Energy. Amazing. Transformers. We live with a dizzying array of electronic. Coffee Can Speakers:

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1 Coffee Can Speakers: Amazing Energy Transformers Fifth-grade students learn the science behind speakers By Kevin Wise and Monica Haake We live with a dizzying array of electronic devices cell phones, mp3 players, and DVD players to name a few. Students can operate them with amazing ease, but what do they really know about the basic science concepts used in these technologies? After asking some questions to our fifth-grade classes, we discovered that most students know that electronic devices like cell phones use electrical energy from a battery to produce sound energy through a speaker. However, when we asked them to explain how exactly a speaker makes sound there was a deafening silence! No one had a clue. That was our cue to develop this high-impact activity in which students build, test, and improve their own coffee can speakers to observe firsthand how loudspeakers work to convert electrical energy to sound. The activity is appropriate for students in grades three to six and lends itself best to students accustomed to working in groups and who have already done some hands-on investigations with electricity, magnetism, and sound. Of all the science activities we do, this one has perhaps the biggest WOW factor. Rest assured you will not be met with a deafening silence when your students do this investigation. Collect the Materials To prepare for this investigation, you will need to collect a few items (see NSTA Connection). Gather several AM/FM radios with audio output or headphone jacks. You will need to test several different radios to find one that works best for this activity (some radios have more powerful amplifiers than others). Obtain enough new magnets from a hardware or craft store so that you have three to six 2.5 cm diameter magnets for each student group. Use new magnets because old magnets are often weakened through dropping and handling, while new magnets are at maximum strength. From an electronics store or other source, obtain several rolls of magnet wire one 75 ft roll of 26-gauge and one 200 ft roll of 30-gauge wire will do for one class of around 24 students. In addition, get a pair of small wire cutters and a headphone cable. The headphone cable can be purchased 36 Science and Children

2 PHOTOGRAPHS COURTESY OF THE AUTHORS with the center (innermost) and shield (outside) leads (the inside wires) separated and exposed on one end. Ask for an audio cable with a 1/8 inch plug to tinned wires. Or, you can prepare your own cable from an audio cable with plugs at both ends. Do this by cutting off one plug and gently cutting off and removing a few centimeters of the plastic cable covering to expose the meshlike shield lead. Twist the mesh of the shield lead to make it into a wire shape. Next, carefully cut off and remove a few centimeters of the center insulation (a clear plastic) underneath the shield lead to expose the center lead. Now you have a cable with a plug at one end and two exposed leads at the other. These exposed leads will be connected to each end of the coils in the speaker. Gather at least one empty coffee can, a pie pan, and various other metal or plastic containers for each student group. You will also need masking tape, a compass, a round container or cardboard tube (such as those from empty paper towel rolls), cardboard boxes of various sizes (but larger than a coffee can or pie pan), and one or two pieces of fine-grade sandpaper for each group. Finally, students should have simple science journals in When students are told they will make something with a coil, a coffee can, and a magnet, they are immediately engaged. which they can describe the investigation; include new vocabulary words; make drawings to illustrate the apparatus built; and record their observations, inferences, and conclusions. Build One Yourself Prior to conducting this activity with students, we suggest you build your own coffee can speaker first, following the steps described later in this article. That way, you will learn which radio works best, how to wind a good coil, and what arrangement of magnets works best. Our first couple of coffee can speakers didn t work at all. Through repeated trials we found that: A radio with a strong amplifier is needed; The coil must be wound from magnet wire, not the larger diameter hook up or bell wire; March

3 After making coffee can speakers, students are eager to improve their speakers by using different materials, such as pie pans. The ends of the wire must have all the paint or insulation removed; and The magnets should be new or nearly so. With practice, you should be able to create a working speaker. Organize the Students Once you have built speakers yourself, try the activity with students. Arrange your students into working groups of no more than four. Set ground rules for conducting the activity that will work best with your students. For example, students should remain in their work area and with their groups while doing the activity. Role assignments can be made for each group member, such as materials getter, activity starter, and group reporter. Use existing routines you ve established for group work in your classroom to provide for materials distribution and appropriate student interaction. As a safety matter, if you allow students to cut their own magnet wire, demonstrate and monitor safe and appropriate use of the wire cutters or scissors. Safety glasses are advised for cutting wire. Make the Speakers With students in their working groups and hands-on materials and journals ready for use, tell them they are going to build and test something that uses a coil, a coffee can, and some magnets. Ask students if they can think of things that use magnets or coils. Show them a spring, a Slinky, or the coils in a toaster or electric heater. Ask probing questions to encourage them to expand upon their ideas: What do a radio, a telephone, and a motor have in common? They all have parts that vibrate and make sound. What are other items that make sound? Which of the items you guessed we might be building make sound? Do all these items have a magnet and coil? After students give their ideas, tell them that a radio, a telephone, and a motor all have some form of magnet and coil and vibrate to make sound. What is the name of the basic device for making sound? A speaker! To start the building process, show the students how to make a coil by winding magnet wire around a round form such as a cardboard tube. Have a student from each group get a piece of magnet wire about 30 ft long. Leave 20 cm or so of wire loose before starting to wind the coil. This loose end will be used to connect to the radio later. Make 20 to 30 wraps of the wire around the tube. While doing the wrapping, be sure to pull the wire somewhat tightly and push the wire wraps together so 38 Science and Children

