ipadagogy Project - Teaching with the ipad Sound Sixth Grade Interactive Student Book

Transcription

1 ipadagogy Project - Teaching with the ipad Sound Sixth Grade Interactive Student Book

2 Acknowledgments We would like to acknowledge the following people who have contributed in some way to this project: Durham Public Schools, Durham, North Carolina Lowes Grove Middle School, Durham Public Schools Ms. Darneise Massey, Principal and Antwayne James, Assistant Principal Lowes Grove Middle School Dr. Julie Spencer, Area Superintendent for Middle Schools, Durham Public Schools Margaret Henderson, Director of Magnet Schools, Durham Public Schools Teachers: Mr. Samuel Brown, Science Teacher; Ms. Maia Schuster, English Language; Arts, Ms. Jenna Strausbaugh, Mathematics, and Ms. Neeta Ohia, Social Studies The students of the Commanders Team at Lowes Grove Middle School LearnNC, University of North Carolina School of Education Research Triangle School Partnership Program UNC Chapel Hill ipadagogy Science Education Team: Lana Minshew, Doctoral Student - Learning Sciences and Psychological Studies, Janice Anderson, Assistant Professor Science Education i

3 1 Overview In every sound, the hidden silence sleeps Dejan Stojanovic

4 Sound Overview The goal of these curriculum materials is to introduce you to the ibook on the unit about Sound. In this section, we will map out how your student ibook is structured. 3

5 The chapters in this Student Book are structured as follows: Sound Content Structure of Chapters Inquiry Activity 1 - The Sound Inventory Inquiry Activity 2 - Analyzing sounds from The Sound Inventory Inquiry Activity 3 - Exploring Soundwaves, pitch and frequency Inquiry Activity 4 - Showing What I Know About Sound - SAM Animation and Comic Life 4

6 KNOWLEDGE - WHAT WE THINK WE KNOW... LEARNING - WHAT ARE WE LEARNING? EVIDENCE - WHAT S YOUR EVIDENCE WONDERINGS - QUESTIONS YOU MIGHT HAVE OR THAT ARISE... SCIENTIFIC - WHAT ARE THE SCIENTIFIC PRINCIPLES THAT CONNECT Document the assessment of prior knowledge by asking.. What do you think you know about? This is the claim column, based upon statements of learning in response to the overarching question Evidence is added when students share observations before claims are constructed. Arrows are used to connect to claims. Testable questions are documented as they arise. Try to test them at some point in the unit. Often surface during investigation. Misconceptions can be rephrased as testable questions. Throughout the unit, science concepts are added to this column. They are used during discussion to build more complete explanation by further elaboration. Chapter Structures Each of the inquiry chapters are structured in a similar manner. The start of the chapter will overview the ipad apps and any other technology being used in the inquiry. This will include directions for downloading and starting the app as well as how to videos for using the apps. As you move through the chapters, some vocabulary words will be in a different color. If you are not familiar with the word, you can click on the word and it will take you to the glossary. The inquiry lessons are focused on the North Carolina Essential Science Standards for Sixth Grade as well as the Technology Tools and Information Standards. A variety of information formative assessment tools are built into the structure - for example, the KLEWS Chart. The KLEWS chart is a variation of the KWL chart that you may have used before in your classes. What KLEWS helps you do is to connect your ideas to scientific principles as well as allow you to ask questions and wonder about the topic of inquiry being studied. 5

7 We will be using the KLEWS chart to help create an argument about Sound and Sound waves. Arguments are made up of Claims that we make and Evidence that we can use to support our claims. For example, we can make the Claim that the sound in the Cafeteria is loud. Someone else may walk into the cafeteria and may find that it is very quiet and make that claim. So how do each of those individuals support their ideas or claims that they are making? By using evidence or data that they have collected. Evidence can be observations that you make or it can be measurements that you have taken during the inquiry experiment. Once we have made our claims and used evidence to support those claims, we can make our argument stronger by using reasoning to justify our claims and evidence. Reasoning can be defined as the justification that connects the evidence to the claim. Reasoning shows why the data count as evidence by using appropriate and sufficient scientific principles to support the claims. Finally, there may be some times that your classmates do not agree with your ideas. They can present a rebuttal. A rebuttal recognizes and describes alternative explanations and allows students to provide counter-evidence (different evidence) and counter-reasoning for why their explanation is more appropriate. Evidence( 1(( Supports( the(claim(( Evidence( 2( Supports( the(claim( Evidence( 3( Supports( the(claim( CLAIM( Backed( up(by(the( evidence( Reasoning( 6

