Applied Physics
and Engineering
See Think Wonder:
On the whiteboard, brainstorm with your group what factors you think could change the speed, frequency and amplitude of a sound wave that is transmitted through a substance.
Studio Time Question: How can your group use the transmission of sound through a material to create and test reliable sound testing protocols? Group Research Sheet to test methods We have some iPads as tools to generate tones and record sound levels in decibels. We need to figure out how we can use these as we work towards other science experiments and our engineering project. Today I am asking you to brainstorm ideas for tools we can use to test the transmission of sound through a substance or a device you design. To do this, I am asking you to run an experiment as you figure out how to get the tools to work for you in a way you can trust them. What you learn about the tools will help everyone in the class. Studio Time Goals:
Groups and Goals - Write on the board. What will you do for the rest of the hour? Ticket out: Turn in your notebook
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Do now: Please get your notebook and open it to the page we were on yesterday. What Ideas does this information give us for the engineering project to stop sound coming through the door? Take time to think...Thinking Routine: Options Explosion!
On your paper, answer the last question: What Ideas does this information give us for the engineering project to stop sound coming through the door? Write down your favorite ideas. Summarize today's learning on our AHA! page and draw the connection to the essential question.
------------- Start a new page, date and write down the next KEY QUESTION: What affects the transmission of sound through a substance? See Think Wonder:
On the whiteboard, brainstorm with your group what factors you think could change the speed, frequency and amplitude of a sound wave that is transmitted through a substance.
Studio Time Question: How can your group use the transmission of sound through a material to create and test reliable sound testing protocols? We have some iPads as tools to generate tones and record sound levels in decibels. We need to figure out how we can use these as we work towards other science experiments and our engineering project. Today I am asking you to brainstorm ideas for tools we can use to test the transmission of sound through a substance or a device you design. To do this, I am asking you to run an experiment as you figure out how to get the tools to work for you in a way you can trust them. What you learn about the tools will help everyone in the class. Studio Time Goals:
Groups and Goals - Write on the board. What will you do for the rest of the hour? Ticket out: Turn in your notebook Learning Goal: Create and use models to explain how the energy of sound interacts with matter Do Now: Grab your notebook and open to the next page. Put the date at the top and copy down the key question. Write an answer and draw a model with labels. KEY QUESTION: What can happen to a sound wave when it moves through one substance then runs into a new substance? Student answer goes here in your notebook. Set up: Open your notebook to a double clean page. This will be our AHA! page where we write our big essential questions and write summaries of what we learn each day. Please set up this page. Every student gets a Sound Exploration Graphic Organizer to write and draw notes. Lesson: As we experience a few sound phenomena, we will first write and draw what we see (hear) and what we think is happening with the sound waves. Be ready to share with the class. Then, write a question and share. Phenomenon 1 - In class water and spoons. We will take a video and upload it after class. Phenomenon 2 - Trumpet Canyon Phenomenon 3 - Blind man Come to a consensus about what is happening with the sound. Share some drawings as we go. Answer the last question: What Ideas does this information give us for the engineering project to stop sound coming through the door? Summarize today's learning on our AHA! page and draw the connection to the essential question.
Do Now: Grab a pink piece of paper and write your name on it. Answer these questions: 1) Draw a wave and label a wavelength, amplitude, crest and trough. 2) A child is 39 inches tall. How tall is that in feet to the closest tenth of a foot? (12 inches per foot) 3) A snail is zooming along at 2 inches per minute. How fast is that in centimeters per second? (There are 2.5 cm in an inch and 60 seconds in a minute) Learning Goals: Practice using mathematical relationships to describe sound waves. Please find your Wave Equation Worksheet or get it back from Chris.
STUDIO TIME: Work on the word problems on the Wave Equation worksheet. Ticket Out - Please hand in your Wave Equation Worksheet - finished or not. Discover something interesting about the speed of sound, when does it change and why? ?
