Vibrations

Author: Thomas Unangst  10/27/2006 11:44:00 AM EST		 TaskStream - Tools of Engagement

VITAL INFORMATION

Subject(s):
Research, Science
 
Topic or Unit of Study:
Science:  Learning about vibrations.
 
Grade/Level:
5
 
Objective:
Students experiment with various materials to identify the relationship between size of the source, vibration speed, and pitch.
 
Summary:
Students will use a ruler for this experiment.  They will place two inches of the ruler on the edge of a desk and strum the remaining ten inches that are in the air.  They will note the vibration speed and pitch.  They will repeat the process continually moving more of the ruler onto the desk and less in the air.  Each time noting the vibration speed and pitch.  They will record all observations on a data sheet.
 
IMPLEMENTATION

Learning Context:
This is a factual lesson on how different vibrations make different sounds and how we hear.
 
Procedure:

1.  The teacher will model the lesson for the students and explain what is expected of them (directions).

2.  Students will begin the experiment.

3.  They will first put two inches of the the ruler on the desk.  One student will hold the ruler firmly to the desk while another group member strums the ruler.

4.  While strumming the ruler students will take note of the vibration speed and pitch on their data sheet.

5.  This process will continue with the students continually moving the ruler onto the desk two inches at a time.  Each time taking note of vibration speed and pitch.

 
Differentiated Instruction:
Materials will be brought to Austin.
 
Sample Student Products:
Attachments
  1. vibrations.xls Data would show bar graphs. These bar graphs would show that as the ruler was moved farther back onto the desk the sound/pitch would get louder.
 
Collaboration:
Students will work collaboratively. Students will work in groups of 3.
 
Time Allotment:
1 class period. 40 Min. per class.
 
Author's Comments & Reflections:

For Substitute

 
MATERIALS AND RESOURCES

Instructional Materials:
Attachments
  1. vibrations.xls
 
Resources:
  • Materials and resources:
    Materials needed:
    - Envelopes
    - Stamps
    - Addresses to State Tourism sites
    - Ditto on how to write a letter and address an envelope
 
STANDARDS & ASSESSMENT

Standards:
USA- American Assc. of School Librarians: Info. Literacy Standards for Student Learning
• Area : Independent Learning
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.
 Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade : Grades 3-5

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

MI- Michigan Grade Level Content Expectations
• Subject : ENGLISH LANGUAGE ARTS
• Grade : FIFTH GRADE
• Strand : WRITING
• Topic : Grammar and Usage
 Expectation : W.GR.05.01 In the context of writing, students will identify and use compound subjects and predicates, proper nouns and pronouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/ long phrases/clauses, colons to separate hours, and minutes and to introduce a list.
• Topic : Spelling
 Expectation : W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
• Topic : Handwriting
 Expectation : W.HW.05.01 Write neatly and legibly.
• Topic : Writing Attitude
 Expectation : W.AT.05.01 Be enthusiastic about writing and learning to write.
• Topic : Personal Style
 Expectation : W.PS.05.01 Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support).
 
Assessment/Rubrics:
Rubrics
  1. Vibration