Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones

Detail Page «

Detail Page

written by Caroline Hall

This AAPT Lesson Plan for Grades 6-9 explores pitch, frequency, amplitude, and resonance phenomena through hands-on activities. It blends digital modeling of wave phenomena with physical models that include spaghetti resonators and straw trombones. Its main objective is to help students gain deeper understanding of how vibrations create sound in various media and how sound energy is transferred or transported in tuning forks and musical instruments. It's appropriate for students with little or no background in wave behavior or properties of waves. This lesson was inspired by an article in The Physics Teacher magazine: "Classroom Materials from the Acoustical Society of America", authored by W.K. Adams, A. Clark, and K. Schneider.

Series Name: Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones

Editor's Note: The lesson is available in either pdf or a Word file that can be printed or modified by teachers (see below). The Student Guide is intended for printing and distribution in the classroom.

Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones
by Caroline Hall and Justine Boecker

download 1191kb .pdf
Published: November 8, 2017
Rights: ©AAPT
previous versions

.docx

Modifiable Teacher's Guide: Vibration Science-Middle School
by Caroline Hall and Justine Boecker
Print and customize your lesson
download 2517kb .docx
Published: November 8, 2017
previous versions

.docx

Student Guide: Vibration Science-Middle School
by Caroline Hall and Justine Boecker
Printable student guide with problem set
download 2472kb .docx
Published: November 8, 2017
previous versions

Subjects	Levels	Resource Types
Education Practices - Active Learning = Cooperative Learning = Modeling Oscillations & Waves - Acoustics = Pitch - General - Instruments = Air Column Instruments = Tuning Forks - Resonance - Wave Motion = Longitudinal Pulses and Waves = Transfer of Energy in Waves = Wave Properties of Sound	- Middle School	- Instructional Material = Instructor Guide/Manual = Lesson/Lesson Plan = Problem/Problem Set

Appropriate Courses	Categories	Ratings
- Physical Science	- Lesson Plan - Activity - Assessment - New teachers	Currently 0.0/5 Want to rate this material? Login here!

Intended Users:: Educator
Learner
Format:: application/ms-word
Access Rights:: Limited free access; Document will be made freely available for six months from publication date, then will be available only by subscription.
License:: This material is released under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 license.
Rights Holder:: American Association of Physics Teachers
Record Creator:: Metadata instance created November 13, 2017 by Caroline Hall
Record Updated:: November 15, 2017 by Caroline Hall
Last Update when Cataloged:: November 8, 2017

Post a new comment on this item

Next Generation Science Standards

Waves and Their Applications in Technologies for Information Transfer (MS-PS4)

Students who demonstrate understanding can: (6-8)

Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS-PS4-1)
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (MS-PS4-2)

Disciplinary Core Ideas (K-12)

Relationship Between Energy and Forces (PS3.C)

When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (6-8)

Wave Properties (PS4.A)

A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (6-8)
A sound wave needs a medium through which it is transmitted. (6-8)

Crosscutting Concepts (K-12)

Patterns (K-12)

Patterns can be used to identify cause and effect relationships. (6-8)

Systems and System Models (K-12)

Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems. (6-8)

Structure and Function (K-12)

Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (6-8)

NGSS Science and Engineering Practices (K-12)

Analyzing and Interpreting Data (K-12)

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
- Analyze and interpret data to provide evidence for phenomena. (6-8)

Constructing Explanations and Designing Solutions (K-12)

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)
- Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. (6-8)

Developing and Using Models (K-12)

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
- Develop a model to predict and/or describe phenomena. (6-8)
- Develop a model to describe unobservable mechanisms. (6-8)

Planning and Carrying Out Investigations (K-12)

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. (6-8)
- Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (6-8)

NGSS Nature of Science Standards (K-12)

Analyzing and Interpreting Data (K-12)

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)

Constructing Explanations and Designing Solutions (K-12)

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)

Developing and Using Models (K-12)

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)

Planning and Carrying Out Investigations (K-12)

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. (6-8)

ComPADRE is beta testing Citation Styles!

Record Link

<a href="https://www.compadre.org/precollege/items/detail.cfm?ID=14538">Hall, Caroline. "Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones." In Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones, 17. 2017.</a>

AIP Format

C. Hall, , Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724).

AJP/PRST-PER

C. Hall, Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones, Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724>.

APA Format

Hall, C. (2017). Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones. Retrieved December 9, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724

Chicago Format

Hall, Caroline. "Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones." In Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones, 17. 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724 (accessed 9 December 2024).

MLA Format

Hall, Caroline. Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones. 2017. 9 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724>.

BibTeX Export Format

@techreport{ Author = "Caroline Hall", Title = {Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones}, Month = {November}, Year = {2017} }

Refer Export Format

%A Caroline Hall %T Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones %S Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones %D November 8, 2017 %P 17 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724 %O application/ms-word

EndNote Export Format

%0 Report %A Hall, Caroline %D November 8, 2017 %T Vibration Science: Tuning Forks, Pasta Resonance, and Straw Trombones %P 17 %8 November 8, 2017 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14538&DocID=4724

Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders