Teachers’ notes – Changing sounds
Synopsis
In this activity, learners consider how sounds can change and what might cause these changes to happen. Initially, they consider their own and others views about changing sounds before exploring how the sounds made by drums might differ and change. Learners explore how elastic bands can produce sound and how these sounds can be changed before planning enquiries and identifying the relevant variables. They investigate how they might change the volume and pitch of the sound made by different musical instruments and think about and discuss statements about how the different types of sounds that we hear might change. Learners plan an enquiry to find out how the amount of liquid in a container affects the sound the container might make.
Curriculum links
How things work
4. how different sounds are produced and the way that sound travels
Skills
Communication: 1, 2 & 3
Enquiry – Planning: 2, 3, 4, 5, 6 & 7
Enquiry – Developing: 1, 2, 3, 4, 5, 6 & 7
Enquiry – Reflecting: 2, 3, 4, 5 & 6
Activities
Tab 1
/ This tab provides an audio clip of different drums being played. Learners think about and discuss how the sounds they hear are different. This clip is provided as a stimulus for discussion and should not replace firsthand experience. A rollover asks learners to gather a sample of different drums and to use these to explore and discuss the different sounds that can be made. Learners are also encouraged to make a set of ‘balloon drums’. Ideally, this would be in addition to exploring real drums but could be an alternative if no drums are available. Balloon drums can be made simply by stretching rubber balloon skins over containers of various sizes. Empty boxes, tins and jars are ideal for this. Encourage the learners to consider how the size and material of the container, how much the rubber is stretched and how hard the drum is hit affect the sound made by the drums.Tab 2
/ In this tab, learners are asked how they might change any of the sounds that they make.Learners should be asked to think about, share and discuss their ideas. The tab provides the option of a template for recording ideas if required. They should be encouraged to express their own ideas about how sounds can be made and changed. Roll over questions are provided to support the sharing and discussing of ideas.
Tab 3
/ This tab encourages learners to consider how sounds might be produced using a rubber band and how those sounds might be changed. Learners are asked to think of enquiries that could be planned to investigate the sounds made by rubber bands and to write questions that could be investigated. They are required to choose five questions and record them on grey cards. The position of these cards can be changed and learners are asked to drag the cards and order the questions from most to least interesting.Provide opportunities for learners to handle rubber bands of different length and thickness and to stretch and pluck them. Learners might stretch bands across a tissue box to make a home-made instrument or devise other types of instruments. Encourage the learners to consider the variables that might affect the sounds made by rubber bands and to develop questions in a form that might be investigated. For example, how does the thickness of a rubber band affect the pitch of the sound the band makes?
Tab 4
/ This tab builds on the previous tab by asking the learners to take an enquiry they planned on tab 3 in the form of a question and to consider the variables involved in the enquiry. The tab provides five variables written on grey cards and also three blank cards onto which learners might add their own variables. Learners are required to choose an enquiry (this could be one of the questions they developed on tab 3 or a new idea).They are required to decide what the independent variable (IV), dependent variable (DV) and control variables (CVs) would be for this enquiry. The IV is the variable that is changed during an enquiry. The DV is the variable that is measured during an enquiry. The CVs are variables that are kept the same during an enquiry. For example, if the enquiry is to find out - how the thickness of a rubber band affects the pitch of the sound the band makes then these variables could be identified. Five rubber bands of different thicknesses might be stretched over the top of a box. Each band might be plucked and the sound of the note listened to. In this instance:
IV – the thickness of the rubber bands
DV – the pitch of the sound made when each band is plucked
CVs – bands all stretched the same amount, bands all plucked in the same way and to the same degree.
Tab 5
/ The aim of this tab is to encourage learners to investigate how the volume and pitch of the sound made by different musical instruments might be changed.A randomiser generates photographs of seven different musical instruments.
Gong, bagpipes, violin, harp, trumpet, tambourine, recorder.
The recording box has the word ‘volume’ at the top and the word ‘pitch’ half way down. These are provided to direct learners to consider and record how they might change the volume and pitch of the sound made by each instrument. However, learners should be encouraged to think about and discuss any changes in sound that might be made using these instruments.
Tab 6
/ Learners consider how the different types of sounds that we hear might change. A randomiser generates seven statements about sounds changing – learners drag an icon onto a use see-saw balance to show whether they agree or disagree with each statement and to what degree and are required to provide justification for where they place the icon.1. The harder you hit something the louder the sound it makes - correct
2. When you pluck a thin string it makes a lower sound than a thick string – no a higher sound
3. A sound is louder when you are closer to it – correct – sound waves lose energy as they travel
4. The more gently you pluck a rubber band the higher the sound it makes – incorrect
5. The slower you blow across the top of a bottle the quieter the sound it makes – incorrect
6. When you hit a smaller object it makes a higher sound - correct
7. Long strings make a lower sound than short strings when plucked - correct
Tab 7
/ The aim of this tab is for learners to consider what they know about sounds produced by containers with liquids in them and to explore their ideas and understanding. Ask them to collect a range of containers and use them to produce sounds. Learners should pour different amounts of water into a range of containers and consider how to produce sounds and how the sounds change when water levels change. Encourage them to share and discuss their observations.Tab 8
/ 3 in 1 tab structure – Plan-develop-reflect. Open ended activity - Plan an enquiry to find out how the amount of liquid in a container affects the sound produced. The three different tabs in this enquiry correspond to the three stages of an Enquiry as outlined in the Skills section of the Key Stage 2 Programme of Study for science. It is important to engage the learners in thinking about and discussing these skills at the relevant part of an enquiry. At the planning stage of an enquiry it is important for learners to consider what they already know about the context of the enquiry and to predict what they think the outcomes of the enquiry might be. Learners will also need to consider what the IV, DV and CVs will be for the enquiry as this is the main basis of any scientific enquiry. They are required to decide what the independent variable (IV), dependent variable (DV) and control variables (CVs) would be for this enquiry. The IV is the variable that is changed during an enquiry. The DV is the variable that is measured during an enquiry. The CVs are variables that are kept the same during an enquiry.Teacher’s notes:
When you hit a bottle containing water,both the bottle and the water will vibrate. A small amount of water in the bottle will vibrate quickly and the pitch will be high. A large amount of water will vibrate more slowly and the pitch will be lower.
However, when you blow across the top of a bottle it is the air in the bottle that vibrates to make a sound. A small amount of water in the bottle means there is a large volume of air vibrating and the pitch of the note will be low. A large amount of water will means a small volume of air and the note will have a higher pitch.
Tab 9
/ The final tab in this activity asks the learners to explore the sounds they can produce using drinking straws and to consider how these sounds might be changed. Rollover questions are provided to support discussion and learners are encouraged to make their own musical instrument using different lengths of drinking straw. They are asked to gather information about ‘panpipes’.Teacher’s notes:
Panpipes are a series of closed hollow pipes of different lengths bound together. It is the column of air within each pipe that vibrates to produce a sound. The longer the length of the pipe the lower the pitch of the note produced.
Unit 3.3.2 teachers’ notes – Changing sounds1