishing line

2 shared spool for instrument string

Pegboards 2 1 per team for instrument base Small craft sticks 2 1 per team for lifting fishing line Large craft sticks 2 1 per team For lifting fishing line Bolts 2 2 per team for attaching strings Washers 2 2 per team for attaching strings Wing nuts 2 2 per team for attaching strings Non-Consumable Slinky springs 1 1 per team of 2 for modeling waves Dry-erase markers 1 1 per team of 2 for drawing on bins Plastic bins 1 1 per team of 2 for making water waves Teacher Tool Kit Rulers 1,2 1 per team of 2 for measuring Duct tape 1 shared for taping cups Masking tape 1 teacher use for observing waves Scissors 2 1 per team for cutting fishing line Hand-outs Lab notebooks 2 1 per student for “Lab 7” Student readers 1 1 per student for “Waves and Energy Investigation” Visuals Download Lesson 1 Waves Transfer Energy Visual, Types of Waves Visual Lesson 2 How Sound Moves Visual, Wave Frequency Visual

Common Misconceptions Sound Waves - KnowAtom

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