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Progress Tracker: What have you figured out?

Slide A

Label the left side of your chart “Question” and the right side “What I figured out”.
Write the lesson question in the left column: “What exactly is traveling across the medium?”
On the right side, use words and/or drawings to record what you have learned.

Question

What I figured out

Progress Tracker

Create a T-chart in your notebook under the heading “Progress Tracker.”

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Navigation: Initial Ideas Discussion

Slide B

What sort of things would you want to be able to adjust in that simulation about the motion of the sound source?
What sort of particle interactions in the medium would need to be included in the simulation?
How might running a computer simulation that includes all the things you listed above help us better visualize and understand what exactly is traveling across the medium when a sound is produced from a sound source?
What questions did these ideas raise for us?

Let’s read a few questions from the DQB that we are wondering about! What did we want to see in our computer simulation of to help us better understand how sound travels across a medium?

Begin with an Initial Ideas Discussion. Have students look back at their responses to the Navigation questions from the end of Lesson 9. To help connect the use of the simulation to the student questions, ask a few students to read some of the DQB questions around sound traveling. During the discussion, project the Lesson 9 Navigation questions using slide B. Ask for some volunteers to share out their responses.

Purpose for discussion: The purpose of this Initial Ideas Discussion is to make sure that students feel motivated to use the simulation. That is, this discussion helps ensure that students believe that the simulation will help them answer their own questions. It should also make the simulation less abstract and more meaningful for students. Be sure the students are generating ideas regarding what the simulation needs to be useful. They should not just be told why the simulation is useful from the teacher’s perspective.

Listen for these ideas:

Changing the amplitude and frequency of the sound (so being able to change the loudness and pitch of the sound produced)
Closely spaced particles throughout the medium
Particle movement and collision

See Teacher Guide for suggested prompts/sample student responses.

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Slide C

Map Representations from the Visualizing Sound in a Medium Simulation

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Map Representations from the Visualizing Sound in a Medium Simulation

Slide D

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Map Representations onto Analogy Map

Slide E

Set up your science notebook. On a new page, write the lesson number and lesson question at the top of the page, along with the date.
Your teacher will give you Lesson 10: Analogy Map. Tape this handout into your science notebook.
Work with your group and complete the analogy map. The first row is done for you.

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Make Predictions about the Visualizing Sound Simulation

Slide F

Before you start using the Visualizing Sound in a Medium simulation, make some predictions in your Visualizing Sound in a Medium Investigations packet.

Complete “Part 1: Predict”. Answer these questions:

What, if anything, do you expect to see moving across the medium as sound travels away from the sound source?
If you could watch the motion of a single particle in the medium, what would you expect to see it doing as sound travels across the medium?

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Procedure for Loading the Simulation

Slide G

Part 2

Open a web browser and go to the web address for the Visualizing Sound in a Medium simulation. Make sure the sound is on for your device.
A screen like this one should appear. You can adjust the pitch and the loudness. To hear the corresponding sound, press the green play button.

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Investigation 1: What is happening at a spot in space in the medium?

Slide H

Part 2 (continued)

You will be working with a single device.
Adjust the loudness and pitch so you can see a clear pattern in the particles.
Click on a single blue particle to make it red so it is easier to track. Pay attention to the pattern in the whole medium and the motion of this single particle.

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Investigation 1: What is happening at a spot in space in the medium?

Slide I

Part 2 (continued)

Record your observations.

Visualizing Sound in a Medium simulation: Observations for Investigation 1
What patterns do you notice in the motion of a single particle in the medium?	What patterns do you notice in what appears to be happening across the entire medium?

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Investigation 2: How will the patterns you see moving across the medium change?

Slide J

Part 3

In Investigation 2, you will need two versions of the simulation running at the same time on different devices.

Work with another student (or another team) for investigation 2.
Follow the steps for part 3 on Visualizing Sound in a Medium Investigations packet.
Be ready to share your ideas with the class.

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Navigation: What are we seeing in our simulation?

Slide K

Discuss these questions as a class:

What variable did your group change first?

What patterns did your group see?

After the discussion, complete the “Making sense” question on the handout .

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Navigation: What are we seeing in our simulation?

Slide L

Discuss as a class:

Share patterns you noticed during our previous class.
If you didn’t share in the last discussion, you can share today.

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Making Sense of Our Sound Simulation Observations

Slide M

Your teacher will distribute Lesson 10: Analyzing Sound in a Medium Simulation Data. �
Tape this handout in your notebook and join together in a Scientists Circle to make sense of our findings.

Move to the Scientists Circle. Project slide M to show the three different frames of motion of the particles: Start of the motion, Later, and After pausing source. Pass out a copy of the Analyzing Sound in a Medium Simulation Data handout to each student. The class will co-construct a representation of what happens to particles in a medium over time as sound travels through the medium. Have students bring their notebooks with the Analyzing Sound in a Medium Simulation Data handout to the Scientists Circle.

Review the features of the simulation. Before discussing each individual image, engage students in a discussion related to the major features of the images.

Say, Before we discuss what is going on in our simulation let's take a minute to recall what each part of the simulation represents.

See the teacher guide for prompts and guidance on how to lead this discussion.

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Adding to Our Progress Trackers

Slide N

Add to your Progress Tracker the conclusions our class has made about the question: “What exactly is traveling across the medium?”

During our discussion, record our class’s key findings in your Progress Tracker in your notebook.

Question	Source of evidence
10. What exactly is traveling across the medium?	Visualizing Sound in a Medium simulation
What we figured out (in words/pictures)

Project slide N. Hand out a progress tracker handout Tell students that we have just spent a lot of time building understanding and then coming to consensus on what we think is happening when sound travels through a medium. Now, we are going to individually develop a model or some other representation for how what we figured out helps explain what happens to sound waves as they travel from the sound source to the sound detector.

Have students add to their Progress Tracker along with the lesson question and source of evidence that led to these findings. Here is one representation of what students might write. Ideas we figured out include:

When an object moves back and forth, it produces bands of compressed and expanded particles that move through the medium (bands of compression travel, but particles do not).
The density of particle compression gets greater when the amplitude of vibration at the sound source increases.
The distance between compression bands appears to change when we change the frequency of vibration.
Collisions between the particles in the medium result in compression bands moving away from a sound source.
Collisions transfer energy across the medium.

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Navigation: Applying Our Model to Other Phenomena

Slide O

Be prepared to share your questions with the whole class.

Are there any other questions we could explain using these ideas?

Are there any questions we would like to refine or revise?

What questions have we yet to answer?

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Home Learning

Slide P

Be prepared to share at the beginning of next class.

Use the ideas in this lesson and your Analyzing Sound in a Medium Simulation Data to explain how music produced from a speaker in the truck caused the window in a building in the parking lot to move.
Make a sketch of what is happening and be sure to include the following in your model:

vibrations of the sound source
collisions between particles
energy transfer
changes that happen in the particle density across the medium

Let students know that we are going to see if we can use the ideas we have been developing to explain more about what is happening with the truck speaker and the window.

Play the video of the truck speaker and the window one more time, asking students to think about what they learned about sound moving through a medium while they watch the video.

Project slide P. Assign the final question on the Analyzing Sound in a Medium Simulation Data handout handout to students as home learning. Use the ideas in this lesson to explain how music produced from a speaker in the truck caused the window in a building in the parking lot to move. Make a sketch of what is happening and be sure to include the following in your model: vibrations of the sound source, collisions between particles, energy transfer, and changes that happen in the particle density across the medium.