___________ is whether a sound is high or low.

____________ is an example of a loud sound

To make a sound, you need to ______ a guitar string.

To make a sound, you need to _______ a recorder.

To make a sound, you need to ______ a drum.

How are different sounds produced?

Key Stage 2

Science

Sound

When a sound is made, the particles in the air

When vibrations are funnelled into the ear canal, the _______ vibrates

Make the sound louder by moving the particles more

By placing a solid object between the sound and the ear, this will...

﻿Hello everybody. Welcome back to your science lessons with me Miss Roberts. So last week we started our first lesson all about sound. And this week we're going to look at the different ways that we can make sound. I've got Lenny the lion here and he's my favourite teddy. So if you've not met him before, you can say hello to Lenny. And he sits with me so that he can listen to all of my star words and hear all of my learning so I put him by my screen. If you want to go and get yours, pause the video now and go and get them. Okay, so for this lesson, you are going to need a pencil and a pen, a ruler, and a notebook. So go and get your resources. Pause the video now. Okay, so let's get started with the lesson. Let's have a look at our star words for today. So my turn, your turn. Star words, star words, star words. Well done. The first one is, pitch. And we're going to go, Pitch, pitch pitch. Okay? So a high and a low point. And you will find out why later in the lesson. So pitch your turn, well done. The next one is volume. Your turn. Well done. The next one is instruments. Your turn. Well done. Now I chose a violin. You can choose any instrument that you like. Maybe you choose a piano. Maybe you choose a flute. So let's do that one again. Choose your instrument. My turn, your turn. Instruments. Your turn. Well done. The next one is strike. Your turn. So it's as if you're hitting something like a drum, or something, that's going to make a sound. So maybe another instrument that you could choose would be a glockenspiel, or maybe it's something that makes a sound. So we're going to strike one, two, three strike. Well done. Okay. The next one is pluck, your turn. Imagine you're taking your finger and you're pulling a string and plucking something. One two three, pluck well done. And the last one is, blow. Your turn, blow. Well done. As if you're blowing on a flute or an instrument, so the air is passing down something that makes a sound. Okay so, we've done our star words. Now we're going to look at how different sounds are made. We're going to start with our comprehension as we always love to do. Okay, read with me. Different sounds. If you hear a star word, you can put your hands on your head. As we learned in the previous lesson, all sounds are made, by making vibrations travel through the air. The vibrations that come from different objects, are very different. Sometimes they are high pitched. Well done, you heard the word pitch. So high pitched, let's keep reading, like a mouse's squeak, or low like a cows moo. Sometimes they are very quiet, like a whisper. Or very loud, like a car horn. Every time there is a kind of sound however, there are vibrations in the air. This means that, to create a sound all we need to do is create vibrations in the air. We can do this by striking something, well done like a drum. Plucking it like a guitar, or blowing through it like a flute. Well done everybody. Fantastic reading. Now let's see how well you can remember, these three ways that sound can be created from what we've just read. If you can't remember, you can go back and do the reading again from the video. Pause the video and write down your three answers now. Well done. Let's see if you were right. So what were the three ways? What's the first one? What was the second one? What's the third one? Well done everybody. Let's see if you were right. Struck, plucked and blown. Well done. So if you strike something, or you pluck something, or you blow. like a flute. So when we read in that comprehension it said that some sounds are a high pitch and some are a low pitch. When you have a high pitch, you sing very high, then it means it's high up like a mouse squeak like a, that would be a high pitch. If I sing a low pitch that it's very, very low. So out of these two options, blowing a whistle or a rumbling train in the distance, which do you think would be an example, of a high pitch sound? Can you pause the video and write down your answer now? Let's see if you're right. Well done, it would be blowing a whistle. That would be a high pitch because a rumbling train in the distance, would be a very low pitch. Okay, and now what I'm going to do on my violin, is I'm going to give you two pitches. I'm going to give you the first pitch and then the second pitch. And you've got to decide which one is the example of the low pitch. So which one had the lower pitch? Here's your first one. And here's your second one. I'll do this again. Here's your first one. And here's your second one. Which one has the lower pitch. Can you