Sound - National STEM Centre

Science Year 5
Physics Strand: Sound
Session F
Musical
instruments
Scientific
enquiry
Resources
needed
Objectives: To compare how sounds are produced by musical instruments.
Sc4 3e Understand that sounds are made when objects vibrate but that vibrations are not
always directly visible.
3f Know how to change the pitch and loudness of sounds produced by some vibrating objects.
Breadth of study: 1c Use a range of sources of information and data, including ICT-based
sources.
Sc1 2e Use simple equipment and materials appropriately and take action to control risks.
2l Use their scientific knowledge and understanding to explain observations, measurements or
other data or conclusions.
2m Review the work of others and describe its significance and limitations.
A variety of musical instruments. Dog whistle if available. Instruments made
in the last session. Concept maps from session A. Access to internet.
Whole class teaching: (links to Sessions 2 & 2a, Cool Vibrations Theme, Cool Stuff Topic)
Listen to and discuss with chn the sounds made by individual instruments by exploring some websites and/or a
wide variety of musical instruments. Try http://www.dsokids.com/2001/rooms/musicroom.asp or
http://www.bbc.co.uk/orchestras/guide/. Ensure that chn understand that the word ‘pitch’ describes how high or
low a sound is, and that they use it to describe the instruments they hear. Point out that in any piece of music
there is a variety of sounds of differing pitch and loudness.
Blow a dog whistle if you have one available and explain that the pitch of the sound is too high for human ears, but
that dogs can hear the sound. Similar devices have been used to stop older chn loitering near shops, etc. Humans
suffer from age-related hearing loss which begins after the age of 20 and first affects the highest frequencies
(18 to 20 kHz). It is therefore possible to generate a high frequency (high pitched) sound that is audible only to
teenagers. Visit http://news.bbc.co.uk/1/hi/uk/7241527.stm to listen to a simulation that adults can also hear.
Group activities:
Independent activities:
Changing sounds. Using the instrument they made in the last session, chn investigate how to change the sounds
produced. Predict what will happen if they change an aspect of their instrument, e.g. add more water to the
bottle, tighten the plastic bag over the container, use a thicker elastic band, etc. Test it! Can they make the
sound louder, softer, higher and lower? How? Can chn explain in scientific terms why this happened?
Draw an annotated diagram to explain their instrument to another chd. Swap instruments and use the diagram to
learn how to produce different sounds with the new instrument.
Recording sounds. Chn may want to experiment recording some sounds for themselves to use as sound effects
(this could be linked to a Literacy Unit producing radio programmes for example). Go to
http://audacity.sourceforge.net/download/windows to download free Audacity software or use Microsoft Sound
Recorder found in Start>Programs>Accessories>Entertainment.
Plenary:
Discuss chn’s findings. Evaluate each other’s instruments – was it possible to change the pitch and loudness? Were
the annotated diagrams helpful in understanding how to do this? To complete the Strand give chn back their
concept maps from Session A. Ask them to think about what they have learnt and ask them to add details using a
different coloured pencil or pen. Have they answered all the questions they asked?
I can:
1. Explain how different instruments make sounds.
2. Investigate how to change the sounds made by an instrument.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5 Physics – Sound – 6 Sessions
With thanks to The Oxford Trust for funding support