Advisory Service Kent
Plans
Area of Science: Sound – Changing vibrations - Cycle A – Upper Key Stage 2 (Revised 2009)
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Preparation
Resources – Data-loggers are great for this unit
of work. They will allow the children to measure
quite accurately the loudness of sounds. Ensure
that batteries have been inserted and that they
are compatible with the computers
Look out for news stories to do with sound –
e.g. currently plane designers are looking at owl
wings for ideas about how to make planes
quieter.
Elicitation task – What do we already know Sorting card
about ‘sound’? statements
It is really important to find out what children
already know about ‘sound’ as this is an area of
science when the same learning and activities
can often be repeated.
The children should already know that: sound is
produced at a source, sound travels, we hear
sound with our ears, both the loudness and pitch
of sounds can be changed.
This unit of work should develop the concept of
vibrations further and how this applies in a range
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
of contexts.
Thus, the elicitation tasks could consist of giving
children some statements which they must sort
into: ‘strongly agree with’, ‘strongly disagree with’
and ‘unsure’.
To know that How many Explore – What is sound? Slinky AF1 -Can represent Hazard – cover
sounds are made different things in the real any sharp
when objects reflections can Modelling a sound wave. Place a Slinky on a A balloon with world by using edges with
vibrate. you make? table. One child hold one end, another child the neck cut off simple physical masking tape.
stretches it out and then sends a pulse along it. A torch models. (level 3)
To be able to Why does the Explain to children how the wave bunches up A tiny mirror Tip – ensure
(compression) and then spreads our Sticky tape AF1- Can use
record a series of reflection that the balloon
observations. change? (rarefactions). Elastic band simple models to
is pulled tight.
describe scientific
ideas. (level 4)
Could you use Drama – The children can act out a sound wave. All sounds are
this equipment to They can do this by standing in a line so that AF1- Can use caused by
make a secret their hands rest on the shoulders of the child in abstract ideas or vibrations – the
code? front. A child at the back hits a drum. Each child models when rapid
then pushes on the child in front of them. The describing movement of
wave should bunch up and spread out as it phenomena. (level particle matter
moves along the children. 5) colliding with
each other and
Video – www.bbc.co.uk/learningzone/clips/ ‘How Can make a series passing on
does sound travel through air?’ of observations energy as a
(level 4) travelling pulse
or wave.
Knows that
Explore – making vibrations vibrations produce
Through previous learning the majority of sounds (level 4)
children should know that sounds are caused by
vibrations. Throughout this unit we want to
explain a variety of events by referring to these
‘vibrations’
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
This activity will allow children to revisit the
concept of vibrations in a new context. (You
might also need to use some of the activities
from the lower key stage 2 unit as reminders)
Stretch a balloon over the end of a tin can (both
end must be removed). Attach a small mirror to
the outside of the balloon. Shine a light from a
torch onto the mirror on the balloon whilst a
partner talks into the other end of the can.
Different patterns of light will be created.
Children explain in pictures and writing what is
happening.
To know the When we are Explore - What can sound pass through? Water-tight AF1 -Can represent
materials that talking to each tubs with lids things in the real
sound passes other what are Video – www.bbc.co.uk/learningzone/clips/ ‘Why world by using
through. the vibrations can’t we hear it?’ and ‘Sound and playing Balloons simple physical
To be able to
from our mouths percussion instruments’ Water proof models. (level 3)
passing radio
explain what through? AF1- Can use
Try a carousel of activities to ensure that children
happens to
have many plenty practical experiences of Water proof simple models to
particles in the Do you think that bag describe scientific
vibrations passing through solids, liquids and
different vibrations can ideas. (level 4)
gases: Water tank
materials. pass through
other materials? AF1- Can use
1. Tie metals spoon on both end of piece of Sand abstract ideas or
sting. Place the string around the back of the Trundle wheel models when
head and place the string against both ears. describing
Now hit the spoons together. - phenomena. (level
http://thehappyscientist.com/science- 5)
video/spoon-bells Know that sound
travels through air
2. Water-tight tubs with lids. Children can try (level 3)
these empty, filling with sand and filling with Knows that sound
water or other liquids. These can be place can travel through
against the ears whilst a sound is produced. solid, liquid and
gases. (level 5)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Can use physical
3. Balloons. Again try with and without water.
examples to explain
how sound can
4. Place a water-proof radio in water proof bag
pass through any
and place in a water tank. Can the children
material. (level 4)
still hear it?
5. Place ear against table and someone else
taps it at different distances.
Research
Give children the opportunity to find more about
how well different materials allow vibrations to
pass through them:
William Derham (1657-1735)
Ernest Mach (1838-1916)
Whales and dolphins
communicating
Seismologists and seismographs
Class experiment – How fast is sound?