Do Now:
Learning Goal: Use computational and mathematical thinking to describe the action and characteristics of waves. Specifically, we are deriving the relationship between velocity, wavelength and frequency. 1. Gather and check you have everything, including units on your Making Waves Handout. Check in with your group and see who has questions the group can answer. 2. Class discussion - groups add their data to the class spreadsheet and we look for patterns. Discuss how we made the waves and the relationship specifically between frequency and wavelength. What if we had kept time constant when making the waves? Velocity remains constant even when the frequency changes. velocity only changes if the medium changes (substance or temperature the wave is going through is different). 3. How do we use algebra to figure out the different characteristics of a wave given the relationships? We watched a short video about using dimensional analysis to solve conversion problems and physics and measurement problems. 4. Individuals work on their Wave Equations worksheet. Students who are figuring it out, will become tutors to help students still figuring it out. Make sure you can do the problems yourself. Friday: 1. Do Now: review waves on a Kahoot!. If you were gone today, please play the Sound Waves Kahoot! at home. Game PIN: 06863734 Continue working on your Wave Equation WS If time, we will play the Kahoot again or a new one. Do Now: Find a table with 3 other people you can work with. You will be working in groups today. I will allow your groups to stay as you have chosen if the group is working together to accomplish our learning goals today.
Learning Goal: HS PS4-1 - Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 1. Class Wave Characteristic Slideshow - Each group will create one slide (more if you feel like it) on our shared slideshow about the characteristics of waves. We will be using these terms and mathematical concepts today as we make and measure waves. 2. Making Waves lab: Paper handout - one per group. Group Roles:
Do Now: Find your lab, Audience Ladder of Feedback sheet and your science notebook. Groups who are presenting today, take 5 minutes to reorient yourselves and figure out what you need to present. Please make sure your presentation was shared with me. Finish presentations of string phone labs Door Sound Project: (What should we name this project?) Problem: Too much sound is transferring through the wooden doors between the middle school ELA room and the high school science room. ESSENTIAL QUESTION: How does matter (like a wooden door or other substances) affect sound? Understanding the science behind sound will help us design and build a solution to our problem. What have we found out so far? These are the scientific principles we know
What do we still need to know? Class discussion and list generated by students and teachers Finish writing our Explanation at the end of our string phone lab. This is your conclusion and sums up what you learned from your experiment and discusses the scientific principles that might explain what was happening in your experiment. Turn in your completed lab or finish at home and turn in tomorrow. Your reasoning should contain your understanding of how the sound might transmit differently through the different materials you tested. Use the science principles to try to understand why you got the results you got. Practice our basic knowledge of sound waves in class. If you missed class, practice the Kahoot! here: Sound wave Kahoot! Game PIN: 09230027 Ticket out: Turn in your lab or tell me you are working on it at home. Do Now: Make sure your slide show is shared with the teachers so we can project them when you present.
Learning goal: Plan and carry out an experiment to gain evidence for which materials might be useful in designing a sound baffling system for our doors. Communicate information in a professional way. 10 Minutes: Prepare for your slide show. Who is going to talk? Do you have your final explanation finished? Ladder of Feedback from Audience during Experiment presentations Class discussion:
Ticket out: Hand in your lab report with your Explanation, Extensions and new question. Learning goal: Students are finishing the string phone investigation and writing up their process and results and explanation. (Science Practices: Planning and carrying out investigation, analyzing data, explaining from evidence)
Today you will create a slide show to present your group's results and explanation. Do Now: Please get out your Chromebook and take this mini-quiz check. (Not for a grade) For today: Talk to your group and make a plan for today on a piece of paper or in your notebook. 1)Who will be the facilitator for the day? This person helps get the group going and helps members figure out what to do next. 2) What tasks need to be completed and who will do them? Create a list of group members and what they should work on. 3) Note the time and how much time you have to complete your task. Friday: Groups will present their investigations and the results on a Google Slide show (see Google Classroom). Studio time:
Do Now: Pick up your lab and choose a spokesperson in your group to share out either the experiment you will do today, or what you have done and what you found out. Be ready to ask other groups questions and offer ladder of feedback on their experiments.
Experimental Question Assignment (on paper in class - turned in as practice assignment): As a group, discuss and share ideas for experimental questions that will address the overarching question about a phenomenon. The learning goal here is to learn how to write a specific, experimental question. NOW - go back and reflect on your experimental question. Revise it if necessary. Check with a class mate to see if they also think it is now a specific, testable question that includes the independent and dependent variables. Studio Time: Conduct experiments and extend, generate questions and if time conduct a second or third experiment. WRITE IT ALL DOWN on the Science Investigation Extensions and Questions - Sound String Phones HANDOUT. Last 10 minutes: Scientist meeting
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June 2022
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