8 By using claims, evidence,reasoning and rebuttal, it allows you to create an argument. The stronger your evidence and reasoning connect to your claim, the stronger the argument will be that you are making. We can use a chart to help us create our argument and develop what will become the claims, evidence and reasoning that we will use. The chart on the top of page 4 will help you to understand how to use the KLEWS chart. As you complete the different inquiry experiences, you can add to your chart and make changes. Evidence( 1(( Supports( the(claim(( REBUTTAL( Evidence( 2( Supports( the(claim( Evidence( 3( Supports( the(claim( NOT( Claim(#2( because' Evidence( and( Reasoning( CLAIM( Backed( up(by(the( evidence( Reasoning( 7

9 Interactive 1.2 KLEWS Interactive KLEWS chart Interactive 1.1 KLEWS Interactive KLEWS chart Widgets You will find different widgets embedded throughout this book. Some of these will allow you to collect data from your inquiry, others will provide you with additional information. One widget that you will find several times in your book is for an interactive KLEWS Chart on the top of this page. This will allow you to add information to your chart in your book. Other widgets will take you to websites, or will provide a spreadsheet for you to collect and graph your data. 8

10 2 What is Sound? To the Master's honor all must turn, each in its track, without a sound, forever tracing Newton's ground. Albert Einstein

11 Sixth Grade Sound Objectives Interactive 2.1 What is Sound? NC Science Essential Standard: 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light, and sound waves. Clarifying Objectives: 6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light, and sound. Kids Wikipedia 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, and sound and hearing. Sound Waves Interactive 2.2 Kids Physics Sounds like other waves are the transfer of energy. Sound waves are longitudinal waves and are also called compressional waves. Sound requires a medium to travel through. A medium is any material that the sound wave travels through; it can be a solid, liquid, or a gas. Sound requires a medium because it needs the particles of matter to vibrate to transfer the energy from one place to another. Due to the need for the particles to vibrate sound cannot travel through a Basic Sound vacuum or space. An example of how sound travels can be demonstrated by a person hitting a drum with a drumstick. The top of the drum vibrates when the stick strikes the drumhead. The vibration of the drum head causes the air molecules around the 10

12 Movie 2.1 Longitudinal Wave Animation of a longitudinal wave drum to begin to vibrate. The particles closest to the drum head compress into the particles nearest them transferring the energy to the other particles. The air particles continue to compress or bump into one another until the energy (the sound) reaches your ear or the energy dissipates into the surrounding air molecules. Sound travels through different mediums at different rates. This is because of the molecule arrangement of solids, liquids, and gases. The molecules in solids are packed very tightly, liquid molecules are not packed as tightly as solids, and gases are very loosely packed. The spacing of the molecules in the different states of matter enables sound to travel much faster through a solid than a gas. 11

13 We are used to hearing sounds travel through air; this is why if you have ever tried to talk to a friend underwater you voice sounds different and the message you are sending is not very clear. Sound waves travel about four times faster in water than it travels in air. Sound waves travel about thirteen times faster in wood than in air. The closer the molecules are the faster the sound energy is able to travel. Interactive 2.4 What is Energy Parts of a sound wave and how the parts relate to how we hear sound. A wave has a center point of equilibrium or rest position. This is the position the wave would assume if there was not a disturbance or vibration passing through the medium. The Kids Physics crest is the upmost part or peak of the wave. This is the point where the wave displays the maximum amount of upward dis- Interactive 2.3 Concord Consortium Website placement from the rest position of the wave. The lowest point of the wave is the trough. The trough of a wave is the maximum downward displacement from the rest position of the wave. The wavelength is the measure of the distance between waves. It can be measured from one crest to the next crest, Provides interactive virtual sound experiences for students and curriculum resources for teachers. Movie 2.2 How sound travels coming from a speaker or trough to trough, or it can be measured as one complete cycle of crest to trough. The amplitude is the distance from the center point of 606/what-does-sound-look-like the wave to the crest. 12

