Changing sounds

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Changing sounds

• year 5

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Index
introduction lesson 1 Musical instruments lesson
2 How do sounds travel? lesson 3 Sound
vibrations you can see or feel lesson 4 Loud
sounds and soft sounds lesson 5 Do sounds travel
through other materials? Lesson 6 Sound
insulation Lesson 7 How can sounds be
different? Lesson 8 More about pitch (bottles
bands). Lesson 9 Assessment (½ lesson) Lesson
10 Pitch (½ lesson) Chimes
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Lesson 1

• Musical instruments

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Objectives

• Learn that musical instruments make sounds in
  different ways.
• Work with a group to share your scientific ideas.

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How will your teacher know that you understand?
ideas please
mini whiteboards
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By the end of the lesson

• you will know how different instruments make
  sounds
• you will have drawn your ideas in your book
• you will have written captions to describe what
  your drawings show

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This lesson
bbc Science clips Instrument sounds (basic)
b
a
venn diagram
c
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Evaluation

• I know that musical instruments make sounds in
  different ways.
• I can use venn diagrams to classify things.
• I can write captions.

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Lesson 2

• How do sounds travel?

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Objectives

• Learn what sound is.
• Learn how sound travel from source to ears.
• Learn that it takes time for sound to travel.

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Expectations

• Know what sounds are and what causes them.
• Be able to explain why you see something before
  you hear it.
• Draw diagrams to show something happening.

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Lesson

• BBC Revisewise DVD How are sounds made?
• OUT ON THE FIELD Time delay
• SLINKY How sound vibrations travel through air.
• BBC Revisewise DVD How sound travels

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Evaluation

• I know that sounds are vibrations.
• I know that it takes time for sound to travel.
• I can describe a test that shows that sound takes
  time to travel.
• I know that sounds travel by making air (or other
  materials) vibrate.

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Lesson 3

• Sounds and vibrations you can see or feel

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Equipment

• Tuning forks
• Drum skin rice
• Cymbal
• Radio
• Metre rule, G cramp, whiteboard pen, mini
  whiteboard rubber band
• Guitar
• Slinky
• Mini whiteboards, pens erasers.

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Objectives

• Learn that sounds are made when things vibrate.
• Learn why sound vibrations are drawn as waves.

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Expectations

• Watch carefully and work out what makes the
  sound.
• Watch carefully and work out how the sound gets
  to your ears.
• Watch carefully and see how we draw sound
  vibrations.

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Lesson Vibrations make sounds

• Tuning fork Does it vibrate?
• SG Proving that sounds really are vibrations
• Drum skin rice
• Cymbal
• Radio
• Ruler on table
• Larynx
• Video clips

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Lesson How to draw sound vibrations
Using a metre rule clamped to a bench and a pen
to draw the vibration. Drawing sound vibrations
seismograph slinky physics A little bit extra
about slinkys
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Evaluation

• I can describe how sounds are made.
• I can describe how sounds get to my ears.
• I can write to describe what happened.
• I can write to explain why things happened.

smiley faces
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Lesson 4

• Loud sounds soft sounds

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Equipment
Washing up bowls (one per group) Droppers (bulb
pipettes) Drawing compasses Mini whiteboards,
pens erasers Model ear
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Teams
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Objectives

• Learn how to draw loud and soft sounds.
• Learn that the size of the vibration shows how
  loud it is.
• Learn that very loud sounds can damage our
  hearing.
• Get the idea of writing how one thing can affect
  another.

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Expectations

• Draw some diagrams to show what happened.
• Add captions to your drawings.
• Answer some key questions in sentences to make
  your meaning clear.
• Help each other to work in a group.

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This lesson

• Do loud sounds affect our hearing?
• Drawing Draw a loud sound getting softer until
  it is silent.

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Whats this ear?

• Looking at the model ear to see how it works.

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Next bit
Sound vibrations are drawn as waves. Draw the
waves for a loud sound. Draw the waves for a soft
sound. Add a caption to both drawings.
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and a bit more
Draw a circle like this into your book. (diameter
80mm) Half-fill a washing-up bowl with water.
Wait for the surface to be still. Now drop a drip
of water into the centre of the bowl. Watch the
waves! This is how sound waves spread. Draw the
waves spreading in your circle.
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Key questions

• Write or draw your ideas about
• Where are the sounds loudest?
• The sounds are loudest where...

