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From Vibration to Vocalization

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Title: From Vibration to Vocalization
Language: English
Authors: Merricks, Jessica, Henderson, Jennifer
Source: Science and Children. Feb 2014 51(6):44-49.
Availability: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2014
Intended Audience: Teachers
Document Type: Journal Articles
Guides - Classroom - Teacher
Reports - Descriptive
Education Level: Grade 4
Intermediate Grades
Elementary Education
Descriptors: Acoustics, Concept Teaching, Scientific Concepts, Grade 4, Learner Engagement, Discovery Processes, Demonstrations (Educational), Investigations, Student Research, Scientific Methodology, Evaluation Methods, Teaching Methods, Animals, Science Activities
DOI: 10.2505/4/sc14_051_06_44
ISSN: 0036-8148
Abstract: Sound is typically thought of something that is heard. Can it be seen or felt? Most students experience the noises that surround them in everyday life, but few stop to think about what sound is, how it travels, and the biological challenges associated with perceiving sound. Since students are already familiar with everyday sounds, inquiry-based activities can be easily adapted to teach students concepts based on sound and sound waves. The investigations described in this article guide students through an exploration of sound propagation and acoustic communication in a meaningful way by allowing them to experiment and draw their own conclusions. These activities were originally designed as extra-curricular science outreach; however, their common themes and objectives are easily transferable to a cohesive, two-day classroom exploration for fourth-grade students as presented here. Designed specifically with the "Next Generation Science Standards" ("NGSS") in mind, this 5E lesson (Bybee et al. 2006) uses several key practices, including the use of models; computational thinking; and obtaining, evaluating, and communicating information.
Abstractor: ERIC
Number of References: 4
Entry Date: 2014
Access URL: https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/sc14_051_06_44
Accession Number: EJ1035542
Database: ERIC
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  Value: <anid>AN0094090797;sid01feb.14;2014Jan30.10:19;v2.2.460</anid> <title id="AN0094090797-1">From VIBRATION to VOCALIZATION </title> <sbt id="AN0094090797-2">Fourth-grade students conduct an in-depth investigation of the nature of sound</sbt> <p>We typically think of sound as something we hear--but can we see it? Feel it? Most students experience the noises that surround them in everyday life, but few stop to think about what sound is, how it travels, and the biological challenges associated with perceiving sound. Since students are already familiar with everyday sounds, inquiry-based activities can be easily adapted to teach students concepts based on sound and sound waves.</p> <p>The following investigations guide students through an exploration of sound propagation and acoustic communication in a meaningful way by allowing them to experiment and draw their own conclusions. These activities were originally designed as extra-curricular science outreach; however, their common themes and objectives are easily transferable to a cohesive, two-day classroom exploration for fourth-grade students as presented here. Designed specifically with the Next Generation Science Standards (NGSS) in mind, this 5E lesson (Bybee et al. 2006) uses several key practices, including the use of models; computational thinking; and obtaining, evaluating, and communicating information.</p> <hd id="AN0094090797-3">Engage</hd> <p>Students are already familiar with sound as something they hear. In this activity, students are introduced to the idea that sounds are vibrational waves that travel through a medium (in this activity, the medium is the air). Specifically, this multi-modal activity allows students to "develop a model of waves" and grasp the concept that sound "waves can cause objects to move" (performance expectation 4-PS4-1, NGSS Lead States 2013, p. 32). We begin by having the students build a model by stretching plastic wrap over the open end of a large coffee can and securing it with a rubber band. Grains of rice are then sprinkled over the plastic wrap. We explain that the setup will act as a model for "seeing" sound. Students then use a metal cookie sheet and a wooden spoon and create loud noises near the rice grains. They immediately notice that banging the cookie sheet creates noise that they can hear, but as the noise gets closer to the rice grains, they also see the grains "jump." Note that students should not physically touch the can/plastic wrap setup. Students should not create loud noises directly next to their ears. Teachers may want to demonstrate the activity at a safe distance. Students can explore how the intensity of their noises (i.e., how hard they hit) as well as the distance between the sound source and the model affects the rice. Many students are surprised to see that sound can be visualized by the rice grains moving. This connection is important in helping students learn that sound is made of traveling vibrational waves.</p> <p>At the end of the activity, students see diagrams and illustrations of the human eardrum as well as the ears of preserved animal models (bullfrog and lizard) and discuss the connections between these models and their coffee can setup. Students should understand that the vibrations of the plastic wrap over the can are analogous to the tympanic membrane within the vertebrate ear.</p> <p>This part of the activity aligns with NGSS performance expectation 4-LS1-1 Construct an argument that plants and animals have internal growth, behavior, and reproduction, as well as disciplinary core idea LS1.A Structure and Function (NGSS Lead States 2013).</p> <p>At this point, students realize that vibrations can interact with physical objects. The plastic wrap served as a model for the eardrum to help students understand how animals receive sound (vibrations reaching ear).The next step is to help students to explore the sound medium. Inspired by the methods of Sozen and Bolat (2011), we developed a probe to gauge students' understanding of this concept (see NSTA Connection). Teachers should administer the probe prior to the Explore activity.</p> <hd id="AN0094090797-4">Explore</hd> <p>In this activity, students explore how waves travel. It is a common misconception for students to think that sound is pushing through a medium, when instead, sound is the result of vibrational waves being transferred through a medium (Sozen and Bolat 2011). We allow groups of students to explore sound transmission using "cup phones." Teachers may prebuild them or have students construct them using two cups connected by a string. The telephones represent a model of information transfer and specifically address the fourth-grade science and engineering practice Developing and Using Models (NGSS Lead States 2013, p. 37). While a Styrofoam cup and simple cotton twine will work, we provide students with various materials (metal cans, plastic cups, yarn, and so on) and allow them to explore the effect of material on the transmission of sound. Students are encouraged to explore how best to use their "phones," although some guidance is necessary to help students consider important concepts. As they explore, teachers can guide the exploration and assess their understanding of the role of the "medium" using the following questions:</p> <p>* What do you notice about the sound when you place your hand on the string while someone is talking?</p> <p>* Describe what you feel when you place your hand on the string.</p> <p>* How does the message sound when your hand is on the string? Is it easier or more difficult to understand the message?</p> <p>* Do you think two people would be able to communicate through cups that were not connected by string? Why or why not?</p> <p>* Did the sound travel better with certain types of connectors (string, yarn, and so on)? If so, what is it about certain connectors that made the sound transfer better than others?</p> <p>* Do you think the tightness of the string affects the quality of the sound? Explain your answer using your observations.</p> <p>After careful observation and reflection, students should understand that sound is a result of vibrations through a medium. Teachers may administer the probe from the Engage phase again at the end of the activity to assess the degree to which students understand the role of the sound medium.</p> <hd id="AN0094090797-5">Explain</hd> <p>Now we shift gears to an investigation aimed at the performance expectation 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process information in their brain, and respond to the information in different ways, and disciplinary core ideas PS4.C Information Technologies and Instrumentation and LS1.D Information Processing (NGSS Lead States 2013). In this activity, students examine the ear's ability to detect important sounds amongst noise (a phenomenon called "the cocktail party effect"). To explore this, we use free sound software (Audacity v2.0.3; see Internet Resource) to broadcast a familiar voice (using a teacher's voice would be ideal) amongst white noise (Figure 1). Detailed directions for creating and manipulating sounds in the software program are provided (see NSTA Connection). Each sound is on a separate channel, which can be manipulated independently. Teachers should explain that the image on the screen is called an "oscillogram," and is essentially a special graph showing sound volume over time. Before you begin, ask students to explore the oscillogram and look for similarities and differences between the two channels. Do the oscillograms of the voice and noise look the same or different? Can you tell when a sound is loud or when it is quiet?