14 Sound Resources m/class/sound en/simulation/sound resources/how-loud-how- high Interactive 2.5 Phet Website Sound Interactive Inquiry The amplitude measures the amount of energy in a sound wave. The more energy the sound wave has the higher the amplitude. The amplitude is also associated with the volume or intensity of a sound. The higher the amplitude the higher the volume (intensity) of the sound. The lower the amplitude the lower the volume (intensity) of the sound. The volume (amplitude) of a sound is measured in decibels (db). The frequency is how many wavelengths pass a given point in a certain amount of time. The more wavelengths that pass a given point the higher the frequency; whereas the fewer wavelengths that pass a given point the lower the frequency. Frequency is measured in Hertz (Hz). The frequency of a 13

15 wave is also associated with pitch. As the frequency increases the higher the pitch of a sound becomes. As the frequency decreases the lower the pitch of the sound becomes. The speed with which a sound wave moves determines the pitch of the sound. Pitch is how high or how low a sound is. The faster the speed of the sound waves, the higher the pitch. Sound waves are usually invisible. Just like light, as sound passes between areas of different air density, it bends. Using this information, scientists came up with a way that they can take pictures and movies of sound moving through the air. An example of this is seen below: Movie 2.3 What does Sound look like? 14

16 3 Sound Inventory Inquiry The empty vessel makes the loudest sound William Shakespeare

17 Decibel 10th App Download Free from itunes - us/app/decibel-10th/ id ?mt=8 Overview of the Inquiry Lesson In this inquiry investigation, you will conduct an inventory of your school to determine the sound levels of different areas within their school. Using the Decibel 10th app, you will measure decibel levels of sound around the school. You will begin by making predictions, collecting data in groups and then compiling the data in a spreadsheet. Using the Decibel 10th App In order to use the Decibel 10th App, it must first be downloaded the ipad. It will appear on the ipad looking like the image at the top of this page. Once it has been installed, tap on the app and it will open. What you should see is the decibel meter. To begin taking a reading, simply tap the green arrow found at the bottom of the screen. The app will 16

18 Interactive 3.1 Decibel 10th App Interactive Image and Description Recording of the sound wave Sound Relationship Reading of the Decibel Meter Button Decibel Reading ask you if it can access the microphone on your device. Click yes and continue. As the sound enters the ipad, you will begin to see a sound wave at the top of the screen. Additionally, you will see the meter begin to move back and forth as the sound levels change. Tap the arrow again and the reading will pause. At that point you will be able to record the decibel reading and the corresponding everyday sound equivalent. Movie 3.1 How to use the Decibel 10th App Short video clip on using the ipad App. 17

19 The Sound Inventory Inquiry Investigation The following inquiry lesson focuses on North Carolina Essential Science Standards but it also features the use of technology tools and information standards. We will be using the KLEWS chart to help us develop an argument about the sound levels of the school. We will be using our ipads (Decibel 10th app), the KLEWS chart widget, and the Graphing Widget to collect the data. North Carolina Essential Science Standards 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. 6.P.1.1 Compare the properties of waves to the wavelike properties of energy in earthquakes, light and sound 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing. Technology Standards 6.TT.1 Use technology and other resources for the purpose of assessing, organizing and sharing information 6.TT.1.1 Select appropriate technology tools to gather data and information 6.TT.1.2 Select appropriate technology tools to organize data and information 6.TT.1.3 Select appropriate technology tools to present data and information effectively Understandings You will construct an argument about sound levels in your school based upon claims and evidence made and collected during the inquiry. You will also understand that sound can be measured using a decibel meter and will participate in collecting sound data using a decibel meter on the ipad. Data will be visually presented using the the graphing widget in your book. 18

20 Academic Language Claims, evidence, reasoning, argument, observation, data, visualization, prediction, hypothesis Content Language decibel, volume, sound meter You will know... how sound is measured through the use of technology (e.g. decibel meter). the difference between claims and evidence how to create an argument through claims, evidence and reasoning from data collected during an inquiry experience. how to present data using spreadsheets and graphs. You will be able to... create an argument with claims, evidence and reasoning based upon the data they collected during the inquiry. create a visualization of their data using the Numbers Spreadsheet App on the ipad. use a decibel meter to collect data about sound levels in their school. Performance Task Use Decibel 10th App to collect data and Graphing Widget to represent that data visually. 19

21 Interactive 3.3 Pitch Guiding Questions 1.How can we measure the volume within an environment? How do we know it is loud? How do we know it is quiet? What evidence can we create to support our argument? Kids Physics 2.How can we use the CER (Claims, Evidence, Reasoning) framework to create an argument that will support our claims about the levels of sound within our school? Sound Level Inquiry Let s think back to what we know about sound levels and work with your group on completing the What we know column on the KLEWS chart below: Interactive 3.2 KLEWS Interactive KLEWS chart 20

