North Carolina Science Essential Standards Resource Pack for Unit planning Sound and Motion Essential Standard: P. 1 Understand the relationship between sound and vibrating objects

2. P.1.1 Illustrate how sound is produced by vibrating objects and columns of air.

2. P.1.2 Summarize the relationship between sound and objects of the body that vibrate – eardrum and vocal cords.
Vertical Strand Maps:

http://scnces.ncdpi.wikispaces.net/Strand+Maps

Online Atlas map http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1364

PS4 Waves and Their Applications in Technologies for Information Transfer

Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter. Light and sound are wavelike phenomena. By understanding wave properties and the interactions of electromagnetic radiation with matter, scientists and engineers can design systems for transferring information across long distances, storing information, and investigating nature on many scales—some of them far beyond direct human perception.

Sound is a pressure wave in air or any other material medium. The human ear and brain working together are very good at detecting and decoding patterns of information in sound (e.g., speech and music) and distinguishing them from random noise.

Resonance is a phenomenon in which waves add up in phase (i.e., matched peaks and valleys), thus growing in amplitude.

Structures have particular frequencies at which they resonate when some time-varying force acting on them transfers energy to them. This phenomenon (e.g., waves in a stretched string, vibrating air in a pipe) is used in the design of all musical instruments and in the production of sound by the human voice.

Grade Band Endpoints for PS4.A

By the end of grade 2. Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave—observe, for example, a bobbing cork or seabird—except when the water meets the beach. Sound can make matter vibrate, and vibrating matter can make sound.

By the end of grade 5. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.)
Science for All Americans:

MOTION

Since everything is moving, there is no fixed reference point against which the motion of things can be described. All motion is relative to whatever point or object we choose. Thus, a parked bus has no motion with reference to the earth's surface; but since the earth spins on its axis, the bus is moving about 1,000 miles per hour around the center of the earth. If the bus is moving down the highway, then a person walking up the aisle of the bus has one speed with reference to the bus, another with respect to the highway, and yet another with respect to the earth's center. There is no point in space that can serve as a reference for what is actually moving.

Changes in motion—speeding up, slowing down, changing direction—are due to the effects of forces. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it. When an unbalanced force does act on an object, the object's motion changes. Depending on the direction of the force relative to the direction of motion, the object may change its speed (a falling apple) or its direction of motion (the moon in its curved orbit), or both (a fly ball).

The greater the amount of the unbalanced force, the more rapidly a given object's speed or direction of motion changes; the more massive an object is, the less rapidly its speed or direction changes in response to any given force. And whenever some thing A exerts a force on some thing B, B exerts an equally strong force back on A. For example, iron nail A pulls on magnet B with the same amount of force as magnet B pulls on iron nail A—but in the opposite direction. In most familiar situations, friction between surfaces brings forces into play that complicate the description of motion, although the basic principles still apply.

Some complicated motions can be described most conveniently not in terms of forces directly but in summary descriptions of the pattern of motion, such as vibrations and waves. Vibration involves parts of a system moving back and forth in much the same place, so the motion can be summarized by how frequently it is repeated and by how far a particle is displaced during a cycle. Another summary characteristic is the rate at which the vibration, when left to itself, dies down as its energy dissipates.

Vibrations may set up a traveling disturbance that spreads away from its source. Examples of such disturbances are sound, light, and earthquakes, which show some behavior very like that of familiar surface waves on water—changing direction at boundaries between media, diffracting around corners, and mutually interfering with one another in predictable ways.

Vibrations treated only descriptively bring no special problems, other than the occasional confusion caused by the word speed being used in English for both frequency and velocity. Does a guitar string move quickly (back and forth a thousand times a second) or slowly (only 15 miles or so per hour)? Similarly, is the earth's rotation slow (once a day) or fast (1,000 miles per hour at the equator)? In the overall story of motion, vibrations serve in good part to introduce the ideas of frequency and amplitude. Because there are so many examples of vibrating systems that students can experience directly, they easily see vibration as a common way for some things to move and see frequency as a measure of that motion.

Presumably students will start "making music" from the first day in school, and this provides an opportunity to introduce vibrations as a phenomenon rather than a theory. With the drums, bells, stringed and other instruments they use, including their own voices, they can feel the vibrations on the instruments as they hear the sounds. These experiences are important for their own sake and at this point do not need elaboration.

By the end of the 2nd grade, students should know that

• 
  Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow. 4F/P1
  
• 
  The way to change how something is moving is to give it a push or a pull. 4F/P2
  
• 
  Things that make sound vibrate. 4F/P3
  

Vibrating objects produce sound.

Sound can cause objects to vibrate.
Essential Questions:

What is sound? How is sound created?

