Grade 4. Physical Science Module. Physics of Sound

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Shauna Harmon
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1 Grade 4 Physical Science Module Physics of Sound In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 4 indicates a fourth grade cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the fourth grade cumulative progress indicators within the D strand.

2 In completing the work in Investigation 1 of Physics of Sound, students are expected to develop understandings and skills including: Objects can be identified by the sounds they make when dropped. Sounds have identifiable characteristics. Sounds can convey information. Sound is caused by vibrations. A sound source is an object that is vibrating. A sound receiver detects sound vibrations. Observe sounds made by objects when dropped. Communicate with others using a code. Compare sounds to develop discrimination.

3 Page 2 Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) In completing the work in Investigation 2 of Physics of Sound, students are expected to develop understandings and skills including: Sound originates from vibrating sources. Pitch is how high or low a sound is. Differences in pitch are caused by differences in the rate at which objects vibrate. Several variables affect pitch, including size (length) and tension of the source material. Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by commercially made and homemade instruments. (5.2.P.C.1) Observe that sound originates from a vibrating source. Compare high-, low-, and medium- pitched sounds. Record observations on sound. Relate the pitch of a sound to the physical properties of the sound source.

4 Page 3 Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) In completing the work in Investigation 3 of Physics of Sound, students are expected to develop understandings and skills including: Sound travels through solids, water, and air. Sound vibrations need a medium to travel. Sound that is directed travels better through air.

5 Our outer ears are designed to receive, focus, and amplify sounds. Page 4 Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by commercially made and homemade instruments. (5.2.P.C.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the interactions of systems involved in carrying out everyday life activities. (5.3.4.A.3) Observe that sound travels through solids, water, and air. Compare how sound travels through different mediums. Record observations on sound. Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1)

6 Page 5 Formulate explanations from evidence. (5.1.4.B.3) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) In completing the work in Investigation 4 of Physics of Sound, students are expected to develop understandings and skills including: Several variables affect pitch, including size (length), tension, and thickness of the source material. Sound can be directed through air, water, or solids to the sound receivers. The medium that sound passes through affects its volume and the distance at which it can be heard. Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by commercially made and homemade instruments. (5.2.P.C.1) Students investigate the nature of our sound receivers, ears. They are challenged to put their knowledge of sound sources, sound travel, and sound receivers to work. They take one of the instruments they used earlier and change its pitch, make its sound travel farther, or make it louder.

7 Page 6 Use out comes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3)

Physics of Sound. Grade Level(s): 4th. Unit: Physics of Sound, Investigation 1, Dropping In

Physics of Sound. Grade Level(s): 4th. Unit: Physics of Sound, Investigation 1, Dropping In Name of Course: Physics of Sound Course Number: Grade Level(s): 4th Unit: Physics of Sound, Investigation 1, Dropping In Estimated Instructional Time: Part 1 - Drop Challenge - 30 40 minutes Part 2 - Drop