22 If you recall, the amplitude of the sound waves measure the amount of energy found in that sound wave. The more energy the sound wave has the higher the amplitude. The amplitude is also associated with the volume or intensity of a sound. The higher the amplitude the higher the volume (intensity) of the sound. The lower the amplitude the lower the volume (intensity) of the sound. The volume (amplitude) of a sound is measured in decibels (db). Within your inquiry group each one of you will take on one of three roles: 1. Data Collector - The data collector will use the Decibel 10th App to collect the sound readings for the area of the school. 2. Data Recorder - The data recorder will record the readings collected by the data collector on the Numbers Spreadsheet as the inventory is conducted. 3. Note Taker - The note taker is an important role. It is the responsibility of the note taker to write down a description of what is occurring in the areas where sound readings are being taken. These notes can be used as additional evidence and justification for claims that will be made at the end of the activity. 4. Note Taker 2 - This role is also very important. It is the responsibility of the note taker to write down any observations that you have and then compare them with the other Note Taker. Remember, you might not always see the same things, so both of your jobs are important. Before we being our Sound Inventory, let s make some predictions or a hypothesis about what we will find during the inquiry: Interactive 3.4 Hypothesis Use this to create your predictions for the inventory 21

23 Use the charts below to collect data (evidence) in your sound inquiry: Interactive 3.5 Sound Inventory Data Chart Use this data chart to collect your information as you move through the Sound Inventory. Interactive 3.6 Notes Widget Note takers should use this widget to record their observations 22

24 How Loud is your School? Interactive 3.7 Final Claims and Evidence Data Sheets Create your final claims and evidence for your sound inventory. 23

25 4 Analyzing Sounds and Data From the Inventory Music is the movement of sound to reach the soul for the education of its virtue Plato

26 Raven Lite Software Overview of Inquiry Lesson In this inquiry investigation, you will analyze the sounds collected during your sound inventory inquiry. Using the Raven Lite Software you will examine both the waves and sonagrams from the sound files and make observations about the inventory sounds in order to strengthen your argument that you created in the first inquiry experience. Using the Raven Lite Software In order to use the Raven Lite Software, it must first be downloaded to a laptop or desktop computer. The software can be found at the webseite: 25

27 Movie 4.1 Downloading and Using Raven Lite Software Video Clip of Raven Lite Software analyzing a sound file Tutorial on using the Raven Lite Software The software comes with a folder of sound files that include various birds, elephants, whales and musical instruments. Sound files from the inventory can be inported and analyzed using the software. In order to be inported, however, the files should be in.mpg format. Analyzing The Sound Inventory Data The following inquiry lesson focuses on North Carolina Essential Science Standards but it also features the use of technology tools and information standards. North Carolina Essential Science Standards 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. 6.P.1.1 Compare the properties of waves to the wavelike properties of energy in earthquakes, light and sound 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing. 26

28 Technology Standards North Carolina Standards 6.TT.1 Use technology and other resources for the purpose of assessing, organizing and sharing information 6.TT.1.1 Select appropriate technology tools to gather data and information 6.TT.1.2 Select appropriate technology tools to organize data and information 6.TT.1.3 Select appropriate technology tools to present data and information effectively Understandings You will analyze sound files that were recorded during the school sound inventory - looking at both the sound waves and the sonagrams created through the Raven Lite Software. You will understand that concepts of pitch, volume and frequency can be examined and described through the analysis of the sound waves. Data and observations from this inquiry will be used to add additional evidence and support to your argument. Academic Language Claims, evidence, reasoning, argument, observation, data, visualization, prediction, hypothesis Content Language decibel, volume, sound meter, frequency, pitch, waves, wavelenght, amplitude, volume, You will know... how to qualitatively describe sound based upon the appearance of the waves and the sonagrams. how to create an argument through claims, evidence. and reasoning from data collected during an inquiry experience. how to present data using spreadsheets and graphs. 27

