Encourage tinkering with ideas, relationships, connections. Set up situations where students have to find information not readily available in school texts. Provide opportunity for students to design open-ended explorations of the concept. Provide multiple options so students can plan a unique "proof" of learning.

Participate in activities and demonstrations related to pitch and loudness of sound.

Objective: Students gain a richer understanding of sound by participating in demonstrations and doing hands-on activities related to pitch and loudness of sound.

Activity: Activities and Demonstrations:

Demonstration: 1) Student can "see" sound waves through a demonstration by observing reflected light off a vibrating membrane.

Materials: Tin can (13 oz. coffee can) with both ends removed, large rubber balloon (neck removed), rubber band, small mirror, rubber cement, flashlight.

Construction: Cover one end of open can with balloon and secure the balloon with a rubber band. Glue small mirror in the center of stretched balloon. One student holds the can. Another student holds the flashlight so that light is reflected off the mirror onto a screen. The student holding the can then yells loudly into the can. The vibration of the rubber balloon should be "visible" by observing the movement of the reflected light.

Note: By having several cans and flashlights, students can experiment with sound vibrations and reflected light; thus, this becomes a hands-on activity as well as a demonstration.

Activity 1: Students can observe compressions and rarefractions of sound waves in water.

Materials: Clear one gallon plastic tanks, tuning forks.

Instructions: Hit tuning fork on thickest part of hand palm, and dip tuning fork perpendicular to the surface of the water. The water will initially spray the tank and perhaps the student, but by looking quickly and carefully at the water around the tuning fork, bars of compressions and rarefractions can be observed. The students may have to repeat this activity several times to see what they are supposed to see.

Activity 2: Hit a tuning fork on the thickest part of the palm of the hand. Listen to the tuning fork. Hit the tuning fork again and place the end of the fork to the table. Compare the volume of sound of the tuning fork in the air to the volume of the tuning fork against the table (solid material).

Materials: Tuning forks, desks or tables.

Assessment: When asked, students should know that 1) sound creates vibrations, 2) sound waves consist of compressions and rarefractions, and 3) sound travels better (has greater volume) in solid material than air.