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\begin{document}

\title{Noodles a Roar, Stop that Snore}



\author[1]{Jocelyn Ruffin}%
\affil[1]{Journal of Conceptual and Applied STEM Education}%


\vspace{-1em}



  
  \date{June 10, 2024}


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Noodles a Roar, Stop that Snore!

\textbf{Objective} : Students will understand the effects of acoustics,
which includes how sound is measured (decibels) and how sound travels.
After reading Two Problems for Sophia, by Jim Averbeck and Yasmeen
Ismail, students will create and design a device that decreases the
volume of noise heard on a speaker.

Grade Level(s): Kindergarten -- Second Grade

Group/Team Size: 3 per team

Time Required: 45 -60 minutes

Educational Standards:

From the North Carolina Essential Science Standards:
(http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/k-2.pdf)

\begin{itemize}
\tightlist
\item
  Students develop simple skills of observation, measurement and number
  sense as they actively participate in simple investigations. During
  investigations, students must have opportunity to use tools such as
  magnifiers, thermometers, rulers, or balances to gather data and
  extend their senses. They must have ample time to talk about their
  observations and compare their observations with those of others. They
  should be encouraged to employ oral language, drawings and models to
  communicate results and explanations of investigations and experiment
\item
  2.P.1 Understand the relationship between sound and vibrating objects.
\end{itemize}

From the Common Core Math Standards:
(http://www.corestandards.org/Math/Content/2/MD/)

\begin{itemize}
\tightlist
\item
  NC.K.MD.1: Describe measurable attributes of objects; and describe
  several different measurable attributes of a single object.
\item
  NC.K.MD.2: Directly compare two objects with a measurable attribute in
  common, to see which object has ``more of''/``less of'' the attribute,
  and describe the difference
\item
  NC.1.MD.4: Organize, represent, and interpret data with up to three
  categories.
\item
  1.MD.D.10: Draw a picture graph and a bar graph (with single-unit
  scale) to represent a data set with up to four categories.
\item
  NC.2.MD.10: Organize, represent, and interpret data with up to four
  categories
\end{itemize}

From STEM Connected Through Engineering (K-2):

\begin{itemize}
\tightlist
\item
  EG K-2 H 1: Infer that engineering has a way of thinking and solving
  problems that includes: systems thinking; communication;
  collaboration; optimism; creativity and ethical considerations
\item
  EG K-2 D 1: Use the engineering design process of
  ASK-IMAGINE-PLAN-CREATE-IMPROVE
\item
  EG K-2 P 2: Use critical thinking to suggest solutions to problems
\end{itemize}

STEM Learning Objectives:

\begin{itemize}
\tightlist
\item
  To represent and interpret data using a bar graph.
\item
  To analyze the relationship between sound and objects that vibrate as
  a result of sound produced.
\item
  To utilize the engineering design process.
\end{itemize}

Materials: Each group of students will need at least the following
materials.

2 ft of Ribbon

1 Roll of Duct tape

1 Fabric Scrap

1Cardboard Square 6'' x 6'' Square

1 Styrofoam Cup

1 Balloon

Play-dough

\emph{Safety Precaution: Remind students to be careful cutting and hot
gluing their device.}

\textbf{Activating Knowledge} : After reading the book, ``Two problems
for Sophia'' explain to students that Noodle is still snoring too loud!
It's their job to find a way to keep Noodle quiet overnight. You've
found additional resources that will help keep Noodle quiet. But will
need students to construct a prototype that keeps Noodle's snores quiet
and lets their family sleep!

\textbf{Setup/Preparation:}

\begin{enumerate}
\tightlist
\item
  Install the decibel measuring app, ``Decibel: dB sound level meter,''
  on your phone or use the google science journal app. Pre-create a
  sound file of snoring (make it fun) and download it.
\item
  Have all materials readily accessible for groups of students.
\end{enumerate}

\textbf{Activity:}

1. Introduce the activity activating background knowledge.

2. Provide students with the materials they will need to use.

3. Allow students 20 minutes to use whiteboards and dry erase markers to
plan and discuss prototypes.

4. Students begin creating and designing within their group.

\textbf{Testing (requiring teacher support):}

1. Open the decibel measurement app and stop button at the bottom of the
screen by pressing the white square.

3. When ready to test the sound of the prototype, play the saved
recording at your choice of volume (just be consistent for all groups),
and press the record button (the white circle) at the same time. Once
finished, press the stop button again.

4. Next, hit the save button to the right of the record button.

5. Finally, analyze the graph to find the loudest sound recorded. Do so
by pressing the saved graph list to the left of the record button (on
the opposite side of the save button). The recording at the bottom of
the list will be the most recent (helpful to know if you have multiple
recordings saved).

6. Choose the recording in the saved list and use the decibel number for
the tallest peak (the white peaks) on the graph as each group's score.

7. Using chart paper, add each group's score using a bar graph for
visual representation.

8. The group with the quietest sound (the shortest peak in decibel) is
the winner of this challenge activity.

\textbf{Assessment \& Reflection:}

\begin{itemize}
\tightlist
\item
  Venn Diagram of designs, identifying the similarities and differences
  among the designs created.
\item
  Why did the most effective design work better? What qualities did it
  have to make it effective?
\item
  What can you do to further improve your design?
\item
  What is the difference between your design and Sophia's design for
  Noodle's roaring snore?
\end{itemize}

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