29 You will be able to... What do you know? Interactive 4.1 Sound Waves create an argument with claims, evidence and reasoning based upon the data they collected during the inquiry. describe a sound based upon it s wave and sonagram patterns. Performance Task Use the Raven Lite Software to analyze sound files collected during the Sound Inventory Inquiry. Kids Physics Use these guiding questions to help in your inquiry and analysis of sound: Guiding Questions 1. How can we analyze sound files using Raven Lite Software? By analyzing the waves and the sonagrams, what can we determine about a sounds pitch, frequency and volume? How do we know it is quiet? What evidence can we create to support our argument? KLEWS Chart Interactive 4.2 KLEWS Interactive 2. How can we use this data to strengthen our previous CER (Claims, Evidence, Reasoning) framework to create an argument that will be stronger and further support our claims about the levels of sound within our school? Analyzing Sounds Inquiry Thinking back to the KLEWS chart that we started in the last inquiry (page 18), what additional information can we add to what we know about sound waves? With your group, add to your KLEWS Chart. KLEWS chart 28

30 What is a Sound Wave? Interactive 4.3 Properties of Waves Kids Physics Sounds like other waves are the transfer of energy. Sound waves are longitudinal waves and are also called compressional waves. Sound requires a medium to travel through. A medium is any material that the sound wave travels through; it can be a solid, liquid, or a gas. Sound requires a medium because it needs the particles of matter to vibrate to transfer the energy from one place to another. Due to the need for the particles to vibrate sound cannot travel through a vacuum or space. A wave has a center point of equilibrium or rest position. This is the position the wave would assume if there was not a disturbance or vibration passing through the medium. The crest is the upmost part or peak of the wave. This is the point where the wave displays the maximum amount of upward displacement from the rest position of the wave. The lowest point of the wave is the trough. The trough of a wave is the 29

31 maximum downward displacement from the rest position of the wave. The wavelength is the measure of the distance between waves. It can be measured from one crest to the next crest, or trough to trough, or it can be measured as one complete cycle of crest to trough. The amplitude is the distance from the center point of the wave to the crest. The amplitude measures the amount of energy in a sound wave. The more energy the sound wave has the higher the amplitude. The amplitude is also associated with the volume or intensity of a sound. The higher the amplitude the higher the volume (intensity) of the sound. The lower the amplitude the lower the volume (intensity) of the sound. The volume (amplitude) of a sound is measured in decibels (db). 30

32 Before we begin the analysis of the waves, let s make some predictions, or a hypothesis, about what the waves we collected in the last inquiry will look like. Interactive 4.4 Sound Analysis Hypothesis Create your predictions for the sound analysis inquiry. We will be making observations about the sounds that you collected in the last inquiry. Here are some things to think about as you look at the sound waves: 1. What does the sound wave look like? What is similar and / or different compared to the sonagraph image of the wave? 2. How do the waves from the different areas in the school compare to each other? 3. What do you notice about the waves when the sound becomes louder? softer? 4. What happens to the sound waves when the pitch becomes higher? lower? 31

33 Interactive 4.6 Sound Analysis Observations Record your drawings here. Record your observations in the interactives found below: Interactive 4.5 Sound Analysis Observations Record your observations here. 32

34 5 Sound Waves Pitch and Frequency The three great elemental sounds in nature are the sound of rain, the sound of wind in a primeval wood, and the sound of outer ocean on a beach. Henry Beston

35 Overview of Inquiry Lesson Theramin Smartboard App In this inquiry investigation, students will analyze sound waves pitch and frequency. Using the Theramin Smartboard App and the Space Sound Scope ipad App - you will analyze sound waves to look at their differences based upon pitch and frequency. You and your group will make qualitative observations about the soundwaves in order to strengthen your argument that you created in the first inquiry experience. Using the Aartpack Theramin Smartboard App This application allows for a digital interpretation of a traditional theramin using a flash player. This can be run through a smartboard or it can be run directly through the computer. Once the app has be loaded on the computer or smartboard, it can be controlled by moving the cursor across the stage 34

36 Interactive 5.1 The Theramin App Crest Osilloscope Scale Distortion The Stage Trough Menu Bar Space Sound Scope App horizontally to control the frequency and pitch of the tone. Additionally, you can manipulate the volume by moving the cursor vertically. There is a menu that is found in the lower left corner that allows the user to choose options such as the ability to view the sound wave of the tone as if you were looking at an oscilloscope. There are also a number of effects that you can select that will modify the wave. The interactive graphic found above helps you to identify the different parts of the application. The Space Sound Scope App This application allows you to experiment with your own sounds, pitch, frequency and volume. This app functions in a similar manner to the Theramin app. When you drag fingers horizontally across the screen, you will causes changes in pitch. Dragging fingers vertically results in changes in volume. How far you move your fingers across the screen and the 35