4 the coil is compact, not loose. When finished winding the coil, leave an extra 30 cm of wire loose at the other end, also to connect to the radio. Tape the wires of the coil in two or three places to hold them together before sliding the coil off the cardboard tube. After taking the coil off the tube, sand the end of each loose wire to remove about 1 cm of the paint. Winding the coils will be a challenging task for most students. No harm is done if the wire becomes tangled or the coil becomes loose and haphazard appearing on the first couple tries. Simply have the students remove the wire and untangle it or cut a new piece and start over. It usually takes several tries for two or more students working together to successfully complete the task of winding a good coil. Once each group has completed a coil, show the students how to tape it to the inside bottom of a coffee can. Tape the coil tightly to the inside bottom of the coffee can. Then have them extend the two loose leads from the coil up and out of the can. Test the Coffee Cans Set up the radio in a location the entire class can see. Have one group bring their coffee can forward to this location. Turn the radio on, tune in a strong station, and turn up the volume slightly. Plug the headphone jack into the radio; this will cut off the sound from the radio s speaker. Take the other end of the cable coming from the headphone jack and connect the shield (outside) lead to one end of the coil and the center lead to the other end of the coil. Now have the students place the coffee can on top of a stack of three magnets. If everything is connected properly, sound will be heard coming from the coffee can. Then turn up the volume on the radio. The WOW factor for this investigation kicks in now. The students will quickly realize they have constructed a speaker, although many find it unbelievable that a speaker can be built from a coffee can. Encourage students to carefully observe their coffee can speaker in operation: Is the sound clear or distorted? Does it sound higher pitched or lower pitched than a regular speaker? Is it loud enough to use to hear the words clearly? Suggest students gently touch the can as the sound plays to feel the vibrations. Ask them if the vibrations have anything to do with the sound. Hold a compass near the speaker to make observations of any magnetic fields in the area. Do magnetic fields have anything to do with the sound generated? If there is no magnetic field to interact with the coil, the speaker will not produce sound. Removing the magnets will stop the sound. Using the compass is a way to observe the magnetic field. Have students record these observations in their science journals. We ve found it helpful to rate the performance of each speaker and score it from 1 (barely audible) to 5 (excellent volume and clarity). Students were amazed when a pie pan speaker transmits a radio signal. Improve the Speakers Students will soon want to investigate how to improve the sound quality of their speakers and improve their speaker rating scores. Ask each group to come up with a design for a better speaker. Ask students to think about what things they could physically change in their speaker system that might make it better. Do some speakers made by the groups work better than others and if so how were they different? Will adding more wire, adding more magnets, or taping the coil to the can more tightly improve the sound in a redesigned speaker? Will using something other than a coffee can work better? Will putting the speaker in a box improve its sound? Provide additional materials for designing and building improved speakers. Cans of various sizes, round and square aluminum pie pans, and assorted plastic cups and containers as well as more wire and magnets should be provided at this time. Cardboard boxes can be offered for use as speaker cabinets. Have students record their plans for a redesigned speaker in their science journals, including what parts of the speaker they will change and their rationale. Give the groups time to design, build, and test the improved speakers. This is another exciting part of the activity as groups learn from each other what variables in the speaker systems can be changed to improve sound quality. Almost without exception we ve found the second or third speaker each group builds has much better sound quality and volume than the first. Explain How They Work To conclude the exploration, we ask questions based on the students own experiences to stimulate a discussion about how a speaker works. For example: Did they notice vibrations in the speaker? Where were these vibrations? What happened when the can was moved away from the magnets? What happened when the coil was disconnected? Also ask questions about the improved speakers March

