Investigating Sound: Using pipe music to understand pitch and length.
Summary
In this investigation the student will learn about sound waves and vibration. Students will use pipes to understand that the slower an object vibrates the lower the pitch and the faster an object vibrates the higher the pitch. Next students will use the instruments provided in the FOSS kit to design an experiment that explains why the different pipes have higher and lower pitches.
CollapseLearning Goals
This activity is designed to help students understand that sound is produced by vibration. It will help students understand the relationship between size and pitch. Students will discover that the longer the tube the lower the pitch of the sound and the shorter the tube the higher the pitch.
Context for Use
This activity will work well as a whole group lesson in a classroom setting. The activity will take about 1 hour. Students should have completed FOSS lessons investigations 1 and investigation 2 part 1. This lesson expands on investigation 2 part 2 allowing the students to use inquiry in their learning. Special equipment the PVC instruments and the instruments from the FOSS kit.
Description and Teaching Materials
Introduction:
Start with the PVC instruments. Practice and play a song as a group. What do the kids notice about the pipes? Ask the kids why the pipes can make different notes. What questions do they have about the pipes? Write questions on chart paper. How can it be explained? Tell them it is their job to figure out how to explain it and prove their ideas.
Input:
1. The teacher will show the kids all the instruments from the FOSS kit-demo them. Set the instruments up in stations according to the FOSS directions.
2. The teacher will give the kids 5 minutes at each station. They must use the FOSS instruments to explain how the pipes work.
3. The students will experiment with the different instruments and take notes in their science journals as they experiment.
4. When the students have been through each station have each group pick an instrument to use to explain what they have learned about sound and vibration. Each group will make a short presentation. Students need to answer the question, "Why do the pipes make different sounds?" Also discuss other questions that were recorded on the chart paper.
5. Allow a few minutes for the groups to prepare and then have the students present.
Closure:
As a whole group discuss the relationship between size and pitch. Play the song on the PVC pipes again. Clean up all materials. REFERENCE CHART FOR MAKING PIPES (Microsoft Word 33kB May27 11) MUSIC FOR PIPES (Microsoft Word 24kB May27 11)
Start with the PVC instruments. Practice and play a song as a group. What do the kids notice about the pipes? Ask the kids why the pipes can make different notes. What questions do they have about the pipes? Write questions on chart paper. How can it be explained? Tell them it is their job to figure out how to explain it and prove their ideas.
Input:
1. The teacher will show the kids all the instruments from the FOSS kit-demo them. Set the instruments up in stations according to the FOSS directions.
2. The teacher will give the kids 5 minutes at each station. They must use the FOSS instruments to explain how the pipes work.
3. The students will experiment with the different instruments and take notes in their science journals as they experiment.
4. When the students have been through each station have each group pick an instrument to use to explain what they have learned about sound and vibration. Each group will make a short presentation. Students need to answer the question, "Why do the pipes make different sounds?" Also discuss other questions that were recorded on the chart paper.
5. Allow a few minutes for the groups to prepare and then have the students present.
Closure:
As a whole group discuss the relationship between size and pitch. Play the song on the PVC pipes again. Clean up all materials. REFERENCE CHART FOR MAKING PIPES (Microsoft Word 33kB May27 11) MUSIC FOR PIPES (Microsoft Word 24kB May27 11)
Teaching Notes and Tips
I have not done this activity with my class. I have used the FOSS kit for sound many times and am concerned that it lacks inquiry in the lessons. My hope is that by allowing students to first ask questions and then explore the instruments without being told what to expect or how to use the equipment they will create their own experiments with the available equipment and construct their own knowledge. This is different than what I usually do because the directions for the instruments are usually followed carefully and the students don't explore they just follow directions. I plan to have a parent volunteer make the pipes for me and to ask my parent/teacher organization for funds for the pipes.
Assessment
Students will be informally assessed on their group presentation-do they have an understanding of the material. Students will be formally assessed on their science journal where they are required to record their observations. They will use the notebooks to reflect record and organize their thoughts. Students will be required to include drawings and diagrams. Science journals are great tools to use with every lesson.
Standards
Minnesota Academic Science Standards-3.II.C.1-energy transformation and 4.I.B.2-scientific inquiry.