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Changing sounds

Changing sounds

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Changing sounds

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  1. Changing sounds year 5

  2. 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

  3. Lesson 1 Musical instruments

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

  5. How will your teacher know that you understand? ideas please mini whiteboards

  6. 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

  7. This lesson… bbc Science clips: Instrument sounds (basic) b a venn diagram c

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

  9. Lesson 2 How do sounds travel?

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

  11. 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.

  12. 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

  13. 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.

  14. Lesson 3 Sounds and vibrations you can see or feel

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

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

  17. 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.

  18. 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

  19. 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

  20. 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

  21. Lesson 4 Loud sounds & soft sounds

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

  23. Teams

  24. 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.

  25. 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.

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

  27. What’s this ear? • Looking at the model ear to see how it works.

  28. 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.

  29. 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.

  30. Key questions • Write or draw your ideas about: …… • Where are the sounds loudest? • The sounds are loudest where...

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

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

  33. Key questions 4. What happens to the sound waves when they hit the side of the bowl?

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

  35. 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.

  36. Lesson 5 Do sound vibrations travel through other materials?

  37. Equipment • 8 string telephones • Mini-whiteboards, pens & erasers.

  38. Objective • Learn that sound can travel through different materials.

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

  40. photograph from

  41. 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

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

  43. 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]

  44. Speed of sound in different materials Speed of sound in air, water and steel.

  45. 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

  46. Round-ups Groups will take turns to read parts of their reports. Be ready!

  47. Lesson 6 Sound insulation

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

  49. 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.

  50. 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.