Tuesday, 3/3/2020- B Day

Focus Question:

How do the vibrations from a sound source compare for higher-pitch versus lower-pitch sounds?

Learning Tasks:

  1. Do Now– Please get out your ISN. Add to the Table of Contents: “Motion Detector 2 p.72” (Left Side). Head p.72 properly with “Motion Detector 2-3/3/2020.”
  2. Investigation– Predicting & Testing Sticks of Different Lengths- On the “Pitch Graphs” handout, draw what the graph would look like when the stick is at rest. Draw an arrow pointing to that line on each graph and label it “stick not moving.” Predict what the graph would look like for long stick/low pitch vs short stick/high pitch on both your Condition 1: Long stick and Condition 2: Short stick graphs using a dashed line. Label these lines “prediction” on both graphs. Then observe Test Condition 1 as we push the long stick 10 cm. After the test, draw a solid line and label it “actual.” Repeat for Test Condition 2: Short stick.
  3. Simulation– Speaker’s Motion– This simulation will graph the motion of the speaker while it’s making sounds. Observe low and high pitches. Sketch the speaker graphs on ISN p.72. Title the graph sketches for which sound is which and label the axes.
  4. Data Analysis from Speaker & Stick Data– Observe the four graphs from the speaker & stick data. On ISN p.72, write the heading “Data Analysis.” Look for similarities and differences within and among the graphs. Point out patterns & important features of the graphs. Write complete sentences starting with “What I see ….”
  5. Notebook Work– Tape the “Pitch Graphs” handout as a flip page to ISN p.72.

Tuesday, 2/25/2020- A Day

Focus Question:

How do the vibrations of the sound compare for louder versus softer sounds?

Learning Tasks:

  1. Do Now– Please get out your ISN. Add to the Table of Contents: “Motion Detector p.68” (Left Side). Head p.68 properly with “Motion Detector-2/25/20.”
  2. Collecting Our Thoughts About the Motion Detector– Write your answers to each question in a complete sentence on ISN p.68. How could this stick represent a guitar string or tuning fork? How do you think it will move? Why not just use the instruments we’ve already looked at? What differences in motion might we see when we are trying louder sounds versus softer sounds?
  3. Investigation- Predicting & Testing Softer & Harder Pushes– On the “Motion Graphs” handout, predict what the graph would look like when the stick is at rest. Use a pencil to sketch onto both graphs what you think it will look like when the stick is not moving. Then demonstrate the graph when the stick is at rest. Draw an arrow pointing to that line on each graph and label it “stick not moving.” Predict what the graph would look like for softer vs harder pushes on both your Condition 1: Light Push and Condition 2: Harder Push graphs using a dashed line. Label these lines “prediction” on both graphs. Then observe Test Condition 1 as we push the stick lightly. After the test, draw a solid line and label it “actual.” Repeat for Test Condition 2: Harder Push.
  4. Simulation- Speaker’s Motion– This simulation will graph the motion of the speaker while it’s making sounds. Observe soft and loud volumes. Sketch the speaker graphs below the graphs for the Light & Hard pushes on the “Motion Graphs” handout. Title the graph sketches for which sound is which and label the axes.
  5. Notebook Work– Tape the “Motion Graphs” handout as a flip page to ISN p.68.

Tuesday, 2/18/2020- B Day

Focus Question:

Do all objects vibrate when they make sounds?

Learning Tasks:

  1. Do Now– Please get out your ISN and copy down today’s Home Learning in your planner. Add to the Table of Contents: “Laser & Mirror Demonstration p.67” (Right Side). Head p.67 properly with “Laser & Mirror Demonstration-2/18/20.”
  2. Write-Pair-ShareAnswer the following question on ISN p.67: Would you expect any object that makes sounds to move in the same way we saw the musical instruments and speaker move? Why or why not?
  3. Laser & Mirror Demonstration– Drum & Broomstick- We’re going to aim a laser at a mirror that will reflect the laser dot onto the wall so we can see it. Then we will make a loud sound on the table by banging on it. On the handout, “How do objects move when they make sounds?”, make a prediction of the possible outcomes in Part 1. Then, as we carry out our investigation, record our data on Part 2 of your handout. Make a claim from evidence on Part 3 of your handout.

Home Learning

Readings– due on Friday, 2/21– Where else are lasers used to detect vibration? (Reading 1: “Engineers Measure Big Ben’s Bell” and “Reading 2: The Vibrating Moon”) Read the two articles and then answer the questions

Tuesday, 2/4/2020- B Day

Focus Question:

What is happening when speakers and other music makers make a sound?

Learning Tasks:

  1. Do Now– Please get out your ISN and copy down today’s Home Learning in your planner. Add to the Table of Contents: “Instruments Investigation p.59” (Right Side).Head p.59 properly with “Instruments Investigation-2/4/20.”
  2. Write-Pair-Share– On ISN p.59, write answers to the following questions: How do you think sound sources like instruments & speakers make all those different sounds? What would you expect to see if you look closely at these sound sources while they are making sounds?
  3. Observe instruments and a speaker– Set up a T-chart on ISN p.59 with a column for “Sound Source” and a column for “Observations.” Record your observations of the instrument at each station: guitar, drum, xylophone, and tuning fork. Use the prompts on the Google Slide to guide your observations.
  4. Observe slow-motion video of instruments and speaker– Set up a T-chart on a flip page to ISN p.59 with a column for “Slow Motion Videos” and a column for “Observations.” Record your observations of the slow-motion videos of the speaker, guitar, drum, and tuning fork.

Home Learning:

Complete the Sound Waves Unit Phenomenon Routine Checklist Google slides (#011) due on Wed. 2/5 or Thu. 2/6

Friday, 12/13/19- B Day

Focus Question:

What is the difference between warmer and colder substances?

Learning Tasks:

  1. Do Now– Please get out your ISN. Add to the Table of Contents: “Food Coloring Lab p.47″ (Right Side). Head p.47 properly with “Food Coloring Lab–12/13/19.”
  2. Science Friday– Where’s the Octopus?
  3. Investigation– Food Coloring Lab- Turn and Talk- What if we only had a cup of plain hot or cold water–do you think there are particles moving around that we cannot see? What could we do to see them? Set up ISN p.47. Review materials, procedures, & science safety. Remind students to make their observations as soon as possible after adding food coloring! Conduct lab and draw what you observe on ISN p.47. Then respond to the writing prompt. Predict what a cup of room temperature water will look like with food coloring. Draw your prediction on ISN p.48. Test & record observations on ISN p.48 for a cup of room temperature water. Tape “Hot vs Cold” handout as a flip page to ISN p.47.