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KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015 Lesson 5 - Page 1 of 3 Unit Name: Sound Lesson Number and Title: 5 – Crank it up! – Loudness Date: n/a Subject: Science Grade: Four Time: 45 mins. Parts of the Learning Cycle Involved: Engagement, Exploration, Explanation, Elaboration, Evaluation Learning Objective & Purpose: Students will be about to explain the relationship between the loudness of sound and amplitude. They will be able to differentiate between the loudness of various sounds, as measured in decibels through the observation of the in class experiment. About / In / For the environment: n/a Outcomes & Indicators: SO4.2 Draw conclusions about the characteristics and physical properties of sound, including pitch and loudness, based on observation. d. Differentiate between the loudness of various sounds, as measured in decibels. f. Compare the ability of self and others to hear sounds of various pitch and loudness. h. Rephrase questions about pitch and loudness into a testable form. i. State and test a prediction about how the pitch and loudness of a sound can be altered. l. State generalizations about the physical characteristics of sound, including pitch and loudness, learned through observation. Content Background: Vocabulary: Amplify – to make a sound louder. Decibel – a unit used to measure the loudness of sound; short form is dB. Reference: Pearson Science 4: Saskatchewan Edition, Student Text, 2013. Background Information: Sound is measured in decibels, (dB). Decibels describe the sound pressure. A normal conversation is about 60 dB and sounds above 85 dB can cause hearing loss. The decibel scale works logarithmically, meaning that when a sound increases by 10 decibels it is actually 10 times louder. On this scale 0 dB measures the sound of total science, a sound 10 times more powerful would be 10 dB, while a sound 100 times louder than total silence is 20 dB. The firing of a gun or firecracker is roughly 140 dB, which is about the loudest sound level your ears can handle at close range. Intensity is only one property of the sound we hear; distance also plays a big factor. The sound of something decreases as the distance increases. Decibel level is determined in relation to a human ear, so distance from a sound is important when determining the decibel level of that sound. If you happen to be at a rock concert, which causes sounds that measure 120-140 dB, you could be risking some hearing damage. When you hear a loud sound, it’s actually little tiny hair cells in your inner ear that are being damaged by the sound. These hairs have the main function of sending messages to the brain so you can hear voices and music, and when they are damaged, the messages cannot be sent properly, resulting in hearing loss. Reference: Wonderville – Science Driven by Curiosity web link Experiment Information: The loudness of sound, or its amplitude, is measured using the decibel. Small differences in amplitude (short sound waves) make quiet sounds, while large differences (tall sound waves) make loud sounds. The relationship between the loudness of sound and amplitude - The bigger the amplitude, the taller the sound waves, and, therefore, the more rice will jump off the paper. Reference: Scholastic web link KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015 Lesson 5 - Page 2 of 3 Processes Developed: observation, estimating, interpreting, communicating Adaptive Dimension: Do to the potential loudness of this lesson, it is important to consider students with hearing sensitivity and providing them with headphones to dual the volume. Also, when it come to a student with a hearing deficiency, you can provide them with a balloon to hold during the speaker demonstration so they may feel the change in vibrations when the volume is increased. Cross Curricular Competencies (CCC’s): Think and learn critically. Construct knowledge related to various literacies. Interdisciplinary Connections: Fine Arts – sketching what they had witnessed in the experiment Math – altering variables in experiment and recording results Prerequisite Learnings: - Students will know and understand the following characteristics and physical properties of sound: o Energy, matter, vibrations, sounds waves, pitch, frequency, natural, artificial Materials / Equipment / Safety: o White Board & Dry Erase Markers o Data Projector & Screen (internet access) o Handout: o I’m Hearing Decibels Reference: Wonderville – Science Driven by Curiosity web link o Science Duotang & Writing Tool Experiment Materials: o Large Speaker o Radio/CD player (something to play music that is connected to the speaker) o Paper o ½ cup of uncooked rice o Plastic wrap o Cornstarch o Water o Bowl o Spoon Safety: Insure students are at a safe distance from the speaker so that rice or the polymer mixture is not hitting them or getting in their eyes. Advanced Preparation: - Have data project & screen set up and the Interactive Sound Ruler ready. - Photocopies of Handouts – pre-hole punched (enough for 1 per student) - Have experiment materials set and ready on a table in front of the class. Lesson Procedure ENGAGEMENT 7 minutes Begin the lesson by bringing up Interactive Sound Ruler: How Loud is Too Loud? to have students hear and see that different sounds have a different volume. - Explain to the students that decibel is a unit used to measure the loudness of sound; short form is dB. Reference: National Institute on Deafness and Other Communication Disorders web link - KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015 Lesson 5 - Page 3 of 3 EXPLORATION 8 minutes Reference: The following experiment was adapted from the Science of Sound Lesson Plan page on the Scholastic website web link - Begin by laying a speaker on its back and covering it with a sheet of paper. Then sprinkling uncooked grains of rice on top. Turn the radio on and have students observe the rice. - Next, crank up the music all the way — and watch out for flying rice! - Ask the students “What relationship exists between the loudness of sound and amplitude?” * An additional experiment to demonstrate the relationship between the loudness of sound and amplitude is to cover a speaker with plastic wrap and then show how a polymer mixture of cornstarch and water can be made to dance on the speaker. Reference: Pearson Science 4: Saskatchewan Edition, Teacher Resource Kit, 2013, [Lesson 3]. EXPLANATION - The loudness of sound, or its amplitude, is measured using the decibel. Small 10 minutes differences in amplitude (short sound waves) make quiet sounds, while large differences (tall sound waves) make loud sounds. - The relationship between the loudness of sound and amplitude - The bigger the amplitude, the taller the sound waves, and, therefore, the more rice will jump off the paper. ELABORATION - Provide the students with the I’m Hearing Decibels handout. 10 minutes - Have the students estimate the level of sound that would be produced by the list of sounds by writing each sounds next to the decibel level they think best fits. - Have the students compare their estimates with a friend, explaining to each other how they decided on their estimate. - Have copies of the Answer Key available for the students to check their estimates. EVALUATION - Have the students write a reflective journal entry in their science duotangs about 10 minutes today’s lesson entitled: “What I Learned about Decibels and Amplitude”. Extensions /Modifications: If students finish their handout and journal entry before the class is over, have them go to the following website and play an interactive game entitled “How Loud is Too Loud?”. It will test their knowledge about whether or not certain sounds are safe to listen to or if they would damage your hearing. *Students will need access to a computer, tablet or personal technology device. Reference: Exploring Sound web link If further examples of common sounds on a decibel chart are needed, the following handout can be printed and provided to the students. SO Lesson 5 Chart – Common Sounds Reference: National Institute on Deafness and Other Communication Disorders web link If students struggle with writing, have them give their reflective journal entry orally. Assessment: Collect science duotangs and check that their journal entry is complete.