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Changing sounds. year 5. 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

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Presentation Transcript

Index l.jpg
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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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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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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What’s 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_watching.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 didn’t 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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Draw sound waves for:

A loud sound

A quiet sound

Draw sound waves for:

A high pitched sound

A low pitched sound

Starter


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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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Level 3 to 4 prompts

Level 4 to 5 prompts

What level?

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.


What are you doing well l.jpg
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 partner’s book.

What things does the teacher want improved?

Choose two things and write them on the whiteboard.

Discuss your ideas.

Now redraft the targets onto your target sheet.

Work in pairs


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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.

  • Don’t forget the date & title. CLANG


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Lesson 11

More about loudness and pitch


Can you l.jpg
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.


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