Analyzing Graphs of

5.A Use mathematical representations of position versus time graphs generated from a tool used to scale up the vibrations of an object to describe wave patterns and support scientific conclusions about how objects move when they make higher-pitch and lower-pitch sounds.

Students to connect that the longer the stick, the lower the pitch of the sound and the lower the frequency of vibrations.

The individual Progress Tracker is a tool to help students reflect on their own learning in response to the question being investigated. Encourage students to use this space to share the many new connections they have made but also to note where they are still confused. Then, have students leave their science notebooks in the classroom open to today’s work so you can quickly scan their Progress Trackers and see what key ideas they understand and note any areas of confusion or uncertainty or questions they still have. If you see that students struggled to connect the tone of the pitch to the frequency of vibration, replay the video and ask students to find the main difference in the graph of a high pitch and low pitch sound.