37 Interactive 5.2 Space Sound Scope App Kuzmoscillator Pre-set Buttons Waveforms speed at which you move them will determine the amount of variation and speed of that variation that occurs. The diagram at Garage Band App the top of page 34 will help you to identify the parts of the app. The Garage Band App This application will allow you to experiment with your own sounds, pitch, and frequency through using different types of virtual instruments. Simply select the instrument of choice and you can begin to create different types of sounds. Instruments include: guitars, drums, pianos, violins, violas and cellos. Movie 5.1 Garage Band Video Video Clip on using the Garage Band App on the ipad. 36

38 The Pitch and Frequency Inquiry Investigation The inquiry will involve the use of discussion, Smartboard Applications (Aartpack Interactive Theramin), ipad tools (Space Sound Scope and Garage Band) and print media. North Carolina Essential Science Standards 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. 6.P.1.1 Compare the properties of waves to the wavelike properties of energy in earthquakes, light and sound 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing. 37

39 Technology Standards 6.TT.1 Use technology and other resources for the purpose of assessing, organizing and sharing information 6.TT.1.1 Select appropriate technology tools to gather data and information 6.TT.1.2 Select appropriate technology tools to organize data and information 6.TT.1.3 Select appropriate technology tools to present data and information effectively Understandings You and your group will construct an argument about pitch and frequency based upon claims and evidence made and collected during the inquiry. You will also understand that the relationship between pitch and frequency. Data will bepresented in the KLEWS Chart. Academic Language Claims, evidence, reasoning, argument, observation, data, visualization, prediction, hypothesis Content Language pitch, frequency, volume, sound wave, theramin You will know... the differences between pitch and frequency through their examination of sound through the use of technology (e.g. theramins, garage band). the difference between claims and evidence how to create an argument through claims, evidence and reasoning from data collected during an inquiry experience. how to present qualitative data using KLEWS charts and explanations. 38

40 KNOWLEDGE - WHAT WE THINK WE KNOW... LEARNING - WHAT ARE WE LEARNING? EVIDENCE - WHAT S YOUR EVIDENCE WONDERINGS - QUESTIONS YOU MIGHT HAVE OR THAT ARISE... SCIENTIFIC - WHAT ARE THE SCIENTIFIC PRINCIPLES THAT CONNECT Document the assessment of prior knowledge by asking.. What do you think you know about? This is the claim column, based upon statements of learning in response to the overarching question Evidence is added when students share observations before claims are constructed. Arrows are used to connect to claims. Testable questions are documented as they arise. Try to test them at some point in the unit. Often surface during investigation. Misconceptions can be rephrased as testable questions. Throughout the unit, science concepts are added to this column. They are used during discussion to build more complete explanation by further elaboration. You will be able to... create an argument with claims, evidence and reasoning based upon the data they collected during the inquiry. Performance Task Use Space Sound Scope and Garage Band Apps to demonstrate the differences between pitch and frequency. 39

41 Guiding Questions Interactive 5.3 Pitch 1. How can we determine the differences between pitch and frequency? What can we determine about the sound waves and their relationship to pitch and frequency? What evidence can we create to support our argument? 2. How can we use the CER (Claims, Evidence, Reasoning) framework to create an argument that will support our claims about sound, pitch and frequency? Pitch and Frequency Kids Physics The frequency is how many wavelengths pass a given point in a certain amount of time. The more wavelengths that pass a given point the higher the frequency; whereas the fewer wavelengths that pass a given point the lower the frequency. Frequency is measured in Hertz (Hz). The frequency of a wave is also associated with pitch. As the frequency increases the higher the pitch of a sound becomes. As the frequency decreases the lower the pitch of the sound becomes. 40

42 The speed with which a sound wave moves determines the pitch of the sound. Pitch is how high or how low a sound is. The faster the speed of the sound waves, the higher the pitch. Within your inquiry groups you will: 1. Explore the concepts of pitch and frequency using the Space Sound Scope App and the Garage Band App. 2. You will present your findings about pitch and frequency to the teacher and / or class. 41

43 Before we begin the analysis of pitch and frequency, let s make some predictions, or a hypothesis, about what the waves we collected in the last inquiry will look like. Interactive 5.4 Pitch and Frequency Predictions Make your predictions about pitch and frequency. 42

44 Interactive 5.5 Pitch and Frequency Drawings Record your drawings here. Record your observations in the interactives found below: Interactive 5.6 Pitch and Frequency Observations Record your observations here. 43

