Curriculum Frameworks for grades 3 and
4 include physics concepts relating to
sound and wave motion. These concepts
are also included in the college science
curriculum.
Students from the Physics and Human
Affairs class at NWACC developed hands
on activities for fourth grade students at
NorthSide Elementary School in Rogers, AR.

PS.6.3.1
› Identify
characteristics of
wave motion:
› amplitude
› Frequency

PS.6.3.2
› Investigate the
relationship
between sound and
wave motion

PS.6.3.3
› Determine the
impact of the
following variables
on pitch:
› length
› mass
› tension
› state of matter

The goal of this EAST project was to learn
the Physics of Sound through developing
course material for an elementary class
setting.

To collaborate with an area school and
provide an outreach experience.

Contacted the school principal and assessed need.

Collaborated with Mr. Tuttle, 4th grade teacher, and
Melody Thomas, college physics instructor, to determine
the framework science curriculum needs for both
classes.

Coordinated with Mr. Tuttle in development and
implementation of hands on activities.

We went to Northside Elementary and taught fourth
grade class the physics behind sound.

Used power point show to focus students
and augment classroom instruction.

Provided four separate lab activities and
one class demonstration.

Had teacher led, class discussion with
quiz.
http://media-2.web.britannica.com/eb-media/20/4320-004-CFE3C8FE.gif
The definition of
sound is the
sensation produced
by stimulation of the
organs of hearing by
vibrations
transmitted through
the air or other
medium.
http://www.privateline.com/TelephoneHistor
y/speech.jpg

Wavelength

Crest-the highest part of
the wave

Frequency -of a wave
refers to how often the
particles of the medium
vibrate when a wave
passes through the
medium.

Amplitude-is the height of a
wave

Pitch-tone of a sound wave
that is determined by its
frequency, which is the
wavelength divided by the
speed of sound.

Wave-can be described as
a disturbance that travels
through a medium
A.
Amplitude- of a wave refers to the maximum amount of
displacement of a particle on the medium from its rest
position.
B.
crest of a wave is the point on the medium which exhibits
the maximum amount of positive or upwards displacement
from the rest position.
C.
Trough of a wave is the point on the medium which exhibits
the maximum amount of negative or downwards
displacement from the rest position.
The one of the top has shorter
wavelengths creating a higher frequency
Wavelengths are measured


The bottom wave has longer wave
lengths giving it a lower frequency

We also wanted to work to achieve a
interactive and fun educational
environment
http://projects.kaboom.org/Portals/630/performing.jpg

We did this by using a number of
demonstrations and lab activities for kids to
participate in.

1. Using rubber bands we were able to give the
students a better perspective on the vibrations
involve with sound.
http://itsi.concord.org/artwork/Teemss2_images/Units/u01_i02/rubberBandsBox/u01_i02_web_rubberBandsBox.png

2.Using a ruler and a marker we were able to give
students a more visual representation of Sound
waves.

3.Using balloons we gave students a visual
presentation of how we use vocal chords and are
able to make sound.

4. By having the students listen to different sounds
material items being dropped on a desk, by having
them put their ears to the desk while the item was
dropped.

We used a slinky to
demonstrate the
movement of sound
waves and waves
over all.
1. Hypothesize what happens
to sound waves when they
reach a wall or other solid,
flat object.
2. If sound can’t travel in
space, hypothesize what
other modes of
communication astronauts
can use when they are
outside the space shuttle?
3.Explain why, based on the
behavior of sound waves, a
classroom with a tile floor is
louder than a library that is
carpeted.
4. How does sound travel
when you have a conversation
with your friends?
5. Think about what it is like to
hear things under water.
Debate whether sound travels
better in liquids (like water),
gases (air), or solids (like
putting your head down on a
desk and having someone
slam a book down on the
surface)?
6. Discuss why you see
lightning before you hear
thunder during storms.

Microsoft Office: Word, Power Point and
Front Page

Educational Technology – Overhead
projector, computers, flash drives,
internet, laptops

Amy Wright – school contact, final power
production, course content research

Jesse Crosby – assisted in hands on
activities with children, gathered
materials for activities

Lee Gatlin – researched instructional
materials and assisted in development of
activities and assisted in draft of final
paper
http://www.glenbrook.k12.il.us/gbssci/phys/Class/s
ound/u11l1a.html
 http://id.mind.net/~zona/mstm/physics/waves/intr
oduction/introductionWaves.html
 http://wow.osu.edu/experiments/sound/slinky.html
 http://school.discoveryeducation.com/lessonplans
/programs/soundwaves/
 http://www.privateline.com/TelephoneHistory/spe
ech.jpg
 http://www.geo.mtu.edu/UPSeis/images/Swave_slinky.gif


Administration, Faculty and students of Northside
Elementary School, Rogers, AR

Mr. Tuttle, 4th grade teacher, Northside Elementary
School, Rogers, AR

Mrs. Melody Thomas, PHA Instructor, NWACC

C. Dianne Phillips, EAST/EMPACTS Facilitator,
NWACC