</p> <p>Once the students are familiar with the program, they can then manipulate the volume of the voice relative to the noise. Teachers could pair students at computers with headphones and allow them to control the volume for each other and discuss their findings with each other. Students will need to carefully adjust the volume during this activity to avoid harming each other's ears. While explaining the procedure, teachers should demonstrate the maximum volume allowed during the activity and carefully monitor the behavior of students throughout the activity. Our students often notice that as the volume of the noise increases, it becomes more difficult to perceive the familiar voice. Many are surprised at how well they are able to pick out the familiar sounds even when the noise is loud. We ask students to write down situations in which this phenomenon might be important. We also discuss how pitch might influence their ability to hear the voice. For example, one student noticed that a high-pitched voice was much easier to detect compared to a lower-pitched voice, which provided a great opportunity for us to discuss this important feature of sound.</p> <hd id="AN0094090797-6">Elaborate</hd> <p>To fully immerse the students in the process of scientific investigation, we designed a simple research study for students to explore the role of acoustic communication for other living organisms. This investigation is roughly based on research conducted in our research laboratory, but it can be amended to focus on a different animal. This activity meets NGSS requirements for performance expectations 4-LS1-1 and 4-LS1-2, which encourage students to bridge the gap between structure and function of the sensory system.</p> <p>Setting the Scene</p> <p>The students are told their job is to help scientists gather data about two species of frogs living in a forest, the gray tree frog and the Cope's gray tree frog. These tree frogs produce a call consisting of repeating pulses that are easily visualized on an oscillogram (a graphical image of sound, see Figure 2, p. 46). We play the calls of each frog and show examples of the oscillograms. Remind students of the oscillogram images from the Explore activity. The frog calls are represented similarly in this activity. Each black line represents a unit of sound (called a "pulse") being produced by the frog. As they listen to the example frog sounds, they should hear the repeating "pulses." We tell the students that the scientists are aware of two "cryptic" species in the area, meaning the two species look exactly the same. Because of this, scientists are not sure where each species lives within the habitat. The only way to distinguish the two is by investigating their calls, which differ in the number of pulses as well as the overall length.</p> <p>Setting Up the Activity</p> <p>We created a three-dimensional game board (Figure 3, p. 47; see NSTA Connection for templates and supporting materials for this activity) to explore the calls of tree frogs in a forest environment. We made 30 paper frogs by cutting out a photo of the gray tree frog (both species look the same) and glued one of three different oscillograms on the back of the photo (oscillograms of both species as well as a hybrid between the two species were reproduced from Gerhardt et al. 1994). We glued each frog onto a toothpick and placed it in the habitat. We placed all gray tree frogs north of the river and all Cope's gray tree frogs south of the river. Along the river (in between two populations), we placed frogs with the hybrid oscillogram. Students will be able to draw conclusions about how the frogs are distributed.</p> <p>Each group of students has its own board and frogs to work with. Groups sample 10 frogs from across the habitat. They measure the length of each call with a ruler and count the number of pulses in each call and compare their data to reference material (provided online; see NSTA Connection). Using the frogs' calls, they are able to identify where each species lives. We provide a data sheet for students to record their data and analyze their findings (see NSTA Connection). In our scenario, students discover that the two species do not live in the same area and are separated by a river. We discuss possible explanations for this as a group. Several students discovered the third population with an intermediate call living along the river, and suggested these individuals could be hybrids or a different species altogether. Overall, the lesson and subsequent discussion helps students understand the significance of sound in the context of animal communication and provided a fun exploration of animal behavior research.</p> <hd id="AN0094090797-7">Evaluation</hd> <p>Although formative assessments are implemented throughout the lesson, teachers wanting a more structured assessment could extend the lessons to provide students an opportunity to showcase their understanding once the lesson is completed. For example, teachers could design a probe where students draw two people (or frogs, birds, and so on) communicating in an environment. In the labels and captions, teachers could ask students to address questions such as: "In what direction is the sound traveling? What is moving between the two people? Could other sounds interfere with the interaction and, if so, in what way?" Teachers can pinpoint any areas of misunderstanding from these drawings and explanations and use this information for further instruction.