SCIENCE ACTIVITIES ASSIGNMENT INSTRUCTIONSUsing the Science Activities Example, “Pitch vs. Length,” you will develop a clear and precise exploratory set of 3 science activities that relate to the theme of your unit as chosen for your Unit Map. Make sure to cite all outside sources used to develop your activities and reference in APA format.Complete as demonstrated in the example, and submit it as an attachment in Canvas. Refer to the Science Activities Example and the Science Activities Grading Rubric as often as necessary to complete this activity.
Outline of Integrated Classroom Science Demonstration/Presentation EDUC 531 Science Discovery and Exploratory Learning This is given as an outline of how you would begin the Unit with a set of Science Discovery Activities Outline of Integrated Classroom Science Demonstration/Presentation Focus: Science Topic:Sound: Pitch vs. Length Subject: Science Grade: 6 State Standard (Virginia SOL): Scientific Investigation, Reasoning, and Logic: 6.1 – The student will plan and conduct investigations in which: c) precise and appropriate measures are recorded; i) data are organized and communicated through graphical representation (graphs, charts, and diagrams). National Standard: Physical Science – Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: c) transfer of energy. Teacher Objective: The teacher will illustrate the direct relationship between pitch (sound) and length/height of vibrating mediums by using manipulatives and facilitating student participation/discussion in three experiments. Student Objectives for: Experiment #1: 1. Analyze the sounds produced when tapping a vial filled with different levels of water. 2. Determine which tapping object produces a better sound than the others? 3. Write statements about the relationship between the amount of water in the vials and the pitches produced when tapped? Experiment #2: 1. Predict what causes the sound produced from the ruler? 2. Write evident statements for conclusions drawn. 3. Analyze the sound changes as the ruler is moved onto the table. 4. Write explanations why the vibrations appear faster or slower as you move more of the ruler onto the table? 5. illustrate your findings and conclusions for the relationship between the length of ruler extended over the edge and the pitch that was produced Experiment #3: 1. Analyze why a sound is produced when a rubber band is plucked. 2. explain why when two pencils are moved together, the pitch changes 3. Determine what is being done to the rubber band when the pencils are moved apart? 4. Illustrate in a diagram what produces a high-pitched sound because of the arrangement of the pencils? 5. Explain why there is a limited number of different pitches you can make. 6. Write a narrative explaining why you think musicians playing string instruments press down on the strings with their fingers while playing. 7. Name three stringed instruments that musicians press down on the strings while playing. 8. Analyze all possible rules about the relationship between the length of an object (sting, ruler, volume in vial) and the pitch it produces. PITCH VS. LENGTH Materials Needed: 1 graduated cylinder (Exp 1)1 plastic spoon (Exp 1) 1 nail (Exp 1) 4 vials(Exp 1)1 plastic pen (Exp 1) 1 plastic ruler (Exp 2, 3) 100ml water (Exp 1) 3 pencils, 1 with eraser (Exp 1, 3) rubber bands (Exp 2, 3) Experiment #1: Procedure: 1. Using your graduated cylinder, pour 10, 20, 30, and 40 milliliters of water into the four vials. 2. Gently tap each vial with any part of the plastic spoon. Listen to the pitch of the sound that is produced. 3. Repeat the tapping process on different places of the vial. 4. Now repeat the test, using the following objects: plastic pen, metal nail, pencil (wooden and eraser parts). 5. Rate the pitches produced from 1(high) to 4(low) in the chart below. 6. Take your ruler and measure the height of the water in each vial. Record in the chart. Water 10ml. 20ml. 30ml. 40ml. Water level (height) Pitch from high (1) to low (4) Table 1 Experiment #2: Procedure: 1. Place the ruler on a desk or table so that about 8” of the ruler extends beyond the edge of the table. Hold the ruler to the table firmly, with your hand about 1” from the edge. Bend he ruler slightly upward and quickly release it. Listen to the sound produced. 2. Shorten the distance the ruler extends over the table by 1”. Hold the ruler firmly, bend slightly upward and release it. 3. Continue to shorten the distance that extends over the edge of the table by one inch. Note any changes in sound. Rate the pitches produced from 1(high) to 5(low). Table 2 Ruler extension over edge of table 8” 7” 6” 5” 4” Pitch from high (1) to low (5) Experiment #3: Procedure: 1. Stretch the rubber band over a hardcover book or binder until it rests in the middle of the cover. 2. Set two pencils under the rubber, at either end of the book. The rubber band should not be touching the cover. 3. Pluck the rubber band between the pencils. Listen to the sound that is produced. 4. Move the pencils closer together, about one-half inch each. Repeat number 3 and notice the pitch. 5. Repeat number 4 until you can no longer pluck the rubber band between the pencils. 6. Record your observations in a data table. One row should have the distance between the pencils. The other row should indicate the pitch similar to Table 2. 7. Draw the arrangement/set up that provides the highest pitch. Page 4 of 4