Georgia Performance Standards Framework for Physical Science 8 th Grade. Making Music

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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Framework for Physical Science 8 th Grade Subject Area: Physical Science Grade: 8th Making Music Standards (Content and Characteristics): S8P4. Students will explore the wave nature of sound and electromagnetic radiation. a. Describe how the behavior of waves is affected by medium (such as air, water, and solids). b. Relate the properties of sound to everyday experiences. 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, sound) and their characteristics. S8P1. Students will examine the scientific view of the nature of matter. c. Describe the movement of particles in solids, liquids gases and plasmas states. 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. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion, conclusions based on insufficient evidence). c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control. d. Recognize that there may be more than one way to interpret a given set of findings. JULY 2008 Page 1 of 5

2 Enduring Understanding: Mechanical waves require a medium but electromagnetic waves do not. The characteristics of waves are affected by the medium through which they are traveling. Frequency determines the pitch of sound. Energy cannot be created or destroyed, but only transformed from one form into another. Vibrations in materials set up a wavelike disturbance that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Essential Questions: How do light and sound transfer energy from one place to another? JULY 2008 Page 2 of 5

3 ADMINISTRATION PROCEDURES Pre-Assessment: Can you explain what happens when a rubber band in is plucked and the length of the rubber band changes? Outcome / Performance Expectations: General Teacher Instructions: The student should be able to predict how the change in length, thickness of a string would affect the sound produced. The students can construct this and the experience is excellent for them. Student lab opportunities are a necessary part of science. Procedure: 1. Stretch a rubber band around the length of a ruler. 2. Notice the rubber band s tightness by GENTLY pulling on it. 3. Insert 2 pencils under the rubber band 4. Pluck the rubber band and record its pitch 5. Repeat steps 1-4 for the other rubber bands 6. Record the rubber bands thickness and its pitch 7. Using the picture as a guide, pluck one rubber band and note its pitch 8. Hold down the middle of the rubber band 9. Pluck each half and record 10. Record how the pitch of the shortened rubber band compares with the pitch of the whole rubber band 11. Repeat for each rubber band 12. Put water in three plastic bottles 13. Blow across the tops of the bottles make sure the water level is different in each one. 14. Hit a tuning fork and move it across the top of the bottles of water, move them up and down as well. 15. Record what you notice. 16. What happens to the loudness as you move the tuning fork around? Record this information 17. Repeat for 3 tuning forks of other frequencies. JULY 2008 Page 3 of 5

4 Materials Needed: Safety Precautions: Task with Student Directions: a. 4 rubber bands of different thickness b. Ruler c. 2 pencils d. Plastic bottles e. Several tuning forks of different frequencies f. Water Monitor the students closely while using the rubber bands and pencils to ensure they do not become weapons. Safety glasses are needed to ensure no rubber bands strike students in the eye if they Title: Making Music Purpose: Determine how width and length of the rubber band affect sound. Hypothesis: Have students predict what will happen if the length and/or width or a rubber band has been modified. Material and Equipment: a. 4 rubber bands of different thickness b. Ruler c. 2 pencils d. Plastic bottles e. Several tuning forks of different frequencies f. Water Procedure: 1. Stretch a rubber band around the length of a ruler. 2. Notice the rubber band s tightness by GENTLY pulling on it. 3. Insert 2 pencils under the rubber band 4. Pluck the rubber band and record its pitch 5. Repeat steps 1-4 for the other rubber bands 6. Record the rubber bands thickness and its pitch 7. Using the picture as a guide, pluck one rubber band a. and note its pitch 8. Hold down the middle of the rubber band 9. Pluck each half and record 10. Record how the pitch of the shortened rubber band a. compares with the pitch of the whole rubber band JULY 2008 Page 4 of 5

5 11. Repeat for each rubber band 12. Put water in three plastic bottles 13. Blow across the tops of the bottles make sure the a. water level is different in each one. 14. Hit a tuning fork and move it across the top of the bottles of water, move them up and down as well. 15. Record what you notice. 16. What happens to the loudness as you move the tuning fork around? Record this information 17. Repeat for 3 tuning forks of other frequencies. Data: Explain what happen. Analysis of Data: 1. What factors affect the pitch of the rubber band? 2. Why does the tuning fork sound louder at certain points than at others? 3. Explain why you think this happens. Conclusion: How might these activities apply to various stringed instruments? (a violin, guitar or cello) JULY 2008 Page 5 of 5