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After the video I ask students if they have ever heard a sound that was so loud that they had to cover their ears? I lead a brief discussion about why they covered their ears.

I tell students that without thinking about it, you covered your ears to protect them from the damage of loud sounds. Knowing that loud sounds can damage hearing is important in preventing hearing loss and deafness. Short exposure to sounds that are extremely loud can cause pain or even damage hearing, while long exposure to loud sounds can have the same affect.

From the video, I remind students that the loudness of sound is measured in something called decibels. There is a wide range of sound decibels, but humans can hear in a range from 0 dB (called the Threshold of Hearing, or how soft a sound can be) to over 130 dB (called the Threshold of Pain, because it actually hurts your ears). Because of the large difference in noise between a whisper and a jet engine, each decibel level represents an increase of ten times the previous number. That means that a decibel level of 20 is ten times louder than a level of a 10. A decibel level of 30 is ten times louder than a 20, or one hundred times louder than a 10.

How do we protect our ears from the loud sounds that can cause hearing problems? While it's true that engineers often make the devices that are loud enough to damage ears, they also work to help protect people from hearing loss or injury. There are engineers that specifically work on acoustics or how sounds are heard and how to protect people from the dangerous sound levels. Engineers have created technologies for eliminating some sound from noisy rooms or areas, such as sound barriers around airports or busy roads. Engineers also develop the technology to help people who already have some hearing loss, such as hearing aids, cochlear implants, and replacing part of the bones in the middle ear with wires.

Next I present directions for an activity in order for students to learn about decibels and the loudness of sound.

I give 10 students a "sound" (a piece of paper with the name of a sound prepared ahead of time; the decibel level for the sound is color coded and covered with a piece of paper.)

Next, I explain that the class is going to arrange the students at the front of the class in a "Sound Line" from softest sound to loudest sound.

When the class has arranged the students, have them guess the approximate decibel level of each sound.

When the class is sure they have the sounds in order, students remove the covering on the decibel level to see if they are correct.

If the students are not correctly arranged, they rearrange themselves.

In these videos, you can see students ordering the sounds. Notice how they give reasons and support when arranging the sounds.

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After the video I ask students if they have ever heard a sound that was so loud that they had to cover their ears? I lead a brief discussion about why they covered their ears. I tell students that without thinking about it, you covered your ears to protect them from the damage of loud sounds.

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To begin this lesson I start by reviewing the unit's previous concepts: visible light, what are waves, and reflection, refraction and diffraction. I do this by showing this powerpoint presentation. sound 1 powerpoint
This powerpoint presentation begins with a review and then goes through several slides that present new information about sound waves. As I display the slide show, I make sure I stop at each slide and help students make sense of the new information presented. At the end of the powerpoint, students will conduct a hands on experiment.
To begin the hands on experiment, I remind students that they will use the materials in order to discover how density affects sounds. Students work in groups of 4 for this lab. I give students about 20 seconds to determine who at the table has the longest pencil. The person with the longest pencil will be the first tapper. Students work together in the group and take turns tapping and listening for the sounds.

Prior to students beginning the hands on portion of this lessons, I pre-fill beaker like containers with water, vegetable oils and corn syrup. Each container has 1 cup of liquid. I leave a fourth beaker empty.

Next, I demonstrate how to hold a pencil and tap the side of the beaker about halfway down from its rim. (I make sure to show students how to use the metal band near the end of the pencil to make a clear sound.)

I direct students to attention to the pitch of the sound. Students record their observations in their science notebooks. Students then repeat the steps for the remaining beakers. Students compare the sounds made by the beaker filled with air and the beaker filled with the different liquids.

I display these directions during the lab for students to refer to. sound lab 1

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To begin this lesson I start by reviewing the unit's previous concepts: visible light, what are waves, and reflection, refraction and diffraction. I do this by showing this powerpoint presentation. sound 1 powerpoint This powerpoint presentation begins with a review and then goes through several slides that present new information about sound waves.

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NASA Connect segment exploring all the basics of sound including how it works and how it travels. The video also explains how the ear works.

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Bill Nye The Science Guy on Light, Bending & Bouncing

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Rainbows. The answer is 42Click here to SUBSCRIBE, it's FREE! -- http://bit.ly/iotbs_sub ↓ More below ↓ Dorothy went over one. LeVar Burton read to us under one. In a song, Kermit the Frog connected us to one. Even Mork's suspenders were made of them Our culture, and our skies, are full of rainbows, but do you know how they form?

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Next, I instruct students to write the word amplitude in their science notebooks. I direct students to write a "kid friendly" definition of what amplitude means. After most students have a definition written I remind students that amplitude is the height of a wave from rest position. The higher the amplitude, the higher the wave. Also, the higher the amplitude the higher the energy of the wave.

You can see in this photograph, a student writes that amplitude is the "height of the wave from rest position." The student goes on to write that ocean waves are big waves that will knock you down, lake waves will not knock you down. This student is definitely making sense for him/herself about wave amplitude.

I lead a brief discussion about waves that have a high amplitude and how the particles in the wave move. For a wave to have a high amplitude the particle has to be moving over a large distance (large being a relative term here, the distance may still be miniscule). The more the particle moves, the more work there is being done on the particle (work is force and distance). The more work there is, the more energy there is and so, a wave with a large amplitude has more energy than a wave with a small amplitude.

I tell students that if they've ever been in the ocean this may be more clear. Small little waves don't have the energy to knock you over, but the larger ones...watch out! In sound, amplitude determines the loudness of the sound. In light, amplitude determines the brightness.

I show students these two photographs and ask them to think about the difference between amplitude and wavelength.

I lead a similar discussion for wavelength. Students copy the word wavelength in their notebooks and write the definition. When most students have finished writing a "kid friendly" definition, I remind students that wavelength is the distance between two like parts of the wave. In other words, the wavelength is the distance between two high parts (hills) of the wave. Or it's the distance between two low parts (troughs) of the wave.

Notice in this student sample that the student does not remember that the top of the wave is called the crest. This student notes the tops as "hills."

For the remainder of the lesson, students use a piece of paper (to be attached in their science notebooks later) to draw a picture that will help them remember what wave amplitude and frequency are. I let students be creative with their pictures, just like the photograph above.

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Next, I instruct students to write the word amplitude in their science notebooks. I direct students to write a "kid friendly" definition of what amplitude means. After most students have a definition written I remind students that amplitude is the height of a wave from rest position.

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Wave If You've Got Energy! (Spaced Out: A Cosmic Scene)

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www.woub.org/spacedout Students need to understand that waves often spread out in many different directions from a source. As the wave spreads out, the energy is distributed over a larger area. This alone means that sounds will often be softer and light often dimmer the further away you are from a source.

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Concert And Entertainment Security Pty Ltd

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This is a video the world record for the biggest crowd wave was broken at bristol motor speedway at the sharpie 500.