The Arizona STEM Acceleration Project

How is Sound Produced?

How is Sound Produced?

A 8th grade STEM lesson

Peggy Lord

5/24

Notes for teachers

-Everything is the slides, double check the videos for any youtube blocking at school. There are 3 lessons in part 2.

- Each lesson has a paper for the students to go along with.

-When using the signal Generator online make sure the students know not to use in other classes. Some older teachers will not be able to hear the higher pitches.

- 4 & 5 have exit tickets that look similar, just double check to make sure that you are passing out the right one for each lesson.

​

List of Materials

• Lesson 3 slides
• Lesson 3 sound w/s
• Lesson 4 Slides
• Computer for Signal Generator
• L-4 Sound Generator w/s
• L-4 Exit Ticket
• Lesson 5 Slides
• L-5 Frequency & Pitch w/s
• L-5 Exit Ticket

8th Science Standards

8.P4U1.4

Develop and use mathematical models to explain wave characteristics and interactions.

​

Science and Engineering Practices

​

• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

​

• ​
• ​

8th Math Standards

8.F.B

Use functions to model relationships between quantities.

Objectives:

L3-As a group, you will come up with an initial definition of what sound is and how it’s produced.

L4-I can explain how a change in the electrical signal causes changes to the volume of sounds I hear from a speaker.

L5-I can explain how changing the frequency of a signal changes the movement of a speaker and the pitch we hear.

​

Agenda

L3

• Launch 10 minutes
• Explore-35 minutes
• Share- 10 minutes

L4

• Launch 10 minutes
• Explore- 40 minutes
• Share 10 minutes

L5

• Launch 10 minutes
• Explore 30 minutes
• Share 10 minutes

Intro/Driving Question/Opening

​

​

L3- What role does music play in students’ lives? How are all people able to enjoy music? How is sound produced?

L4-How does amplitude of the signal change the volume of sound that is produced?

L5-How does the frequency of a signal relate to the pitch of sound produced?

​

Hands-on Activity Instructions

• L3 is by themselves getting their thinking about the videos and how sound is being produced. There is also with some group discussions.
• Groups of 2-3, based on computers in lesson 4 & 5
• All step by steps are in the slides.
• The signal generator is for L4 & L5 is online.

​

​

​

Assessment

• L3 has many different discussion questions and boxes for revised thinking. As the teacher walks around you should be able to forativelty hear if the students are getting the concepts about sound.
• L4 & L5 have exit tickets on frequency and amplitude.

Differentiation

• L3- is hard to do and come up with a sound definition, so you as the teacher needs to preview and understand where they need to go and how to get their yourself. In a couple of my low classes in the group discussions I needed to do more intentional questions to get them on the correct track.
• The next 2 lessons are using teh signal generator and I needed to check with students with the difference of the vocabulary so I redid the differences.

Remediation

Extension/Enrichment

• I had the students who were done with L4 & L5 early, just explore more and see if they could make more complex sounds on the signal generator.