45 6 Using Alternative Assessments Animation offers a medium of story telling and visual entertainment which can bring pleasure and information to people of all ages everywhere in the world. Walt Disney

46 My Create App Overview of the Alternative Assessment Lesson In this alternative assessment, you and your group will create either a Stop Action Motion Movie using mycreate App or a Comic Book using the Comic Life App. Students will be able to demonstrate their knowledge and understanding of sound and sound waves. Using the mycreate App MyCreate app will appear on the ipad looking like the image to the left. Tap on the app and it will open. What you should see is similar to what is displayed at the top of the page. To begin creating your Stop Action Motion (SAM) movie, simply tap the camera. Your first picture is taken. A video showing how to make a movie is shown above. 45

47 Movie 6.1 How to make a SAM Animation Movie using mycreate ipad App As part of planning process for creating a SAM Animation, you Interactive 6.1 Storyboard and your group should first create a story board to plan out your work. An interactive story board is found at the widget on the side of this page. Students can use a number of materials to create their animation. Playdoh, LEGOs, White Boards, Construction paper and any other type of art materials can be used. There are a number of examples that can be found on Click on this to create a storyboard for your SAM Animation the icreatetoeducate You Tube channel found at RA 46

48 Using the Comic Life App The Comic Life App will appear on the ipad looking like the image to the left. Tap on the app and it will open. The screen will look similar to what if found in the picture at the top of the page. For further explanation of the specifics of using this Comic Life App Interactive 6.2 Story Board Widget app, click on the video on the top of the next page (page 46). As part of the planning process, just like with the SAM Animation, students should first create a story board to plan out their work. An link to a video on how to use the Comic Life App is found at the widget on the top of the next page. Interactive Story Board for Comic Life Plan 47

49 Interactive 6.3 How to Use The Comic Life App Tutorial that demonstrates step by step how to use the Comic Life App. The Sound Unit Final Project In this inquiry investigation, you will create either a Stop Action Motion (SAM) animation or a comic to demonstrate what you have learned about the overarching question, What is sound? North Carolina Essential Science Standards 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. 6.P.1.1 Compare the properties of waves to the wave properties of energy in earthquakes, light and sound. 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing. 48

50 Technology Standards 6.TT.1 Use technology and other resources for the purpose of assessing, organizing and sharing information 6.TT.1.1 Select appropriate technology tools to gather data and information 6.TT.1.2 Select appropriate technology tools to organize data and information. 6.TT.1.3 Select appropriate technology tools to present data and information effectively Understandings Students will demonstrate knowledge about sound and sound waves, construct arguments about sound based upon claims and evidence made and collected during the inquiry experiences throughout the unit through a multimedia presentation - SAM Animation or Comic Life. Guiding Questions 1. How can we represent our knowledge about the properties of sound and sound waves using Stop Action Motion Animation (or Graphic Comics)? Academic Language Claims, Evidence, Reasoning, Argumentation, Observation, Data, Visualization, Prediction, Hypothesis Content Language sound wave, wavelength, compression, rarefaction, amplitude. crest, trough 49

51 You will know... how sound is measured through the use of technology how sound travels through different mediums how sound travels in waves the parts of a sound wave how sound is interpreted by the human ear how pitch and frequency are different from each other. You will be able to... describe how sound travels through different mediums. describe the parts of a sound wave identifying specific parts. explain and describe the differences between pitch and frequency. create a Stop Action Motion Animation to demonstrate student knowledge of the properties of sound. Performance Task Use mycreate App to create a SAM Animation to demonstrate knowledge about the properties of sound OR use the Comic Life App to create a comic about sound. 50

52 MyCreate SAM Animation or Comic Life Final Project Storyboards Before beginning this project, it is important for you and your group members to review your prior inquiry data. This includes your KLEWS charts, your graphs, data tables and any other information that might help you. Once you have done this, you will need to plan out your Animation or Comic using a story board. You can use either the Storyboard Widget that is found below or your teacher will give you hard copies of the sheet. You will need to consider what materials you will need to create your animation as well as a script for the audio portion of the project. There is also a white board widget found on the next page that you can use in your planning. Interactive 6.4 Storyboard Click on this to create a storyboard for your SAM Animation or Comic Life Project 51

53 Interactive 6.5 Interactive White Board Notes on Sound Inquiries 52

54 53

55 Air the invisible mixture of gases (such as nitrogen and oxygen) that surro Earth and that people and animals breathe Related Glossary Terms Drag related terms here Index Find Term Chapter 2 - What is Sound?