pause video and write your answer down now? Well done. The second one, it was B. So it was this one. Cause that's low on the violin and this, or this, would be a very high pitch. You can hear it's almost, we would describe it maybe as squeaky. Hopefully not. Okay. And then the other star word we had was volume. Can you say that back to me? Volume. Your turn. Well done. Now volume, you should know already, but let's just recap. Volume is how loud something is. Volume is how loud something is, well done. Can you say very loud to your screen? Oh gosh, that was so loud. And now can you say very soft. Can you whisper it to your screen? Very soft. And very loud. Your turn. And very soft. Well done. So now I'm going to play you two notes, which one is louder? So I'm going to play the same pitch and I'm going to do one loud on one soft. Which one is which this is A and this is B. Going to do those again, which one's louder, A or B. Can you pause the video and write down your answer? Well done. It was A, that was much louder than the soft B. I hope you all got those right. So well done. Let's keep learning. Okay, now that we've looked at how different sounds can be made, lets look at different instruments that use those three different ways. The first one I'm going to show you is my violin. Okay, so my violin is something that I can pluck. I'm going to take the string and I'm going to pull it and I'm going to a pluck it, what am I doing to it? I am plucking it. Well done. The other instrument that I can pluck is my guitar. So I can take my guitar and my guitar has six strings. And if I pull up all of the strings at the same time Oh, let's see I'm plucking all of those strings at the same time. So that's how we pluck. Now, I don't have a drum with me, but what I do have is my water bottle is the best I could think of that could be used as a striking object. So if I was in school, I would show you a drum from the music department, but I don't have a drum. But what I can do is I can use a soft pencil and my water bottle. So we've looked at plucking. So am I blowing on the water bottle or am I striking it? Which one? Well done. I'm striking it. I wonder, can you take your pencil and can you tap something very, very, very gently. Can you tap something to make a sound? You can hear that sound the water bottle is making. So that's striking something. So we've looked at plucking instruments like the violin or a guitar because they have strings on them. We've looked at striking objects. So in an instrument it would be a drum or something from the percussion department. I used a water bottle and you can tap things gently to make sound. So also my mug that makes a different sound if I strike it. The third way is when you blow on objects. So I wonder, have you ever heard it when the wind howls through the trees and it almost sounds like it's making a musical note if it comes through or sometimes when it comes through the window and it's coming through the cracks in the window in an instrument, it would be from the woodwind department. And that might be a flute or an oboe or a clarinet or a bassoon or saxophone lots and lots of instruments that you use air from your mouth to make a sound. Now I don't have a flute or an oboe or clarinet or any woodwind instruments in my house. And that's where I'm making this video from for you. But what I do have is something as an alternative this is a bottle of squash and what I can do because it's glass, I'm going to show you. So this is elderflower cordial. And what I've done is you can see it's got a very small rim at the top, so it's not wide like my water bottle. That's got quite a big one. So this is quite a thin rim on the bottle. And it's got a little bit of liquid in it. What I can do is if I blow on the top of the rim If I can do it. Can you see my green screen? Can you hear that? Can you hear the sound it's making? Oh, I got squash on my lip now. That's because when I'm blowing air across the top of the rim then it's making a sound because it's making it's causing a vibration at a certain pitch. Now I could do it with my water bottle but because it's quite a wide rim, it's much, much much more difficult, but I'm going to show you so you can hear that it's nearly going to work. I tried yesterday. Oh, it worked. I'm getting better at it. Cause I'm in practising . Can you hear it? So that's making a musical note because, I've got all sorts of liquid on my lip now, because the air going across the top of the rim is then vibrating at a certain pitch. And that is how sound is created. So there are certain sounds that just are sounds. And then there are some sounds that sound like musical notes. And that's because it means that the vibrations are vibrating at the same rate. You'll learn more about that when you get to your GCSE. So I wonder, does anybody want to go and try one of those objects? You could, if you've got a musical instrument, you could go and have a try. So maybe you have a guitar or a violin or some sort of string instrument. Maybe you play the flute or the recorder in your house. Maybe you have a