Say WHAT? Understanding Our Hearing and How We Can Protect It. Heidi Chase Kozminski Community Academy, Chicago Public Schools IIT Research Mentor: Ralph Muehleisen.
Kozminski Community Academy, Chicago Public Schools
IIT Research Mentor: Ralph Muehleisen
This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Science Learning Standards:
English Language ArtsStandards:
This lesson introduces students to the study of sound. Students will make and discuss observations of sounds they hear. They will also take the unit pre-test.
The second lesson focuses on explaining pitch and timbre to the students through demonstrations. Students will partake in teacher-run demos of pitch. They will use the True Audio software to see differences in sound waves based on timbre. Students will be able to experiment with this software using different instruments available in the classroom.
This is an inquiry based lesson intended to both work with sound and give the students insight as to how scientists do their work. Students will explore the use of palm pipes and xylophones to see how these instruments change to create different pitches. Students will look for patterns and use the information to develop a procedure to answer the question, “How do harmonicas make different pitches?” To conclude this lesson, the process that students went through to test and change theories will be connected to scientific work.
This lesson’s purpose is to introduce students to the vocabulary of ear anatomy, allow them to design how they think an ear works, and work as members of a team. Students will draw a design of the outer and inner ear, explain their design, justify their choices, and evaluate members of the group based on participation in the activity.
Groups will present their design ideas for the inner ear. The teacher will go over the content of how the different parts of the ear work together to transfer sound to the brain. As the teacher explains this, the students will fill out a study guide labeling different parts of the ear.
This lesson will include two demonstrations of sound waves and volume. Once students learn how volume “looks” they will hypothesize on how volume connects to ear anatomy to lead to hearing loss. Finally, students will be given a chart of various decibel levels and comparable sounds. Students will transfer this information into a bar graph and make a color coded key for dangerous levels of sound.
The final design project will span over two days and have two separate goals. On the first day students will participate in an inquiry-based activity exploring different ways to mute sound. On the second day students will design a form of hearing protection that they would use in an environment they regularly encounter.
On day one students will be posed with the question of “How can you most effectively mute the sound of various noise makers?” Students will be responsible for developing a procedure to test different methods, making a comparative chart of their collected data, and coming to a conclusion based on their tests.
On the second day of the design project students will design a product to protect their ears from a too-loud noise they regularly encounter.
Students must justify their choices in design and develop a product that they would use for themselves. As a class they will be introduced to the ethics of design in this fashion.