56 Amplitude A measurement that indicates the movement or vibration of something a sound wave or a radio wave). Related Glossary Terms Drag related terms here

57 Argument A framework for explanation driven science. This model has four com claim, evidence, reasoning, and rebuttal. Related Glossary Terms Claims, Evidence, Reasoning, Rebuttal

58 Claims A claim can be defined as a statement or conclusion that answers the question or problem. Related Glossary Terms Argument, Evidence, KLEWS Chart, Reasoning, Rebuttal

59 Compressional waves A wave consisting of a vibration that takes place in the same direction vance of the wave. Related Glossary Terms Drag related terms here

60 Crest The highest part or point of something (such as a hill or wave) Related Glossary Terms Drag related terms here

61 Data facts or information used usually to calculate, analyze, or plan someth Related Glossary Terms Drag related terms here

62 Decibels A unit for measuring how loud a sound is (db). Related Glossary Terms Drag related terms here

63 Dissipates To cause (something) to spread out and disappear. Related Glossary Terms Drag related terms here

64 Energy Energy is usable power that comes from heat, electricity, etc. It can also be de scribed as the ability of something (such as heat, light, or running water) to be tive or do work. There are different types of energy including kinetic energy, po tential energy, chemical energy and radiant energy. Related Glossary Terms Drag related terms here

65 Equilibrium A state in which opposing forces or actions are balanced so that one is stronger or greater than the other. Related Glossary Terms Drag related terms here

66 Evidence Evidence is scientific data that is used to support a claim that is being Evidence can include observations or measurements about the natura can be qualitative (descriptive) or quantitative, meaning that it uses nu Related Glossary Terms Argument, Claims, KLEWS Chart, Reasoning, Rebuttal

67 Frequency The number times that something (such as a sound wave or radio wave) i peated in a period of time (such as a second). Related Glossary Terms Drag related terms here

68 Gas A substance (such as oxygen or hydrogen) that is like air and has no fix Related Glossary Terms Drag related terms here

69 Hertz (Hz) A unit used for measuring the frequency of sound waves. Related Glossary Terms Drag related terms here

70 KLEWS Chart A chart that allows us to document our learning in our inquiry: 1. K - What we know about the topic? 2. L- What we have learned from the inquiry experiences (our CLAIMS 3. E - Evidence - What is the evidence to support what we have learne 4. W - What do we wonder about the topic that we did not find out fro quiry? 5. S - What science topics and principles does this connect to? Related Glossary Terms Claims, Evidence

71 Liquid A substance that is able to flow freely - fluid. Related Glossary Terms Drag related terms here

72 Longitudinal waves a wave vibrating through a medium. The displacement of the medium same direction as, or opposite direction to, the direction of travel of th Related Glossary Terms Drag related terms here

73 Medium A surrounding condition or environment. An example would be water. Ex. Coral reefs and the fish in them live in a medium of salt water. Related Glossary Terms Drag related terms here

74 Molecules The smallest possible amount of a particular substance that has all the istics of that substance Ex. a molecule of water/oxygen or sugar molecules Related Glossary Terms Drag related terms here

75 Particles a very small piece of something Related Glossary Terms Drag related terms here

76 Pitch The highness or lowness of a sound. Related Glossary Terms Drag related terms here

77 Reasoning Reasoning can be defined as the justification that connects the evide claim. Reasoning shows why the data count as evidence by using app and sufficient scientific principles to support the claims. Related Glossary Terms Argument, Claims, Evidence, Rebuttal

78 Rebuttal A rebuttal recognizes and describes alternative explanations and allow to provide counter-evidence (different evidence) and counter-reasonin their explanation is more appropriate. Related Glossary Terms Argument, Claims, Evidence, Reasoning

79 Solids A solid substance : a substance that is not a gas or a liquid. Molecules are packed together so there is little movement. Related Glossary Terms Drag related terms here

80 Trough A long, low area between waves Related Glossary Terms Drag related terms here

81 Vibrate To move back and forth or from side to side with very short, quick mov Related Glossary Terms Drag related terms here

82 Volume The amount of sound that is produced. Related Glossary Terms Drag related terms here

83 Wavelength The distance from one wave of energy to another as it is traveling from to another point Related Glossary Terms Drag related terms here