</p> <hd id="AN0094090797-8">Final Thoughts</hd> <p>Through these activities, students focused on the physical aspects of sound and sound transmission, while using the skills of observation and data analysis to help them understand multiple applications of sound in the real world. Students learned firsthand the vital importance of communication for one animal model, which helped raise their awareness and curiosity about communication in the natural world. From these experiences with sound at different levels, from the vibrational movement of waves across a string to the complex vocalizations of frogs, students took away a more in-depth understanding of the noisy world in which we live.</p> <hd id="AN0094090797-9">Connecting to the Standards</hd> <p>Standard 4-PS4 Waves and Their Applications in Technologies for Information Transfer</p> <p>Performance Expectation: 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.</p> <p>Disciplinary Core Idea: PS4.C Information Technologies and Instrumentation</p> <p>Science and Engineering Practice: Developing and Using Models</p> <p>Crosscutting Concept: Patterns</p> <p>NGSS Table: 4-PS4 Waves and Their Applications in Technologies for Information Transfer <ulink href="http://www.nextgenscience.org/4ps4-waves-applications-technologies-information-transfer">www.nextgenscience.org/4ps4-waves-applications-technologies-information-transfer</ulink></p> <p>Standard 4-LS1 From Molecules to Organisms: Structures and Processes</p> <p>Performance Expectations: 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.</p> <p>4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the environment in different ways.</p> <p>Disciplinary Core Ideas: LS1.A Structure and Function LS1.D Information Processing</p> <p>Science and Engineering Practice: Developing and Using Models</p> <p>Crosscutting Concept: Patterns</p> <p>NGSS Table: 4-LS1 From Molecules to Organisms: Structures and Processes: <ulink href="http://www.nextgenscience.org/4ls1-molecules-organismsstructures-processes">www.nextgenscience.org/4ls1-molecules-organismsstructures-processes</ulink></p> <p>FIGURE 1. Oscillogram of teacher's voice and white noise.</p> <p>FIGURE 2. Oscillograms of frog calls and the game in action.</p> <p>FIGURE 3. Forest game board.</p> <p>A board game allows students to explore frog calls.</p> <p>Oscillograms of different frog calls are numbered.</p> <p>Students work together to measure and record frog call data.</p> <p>Students record pulse number and call length data on their worksheet.</p> <p>Students look for patterns based on the distribution of call types across the environment.</p> <hd id="AN0094090797-10">References</hd> <p>Bybee, R., J.A. Taylor, A. Gardner, P. Van Scotter, J. Carlson, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.</p> <p>Gerhardt, H.C., M.B. Ptacek, L. Barnett, and K.G. Torke. 1994. Hybridization in the Diploid-Tetraploid Treefrogs Hyla chrysoscelis and Hyla versicolor. Copeia 1994 (<reflink idref="bib1" id="ref1">1</reflink>): 51-59.</p> <p>NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. <ulink href="http://www.nextgenscience.org/next-generation-science-standards">www.nextgenscience.org/next-generation-science-standards</ulink>.</p> <p>Sozen, M., and M. Bolat. 2011. Determining the misconceptions of primary school students related to sound transmission through drawing. Procedia Social and Behavioral Sciences 15: 1060-1066.</p> <hd id="AN0094090797-11">Internet Resource</hd> <p>Audacity V2.0.3 <ulink href="http://audacity.sourceforge.net/">http://audacity.sourceforge.net/</ulink></p> <aug> <p>By Jennifer Henderson and Jessica Merricks</p> <p></p> <p>Jessica Merricks (jawfz2@mail.missouri.edu) and Jennifer Henderson are PhD candidates researching the evolution of acoustic communication in frogs at the University of Missouri in Columbia, Missouri.</p> </aug> <nolink nlid="nl1" bibid="bib1" firstref="ref1"></nolink>
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  Data: Sound is typically thought of something that is heard. Can it be seen or felt? Most students experience the noises that surround them in everyday life, but few stop to think about what sound is, how it travels, and the biological challenges associated with perceiving sound. Since students are already familiar with everyday sounds, inquiry-based activities can be easily adapted to teach students concepts based on sound and sound waves. The investigations described in this article guide students through an exploration of sound propagation and acoustic communication in a meaningful way by allowing them to experiment and draw their own conclusions. These activities were originally designed as extra-curricular science outreach; however, their common themes and objectives are easily transferable to a cohesive, two-day classroom exploration for fourth-grade students as presented here. Designed specifically with the "Next Generation Science Standards" ("NGSS") in mind, this 5E lesson (Bybee et al. 2006) uses several key practices, including the use of models; computational thinking; and obtaining, evaluating, and communicating information.
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