percussion instrument, like a drum or a triangle or something that you can go and strike. If you don't have any of those you could try with a water bottle. But whichever one you try, you do need to go and ask your grownup to help you so that they can help you stay safe. Okay, now we've looked at different instruments. We're going to do our own experiment and we're going to make an instrument so that we can make some sounds together using vibrations. So let's go and take a look at our experiment. Okay think I'm ready. I've got some matches that I'm going to use as my lolly sticks. I've got a cardboard box, scissors, bands, cardboard tubing and some tape. So the first thing I'm going to do is I'm going to cut a hole in the front of my cardboard box like so this is where you're going to need to ask you a grownup to help you. I'm just going to start it with my scissors. I'm going to make it quite a big hole and I'll show you why in a moment, I'm going to show you my real guitar because the hole at the front is going to be where the vibrations of the sound come out. So you want it relatively big, but not too big. So mine's that big. If you want to pause the video and do along with me, then you can do that. Let me just show you my Oh here it is my guitar. So the hole here is quite big because all of them it helps the vibrations come out. You can put that back, carefully So then what I'm going to do is I'm going to put the tubing into the top of my box. So like, so, and then what you want is you want a bit at the sticking out the top. So that's where you would have the top of the instruments. I just want to cut the top off there, neaten up a bit. Okay, so then I've got my cardboard tube, coming out of the top, so you can do a little repair jobs. It's a bit ripped at the top. So you can see this rip here. I'm just going to tie it down with some tape. So you might need to do some repairs on your way round so that it looks nice and tidy at the end. Okay, so tubing check, now it's loose. So as soon as I put in, put on my strings it's going to rattle around. So I'm going to secure it with some tape around the top because otherwise it's going to go everywhere. So what I'm going to do is I'm going to hold it in place. I'm going to stick down some tape at the front. I'm going to try and get in the middle, looks like the middle to you, give it a bit of symmetry. So I'm actually going to do two on the front two bits of tape on the back to hold this tubing in place. And then I'm going to do one all the way around the middle. There we go, okay, it's not the neatest But there we have nice secure tubing at the top of my guitar. Nice big hole at the front and tubing. So then at the top here and this is where you're going to need to ask your grownups for the scissors, just to double check I'm going to make some holes on the edge I'm actually going to do four and I can put them evenly apart. So let me do it. And then I'll talk you through some, just making some holes on the edge of the tubing, because I'm going to poke my lolly sticks through. So as you can see here, you probably can't see that well but I'll show you in a second. I've got some holes on the edges. So not all the way through, now, I've got matches because I don't use them as much as cause they're just, but they are nice and colourful. If you've got some lolly sticks, you'll need to make holes on the side thick enough for them to go through. But hopefully what I can do is Oh I see, there we go. There's one of them. So actually I've learned that I need to not just make them little slits, I actually need to make them holes To make it easier so I'm poking my scissors through and then twisting it so that it's actually a hole. It's going to be so much easier. Okay, I would highly recommend that team right. There is another one. Here's another one Just poking them through. You can do this with your lolly sticks Cause it will look like the threads of the guitar. There we go. And at the top, my last one. There you go. So I've done them with colourful matches. You can do them with lolly sticks and they'll poke out the top so that it looks just like the top of my guitar. So I mean, it's almost spitting image. Okay, so now we are nearly getting there. Okay, so because it's locked down I actually don't have any elastic bands. Well, sorry. I've only got one elastic band. And then the other one I've got is a hair tie. You might have some hair ties. If you've got ladies with long hair at home you can ask them very nicely if you can borrow one. I just thought I would show you both options cause I've only got one of each. So the hair tie just about works. It's not quite as good as the elastic band but it does the trick. And when we're in lockdown, you know got to make do with what we've got at home rather than buying some plastic. There we go. It does the trick. So I've got two different options there. So hair tie and the elastic band. Now, as you can see when I pluck them it just hits against, it just strikes the cardboard box. So what you want to do is you want it to get a pen or a pencil. And If you were here