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Key questions

• 2. What happens to the height of the vibrations
  as they travel away from the source of the sound?

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Key questions

• 3. What would happen to the vibrations if there
  were two sounds made in different places?

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Key questions

• 4. What happens to the sound waves when they hit
  the side of the bowl?

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Key questions

• 5. How could you use the bowl idea to show loud
  sounds and soft sounds?

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Evaluation

• You have done some clear drawings that show what
  you understand.
• Your drawings have got captions.
• You have done your best to answer the key
  questions.
• You helped each other to understand.

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Lesson 5

• Do sound vibrations travel through other
  materials?

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Equipment

• 8 string telephones
• Mini-whiteboards, pens erasers.

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Objective

• Learn that sound can travel through different
  materials.

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Expectations

• You will be able to predict how well sound
  travels through different materials.
• You will have written your explanations into your
  book.

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photograph from http//www.mounuisland.com/whale_w
atching.html
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Getting started

• Whales communicate through water.
• Speed of sound. (Animation courtesy of Dr. Dan
  Russell, Kettering University)
• Sound animations (Animation courtesy of Dr. Dan
  Russell, Kettering University)
• Supersonic flight

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String telephone

• Try the string telephone.
• Can you feel the vibrations in the string?

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Sound vibrations travel through

• Sounds outside the classroom travel through air
  to get to our ears. What else do they travel
  through?
• Which is fastest? A sound through
  water B sound through air C
  sound through steel

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Speed of sound in different materials
Speed of sound in air, water and steel.
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Investigating the string telephone
1. How do you think the sound vibrations get from
one cup to the other? Explain in your book. 2.
Do you think the length of string affects the
loudness? Explain your thinking. 3. What would
happen if you hung a cloth over the string? 4.
Does the string have to be tight? 5. Does the
telephone work round corners?
use white boards, then copy into your book
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Round-ups
Groups will take turns to read parts of their
reports. Be ready!
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Lesson 6

• Sound insulation

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Equipment

• Sound meters
• Buzzers
• Sound insulation
• Crocodile wires
• Batteries or power supplies
• Results tables

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Objectives

• Learn how to measure sound.
• Learn to record results in a table.
• Learn about sound insulation.
• Learn how to describe what happened.
• Maybe learn how to explain what happened.

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Expectations

• By the end of the lesson
• Carefully measure how much sound passes through
  some insulation.
• Write your results on a table.
• Decide what happened and why it happened.
• Write about your work.

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Getting started
What will happen to the sound if you cover the
buzzer with different materials?
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Prediction
What will happen to the sound if you cover the
buzzer with different materials?
Write a prediction
work in pairs
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Do the test
Measure carefully
Record your results
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What happened?

• So, what did you find out?
• Describe what happened on your mini-whiteboard.
• You might be able to explain why.
• Copy your writing into your book.

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Round-ups

• Secret fist to 5
• I know how to use a sound meter.
• I can record my results in a table.
• I know about sound insulation.
• I was able to describe what happened.
• I was able to explain what happened.

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Lesson 7

• How can sounds be different?

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Equipment

• Things that make sound whistles, shakers, drums,
  tuning forks, whirly tubes, wooden rulers, etc.
  for children to use at the very beginning of the
  lesson.
• Signal generator

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Starter

• Can you make a sound with the things on your
  table?
• Make the sound louder!
• Make the sound quieter.
• Now quiet, getting louder!
• Now loud, getting quieter.

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Objectives

• To learn that there are other ways to change
  sounds.
• To learn how the speed of vibration affects the
  sound.

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By the end of the lesson

• You will be able to describe the difference
  between high pitched and low pitched sounds.
• You will know how the speed of a vibration
  affects the pitch of the sound.

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The signal generator
Whiteboard pairs What is the difference between
high pitch and low pitch?
Signal generator photo
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Twang

• What happens to the pitch of the sound when more
  rule is overhanging?
• Look carefully at the way the rule vibrates.
  Write about the connection between the amount of
  overhang and the speed of vibration?
• Write to describe how to make the pitch higher or
  lower.
• Copy and complete the table.

