1. A special partnership between the Georgia Department of Education and the Educational Technology Training Centers in support of the 8 th Grade Physical Science Frameworks. Module 4: Light and Sound Show

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Light and Sound Show Inquiry Task Good Vibrations

3. Standards Content S8P2. Students will be familiar with the forms and transformations of energy. c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, and sound) and their characteristics. S8P4. Students will explore the wave nature of sound and electromagnetic radiation. a. Identify the characteristics of electromagnetic and mechanical waves. d. Describe how the behavior of waves is affected by medium (such as air, water, solids). e. Relate the properties of sound to everyday experiences. f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch. Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters). f. Use ratios and proportions, including constant rates, in appropriate problems.

4. Enduring Understanding: Mechanical waves are created when a source of energy causes a medium to vibrate. The energy of the wave changes as it travels from one medium to another. The wavelength and amplitude determines the characteristics of waves. The pitch of a sound wave is related to its frequency and its intensity is related to its amplitude. The characteristics of waves are affected by the type of medium. Essential Questions: Why do you need to put sound proofing in a movie theater? How do musical instruments make sounds of different pitch and intensity? How is that we can hear someone talking with using a tin can “phone”?

5. Sound Pre-Assessment: Chalk Talk

7. Station 1: Record your predictions to the following questions in your science journals.  How will sound be produced by this instrument?  In what direction is the air flowing that helps produce the sound? Directions:  Produce sound with the whirl tube.  Record what you did to make sound.  Record your observations on the sound produced.  Sketch the sound waves as the speed of the tube increases.

8. Station 2: Record your prediction to the following question in your science journals.  How will sound be produced by this instrument? Directions:  Hold the wax paper against the comb and hum into it.  Record your observations about the sound produced.

9. Station 3: Record your predictions to the following questions in your science journals.  What will happen when the tuning fork is struck and then the ends of the prongs are placed in the water?  Why will this happen?  Will there be a difference in the results between the 3 tuning forks?  If yes, what will that difference be and what causes that difference? Directions:  Lightly strike the tuning fork and dip the ends of the prongs in the water.  Record your observations in your science journal.

10. Station 4: Record your predictions to the following questions in your science journals.  How will sound be produced by this instrument?  How is the sound produced by each fork different from the others?  Why? Directions:  Produce sound with the tuning forks.  Observe the differences in sound.  Record observations in your science journal.

11. Station 5: Record your predictions to the following questions in your science journals:  What will happen when a vibrating tuning fork is placed against a hollow wooden box, the white board, a desk, some other objects? Why?  Where is this effect used around you? Directions:  Strike the tuning fork with a mallet.  Place the bottom in the holders on the hollow box or on another surface.  Record observations in your science journal.

12. Teacher Reflection: What were the "Big Concepts" in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students' understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?