How do different organisms create and/or detect sound? In what special ways do humans detect sound?

How is the creation of sound used by humans? How is the detection of sound used by humans?

• 
  Vibration is a type of motion.
  
• 
  Sound is created by vibrating objects.
  
• 
  The sound we hear is created by vibrations that travel through air.
  

1. 
   Loudness and pitch of sounds are confused with each other.
   
2. 
   You can see and hear a distant event at the same moment.
   
3. 
   The more mass in a pendulum bob, the faster it swings.
   
4. 
   Hitting an object harder changes its pitch.
   
5. 
   In a telephone, actual sounds are carried through the wire rather than electrical pulses.
   
6. 
   Human voice sounds are produced by a large number of vocal chords.
   
7. 
   Sound moves faster in air than in solids (air is "thinner" and forms less of a barrier).
   
8. 
   Sound moves between particles of matter (in empty space) rather than matter.
   
9. 
   In wind instruments, the instrument itself vibrates not the internal air column.
   
10. 
    As waves move, matter moves along with them.
    
11. 
    The pitch of whistles or sirens on moving vehicles is changed by the driver as the vehicle passes.
    
12. 
    The pitch of a tuning fork will change as it "slows down", (i.e. "runs" out of energy)
    

http://learningideasgradesk-8.blogspot.com/2011/02/make-percussion-instrument.html

http://learningideasgradesk-8.blogspot.com/2011/02/make-guitar.html

http://www.tlsbooks.com/soundsthatanimalsmake.pdf

http://www.smm.org/sound/nocss/top.html

A partnership site between the Science Museum and the Minnesota Orchestra, exploring the science and art of sound by offering performance, activities, and discussion sections.

The Science of Sound for Kids

http://www.sciencekids.co.nz/sound.html

Explore the subject of music and sound for kids with a range of experiments, games, projects and videos.

Explore Sound with Peep

http://peepandthebigwideworld.com/guide/sound.html

This exploration unit invites children to explore the sound in the world around them.

BioMusic

http://www.learnnc.org/lp/editions/biomusic/cover

Biomusicology is the exciting area in science where music intertwines with biology. Your students will be fascinated by these lessons that cover the miracles of animal communication, the mechanics of sound, and their connections to the field of music. Two units of instruction are included.

Wild Music

http://www.wildmusic.org/

Experience the sounds and songs of life on Earth at this online website that accompanies a traveling installation.

Sound Vibrations

http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.lp_sound/sound-vibrations/

This lesson is designed to help students understand that vibrations are responsible for the sounds we hear. Additionally, they learn that sound vibrations can travel through different mediums.

Waves: Light and Sound Primary unit http://www.alvordschools.org/cms/lib8/CA01900929/Centricity/Domain/2616/1st%20Grade%20Teachers%20Guide%20Complete.pdf

A unit encompassing both light and sound, teachers may find the lessons focused on sound useful.

http://www.exploresound.org/

Explore this site to learn about acoustics and scientists who study sound.

Neo K-12 Sound

http://www.neok12.com/Sound.htm

A collection of short animations that explain sound and hearing.

Smart Exchange

http://exchange.smarttech.com/search.html

A directory of Smart Board lessons that teachers can download and use.

Teachers Domain

http://www.teachersdomain.org/

Free digital media for educational use.
Video Resources:
Brain Pop Sound

https://jr.brainpop.com/science/energy/sound/preview.weml

https://educators.brainpop.com/lesson-plan/sound-background-information-for-teachers-and-parents/

https://educators.brainpop.com/lesson-plan/sound-activities-for-kids/?bp-jr-topic=sound

http://www.teachertube.com/video/bill-nye-sound-part-1-of-3-174563?utm_source=video-google&utm_medium=video-view&utm_term=video&utm_content=video-page&utm_campaign=video-view-page

http://www.2learn.ca/kids/listSciG3.aspx?Type=44

http://quatr.us/physics/sound/

http://www.dkfindout.com/us/science/sound/how-are-sounds-created/

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/sound/read/1/

http://www.readworks.org/passages/how-see-sound

http://www.daviddarling.info/childrens_encyclopedia/sound_Chapter1.html

http://www.scienceforkidsclub.com/sound.html
Terminology:

volume pitch tension vibration sound sound source sound receiver

1. 
   Create a pamphlet explaining the importance of protecting your hearing. Include at least 3 specific strategies people can use to preserve and protect their hearing.
   
2. 
   Sound travels from place to place. Tell about some materials that sound travels through.
   
3. 
   Select a musical instrument to research and write a report about it.
   
4. 
   Write a poem that focuses on the sounds you hear outside in the Fall (Autumn) season.
   
5. 
   Write a paragraph describing the sounds you hear when you step outside your front door.