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Checking your learning

• The vibrations in high pitched sounds are
  louder faster bigger slower
• The main thing I learnt this lesson was
• I would like to know more about
• I didnt quite understand
• The best part of the lesson was

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Lesson 8

• More about pitch

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Equipment
Rubber bands (various) with boxes to fit them
around Beer bottles
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Starter

• Draw sound waves for
• A loud sound
• A quiet sound

• Draw sound waves for
• A high pitched sound
• A low pitched sound

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Objectives

• To learn a little more about high and low pitched
  sounds.
• To learn how the speed of vibration affects the
  pitch of sound.

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By the end of the lesson

• You will have investigated changing the pitch
  using bottles and bands.
• You will have made two tables that show how the
  speed of vibration affects the pitch.
• You will have written two descriptions.
  (explanations, maybe)

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Danger!
NEVER flick rubber bands Blindness is forever!
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Whoosh

• Use your study guide

Cut paste sheet (3 per sheet)
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Ping
Use your study guide
Cut paste sheet (2 per sheet)
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Plenary

• Scores out of 5
• I can tell the difference between high and low
  pitched sounds.
• I am confident about how the speed of vibration
  affects the pitch of sound.
• I am now able to describe what happened.
• I am beginning to explain why things happen.

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Lesson 9

• Assessment

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Equipment
Mini whiteboards, pens erasers How am I
doing? assessment for learning sheets
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Objectives

• To focus on how well you are doing.
• To think about what you are doing well.
• To work out the next steps in learning.

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Expectations

• By the end of the lesson
• You will have decided what level you are working
  towards.
• You will have made a list of the things you are
  doing well.
• You will have chosen two targets.

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What level?
Level 3 to 4 prompts Level 4 to 5 prompts
Respond to suggestions for finding out scientific
things. Put forward your own ideas about how you
can find answers by investigating.   Finding
basic information for yourself using books and
texts provided by your teacher or parents.   Know
why tests must be fair and do your own fair tests
with help.   Use basic measuring equipment
(rulers, scales)   Look at your results and see
basic relationships. e.g. The thinner rubber
bands make a higher pitch.
Know that you can prove things by doing
experiments and tests.   You can vary one factor
and keep others the same so that your test is
fair. You can make predictions.   You can plan
your own basic investigations, tests
experiments and do them fairly. You know what to
measure and how to measure.   You can see the
patterns in your results. You can write basic
descriptions of what happened with some reasons.
You show your scientific knowledge and
understanding in your writing and drawing.
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What are you doing well?
You can help each other to do this.
Make a list of two or three things that your
teacher says you are doing well.
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Now, what about some targets?
Look at your partners book. What things does the
teacher want improved? Choose two things and
write them on the whiteboard. Discuss your ideas.
Work in pairs

• Now redraft the targets onto your target sheet.

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Lesson 10

• CLANG!

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Equipment

• Chimes

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Objectives

• To learn a little more about high and low pitched
  sounds.
• To learn how the speed of vibration affects the
  pitch of sound.
• To learn to design your own results table.

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Clang!
Use your study guide. Investigating the sounds
made when you hit a chime.
Water chimes Percussion chimes
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Did you get some results?
Cut and paste sheet (2 per sheet)
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Video

• Revisewise DVD Describing how one thing affects
  another.

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Describe or explain?
Use the whiteboard
Describe
Explain
Describe how the length of the chime affects the
pitch. Describe how the width of the chime
affects the pitch.
Explain why the think the length of the chime
affects the pitch. Explain why you think the
width of the chime affects the pitch.
Level 4
Level 5
Describing explaining table mat
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Redrafting

• Now redraft your writing into your exercise book.
• Dont forget the date title. CLANG

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Lesson 11

• More about loudness and pitch

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Can you

• Describe how one factor will affect the pitch
  without actually trying it out?
• Design your own results table?
• Explain how one factor will affect the pitch
  without actually trying it out?

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Guitar
Table Cut paste
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Plenary

• Smiley faces
• I can tell the difference between high and low
  pitched sounds.
• I am confident about how the speed of vibration
  affects the pitch of sound.
• I am now able to describe what happened.
• I am beginning to explain why things happen.