5 they designed and built. What changes did they make and why? How did changing the container, the size of the coil, or the number of magnets, for example, change the sound of their speakers? Ask the students to identify the kind of energy in the different parts of the speaker: What kind of energy is in the wire coming from the speaker? (electrical) What kind of energy surrounds the coil? (magnetic observed with a compass) What kind of energy is in the can? (kinetic indicated by vibrations) To explain how the coffee can speakers work, trace the flow of energy through the system. Show your students that the cable connecting the radio to the coil forms a circuit. Electrical current, representing sound from the radio, passes through the coil, making it an electromagnet (a coil that has a magnetic field around it). Explain that when electricity flows through a wire, a magnetic field is generated around the wire. When the wire is wrapped in a coil form, the magnetic field around the wire is amplified because of the overlapping magnetic fields (See Internet Resources). Because the coil is taped to the coffee can, it moves the can back and forth with the coil, which vibrates as it attracts and repels the magnet underneath. Thus the vibrating can, as with most vibrating objects, produces sound. The coffee can speakers are energy changers or transformers, sometimes called transducers, and demonstrate energy in the forms of electricity, magnetism, motion, and sound. Ask your students to write their own explanations in their science journals. In their own words, how would they explain how a speaker works to a member of their family or a neighbor? What are the parts of a speaker and what does each part do? Student explanations have included: Our coffee can speaker made sound and played music by vibrating the can. The coffee can vibrated because a coil magnet taped to it was attracting and repelling another magnet underneath the can. The energy for the coil magnet came from a radio. When we added more wire to the coil, the can vibrated more and played the music louder. Assess Students At the conclusion of the investigation you can interview each group about how a speaker works. Select one student from a group to start this explanation. Ask follow-up questions to other members of the group. Your questions should probe concepts of electricity, magnetism, and sound as they relate to the operation of a speaker: Why did your coffee can speaker make sound? What made the can vibrate? Where was the electromagnet (coil) located in Connecting to the Standards This article relates to the following National Science Education Standards (NRC 1996): Content Standards Grades K 4 Standard A: Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Standard B: Physical Science Position and motion of objects Light, heat, electricity, and magnetism your coffee can speaker? Where did the energy (electricity) for the coil come from? What kind of energy did the coil produce? How did the coil interact with the magnet? Don t expect overly abstract explanations from your students. What you want them to grasp is that a speaker can be thought of as an energy transformer, changing one form of energy to another. Our speaker changed electrical energy (from the radio) to magnetic energy (the electromagnetic coil) to motion (vibration) producing sound. We ve found this inquiry activity really engages students in group work that involves doing science. The excitement of this lesson is almost palpable and the student affect is very positive. WOW will be often heard in your classroom during this activity. WOW these speakers really work! and WOW I think I understand how they work! And best of all, WOW I really like science. Kevin Wise (kcwise@siu.edu) is an associate professor of curriculum and instruction and coordinator of science education at Southern Illinois University (SIU) in Carbondale, Illinois. Monica Haake is a science, math, and social studies teacher at Carterville (IL) Intermediate School and a graduate student in science education at SIU. NSTA Connection Click on this article at for a materials list. Resources National Research Council (NRC) National science education standards. Washington, DC: National Academy Press. Wise, K.C Exploring electromagnetism. CESI Science 38(2): Internet How Speakers Work Science and Children

6 Speakers Materials List: Several AM/FM radios with audio output or headphone jacks You will need to test several different radios to find one that works best for this activity (some radios have more powerful amplifiers than others). Enough new magnets from a hardware or craft store so that you have three to six 2.5 cm diameter magnets for each student group Old magnets are often weakened through dropping and handling, while new magnets are at maximum strength. From an electronics store, or other source, obtain several rolls of magnet wire One 75 ft roll of 26-gauge and one 200 ft roll of 30-gauge wire will do for one class of around 24 students. A pair of small wire cutters A headphone cable The headphone cable can be purchased with the center (innermost) and shield (outside) leads (the inside wires) separated and exposed on one end. Ask for an audio cable with a 1/8 inch plug to tinned wires. Or, you can prepare your own cable from an audio cable with plugs at both ends. Do this by cutting off one plug and gently cutting off and removing a few centimeters of the plastic cable covering to expose the mesh-like shield lead. Twist the mesh of the shield lead to make it into a wire shape. Next, carefully cut off and remove a few centimeters of the center insulation (a clear plastic) underneath the shield lead to expose the center lead. Now you have a cable with a plug at one end and two exposed leads at the other. These exposed leads will be connected to the ends of the coils in the pie pan speaker. At least one empty coffee can, a pie pan, and various other metal or plastic containers for each student group Masking tape A compass A round container or cardboard tube (such as those from empty paper towel rolls) Cardboard boxes of various sizes (but larger than a coffee can or pie pan) One or two pieces of fine-grade sandpaper for each group Simple science journals in which students can describe the investigation, include new vocabulary words, make drawings to illustrate the apparatus built, and record their observation, inferences, and conclusions.

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