in my video last week, when we made it against the recipe book, you want to take your pen or pencil and then thread it underneath the strings and then push it right down to the bottom. And it holds it in place like that. Okay, because then when you pluck it Let's see if it changes notes And it works. So with the hair tie, let's see I can't pluck it that side. It does work a little bit, doesn't it team? Just not quite as well as the elastic bands. So this is my, make your own guitar. Let's go back and finish the video. And I want you to have a look at my method. And I want you to write out your method when you've made yours. If you've not made yours, that's okay. If you've just watched this and you don't have the resources, that's also okay. Because some of us don't have all the resources but I would like you to write out your method and you can use my example to help you. Okay, so I hope you've enjoyed that. If you've done it along with me. Well done. If you want to pause the video now then you can make your own, good luck team. Let's go back and finish our lesson. Wow. Okay, so now it's your turn. I hope you enjoyed watching me make my cardboard guitar. If you'd like to, you can now carry on watching the video and you can make your own. If you don't have the resources, that's okay. You can go straight now and do your learning review which is your quiz after the lesson. It was great to see you guys and we'll see you next lesson. If you're going to stay with me and make your instrument then let's take a look at what we need. So you are going to need a cardboard box, some scissors some elastic bands, a cardboard tubing, four lolly sticks and some tape. Pause the video and get the resources that you need now. Okay, so if I was writing out my experiment, these were the resources that I used. Scissors, cardboard box, elastic bands, tape, tube, and lollipop sticks. Let's look at my method as I've written it out and you can make your instrument as we go. So first I gathered my cardboard box, tubing elastic bands, tap, glue, and scissors. Carefully, I cut a large hole in front of my cardboard box and then also a smaller hole in the lid of the box. Pause the video and do that step now. Okay, step three, place the tube down into the box and secure it with tape. Pause the video and do that step now. Step four, next, I made some small holes in the top of my tubing and threaded through my lollipop sticks. Pause the video and thread your lollipop sticks now. Step five, stretch the elastic bands around the cardboard box so they were taut. So taut means they are tight. Pause the video and do that now. Number six, you can change the pitch of the note by holding your finger over the elastic band. So I hope now if you've had to go, then you've got a cardboard guitar that you are able to make some sounds with. How exciting, what I'd like you to do now is write out your method and your equipment list in your books because we're scientists. We need to write out the experiment that we've done so that other people can have a go as well in the future. In order to do your writing of your experiment, here is a word bank. So repeat after me, here are your adverbs. These are the ones that I used or some other ones that you might find useful. So my turn your turn First, carefully. Next finally. Well done. Now, here are the verbs that I used. Remember, these are your bossy verbs. So these are when you're telling somebody your method of how to do something. So my turn your turn secured. Threaded. Stretched. And glued. Well done. And finally, here are some adjectives that you might want to include to talk about the science of your experiment. So my turn, your turn. Taut. Tight. High and Low Well done everybody. I hope you enjoyed the experiment and I can't wait to read your methods all written out and use these words from the word bank to help you. If you want to here are some questions if you're struggling a bit with your method then you can answer them as you go. What resources did you prepare? How did you prepare each resource? How did you stick your parts together? And how did you enable your instrument to make sound? Now I have a challenge for you. Can you change the pitch or volume of your instrument? I want you to write that out in your method. If you think, you know you can. Good luck team and write out your experiment now. Okay, so well done everybody. You've worked really hard this lesson. To think more about how we can create different sounds and I hope you enjoyed making your instrument that uses a different way of making sounds. If you'd like to show me your work then you can ask your grownup to share it on Twitter. I'd love to be able to see it. Well done everybody and good luck with your end of lesson quiz. Bye everybody!

How are different sounds produced?

How are different sounds produced?

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Lesson details

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Video

Starter quiz

3 Questions

Exit quiz

5 Questions

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UnitScience / Sound

Science