Measure with a trundle wheel 660 metres and
stand the class at one end. Ask a child to hit a
drum at the other end. As soon as you see the
drumstick strike the drum start the stopwatch and
stop it as soon as you hear the sound. Divide the
660 by the time it took the sound to reach you
(should be about 2 seconds). Hopefully this will
reinforce the fact that sound travels at around 330
metres per second in air.
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
AF4 -Can identify
To plan a fair-test How do you Fair test investigation – What affects the Yoghurt pots
one or more control
investigation. think we can quality of the sound produced in a string
make an object telephone? Strings, wool, variables in
To be able to to communicate etc investigations from
relate conclusions those provided.
to scientific
between two Children must first explore making string Tape (level 3)
people by using telephone by connecting 2 yoghurt pots with
understanding. Measuring tape AF4 -Can decide
yoghurt pots and lengths of string. The children can use the fair
when it is
string? test support posters on the ASK website to help
appropriate to use
support their planning. They can then identify the
a fair test. (level 4)
variable that might affect the quality of the sound
heard – e.g. the length of the sting, how tight it is, Can, with help,
the type of ‘string’ used, the size of the yoghurt identify the
pots, etc. Each group of three children can variables in a fair
choose the variable which they would like to test. (level 3)
investigate. As above, but
without help. (level
4)
Can show how to
keep an
investigation fair.
(level 3)
Can relate
conclusions to
scientific
understanding.
(level 4)
To know (explain) How do you Pattern seeking – How can we change the Strings AF3 – Can use
how to change think we could plucking of string so that the pitch of the scientific forms of
vibrations to change the pitch sound produced changes? Weights language when
change the pitch. of produced by a (masses) on communicating
vibrating string? Give each group a range of string and a set of hooks simple scientific
To be able to weights that can be hung off an ‘S’ hook. Challenge
choose an How could you ‘S’ shape phenomena. (level
the children to find different ways of changing the hooks 3)
appropriate test your ideas? pitch of the sound produced when a length of string
approach to is twanged. Blocks to place AF3 – Can use
answer a They could do this by: under the appropriate
question. Changing the length of the piece of string. scientific forms of
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
string vibrating. language to
Hang more weights off the string communicate
so that the string becomes tighter. scientific
Trying different types of string (e.g. phenomena. (level
different thicknesses) 4)
Can relate the
Video - www.bbc.co.uk/learningzone/clips/
change made to the
‘Producing sounds and pitches’
change of pitch.
(level 3)
Can choose an
appropriate
approach to answer
a question (level 4)
Can select and use
methods that are
adequate for the
task. (level 4)
Knows that altering
vibrations alters the
pitch. (level 5)
The pitch of a
To know that What happens to Pattern-seeking – How does the speed of Metre rulers AF5 – Can sound can be high
when we alter the the number of vibrations affect the pitch of the sound Marker pens describe what they or low. Change in a
pitch the wobbles as you produced? Tape have found out in sound is caused by
vibrations increase the Card experiments, linking increasing or
change. length of the As a class investigate hanging different sizes of Graph paper cause and effect. decreasing the
ruler? How ceramic flower pots from length of doweling. Metal cutlery (level 3) frequency of the
To able to make would you record Strike each with a pen and listen. Can the knives
this? children relate the speed of the vibrations, to the AF5 – Can identify wave. A high
a series of Ceramic flower frequency, i.e.
size of the pot and the pitch of the sound scientific evidence
measurements. pots more waves
produced? they have used in
String drawing passing a fixed
To be able to Doweling point, gives a high
Alternatively try striking knives: conclusions. (level
identify and pitch and a lower
4)
explain patterns. Hold the knife at the base of the blade .Hit the knife sound is the other
gently - what does it sound like? Hold it at the end Can identify and way around.
explain patterns in
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
of the blade - does it sound any different? Children data (level 4)
can explore hitting the knife at different points and
look for patterns in the pitch produced. Can they Can make a series
explain what is happening? of measurements
http://www.thenakedscientists.com/HTML/content/k (level 4)
itchenscience/exp/how-to-make-a-knife-sound-
dead/ Can explain how
the length of the
vibrating object
Attach a colouring pen on the end of a plastic affects the pitch
ruler. Place a sheet of paper next to the nib so (level 5)
that a mark will be made on the paper when the
ruler is twanged. Change the length of ruler Can draw scientific
hanging over the edge of the table so that conclusions that
different heights of marks are made. are consistent with
the evidence.
