# Day 8 — Sound can make a receiver vibrate

## Teaching purpose

Explain the distinct sound-source, transfer and receiving-object relationship using a sourced original text and labelled model; do not pass hand-driven paper motion off as sound-caused receiver motion.

**Taught prerequisites:** Days 6–7 give source/action and report comparisons. The new receiving-object idea is explicitly taught here; silent model interpretation is meaningful knowledge evidence, not a completed live sound-energy experiment.

**Prepare:** Original short sound text and source–air–receiver illustration; paper labels or blank diagram. No body test, near-ear item, loud sound, rice, powder, balloon, stretched wrap or new instrument is required.

**Partial opportunity codes:** AC9S2U02, AC9S2I04, AC9S2I06; [whole meanings and limits](CROSSWALK.html).

## Suggested 35-minute script

1. **Invite · 3 min.** Ask, “How can a sound reach something else?” Accept an initial idea before reading. Choose a comic, a museum explanation or a question card context.

2. **Read the source · 5 min.** Read the complete original sound text. The dated NIDCD primary source describes incoming sound waves making an eardrum vibrate; AC9S2U02 names sound energy causing objects to vibrate. These are general sourced facts, not observations of this child’s hearing.

3. **Model honestly · 7 min.** Arrange source / air / receiver labels. Explain, “A vibrating source sends sound energy through the air; a receiving object can vibrate. Our arrows show a relationship, not a real sound.” Use a thin membrane symbol for a receiver, not a copied anatomy picture or a full ear diagram. Do not say a hand moving a flap demonstrates sound arriving from elsewhere.

4. **Choose and explain · 10 min.** Use a context to create a three-frame drawn/spoken explanation or question. Learner chooses labels and what remains unseen. Adult scribing keeps their meaning. A science account of eardrum motion can be understood without making a sound or discussing a child’s health or hearing identity.

5. **Test the claim in words · 7 min.** Compare “my hand moved the card” with “incoming sound made a receiver vibrate”. Ask which cause each sentence names and what evidence would distinguish them. If a school has an already-approved, suitable non-contact sound receiver demonstration, it is a separate optional locally checked investigation; record source/receiver/no-touch conditions, actual result and support. No instructions to increase volume to get movement.

6. **Close · 3 min.** Keep a labelled source-to-receiver explanation and a question. If arrow is mistaken for a measured result, add model. If source/receiver are reversed, trace the named cause again. Actual effect on a separate receiving object remains unobserved unless a suitable real opportunity occurs.

## Three useful context choices

Choose one; the three are alternatives, not a completion quota. Contexts and their supplied accounts are original fiction unless a particular factual source is named. Real results replace fictional values on actual routes.

### 1. Sound-travel comic

Make an original factual three-frame comic: vibrating source, transfer through air, receiving membrane. Keep the comic labelled model; no numbers, travel speed or measured receiver result is supplied.

### 2. Museum explainer

For an invented museum visitor, explain the sourced eardrum example in everyday words. A visitor is fictional, but the general incoming-sound/vibration fact is primary-source checked. Do not ask a real child to test their own ears.

### 3. Cause detective

Use original invented cards: “a hand lifts a card”; “a report says incoming sound moved a membrane”; “an arrow is drawn”. Choose which shows direct contact, a supplied sound-effect account, or a model. The supplied account is not your own experiment.

## Participation and evidence

The child can choose the question, arrangement, stopping point or communication. Offer own approved action, learner-directed adult action or complete source interpretation; these do not supply the same practical evidence. Quiet/private/AAC/signed/pointed/exact-scribed routes are available. Adult records operator, actual channels, supplied account/model, neutral support and scientific prompts separately. Guided comparison is appropriate; no fixed learning-style labels or prescribed outcome.

## Notice, then teach

**Criterion:** Explains incoming sound energy can cause a receiver to vibrate, distinguishes source vibration/contact/model from receiver effect, with sourced general fact separate from actual observation.

**Next teaching:** Model the causal sequence again with labelled cards and a new context. Do not assess sensory access; offer later suitable actual observation for unobserved practical components.

[Child card](../learner/day-08.html) · [ordinary complete source choices](../contexts/day-08.html) · [matching aid and full alternative](../aids/ALTERNATIVES.html) · [home](../family/day-08.html) · [two optional extras](../extras/day-08.html).

Original SubjectNest prose, fictional data and vector art © NeuroForgeIO Pty Ltd 2026, Codex assisted. [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link the licence and indicate changes. External curriculum and source terms stay separate.