Curriculum Frameworks for grades 3 and 4 include physics concepts relating to sound and wave motion. These concepts are also included in the college science curriculum.

Students from the Physics and Human Affairs class at NWACC developed hands on activities for fourth grade students at NorthSide Elementary School in Rogers, AR.

PS.6.3.1› Identify characteristics

of wave motion:› amplitude› Frequency

PS.6.3.2› Investigate the

relationship between sound and wave motion

 

PS.6.3.3› Determine the

impact of the following variables on pitch:

› length› mass› tension› state of matter

The goal of this EAST project was to learn the Physics of Sound through developing course material for an elementary class setting.

To collaborate with an area school and provide an outreach experience.

Contacted the school principal and assessed need.

Collaborated with Mr. Tuttle, 4th grade teacher, and Melody Thomas, college physics instructor, to determine the framework science curriculum needs for both classes.

Coordinated with Mr. Tuttle in development and implementation of hands on activities.

We went to Northside Elementary and taught fourth grade class the physics behind sound.

Used power point show to focus students and augment classroom instruction.

Provided four separate lab activities and one class demonstration.

Had teacher led, class discussion with quiz.

http://media-2.web.britannica.com/eb-media/20/4320-004-CFE3C8FE.gif

The definition of sound is the sensation produced by stimulation of the organs of hearing by vibrations transmitted through the air or other medium.

http://www.privateline.com/TelephoneHistory/speech.jpg

Amplitude-is the height of a wave

Pitch-tone of a sound wave that is determined by its frequency, which is the wavelength divided by the speed of sound.

Wave-can be described as a disturbance that travels through a medium

Wavelength

Crest-the highest part of the wave

Frequency -of a wave refers to how often the particles of the medium vibrate when a wave passes through the medium.

A. Amplitude- of a wave refers to the maximum amount of displacement of a particle on the medium from its rest position.

B. crest of a wave is the point on the medium which exhibits the maximum amount of positive or upwards displacement from the rest position.

C. Trough of a wave is the point on the medium which exhibits the maximum amount of negative or downwards displacement from the rest position.

The one of the top has shorter wavelengths creating a higher frequency

The bottom wave has longer wave lengths giving it a lower frequency

We also wanted to work to achieve a interactive and fun educational environment

http://projects.kaboom.org/Portals/630/performing.jpg

We did this by using a number of demonstrations and lab activities for kids to participate in.

1. Using rubber bands we were able to give the students a better perspective on the vibrations involve with sound.

http://itsi.concord.org/artwork/Teemss2_images/Units/u01_i02/rubberBandsBox/u01_i02_web_rubberBandsBox.png

2.Using a ruler and a marker we were able to give students a more visual representation of Sound waves.

3.Using balloons we gave students a visual presentation of how we use vocal chords and are able to make sound.

4. By having the students listen to different sounds material items being dropped on a desk, by having them put their ears to the desk while the item was dropped.

We used a slinky to demonstrate the movement of sound waves and waves over all.

 1. Hypothesize what happens to sound waves when they reach a wall or other solid, flat object.

2. If sound can’t travel in space, hypothesize what other modes of communication astronauts can use when they are outside the space shuttle?

3.Explain why, based on the behavior of sound waves, a classroom with a tile floor is louder than a library that is carpeted.

4. How does sound travel when you have a conversation with your friends?

5. Think about what it is like to hear things under water. Debate whether sound travels better in liquids (like water), gases (air), or solids (like putting your head down on a desk and having someone slam a book down on the surface)?

6. Discuss why you see lightning before you hear thunder during storms.

Microsoft Office: Word, Power Point and Front Page

Educational Technology – Overhead projector, computers, flash drives, internet, laptops

Amy Wright – school contact, final power production, course content research

Jesse Crosby – assisted in hands on activities with children, gathered materials for activities

Lee Gatlin – researched instructional materials and assisted in development of activities and assisted in draft of final paper

http://www.glenbrook.k12.il.us/gbssci/phys/Class/sound/u11l1a.html

http://id.mind.net/~zona/mstm/physics/waves/introduction/introductionWaves.html

http://wow.osu.edu/experiments/sound/slinky.html http://school.discoveryeducation.com/

lessonplans/programs/soundwaves/ http://www.privateline.com/TelephoneHistory/

speech.jpg http://www.geo.mtu.edu/UPSeis/images/S-

wave_slinky.gif

Administration, Faculty and students of Northside Elementary School, Rogers, AR

Mr. Tuttle, 4th grade teacher, Northside Elementary School, Rogers, AR

Mrs. Melody Thomas, PHA Instructor, NWACC

C. Dianne Phillips, EAST/EMPACTS Facilitator, NWACC