Children could record in a table: the height of the
mark made, the speed of the vibrations produced
(slow, medium, fast, etc) and the pitch produced
(high, medium, low, etc).
Allow children the opportunity to explain the
connection between the speed of the vibrations
and pitch.
Soft surfaces
To be able to What happens to Explore and research – Reflection and Sponges AF2 -Can link absorb sound
compare sounds your voice when absorption applications to
Shoe boxes energy in the same
you sing in the specific
To know how to bathroom? Why Ask children to think about what their voice sounds Data-loggers characteristics or
way as sand
measure the absorbs energy
does this like when they sing in the bathroom. It is often fuller properties. (level 3)
loudness of Metal tray from a ball thrown
happen? and more powerful because of sounds being
sounds. reflected. Can they think of other times when this AF2 -Can into it. E.g. rugs,
Small object to drop
What happens to happens? recognise curtains, sofa and
To know why sound when the Ask them to think about what sounds are like when
into the tray
applications of plants all absorb
sounds can be curtains and specific scientific sound energy so
made carpets and curtains have been removed from
carpets are ideas. (level 4) that it does not
louder/quieter rooms. These items help to absorb the sounds
taking out of a bounce back.
AF2 -Can lick
To be able to room?
application of
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
evaluate an Video - www.bbc.co.uk/learningzone/clips/ science to their Smooth, hard
investigation. ‘Reflecting Sound’ underpinning surfaces reflect
scientific ideas sound energy in
Fair test investigation – How does the (level 5) the same way as a
thickness of the sponge affect the loudness of ball bounces off
the sound heard? AF5 – Can identify concrete. E.g.
You could set this in the context of trying to straightforward sound energy from
develop sound-absorbing panels in an arena to be patterns in data a stereo might
used for a gig. A data-logger can be place in a presented in bounce off the
shoe box (the arena). Place a metal tray on the top various formats, floor, walls and a
of the box and drop a small object from a set height including tables and wooden chair.
to produce a sound. Measure the loudness of the bar charts. (level 3)
sound. You could then place different numbers of Can compare and
sponges between the box and the tray and order sounds. (level
measure the loudness of the sound heard in the 3)
box.
Research – Give the children opportunities to find Knows that sounds
out more about reflection of sound waves: can be quantified.
Ultrasound (level 4)
Echo-sounding/ Sonar (e.g. Paul Knows that altering
Langevin) the vibrations alters
Echolocation by dolphins the loudness. (level
5)
Can suggest
improvements in
their work, giving
reasons. (level 4)
Can evaluate their
working methods to
make practical
suggestions for
improvements.
(level 5)
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Nuffield -
To know how to How can the Design and technology Variety of Knows how to alter music
alter the pitch of loudness of the drums the pitch of
Problem –solving – Making own instruments
musical drum sound be Variety of vibrating objects
instruments. changed? Video – www.bbc.co.uk/learningzone/clips/ stringed (level 4)
‘Sounds made by different musical instruments’ instruments,
How can the
To be bale to and ‘Weapons of sound – instruments made of guitar, violin, Can communicate
pitch of the drum rubbish’.
communicate cello ideas using
sound be
ideas using
Children could look at and play a range of Tubs (e.g. scientific terms
changed?
scientific terms. margarine) (level 4)
musical instruments. Each time they must think
How can the about how they made the sound louder and how Variety of
pitch of a the pitch was changed. elastic bands
stringed Cling film
instrument be Challenge the children to invent their own
changed? instruments. You could stipulate that the pitch
and loudness must be able to be changed. The
children could record in drawings how the sounds
were produced and how they were altered.
For ideas on a few blown instruments -
http://www.citv.co.uk/static/thebigbang/show11ite
m4.html
A quite easy to make yoghurt pot blowing tube!
http://www.planet-
scicast.com/experiment.cfm?cit_id=2610
Or swinging harps:
http://www.citv.co.uk/static/thebigbang/show12ite
m4.html
Or a beat box:
http://www.citv.co.uk/static/thebigbang/ser56/show
3item4.html
Advisory Service Kent
Learning Intentions Key Questions Tasks Resources Outcomes Notes
Or wind instruments:
http://www.citv.co.uk/static/thebigbang/ser56/show
5item6.html
A bongo boo bam!
http://www.citv.co.uk/static/thebigbang/ser56/show
14item2.html
A rain maker
http://www.citv.co.uk/static/thebigbang/ser56/show
15item4.html
A zither
http://www.citv.co.uk/static/thebigbang/ser56/show
19item2.html
For instructions on how to make a rather annoying
sound tube visit:
http://www.citv.co.uk/static/thebigbang/show3item4
.html
This is a great opportunity to assess children’s
understanding about sounds.